Class: Physics
Date: 3/31 **Move to 4/4
Unit: |
Light and Reflection |
Topic: |
Introduction |
Lesson Objective: |
Students will complete the discovery lab. |
Materials: |
Lab instructions, various lab equipment |
State Frameworks: |
WO.10.P.1 Calculate the frequency and wavelength of electromagnetic radiation WO.10.P.2 Apply the law of reflection for flat mirrors: θ in = θ out WO.10.P.3 Describe the images formed by flat mirrors |
NGSS |
P-PS4-1AR Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, speed, and energy of waves traveling in various media. [Clarification Statement: Emphasis is on the dependence of wave speed upon media properties and the proportionality between the quantities (frequency and speed, wavelength and speed, frequency and wavelength, energy and wavelength).] P-PS4-3AR Develop and use models to describe the interaction of light with matter. [Clarification Statement: Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell's law).] |
CCSS: |
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience |
ACT Aspire PLD: |
Translate moderately complex information into a table, graph, or diagram. Compare data from two or more simple data presentations (e.g. compare a value in a table to a value in a graph or categorize data from a table using a scale from another table). Predict the results of an additional trial or measurement in a moderately complex experiment. Evaluate the design or methods of a simple experiment (e.g. possible flaws or inconsistencies; precision and accuracy issues). Determine which hypothesis, prediction, or conclusion is, or is not, consistent with a moderately complex data presentation or piece of information in text. Identify implications and assumptions in a complex theoretical model. |
Science & Engineering Practices (SEP): |
Using Mathematics and Computational Thinking, Developing and Using Models |
Crosscutting Concepts (CCC): |
Patterns, Patterns, Structure and Function |
Disciplinary Core Ideas (DCI): |
PS4.A: Wave Properties |
Engagement: |
Opening Task: “Read your lab directions.” Discuss student questions before starting. 10 min |
Explore: |
Students will complete the discovery lab. 80 min |
Explain: |
NA |
Elaborate: |
NA |
Evaluate: |
Formative as students work. |
Material/Lab Safety: |
Basic lab safety rules |
Class: Physics
Date: 4/6
Unit: |
Light and Reflection |
Topic: |
Characteristics of Light |
Lesson Objective: |
Students will identify the properties of electromagnetic radiation (light). |
Materials: |
Prism, laser, flashlight |
State Frameworks: |
WO.10.P.1 Calculate the frequency and wavelength of electromagnetic radiation WO.10.P.2 Apply the law of reflection for flat mirrors: θ in = θ out WO.10.P.3 Describe the images formed by flat mirrors |
NGSS |
P-PS4-1AR Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, speed, and energy of waves traveling in various media. [Clarification Statement: Emphasis is on the dependence of wave speed upon media properties and the proportionality between the quantities (frequency and speed, wavelength and speed, frequency and wavelength, energy and wavelength).] P-PS4-3AR Develop and use models to describe the interaction of light with matter. [Clarification Statement: Emphasis is on both geometric (ray diagrams) and algebraic models (mirror and thin lens equation, Snell's law).] |
CCSS: |
RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience |
ACT Aspire PLD: |
Translate moderately complex information into a table, graph, or diagram. Compare data from two or more simple data presentations (e.g. compare a value in a table to a value in a graph or categorize data from a table using a scale from another table). Predict the results of an additional trial or measurement in a moderately complex experiment. Evaluate the design or methods of a simple experiment (e.g. possible flaws or inconsistencies; precision and accuracy issues). Determine which hypothesis, prediction, or conclusion is, or is not, consistent with a moderately complex data presentation or piece of information in text. Identify implications and assumptions in a complex theoretical model. |
Science & Engineering Practices (SEP): |
Using Mathematics and Computational Thinking, Developing and Using Models |
Crosscutting Concepts (CCC): |
Patterns, Patterns, Structure and Function |
Disciplinary Core Ideas (DCI): |
PS4.A: Wave Properties |
Engagement: |
Opening Question: “What is light?” Discuss student responses. 5 min |
Explore: |
Demonstrate that white light is composed of different wavelengths of light using a prism. Pass a laser through as well to show that it does not disperse. 20 min |
Explain: |
Discuss the basic characteristics of light. 30 min |
Elaborate: |
Students will complete the assigned practice problems. 35 min |
Evaluate: |
Formative while students work. |
Material/Lab Safety: |
Basic lab safety. |