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Asbury Park School
District
Name of Units: Electromagnetic Radiation
Unit #/Duration: 3 Third Marking Period
Content Area: High School Physics Grade Level: 11th and 12th grades
Big Idea: Students are able to apply their understanding of wave properties to make sense of how electromagnetic radiation can be used to transfer information across long distances, store information, and be used to investigate nature on many scales. Models of electromagnetic radiation as both a wave of changing electrical and magnetic fields or as particles are developed and used. Students also demonstrate their understanding of engineering ideas by presenting information about how technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy. The crosscutting concepts of systems and system models; stability and change; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are highlighted as organizing concepts. Students are expected to demonstrate proficiency in asking questions, engaging in argument from evidence, and obtaining, evaluating, and communicating information, and they are expected to use these practices to demonstrate understanding of the core ideas.
Essential Questions:
How can electromagnetic radiation be both a wave and a particle at the same time?
Should we encourage the board of education to install solar panels?
How does the International Space Station power all of its equipment
How do astronauts communicate with people on the ground?
How does my hard drive store information?
I Can Statements:
Evaluate the claims, evidence, and reasoning
behind the idea that electromagnetic radiation
can be described either by a wave model or a
particle model and that for some situations one
model is more useful than the other.
Evaluate experimental evidence that
electromagnetic radiation can be described
either by a wave model or a particle model and
that for some situations one model is more
useful than the other.
Use models (e.g., physical, mathematical,
computer models) to simulate electromagnetic
radiation systems and interactions—including
energy, matter, and information flows—within
and between systems at different scales.
Give qualitative descriptions of how photons associated with different frequencies of light have different energies and how the damage to living tissue from electromagnetic radiation
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depends on the energy of the radiation.
Suggest and predict cause-and-effect relationships for electromagnetic radiation systems when matter absorbs different frequencies of light by examining what is known about smaller scale mechanisms within the system.
Next Generation Science Standards:
HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter. HS-PS4-5: Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* HS-ETS1-1: Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for
solutions that account for societal needs and wants.
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that
account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural,
and environmental impacts.
HS-PS4-2: Evaluate questions about the advantages of using a digital transmission and storage of information.
Interdisciplinary Connections:
English Language Arts/Literacy
RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1)
WHST.11-12.8: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation. (HS-PS1-3),(HS-ETS1-3),(HS-ETS1-1),(HS-
ETS1-3)
Mathematics
MP.2: Reason abstractly and quantitatively. (HS-ETS1-3),(HS-ETS1-4)
MP.4: Model with mathematics. (HS-ETS1-3),(HS-ETS1-4)
HSA-SSE.A.1: Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1)
HSA-SSE.B.3: Choose and produce an equivalent form of an expression to reveal and explain properties of the
quantity represented by the expression. (HS-PS4-1)
Technology Integration: (Standards included only if students will be demonstrating knowledge/understanding/skill.)
8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize
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information in order to solve problems individually and collaborate and to create and communicate knowledge.
8.2 Technology Education, Engineering, Design, and Computational Thinking - Programming: All students will develop an understanding of the nature and impact of technology, engineering, technological design, computational thinking and the designed world as they relate to the individual, global society, and the environment.
Texts Primary Text:
Glencoe Science Physics Principles and Problems, Mc Graw Hill
Secondary/Supplemental Texts: Glencoe Physics Principles and Problems, Mc Graw Hill
Conceptual Physics text book Teacher’s edition, Prentice Hall Conceptual Physics Laboratory Manual
Physical Science Holt Suggested Instructional Activities/Strategies
● Electromagnetic Spectrum - http://konawaenahs.k12.hi.us/Online Electromagnetic Spectrum Activity.pdf ● Making Electromagnetic waves https://nj.pbslearningmedia.org/resource/phy03.sci.phys.energy.lp_emspect/making-waves-with-the-electromagnetic-spectrum/#.WO7X2k3wvIU ● Light – Electromagnetic Spectrum http://www.sctritonscience.com/Wilson/physics/worksheets/lab electromagnetic spectrum.pdf ● Converting sunlight to electricity - http://solardat.uoregon.edu/download/Lessons/Experiments_with_PV_Cells.pdf ● Doppler Effect Activity 1- https://www.exploratorium.edu/snacks/doppler-effect ● Doppler Effect Activity 2- dev.physicslab.org/...doctype=3&filename=WavesSound_DopplerEffect.xml ● Lenses: convex and concave https://phet.colorado.edu/en/contributions/view/3555
● Converging Lens Lab - http://srjcstaff.santarosa.edu/~lwillia2/10/10laboptics.pdf
● Properties of images - http://faculty.tcc.fl.edu/scma/carrj/Phy2049L/lab-10-optics.pdf
● Explore color and energy Activity 1 - http://solar.physics.montana.edu/angela/herschel.pdf ● Explore color and Energy Activity 2 http://coolcosmos.ipac.caltech.edu/cosmic_classroom/classroom_activities/herschel_example.html
● Factors affecting electron ejection - http://www.thephysicsaviary.com/Physics/Programs/Labs/PhotoelectricEffect/index.html ● Photoelectric effect - http://cgbscience.net/labphotoelectric.pdf
● Radio Waves & Electromagnetic Fields - https://phet.colorado.edu/en/simulation/radio-waves
● X-Ray Technology - http://www.opensourcephysics.org/items/detail.cfm?ID=13392 ● Wave Interference - https://phet.colorado.edu/en/simulation/wave-interference
● Teacher Resources
Introduction to the Electromagnetic Spectrum: NASA background resource
Technology for Imaging the Universe: NASA background resource
NASA LAUNCHPAD: Making Waves: NASA e-Clips activity on the electromagnetic spectrum
Radio Waves and Electromagnetic Fields: Phet simulation demonstrating wave generation, propagation and
detection with antennas.
Refraction: https://phet.colorado.edu/en/simulation/wave-interferencePHeT simulation addressing refraction of
light at an interface.
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Wave Interference: Phet simulation of both mechanical and optical wave phenomena
Thin Film Interference: OSP simulation of thin film interference for various wavelengths of visible light
Photoelectric Effect Phet: Phet simulation addressing evidence for particle nature of electromagnetic radiation
Photoelectric Effect OSP: Open Source Physics simulation of the photoelectric effect.
Interaction of Molecules with Electromagnetic Radiation: Phet simulation exploring the effect of microwave,
infrared, visible and ultraviolet radiation on various molecules.
Wave/Particle Dualism: Phet simulation of wave and particle views of interference phenomena.
X-ray Technology: OSP Simulation of optimization of X-ray contrast by varying energy of X-rays, materials
characteristics and measurement parameters
Vocabulary
Domain Specific Academic Vocabulary (Tier 3)
● Visible spectrum, ● Radio frequency, ● X-rays, ● Ultra violet rays ● Amplitude ● Atomic emission spectrum ● Photon
General Academic Vocabulary (Tier 2)
● Wavelength ● Light ● Sound ● Frequency ● Neon light ● microwave
Assessments
Formative Assessments:
• Evaluate the validity and reliability of claims that photons associated with different frequencies of light have different energies and that the damage to living tissue from electromagnetic radiation depends on the energy of the radiation.
• Series of graphic organizer and hand outs
• Suggest and predict cause-and-effect relationships for electromagnetic radiation systems when matter absorbs different frequencies of light by examining what is known about smaller scale mechanisms within the system.
Summative Assessment:
● https://www.opened.com/assessment/electr
omagnetic-radiation/8908441#!
● http://glencoe.mheducation.com/sites/00786
00510/student_view0/unit3/chapter12/standardi
zed_test_practice.html
● http://glencoe.mheducation.com/sites/00786
17766/student_view0/chapter3/chapter_review_
quizzes-eng_.html
● http://study.com/academy/exam/topic/tasc-
science-electromagnetic-radiation.html
Type Differentiation/Scaffolding (for example ELL, students who are classified, struggling learners, etc.)
Visual ● Picture gallery for the unit or chapter, allow students to walk to see what will be
covered in the unit
● Have illustrations for all vocabulary and concepts
● Incorporate video into the lesson
● Use on online dictionary that includes an image for the words
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● Use choice boards and menus to allow students to demonstrate understanding in
different modes
● Use color contrast on all PowerPoints and worksheets
● Model note taking
● Use non-linguistic representations for vocabulary and concepts
● Provide exemplars for all essays, PowerPoints and projects to be completed
● Incorporate graphic novels into lessons
Auditory ● Use non-linguistic representations for vocabulary and concepts ● Study in groups and talk things out ● Record lectures, tutoring and study groups (makes a verbal record for review)
● Read texts, questions and explanations out loud ● Work out problems aloud ● Sit in the front of the class ● Have discussions and debates in class ● Create musical jingles or mnemonics to aid memorization ● Use verbal analogies and storytelling to demonstrate your point ● Have students explain ideas to other people ● Have the student discuss ideas verbally whenever possible, even if they are having a conversation with themselves
Kinesthetic ● Incorporate movement in learning activities in order to benefit tactile and kinesthetic learners. ● Incorporate hands-on activities
Create models
Create foldable
Create displays
Experiments
Games
Projects
Puzzles
Create Prezi
● Act out what is being read ● Incorporate plays into the lessons
Language Development ● Develop clear objectives for each lesson that are communicated multiple ways
(e.g., written on the board, spoken, explained with visual aids)
● Maintain a Word Wall that includes visual cues
● Pre-teach vocabulary using multimedia and/or tangible samples of the term
whenever possible
● Links concepts to students’ background, if possible
● Connect new concepts to past learning
● Provide students with multiple, short (10-15 min.) opportunities to practice in
relevant, meaningful ways,
● Divide content into meaningful short chunks by meaning, not just length,
● Review material periodically,
● Give students immediate feedback on how well they have done,
● Include opportunities to connect abstract concepts with concrete experiences
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through:
Charts and graphic organizers,
counting and classification activities,
concept mapping,
using index cards, and
rearranging and dismantling models
● Include activities that allow learners to apply abstract content in personally
relevant ways
Creating a semantic map
Writing test questions to ask another student
Teaching concepts to another student
Discussing and “doing” make abstract concepts concrete
Clustering
Making and using graphic organizers
Solving problems in cooperative groups
Engaging in discussion circles
Partnering students in a project before independent work
● Provide opportunities for social interaction by varying groupings at least twice
during each lesson (e.g., Think/Pair/Share, Think/Write/Pair/Share, Numbered Heads
Together, Reciprocal Teaching, Jigsaw, etc.)
● Allow students to report out information orally and in writing
● Model correct English after a student has made a pronunciation or grammar error
● Integrate different modalities into each lesson (visual, kinesthetic, and auditory
activities)
Appendix 1 (graphic organizers, rubrics, websites, activities, manipulatives, sample assessments, etc.)
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Graphic Organizers for Science:
https://resources.illuminateed.com/resource/view/id/51f4161507121cba73f837e4/bc0/user/bc0_id/519ad
0c5efea657621000013
http://www.pkwy.k12.mo.us/homepage/jeisele/File/Electromagnetic_Spectrum_Graphic_Organizer.pdf
https://prezi.com/mndxgqmydgtj/chapter-10-graphic-organizer/
http://www.actedu.in/wp-content/uploads/2016/03/Science-Graphic-Organizers.pdf
http://www.eduplace.com/graphicorganizer/pdf/observe.pdf
http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf
http://science-class.net/archive/science-class/Teachers_Graphic_Organizers.htm
Resources for Next Generation Engineering Practices
Asking Questions and defining problems:
http://www.bozemanscience.com/ngs-asking-questions-defining-problems
Developing and using models:
http://www.bozemanscience.com/ngs-developing-using-models
Planning and Carrying out investigations:
http://www.bozemanscience.com/ngs-planning-carrying-out-investigations
Analyzing and Interpreting Data:
https://www.teachingchannel.org/videos/rube-goldberg-contraptions
http://www.bozemanscience.com/ngss-analyzing-interpreting-data
Using Mathematics and Computational thinking:
http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking
Constructing explanations (for science) and designing Solutions (for engineering):
http://www.bozemanscience.com/ngs-using-mathematics-computational-thinking
Engaging in argument form evidence:
http://www.bozemanscience.com/ngs-engaging-in-argument-from-evidence
Obtaining, Evaluating, and communicating information:
http://www.bozemanscience.com/ngs-obtaining-evaluating-communicating-information
Appendix 2 (Quad D Exemplar Lesson Plan)
Phase 1
Lesson Title Electromagnetic Radiation
Subject Energy
Grade Level Grade 11
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Lesson Description Applied physics is the foundation for much of earth science. This 1-week (2 block periods) lesson plan uses fundamental concepts taught in high school physics to explore how electromagnetic energy and light applies to atmospheric and climate change science. Each lesson builds upon the previous one, from a basis in general physics concepts to specific atmospheric science concepts. Topics covered include the electromagnetic spectrum and the wave properties of light; radiative energy transfer and thermodynamic heat; absorption/emission spectra; and Rayleigh and Mie scattering of light.
Lesson Duration 2 blocks
Outcomes (enduring
understandings, essential
questions
Scattering varies based on wavelength, and that preferential scattering of shorter (blue) wavelengths by molecules in the atmosphere is what makes the sky blue. Scattering by larger particles (aerosols and cloud droplets) is less dependent on wavelength: - These scatterings are known as Rayleigh and Mie scattering, respectively and are represented by a probabilistic distribution of scattering direction (advanced).
Scattering of incoming radiation by aerosols and clouds affects the Earth’s climate.
How aerosol particles are formed, and the role they play in cloud formation.
Phase 2
Common Core Standards Next Generation Science Standards: HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. Interdisciplinary Connections: English Language Arts/Literacy
RST.11-12.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. (HS-PS4-1) Mathematics
MP.2: Reason abstractly and quantitatively. (HS-ETS1-3),(HS-ETS1-4)
MP.4: Model with mathematics. (HS-ETS1-3),(HS-ETS1-4)
HSA-SSE.A.1: Interpret expressions that represent a quantity in terms of its context. (HS-PS4-1)
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Objectives: Students should be able to:
Understand the different parts of the electromagnetic spectrum and how they differ.
Understand the concept of a black body, how the sun and Earth can be represented as black bodies, and how these two black body spectra differ (advanced).
Understand how temperature and wavelength are related (advanced).
Understand the different ways by which materials may interact with electromagnetic energy (light).
Assessment: This lesson comes with two handouts associated with the in-class
activities. The handouts include pre- and post-activity questions
evaluating students’ conceptual knowledge. It is useful to discuss
these questions in class.
Learning Environment Students working in groups to complete the experiment
Academic Vocabulary
● Electromagnetic spectrum, wavelength, black bodies, absorption, reflection, satellite, global warming, aerosol, light, heat.
Materials
2 glass jars 2 thermometers, preferably digital thermometers with corded probes 1 heat lamp (if experiment is to be performed indoors. Under proper
weather conditions the sun can be substituted) 1 stopwatch (or one class-wide timer) Different colored mesh, in each of dark and light colors Worksheet (either one per student, one per group, or up on the projector)
Phase 3
Lesson Introduction
Do Now:
Opening:
Describe spectrum with its components.
Class discussion on waves and properties of waves. Review of basic concepts of reflection, absorption, frequency and different parts of electromagnetic spectrum and how they differ.
Flow (Teach)
Instruction:
Checks For Understanding:
Activity Description Lesson 1: The Electromagnetic Spectrum
Lesson 1
Introduce the electromagnetic spectrum and the concept of
electromagnetic energy. Students should understand that:
- Different parts of the EM spectrum have different
wavelengths.
- Different wavelengths have different energies.
- The majority of energy emitted by the sun is of different
(shorter) wavelengths than the
thermal energy emitted by the Earth (longwave).
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Activity Description Lesson 2: Energy, Heat, and Absorption
Lesson 2
Introduce the concept of energy-matter interactions, and that
absorption is one interaction that may occur in this case. Students
should understand:
- How matter interacts with electromagnetic energy (light) by
absorption and reemits this
energy as thermal energy.
- Molecules will absorb only certain wavelengths of the
spectrum while being
transparent to others.
- Activity 1: The activity in this lesson will use jars and heat
lamps to illustrate the
different absorption properties of different materials (white
versus dark colors).
Activity Description Lesson 3: Scattering
Lesson 3
Introduce the concept of atmospheric scattering. Students should
understand:
- Rayleigh scattering occurs when light is scattered off many
very small particles.
- Mie scattering occurs when light is scattered off of many larger
particles.
- Activity 2: Students will explore the wavelength dependence of
scattering. They will
observe how different colors of lasers will scatter in pure
water and water
with extra particles added.
- Activity 3: Students will learn how atmospheric particles
(aerosol) are created. Using
a UV pen, the instructor will create ozone gas, which, when
combined with volatile
gases from an orange peel, will create particulates.
- Activity 4: Students will make a cloud in a bottle. A pressure
change in a soda bottle
combined with particulates from smoke will induce liquid
water to become a cloud.
Closing
Differentiation
Below level students: Extra time and one on one explanation. Display data in graphical or tabular form Above level students:
Read the list of injuries below and ask your students to determine whether
an X-ray, CT scan, or MRI would be the best diagnostic tool. Students must
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Homework/Extension:
explain their reasoning in a few short sentences.
Broken leg
Brain tumor
Ligament damage
Blood clot
Severed fingers
Spinal injury
Nerve inflammation
Collapsed lung
Design a Poster identifying the dangers of x-rays, gamma rays, and ultraviolet radiation.
Discuss the side effects of human exposure on living cells, including potential sources of radiation.
Illustrations should accurately convey ideas.
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Scope and Sequence Overview:
1 2 3 4 5 6 7 8 9
Electromagnetic Spectrum
Electromagnetic Spectrum
Making Electromagnetic waves
Making Electromagnetic waves
Light – Electromagnetic Spectrum
Light – Electromagnetic Spectrum
Converting sunlight to electricity
Converting sunlight to electricity
Doppler Effect Activity 1
10 11 12 13 14 15 16 17 18
Doppler Effect Activity 1
Doppler Effect Activity 2
Lenses: convex and concave
Lenses: convex and concave
Converging
Lens Lab
Converging Lens Lab
Properties of images
Properties of images
Explore
color and
energy
Activity 1
19 20 21 22 23 24 25 26 27
Explore
color and
energy
Activity 2
Factors affecting electron ejection
Photoelect
ric effect
Photoelectric effect
Radio
Waves &
Electromag
netic Fields
Radio
Waves &
Electromag
netic Fields
X-Ray
Technology
X-Ray
Technology
Wave
Interferenc
e
Submitted by: _Renu Kumari___________________ Date: _________
Curriculum and Instruction Administration:
Approved Date: ____________
Board of Education: Approved Date: ____________
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Appendix 4: Cross content Engineering standard
Activity: Electromagnetic Spectrum Activity: Making Electromagnetic waves
NGSS Performance Expectation Science & Engineering Practices
HS-PS4-3: Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other.
Engaging in Argument from Evidence
Evaluate the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. (HS-PS4-3)
Disciplinary Core Ideas Crosscutting Concepts
PS4.A: Wave Properties
Waves can add or cancel one another as they cross, depending on their relative phase (i.e., relative position of peaks and troughs of the waves), but they emerge unaffected by each other. (Boundary: The discussion at this grade level is qualitative only; it can be based on the fact that two different sounds can pass a location in different directions without getting mixed up.) (HS-PS4-3)
Systems and System Models
Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (HS-PS4-3)
Common Core Connections – ELA Common Core Connections – Mathematics
RST.9-10.8: Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem. (HS-PS4-3), (HS-PS4-4),(HS-PS4-2)
MP.2: Reason abstractly and quantitatively. (HS-PS4-3), (HS-ETS1-1), (HS-ETS1-3)
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Activity: Converting sunlight to electricity Activity: Factors affecting electron ejection Activity: Radio Waves & Electromagnetic Fields
NGSS Performance Expectation Science & Engineering Practices
HS-PS4-4: Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.
Obtaining, Evaluating, and Communicating
Information
• Evaluate the validity and reliability of multiple claims that appear in scientific and technical texts or media reports, verifying the data when possible. (HS-PS4-4)
Disciplinary Core Ideas Crosscutting Concepts
PS4.B: Electromagnetic Radiation
When light or longer wavelength electromagnetic radiation is absorbed in matter, it is generally converted into thermal energy (heat). Shorter wavelength electromagnetic radiation (ultraviolet, X-rays, gamma rays) can ionize atoms and cause damage to living cells. (HS-PS4-4)
Cause and Effect
Cause and effect relationships can be suggested and predicted for complex natural and human designed systems by examining what is known about smaller scale mechanisms within the system. (HS-PS4-4)
Common Core Connections – ELA Common Core Connections – Mathematics
RST.9-10.8: Assess the extent to which the
reasoning and evidence in a text support the
author’s claim or a recommendation for solving
a scientific or technical problem. (HS-PS4-3),
(HS-PS4-4),(HS-PS4-2)
• Represent symbolically that electromagnetic radiation can be described either by a wave model or a particle model and that for some situations one model is more useful than the other, and manipulate the representing symbols.
• Make sense of quantities and relationships between the wave model and the particle model of electromagnetic radiation.