Unit Plan 34 (Grade 8 Science): Waves in Everyday Technologies

Focus: Apply wave science to understand how medical imaging, data transfer, Wi-Fi/wireless communication, and sound engineering use amplitude, wavelength, wave patterns, and digitized signals to carry energy and information without moving matter.

Grade Level: 8

Subject Area: Science (Physical Science – Waves & Information)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students connect wave concepts to real-world technologies they see every day. They explore how sound waves and electromagnetic (EM) waves are used in medical imaging (ultrasound, X-rays), data transfer (fiber optics, ethernet), Wi-Fi and wireless communication, and sound engineering (microphones, speakers, noise reduction). Students use mathematical representations to describe waves in terms of amplitude and wavelength, build models showing that waves transfer energy but not matter, and gather scientific/technical information about why digitized signals make modern technologies more reliable. By the end of the unit, they can explain a chosen technology using core ideas from MS-PS4-1–3.

Essential Questions

• How do waves (sound and EM) power everyday technologies like medical scanners, Wi-Fi, and audio systems?
• How do amplitude, wavelength, and wave patterns help describe and explain what these technologies do?
• How do waves transfer energy but not matter, and why is that important for imaging and communication?
• Why are digitized signals (0/1 patterns) especially useful and reliable for modern technologies that store and transmit information?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe at least three everyday technologies that use waves (e.g., ultrasound, X-rays, MRI, fiber optics, Wi-Fi, audio systems).
2. Use mathematical representations (graphs, diagrams, tables) to describe waves in terms of amplitude and wavelength, and interpret how wave patterns carry information in selected technologies.
3. Develop and use models (ray diagrams, wavefront diagrams, energy-flow diagrams) to show that waves transfer energy but not matter in imaging and communication systems.
4. Integrate qualitative scientific and technical information from texts, diagrams, and videos to support the claim that digitized signals are more reliable than analog in technologies like Wi-Fi, digital audio, and data transfer.
5. Create a short “Tech Explainer” product (poster, slide, or one-pager) that explains how one technology uses waves, includes math representations and a wave energy model, and argues why digital signals improve reliability.

Standards Alignment — 8th Grade (NGSS-based custom)

• MS-PS4-1 — Use mathematical representations to describe waves in terms of amplitude and wavelength and to show how wave patterns provide information.
• MS-PS4-2 — Develop and use a model to describe that waves transfer energy but not matter.
• MS-PS4-3 — Integrate qualitative scientific and technical information to support the claim that digitized signals are more reliable than analog for transmitting information.

Success Criteria — Student Language

• I can name and describe everyday technologies that use waves to work.
• I can use graphs and labeled diagrams to show a wave’s amplitude and wavelength, and explain how wave patterns carry information.
• I can draw or explain a model that shows waves carrying energy from source to receiver without moving matter from one place to another.
• I can use information from readings, diagrams, and class activities to explain why digitized signals are more reliable in technologies like Wi-Fi and digital audio.
• I can produce a clear explainer that connects wave properties, energy transfer, and digital reliability to a real technology.