Properties of Light

Real Investigations in Science and Engineering

Optics with Light and Color

™

Overview Chart for Investigations–Optics with Light and ColorInvestigation Key Question Summary Learning Goals Vocabulary

A1 Introduction to LightPages 1–850 minutes

How can you make light and study it?

Students begin to discover how light is produced. They experiment with glow-in-the-dark material to see firsthand how light energy is absorbed and then emitted by atoms. Next, they try to make the material glow using flashlights with three different color filters. Through these two activities, students will come to a deeper understanding of the nature of light and color as it relates to energy.

• Develop a model for how atoms and light are related.

• Describe how atoms create light.• Demonstrate that different colors

of light contain different amounts of energy.

atom color electromagnetic spectrum

electron light neutron nucleusphotoluminescence proton

A2 Color and LightPages 9–1650 minutes

What happens when you mix different colors of light?

Students explore how different colors of light are produced and how our eyes perceive color. They discover that mixing red, green, and blue light produces other colors of light, and that combining all three produces white light. Next, they use diffraction glasses to observe the light produced by the color filters, and learn how color filters work.

• Compare sources of light.• Identify how different colors of

light are produced.• Explain how a color filter works.

additive color model additive primary colorscolor filter cone cellsdiffraction grating photoreceptors

A3 ReflectionPages 17–2250 minutes

How does light behave when its path is changed?

Students use a laser, a mirror, a laminated grid, a protractor, and an index card to measure the angles of incidence and reflection of a light beam. From these measurements, students infer the law of reflection and restate this law in their own words.

• Observe the law of reflection.• Describe the law of reflection.• Draw ray diagrams.

angle of incidence angle of reflectionincident ray law of reflection light ray mirror normal lineray diagram reflected ray reflection

A4 RefractionPages 23–2850 minutes

How does light behave when it passes through matter?

Students explore refraction, a process that bends light rays, causing them to travel in new directions. Then, students observe how refraction and reflection occur at the same time in a prism. Students observe the refraction of a light ray passing through the prism and the simultaneous reflection and refraction of light.

• Observe light rays passing through a prism.

• Draw ray diagrams that demonstrate refraction.

• Observe refraction and reflection at the same time.

prism refracted ray refraction

A5 LensesPages 29–3650 minutes

How do lenses work?

Students observe the refraction of light passing through two different lenses. By comparing the refraction at different positions on each lens, students observe the impact of lens shape on the process of refraction. Also, students learn how lenses may focus or disperse light.

• Recognize the difference between converging and diverging lenses.

• Describe how different types of lenses refract light rays.

• Identify the focal point and measure the focal length of a lens.

concaveconverging lensconvexdiverging lensfocal lengthfocal pointimageinvertedlens

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Overview Chart for Investigations–Optics with Light and ColorInvestigation Key Question Summary Learning Goals Vocabulary

A6 MagnificationPages 37–4250 minutes

How does a magnifying glass work?

Students investigate the effects of holding the light blue lens at several distances from an object. Looking through the lens, students observe changes in the image of a letter on the laminated grid. From these observations, students determine the magnification of the lens.

• Measure the magnification of a lens.

• Identify an inverted image.• Explain how refraction can magnify

a view of an object.

magnificationmagnifying glass

B1 Properties of LightPages 43–5050 minutes

What are some useful properties of light?

Students view light from objects using a mirror and a prism. They observe and identify reflection and refraction and note how these manifest in different materials. Then they do calculations with the speed of light to get a better understanding of the magnitude and importance of light’s incredible speed.

• Discuss properties of light.• Observe interesting examples of

reflection and refraction of light.• Use the speed of light constant to

perform simple calculations.

image light raymirror prism reflectionrefractionspeed of light

B2 Additive Color Model and VisionPages 51–6050 minutes

How do we see color?

Students explore what happens when they mix different colors of light. They use flashlights with color filters to project colors of light onto a screen. Then they observe the result when they mix different combinations of the three primary colors of light. They apply what they learned to human vision and how we perceive color. Finally, they use diffraction glasses to observe light from the flashlights.

• Use flashlights to mix primary colors of light and show that white light can be made from red, green, and blue light.

• Compare sources of light.• Explain how humans see color.

additive color model color cone cellsdiffraction grating photoreceptorspixel rod cellsvisible lightwhite light

B3 Reflection and RefractionPages 61–6850 minutes

How do we describe the reflection and refraction of light?

Students explore reflection and refraction, two processes that change the direction of light rays.

• Observe the law of reflection.• Determine the rules for how, and to

what degree, light is reflected.• Trace light rays before and after

refraction and examine how they change direction.

• Compare the indices of refraction for different materials and use these values to make predictions about the behavior of light.

angle of incidence angle of reflection angle of refractionincident ray index of refraction law of reflection mirror normal line prism ray diagramreflected rayreflection refracted ray refraction

xviiGetting Started with Optics with Light and Color

Overview Chart for Investigations–Optics with Light and ColorInvestigation Key Question Summary Learning Goals Vocabulary

B4 OpticsPages 69–78100 minutes

How are images produced by lenses?

Students observe the way that lenses refract light and form images. Using the laser and two lenses, students observe refraction and define focal points and focal lengths. Then they project an image and observe magnified images. Finally, students use ray diagrams to explain how light is refracted through the lens during their investigation.

• Understand that images are formed by many rays of light.

• Explain how lenses bend light through the process of refraction.

• Understand how lenses may be used to form a magnified or inverted image.

• Experiment to determine the magnification of a lens.

• Identify factors that affect the magnification of a lens, such as distance to the image and curvature of the lens.

concaveconverging lensconvex diverging lens focal length focal point image invertedlens magnification magnifying glass optical axis

B5 PolarizationPages 79–8650 minutes

How does a polarizing filter work?

Students use a rope to model the wave motion of light. Next, they examine the effect of one and two polarizing filters on nonpolarized light. Finally, students have an opportunity to analyze practical applications of polarizing filters including sunglasses, camera lens filters, and liquid crystal diode (LCD) displays.

• Model the wave motion of light.• Describe the polarization of

light waves.• Demonstrate the polarization of

light using polarizing filters.• Analyze practical applications

of polarization.

horizontal polarizationlongitudinal wave nonpolarized polarizationpolarizing filtertransverse wavevertical polarization wave

B6 Total Internal ReflectionPages 87–9250 minutes

What is total internal reflection and what are its applications in technology?

Students apply what they learned about reflection, refraction, and the index of refraction to the concept of total internal reflection. They observe this effect using the laser and the glass prism. Then, they research applications of total internal reflection in fiber optics.

• Observe total internal reflection.• Trace incident, refracted, and

reflected rays through a prism.• Explain how optical fibers work

and identify some technological applications of fiber optics.

critical angle fiber optics total internal reflection

B7 RatiosPages 93–9850 minutes

How can a laser and ratios be used to measure distance?

Students use a diffraction grating to create an interference pattern and then use the ratio of two distance measurements to make predictions. Students will calculate the slope of the line based on the graph they make of the two distances, and this will serve as a ratio they can use to make predictions about distances they have not measured. Students will then use ratios to calculate the height of an observed object, like a tree.

• Use the laser to measure a distance.• Use a ratio to calculate a distance.

diffraction grating ratio

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Overview Chart for Investigations–Optics with Light and ColorInvestigation Key Question Summary Learning Goals Vocabulary

B8 The Electromagnetic SpectrumPages 99–106100 minutes

What is the electromagnetic spectrum and how is it used?

Students gather information about a particular type of electromagnetic wave and its uses in technology. Then they create a poster to share their findings with the rest of their class. Students also go on to learn about what comprises the colors of light and how light is produced, and are introduced to the quantum theory of light.

• Research one type of wave that is part of the electromagnetic spectrum.

• Prepare a poster containing information about a wave.

• Make an oral presentation to share findings with the class.

• Begin to understand how atoms make light and the quantum theory of light.

electromagnetic wavegamma ray infrared light intensitymicrowave nanometerphotonradio wave ultraviolet light visible light x-ray

C1 Refraction and Snell’s LawPages 107–11650 minutes

How can refraction be explained mathematically?

Students use a laser to calculate the index of refraction of the large glass prism and use their findings to predict the angle at which the beam will exit the prism. Students will also find the critical angle of the prism and learn how it relates to total internal reflection.

• Plot incident and refracted rays using a laser and prism.

• Measure the angle of incidence and the angle of refraction.

• Use Snell’s law to determine the index of refraction of the glass in a prism.

• Learn how a surface can refract or reflect light depending on the angle of incidence and index of refraction.

angle of incidence angle of refractioncritical angle incident rayindex of refraction normal linerefracted rayrefractionSnell’s lawtotal internal reflection

C2 Convex and Concave LensesPages 117–12450 minutes

How do convex and concave lenses affect light rays passing through them?

Students use a laser to plot the direction of light rays passing through convex and concave lenses to observe how different kinds of lenses refract light, and to determine both the focal points and focal lengths of these lenses. Students will also project images with lenses as a method for determining the focal length of a lens.

• Plot the path of a laser beam through convex and concave lenses.

• Determine the focal points and focal lengths of convex and concave lenses.

• Determine the focal lengths of lenses by projecting images and measuring distances.

concave converging lensconvex lensdiverging lens imageoptical axis

C3 Geometric OpticsPages 125–13250 minutes

Can you tell what kind of image a lens will make?

Students plot rays to analyze the images formed by a convex lens. At the start of the investigation, students determine the focal length of their lens using the image from a distant object. The students then use the lens as a magnifying glass, creating a virtual image and analyzing its properties. Finally, students create real images on a screen with the lens.

• Determine the focal length of a converging lens.

• Use a single lens as a magnifying glass and use ray tracing to analyze how the virtual image is formed.

• Use a single lens to project an image and use ray tracing to analyze how the image is formed.

optical axis real image virtual image

C4 The Thin Lens EquationPages 133–14050 minutes

Can you analyze lenses without drawing rays?

Students use the thin lens equation to predict the location of the images formed by a single lens and then a pair of convex lenses. The prediction is tested with actual lenses. Using what they have learned, students find the focal length of a concave lens and use that to predict the locations of images using a combination of convex and concave lenses.

• Use the thin lens equation to predict the image distance for single- and double-lens systems.

• Test these predictions by using the optics equipment to observe images.

focal length image distance object distance thin lens equation

xixGetting Started with Optics with Light and Color

NGSS Science and Engineering

Practices

Optics with Light and Color Investigations

Developing and Using Models

A1, A2, A3, A4, A5, A6, B1, B7

Engaging in Argument from Evidence

B2, B3, B4, B5, B8, C2, C3

Obtaining, Evaluating, and Communicating Information

B6

Using Mathematics and Computational Thinking

C1, C4

NGSS Disciplinary Core

Ideas

Optics with Light and Color Investigations

PS3.D: Energy in Chemical Processes

B6

PS4.A: Wave Properties A1, A2, A3, A4, A5, A6, B1, B2, B3, B4, B5, B6, B7, B8, C1, C2, C3, C4

PS4.B: Electromagnetic Radiation

A1, A2, A3, A4, A5, A6, B1, B2, B3, B4, B5, B6, B7, B8, C2, C3

PS4.C: Information Technologies and Instrumentation

B6

NGSS Crosscutting Concepts

Optics with Light and Color Investigations

Cause and Effect B6, C1, C4

Influence of Engineering, Technology, and Science on Society and the Natural World

B6

Structure and Function A1, A2, A3, A4, A5, A6, B1, B7

Systems and System Models

B2, B3, B4, B5, B8, C2, C3

Next Generation Science Standards CorrelationCPO Science Link investigations are designed for successful implementation of the Next Generation Science Standards. The

following chart shows the NGSS Performance Expectations and dimensions that align to the investigations in this title.

NGSS Performance Expectations Optics with Light and Color Investigations

MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

A1, A2, A3, A4, A5, A6, B1, B7

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

C1, C4

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.

B2, B3, B4, B5, B8, C2, C3

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.

B6

* Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

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Common Core State Standards Correlation

CCSS-MathematicsOptics with Light and Color Investigations

MP.2 Reason abstractly and quantitatively. B1, B2, B3, B4, B5, B7, B8, C1, C2, C3, C4

MP.4 Model with mathematics. B7, C1, C4

7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.

A3, A4, A5

7.G.B.5 Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

A3, A4, A5, A6

6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.

A6

HSA-SSE.A.1 Interpret expressions that represent a quantity in terms of its context. B1, B2, B3, B4, B5, B7, B8, C1, C2, C3, C4

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.

B1, B2, B3, B4, B5, B7, B8, C1, C2, C3, C4

HSA.CED.A.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. B1, B2, B3, B4, B5, B7, B8, C1, C2, C3, C4

CCSS-English Language Arts & LiteracyOptics with Light and Color Investigations

SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

A1, A2, A3, A4, A5, A6

RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

A1, A2, A3, A4, A5, A6

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.

B1, B2, B3, B4, B5, B8, C2, C3

RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

B1, B2, B3, B4, B5, B8, C2, C3

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.

B7, C1, C2

RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

B1, B2, B3, B4, B5, B8, C2, C3

WHST.9-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

B6

xxiGetting Started with Optics with Light and Color