CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Unit:Light and Optics (H.P.3F)
Standard: H.P.3 The student will demonstrate an understanding of how the interactions among objects can be explained and predicted using the concept of the
conservation of energy.
Conceptual Understanding: This unit expects that students gain an understanding of the different models of light: wave, particle and ray model. They
should be exposed to ray tracing and how the rays intersect at the point predicted by the lens/mirror equation. The ray model is also used in Snell’s Law
and rays are easy to see with lasers.
Important to Note:
All files referred to are on the websitehttp://ccsdphysics.weebly.com/organized by unit, except for tests.
Unit Engagement/Anchor Activity Suggestions
It’s always exciting to show diffraction gratings with lasers and examples of refraction (penny in the cup with water can be seen first).
Formative Assessment Opportunities
Standard
Assessment items
Lenses PhET
Photoelectric Effect PhET
Optics Bench Lab
H.P.3F.2, H.P.3F.3
H.P.3F.1
H.P.3F.2, H.P.3F.3
Summative Assessment Opportunities
Standard
H.P.3F.2, H.P.3F.3
H.P.3F.5, H.P.3F.6
All standards in H.P.3F
Assessment Items
Snell’s Law Lab
Research an application of electromagnetic waves
Optics Test
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Investigations and Resources
Part 1: The Behavior of Light (H.P.3F.2, H.P.3F.3)
2014 science
performance
indicators
H.P.3F.2 Plan and
conduct controlled
scientific
investigations to
determine the
interaction
between the
visible light
portion of the
electromagnetic
spectrum and
various objects
(including mirrors,
lenses, barriers
with two slits, and
diffraction
gratings) and to
construct
explanations of
the behavior of
light (reflection,
refraction,
transmission,
interference) in
these instances
using models
(including ray
diagrams)
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 Why does a
penny look
larger when it
is submerged
in water?
 Does a convex
or concave lens
be to correct
for
nearsightednes
s?
 What is
happening
when a
rainbow
forms?
Reading guide about light behavior
Contrast refraction,
reflection,
diffraction,
interference and
transmission
Explore activity: penny in water
(can see it sooner than a penny not
in water, and it is magnified); look
at both sides of a spoon and see
which image is inverted; look at a
magnifying glass at short object
distances and long object
distances; use a comb and a laser
to make diffraction patterns and
draw locations of constructive
interference
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
 Holt Physics Chapter 13
Sections 1, 2 and 3
 Holt Physics Chapter 14 Sections
1, 2 and 3
Vocabulary
(tier 2 and 3)
Refraction
Reflection
Diffraction

Magnifying glasses, spoons,
pennies, combs (for use as a
two-slit diffraction
demonstration), lasers,
diffraction gratings
Transmission
interference
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
H.P.3F.3 Use
drawings to
exemplify the
behavior of light
passing from one
transparent
medium to
another and
construct
explanations for
this behavior
Is the image on the
retina upright or
inverted? Why?
 Rays in ray diagrams are
approximations of light waves.
Teach how to draw ray
diagrams for mirrors and/or
lenses
 Make connection between ray
diagram and the mirror/lens
equation
 Explain the previous
observations as evidence of
wave nature and photoelectric
effect as evidence of the
particle nature of light
 Explain Snell’s Law and total
internal reflection
 Snell’s Law Lab
 Lenses Lab with optical bench
(to reinforce ray diagrams and
lens equation)
 Solve lens and
mirror problems
using ray
diagrams and
the mirror/lens
equation
 Explain why
convex lenses
correct for
farsightedness
and concave
lenses for
nearsightedness
 Determine
whether images
are upright or
inverted using
ray diagrams
and the location
of the object
Solve Snell’s
Law
Lenses Mini-Lab with PhET.doc
(goes with Geometric Optics PhET)
Wave model
Particle model
Thin lens equation practice.doc
Ray diagrams
Lasers, prisms and protractors for
Snell’s Law Lab
Snell’s law lab.doc
Optics Bench Lab.doc
Mirror/lens
equation
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
Part 2: Wave-Particle Duality of Light and The Electromagnetic Spectrum (H.P.3F.1, H.P.3F.4, H.P.3F.5, H.P.3F.6)
2014 science
performance
indicators
H.P.3F.1
Construct
scientific
arguments that
support the wave
model of light and
the particle model
of light
H.P.3F.5Obtain
information to
communicate the
similarities and
differences among
the different
bands of the
electromagnetic
spectrum
(including radio
waves,
microwaves,
infrared, visible
light, ultraviolet,
and gamma rays)
and give examples
of devices or
phenomena from
each band.
Focus question
Activity Description
5 E Cycle
Expected outcome –
learning goal
 Why do only
certain parts of
the electromagnetic
spectrum
cause cancer?
 How can the
energy of a
photon be
determined
from its
frequency or
wavelength?
Reading guide about the
electromagnetic spectrum and the
dual nature of light
 Identify parts of
Planck’s
equation
 Summarize the
dual nature of
light
Resource – instructional material
(includes specific pgs, chapters,
lessons, etc.
 Holt Physics Chapter 13
Section 1
 Holt Physics Chapter 21 Section
1 and 3 (for the photoelectric
effect wave-particle duality and
Planck’s equation)
 Ted talk on wave nature of light:
http://www.ted.com/talks/ramesh_
raskar_a_camera_that_takes_one_t
rillion_frames_per_second
Vocabulary
(tier 2 and 3)



Planck’s
equation
Electromagnetic
spectrum
Waveparticle
duality
CCSD | Department of Instructional Support | CCSS
2014 SC Science Academic Standards and Performance Indicators
Curriculum Map for Science | Physics
H.P.3F.4 Use
mathematical and
computational
thinking to analyze
problems that
relate the
frequency, period,
amplitude,
wavelength,
velocity and
energy of light.
H.P.3F.6Obtain
information to
construct
explanations on
how waves are
used to produce,
transmit, and
capture signals
and store and
interpret
information
(including
ultrasound
imaging,
telescopes, cell
phones and bar
code scanners)
CC LITERACY
RST.11-12.2
How is radiation
used in cancer
treatment?
How are radio
signals traveling at
the speed of light
converted into
sound waves?
 Guided and independent
practice with using the wave
equation and Planck’s equation
to solve problems. Some
instruction on scientific
notation and calculator usage
may be helpful for some
students.
 Calculate
wavelength,
frequency and
energy using the
wave equation
and Planck’s
equation
 Research an application of
electromagnetic waves and
share with the class in some
format (poster or digitally).
Could include fiberoptics, the
radiation used in cancer
treatment, and how radio
signals are converted into
sound waves.
 Summarize and
present an
application of
waves
Holt Physics Chapter 12 p. 410 (for
reading on ultrasound), Chapter 14
p. 508 (for reading on fiberoptics)