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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.