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2025-2026 Curriculum Unit Guide
11th Physics
Unit 3 Waves
Number of Days: 42 total days (21 A/B Days)
January 7th to March 6th, 2026
Unit Overview
Students will explore the general characteristics of waves, differentiating between sound and light waves.
Students will consider the behavior of waves through mediums and calculate speed of waves utilizing
wavelength and frequency. Students will utilize the law of reflection to find the angle of incidence or angle or
reflection of a ray of light. Students will investigate image formation from plane mirrors and convex lenses
and Malus’ Law to determine light intensity of polarized light.
Chapter(s): 15 & 16 Vibrations, Waves, & Sound, Estimated Duration: 6 A/B Days
Chapter(s): 17 Fundamentals of Light, Estimated Duration: 6 A/B Days
Chapter(s): 18-20 Reflection, Refraction, Interference, & Diffraction, Estimated Duration: 6 A/B Days
Student Expectations
Core Content (6-12)
Texas Essential Knowledge and Skills (TEKS):
Scientific Engineering Practices, Recurring Themes and Concepts, R=Readiness, S=Supporting
SEPs RTCs Readiness Supporting
1.ABCDEFGH, 2.ABCD,
3.ABC, 4.ABC
Patterns
Models
Systems
Structure & Function
8.CD, 9.B 8.ABG
Big Ideas and Essential Questions
The basics ideas of the properties of waves and how these properties interact.
• What are some types of repetitive motion?
• What are some common type of waves?
• What happens when two waves interact?
• What happens during an earthquake?
Sound will be further investigated from the perspective of the properties of waves and the manner in which
they interact with the environment to influence what sounds are heard.
• How do wave properties affect the sounds you hear?
• How is pitch controlled in a musical instrument?
• What do echolocation and ultrasonic imaging have in common?
Introduction to the ray model of light and explore how it applies to the behavior of light from various sources.
They will analyze light as a wave, study phenomena such as diffraction and polarization, solve problems
using Malus’s Law, and understand the measurements of light speed along with the relationship between
speed, wavelength, frequency, and the Doppler Effect.
• What factors affect how bright a star appears?
• How can changes to light from 3-D glasses and LCD computer displays be described?
• How do scientists use the Doppler effect to determine how stars and galaxies are moving?
Determine how light interacts with mirrors and lenses as well as the application of this in the real world.
• How do flat reflecting surfaces form images?

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• How are ray diagrams used to locate the images for spherical mirrors?
• How can properties of mirrors be calculated for applications?
Analyzing the behavior of light and the role of lenses.
• What happens to light when it enters a new medium?
• How can lenses be used to enlarge and reduce images?
• How are systems of lenses used to make optical devices?
Light as a wave.
• How do light waves produce interference patterns?
• How are interference and diffraction of light related?
Performance Task (Optional)
Students will be able to directly demonstrate what
they know and are able to do through open-ended
tasks such as constructing an answer, creating a
product, or performing an activity that aligns with
priority standards utilizing a rubric for evaluation.
Secondary Science General Rubric
Suggested Projects:
pg. 683 Develop an Informational Article on Regional
Seismic Activity
pg. 735 Measure Distance Using Sound
pg. 779 Access Importance of Absorbency Related to
Lasers
pg. 819 Explain Fundamentals of Space Telescopes
pg. 861 Model the Path of a Light Ray
pg. 903 Compare Uses of Hologram in Engineering
Grade Level Clarifications
In 9th Grade: Students…
• constructed and communicated an evidence-based explanation for how wave interference, reflection,
and refraction are used in technology such as medicine, communication, and scientific research
• explained how atomic energy levels and emission spectra present evidence for the wave particle duality
In 10th Grade: Students…
• investigated the mathematical relationship between energy, frequency, and wavelength of light using the
electromagnetic spectrum and relate it to the quantization of energy in the emission spectrum
In 12th Grade: Students will…
• • select a 4th year science; application of content will be dependent on that selection
Chapter(s) 15 & 16 Vibrations, Waves, & Sound Estimated Duration: 6 A/B Days
Rationale
These chapters will start the main concept of the unit with the basic ideas of the properties of waves and
how these properties interact. Sound will be further investigated from the perspective of the properties of
waves and the manner in which they interact with the environment to influence what sounds are heard.
Additional Notes:
The TEKS for Physics have changed. 8.ABCD were formerly 7.ABCD. 8.A expands on the ideas of simple
harmonic motion and energy in media prior to launching into waves in 8.B which saw changes in language
only, 8.C remained identical to 7.B. 8.D was formerly 7.D eliminating the phrasing of resonance alone for
standing wave and added in the concepts of polarization and superposition.
Student Expectations
Physics

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Texas Essential Knowledge and Skills (TEKS):
8.A examine and describe simple harmonic motion such as masses on springs and pendulums and wave
energy propagation in various types of media such as surface waves on a body of water and pulses in ropes
8.B compare the characteristics of transverse and longitudinal waves, including electromagnetic and sound
waves
8.C investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and
wavelength, and calculate using relationships between wave speed, frequency, and wavelength
8.D investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave,
the Doppler effect, and polarization and superposition
Essentials
Materials: Green check marks outline a 1-2 day recommended lesson plan/assignments in the book which
allows for all content to be covered at an accelerated rate if needed.
Labs are included in the Lab Manual and can be printed or digitally assigned, all materials for labs for this
unit are included in Schoology as well as in the book. All pages reference the Teacher’s Edition.
Presentations, Pre and Post Assessments are present in all Chapters.
Chapter 15 Launch pg. 683
Pretest, Science Probe, Video: Tsunamis, Launch Lab: Types of Waves
Lesson 1
Blueprint pg.688
8.A
Lesson 2
Blueprint pg.701
8.BC
Lesson 3
Blueprint pg.711
8.AD
Lesson 4
Blueprint pg.388
8.AD
Optional
Engage CER: Periodic Motion CER: Wave Properties CER: Wave Behavior CER: Seismic Waves
Explore Quick Lab: Hooke’s
Law
SEP: Developing and
Using Models
Quick Lab:
Interacting Waves
Activity:
Seismometer Model
Explain Interactive Visual
Literacy: Periodic
Motion
IN-CLASS Example 1
& 2
PhysicsLAB:
Pendulum
Video: Resonance
Quick Demo:
Longitudinal Waves
Clarify a
Preconception: Wave
speed and amplitude
Quick Lab: Wave
Properties
IN-CLASS Example 3
Critical Thinking:
Tsunami Early
Warning System
Visual Literacy:
Figure 13
Reinforcement:
Wave Speed
Visual Literacy:
Figure 15
Video: Interference
Theme: Cause &
Effect
Driving Question
Connection
Visual Literacy: Table
2
Driving Question
Connection
Quick Demo: Wave
Movement
Visual Literacy:
Figure 27
Activity: Images of
Unknown Structures
Elaborate CER: Periodic Motion CER: Wave Properties
Driving Question
Connection
CER: Wave Behavior
SEP: Developing &
Using Models
CER: Seismic Waves
Extension: Earth’s
Density
Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 15 Close pg. 683
Driving Question Close: How can tsunamis cause damage so far from where they form?
PhysicsLAB: Pendulum Vibrations
Chapter Review
Vocabulary & Chapter Tests
Chapter 16 Launch pg.735
Pretest, Science Probe, Video; Sound, Launch Lab: Producing Musical Notes
Lesson 1
Blueprint pg.740
8.AD
Lesson 2
Blueprint pg.753
8.C
Lesson 3
Blueprint pg.768
8.D

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Engage CER: Properties & Detection
of Sound
CER: The Physics of Music
Activate Prior Knowledge
CER: Uses of Sound Waves
Explore Activity: use a Graph
Quick Demo: Doppler Effect
Quick Dem: Resonance in
Rods
Activity: X-Ray vs. Ultrasound
Explain Driving Question Connection
Video: What are sound
waves?
Visual Literacy: Figure 3
Interactive Visual Literacy:
the Human Ear
Physics Lab: What is a
decibel?
Visual Literacy: Figure 6
IN-CLASS Example 1
Activity: Musical Instruments
Theme: Cause & Effect
IN-CLASS Example 2
Quick Lab: Sounds Good
Visual Literacy: Figure 17
Use Models: Understanding
Beats
Driving Question Connection
Activity: Sound Graphs for
Noise and Music
Interactive Visual Literacy:
Bats & Echolocation
Writing Support: Echolocation
Critical Thinking: Sources of
Ultrasound
Elaborate CER: Properties & Detection
of Sound
Critical Thinking: Negative
Sound Levels
CER: The Physics of Music
Activate Prior Knowledge
Real-World Physics:
Audiograms
CER: Uses of Sound Waves
Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 16 Close pg.735
Driving Question Close: Why do sounds recorded in a studio sound better than a recording made in your
kitchen?
PhysicsLAB: What is a decibel?
Chapter Review
Vocabulary & Chapter Tests
Quick Check for Understanding: Bell Ringers, Lesson Quizzes, Apply Your Knowledge
Vocabulary
Prior Knowledge
Terms
Lesson Vocabulary Supporting Vocabulary
Chapter 15-
Lesson 1
TEKS 8.A
net force,
equilibrium, force,
magnitude,
potential energy,
work, kinetic
energy, velocity,
gravitational field
periodic motion, period, amplitude,
simple harmonic motion, Hooke’s
law, simple pendulum, resonance
system, oscillate, bob,
pendulum
Chapter 15-
Lesson 2
TEKS 8.BC
Newton’s laws of
motion, law of
conservation of
energy,
amplitude,
equilibrium, speed,
velocity, period,
magnitude
wave, wave pulse, transverse wave,
periodic wave, longitudinal wave,
surface wave, trough, crest,
wavelength, frequency, tsunami
physical medium, mechanical
wave, phase, oscillation, hertz,
vibration, vertical, horizontal,
perpendicular, parallel,
particles
Chapter 15-
Lesson 3
TEKS 8.AD
amplitude,
frequency, wave
pulse, speed, crest
incident wave, reflected wave,
principle or superposition,
interference, node, antinode,
physical medium, inverse
relationship, vibration,
mechanical waves, rigid
boundary, two-dimensions,

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standing wave, wavefront, ray,
normal, law of reflection, refraction
ripple tank, angle of incidence,
angle of reflection,
perpendicular
Chapter 15-
Lesson 4
TEKS 8.AD
wave, fluid,
amplitude, liquid,
solid, refraction,
reflection, speed,
temperature
fault, focus, epicenter, seismic wave,
primary wave, secondary wave,
seismometer, seismogram,
triangulation, Richter scale
earthquake, vibration, surface
wave, tremor, pendulum,
magnitude, reverse fault,
normal fault, strike-slip fault,
perpendicular
Chapter 16-
Lesson 1
TEKS 8.A
wave, velocity,
pressure,
longitudinal wave,
wavelength,
frequency, speed
temperature,
reflection, interfere,
amplitude, node,
magnitude, solid,
liquid, gas, fluid
sound wave, pitch, loudness, sound
level, decibel, Doppler effect
tone, volume, vibration,
oscillation, medium, echo,
transform, hertz, coordinate
system, air particles, parallel,
stapes, incus, malleus,
cochlea
Chapter 16-
Lesson 2
TEKS 8.A
pressure,
resonance,
frequency, pitch,
sound wave,
reflection, node,
antinode, wave
pulse, amplitude,
wavelength,
velocity, magnitude
closed-pipe resonator, open-pipe
resonator, fundamental harmonics,
dissonance, consonance, beat
vibrate, oscillation, sine
waves, timbre, tone quality,
color, particles
Chapter 16-
Lesson 3
TEKS 8.A
Doppler effect,
frequency, waves,
sound waves,
frequency,
reflected, velocity,
pitch, wave pulse,
speed
echolocation, sonar, ultrasound mechanical waves,
electromagnetic waves,
volume, vibration, transducer
Instructional Approaches
Knowledge Building:
• Real world connections can be made here based
on the prior bundle on waves and to introduce
electromagnetic spectrum through the
experiences of the students with medical
procedures such as X-rays, ultrasounds or other
everyday activities UV light, microwaves, and
radio waves
• Begin no risk conversations with horizonal
discourse that allows student to express everyday
knowledge, encouraging real world application
discussion boards can facilitate these discussions
Common Misconceptions:
• Students may think particles in a medium
relocate as the energy travels through the
medium, rather than energy being transferred
without transferring matter
• Students may think sound waves can travel in a
vacuum, rather than sound waves requiring a
medium
• Students may think a wave moves faster if it
carries more energy, rather than the amount of
energy affecting the amplitude of the wave
• Students may think waves move matter instead
of energy

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Teaching Approaches:
Content Notes:
• Formulas for this unit (not all may be used):
• Construct a model to compare mechanical waves
and electromagnetic waves
• Have students use this wave characteristics
simulation to support the characteristics of waves
and support vocabulary building
• Have students use this doppler shift simulation to
determine the relationship between frequency,
wavelength, velocity, pitch and/or intensity
• Follow up the above demonstration with This
lesson on the Doppler effect utilizes the PhET
simulation on sound
• Coding Connections- The STEMCoding Project at
The Ohio State University has a video and sample
code for generating wave interference to explore
constructive and destructive interference in sound
waves. Wave interference patterns can be seen in
the resulting video. The second and third videos
in the series apply mathematics
Process Notes:
• This video explains using modeling instruction in
the classroom
• This Tools of Science: Modeling video could be
used with students
• Reinforce vocabulary while developing the
concepts rather than in isolation through modeling
the application of the terminology and student
discourse through various methods of expression
• Consider using a word catcher that would be co-
constructed with students
• It is important to incorporate a variety of primary
and secondary sources of information, so
students learn to reflect on, and engage in, quality
Student Learning Activities:
Students will…
• explore the periodic motion of a spring
• learn about Hooke’s Law and how to use it to
calculate the elastic potential energy in a
stretched string
• quantitatively relate the properties of a simple
pendulum to its periodic motion
• learn how forces applied to an oscillating object
at regular intervals can increase the amplitude
by resonance
• learn about transverse, longitudinal, and surface
mechanical waves
• describe properties of these waves and to relate
these properties to explain what a tsunami is
• learn about the behavior of wave boundaries
• explore the superposition of waves including
constructive and destructive interference and
the law of reflection
• learn about the law of refraction and how this
relates to tsunamis
• explore what earthquakes are and how they
form
• learn about the focus and epicenter as well as
properties of seismic waves
• explore how scientists detect, locate, and rate
the strength of an earthquake
• learn that sound waves are pressure oscillations
that travel through matter
• explore how pitch of a sound depends on the
wave frequency and how the loudness of a
sound depends primarily on the wave amplitude
• learn that both the temperature of the medium
and the motion of the sound source relative to
the observer affect the sound’s pitch
• learn that musical instruments use vibrations to
produce sound
• explore resonance
• explore how sound is used in nature and by
humans

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discourse around pertinent topics, as well as
evaluate the validity of information sources. Using
media is a natural way to support disciplinary
literacy or integrate science with English language
arts. The following materials are relevant to this
standard and can be incorporated into lessons.
Students and classes have a variety of
characteristics and needs. Always preview
materials before use to determine
appropriateness
Scaffolds:
• Learn Smart
• Word Lab
• Science Literacy Essentials
Extensions:
• Stem Biographies
• Focus on Texas
• Scientific Breakthroughs
• Physics & Technology
• Apply Your Knowledge
• Extensions
Chapter(s) 17 Fundamentals of Light Estimated Duration: 6 A/B Days
Rationale
Students will be introduced to the ray model of light and explore how it applies to the behavior of light from
various sources. They will analyze light as a wave, study phenomena such as diffraction and polarization,
solve problems using Malus’s Law, and understand the measurements of light speed along with the
relationship between speed, wavelength, frequency, and the Doppler Effect.
Additional Notes:
The TEKS for Physics have changed. Malus’s Law is introduced this year supporting the addition of
polarization in 8.D and directly notes in 9.B which is entirely new to this year.
Student Expectations
Physics
Texas Essential Knowledge and Skills (TEKS):
8.D investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave,
the Doppler effect, and polarization and superposition
9.B investigate Malus’s Law and describe examples of applications of wave polarization, including 3-D movie
glasses and LCD computer screens
Essentials
Materials: Green check marks outline a 1-2 day recommended lesson plan/assignments in the book which
allows for all content to be covered at an accelerated rate if needed.
Labs are included in the Lab Manual and can be printed or digitally assigned, all materials for labs for this
unit are included in Schoology as well as in the book. All pages reference the Teacher’s Edition.
Presentations, Pre and Post Assessments are present in all Chapters.
Chapter 17 Launch pg. 779
Pretest, Science Probe, Video: Light, Launch Lab: Light’s Path
Lesson 1
Blueprint pg.784
8.D
Lesson 2
Blueprint pg.796
8.D, 9.B
Lesson 3
Blueprint pg.
8.D
Engage CER: Illumination
Quick Demo: Light Sources
CER: The Wave Nature of Light
Activate Prior Knowledge
CER: The Speed of Light

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Explore Quick Demo: Seeing
Explain Driving Question
Connection
Reinforcement
IN-CLASS Example 1
PhysicsLAB: Light Intensity
& Distance
Quick Demo: Diffraction
Driving Question Connection
Quick Demo: Color
Discussion: Seeing Colors
Differently
SEP: Constructing
Explanations
IN-CLASS Example 2
SEP: Engaging in Argument
from Evidence
Apply Your Knowledge: The
Doppler Effect-Light vs. Sound
Driving Question Connection
Apply Your Knowledge:
Doppler Shift
Elaborate CER: Illumination
SEP: Engaging in Argument
from Evidence
CER: The Wave Nature of Light
Reinforcement: Color by
Addition
PhysicsLAB: Polarization of
Light
CER: The Speed of Light
Quick Lab: The Speed of Light
Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 17 Close pg. 779
Driving Question Close: How does light from stars and galaxies change as it travels to Earth?
PhysicsLAB: Polarization of Light
Chapter Review
Vocabulary & Chapter Tests
Quick Check for Understanding: Bell Ringers, Lesson Quizzes, Apply Your Knowledge
Vocabulary
Prior Knowledge
Terms
Lesson Vocabulary Supporting Vocabulary
Chapter 17-
Lesson 1
TEKS 8.D
wave, reflection,
magnitude
ray model of light, luminous
source, opaque, translucent,
transparent, luminous flux,
illuminance
electromagnetic radiation, model,
prism, transmit, reflect, adsorb,
shadow, boundary, ray optics,
geometric optics, medium,
lumens (lm), lux (lx), candelas
(cd), point source, surface area
Chapter 17-
Lesson 2
TEKS 8.D
9.B
ray model of light, wave,
wavefront, wavelength,
frequency, reflect,
transverse wave,
magnitude
diffraction, primary color,
secondary color,
complementary colors, primary
pigment, secondary pigment,
polarization, Malus’s Law,
liquid crystal
Model, Huygen’s principle, point
source, spectrum, prism, additive
color process, pixel, transmit,
adsorb, dye, pigment, pattern of
oscillation, filter, light intensity
(W/m2) liquid crystal diode (LCD)
Chapter 17-
Lesson 3
TEKS 8.D
wave, frequency,
wavelength, Doppler
effect, velocity
orbital period, speed of light ©,
light year, vacuum, medium,
Doppler shift
Instructional Approaches
Knowledge Building:
• Students will have experience from 7th grade and
Biology in anatomy, reference the lens behavior
of the human eye through this simulation
• Make initial connections by discussing common
objects such as sunglasses and LCDs
Common Misconceptions:
• Students may think the speed of light is one
measurement that does not change based on
medium

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Teaching Approaches:
Content Notes:
Malus's law is a law in physics that describes how the
intensity of light changes as it passes through.
polarizers:
• Explanation: The intensity of light that passes
through an analyzer is proportional to the square
of the cosine of the angle between the analyzer's
transmission plane and the polarizer's
transmission plane
• Equation: The equation for Malus's law is
I = I₀ * cos²(θ)
Student Learning Activities:
Students will…
• be introduced to the ray model of light
• apply the ray model to analyze how light
spreads out from point and other sources
• analyze light as a wave
• learn about the diffraction of light, what makes
color, and the polarization of light
• solve polarization of light problems using
Malus’s Law
• learn how the speed of light was first measured
and how subsequent measurements were made
more accurate
• learn the relationship between speed,
wavelength, and frequency
• learn about the Doppler Effect
• Discovery: French scientist Étienne Louis Malus
(1775–1812) discovered Malus's law in 1809
• Demonstration: Malus's law can be
demonstrated using a three-polarizer experiment
• Applications: Malus's law is a fundamental
concept in understanding the polarization
properties of light and is taught in undergraduate
physics and engineering courses
Malus's law can be verified by measuring the
transmitted intensity while changing the relative
transmission angle. To make accurate
measurements, it's important to use a light source
with a constant luminous flux.
Process Notes:
When teaching Malus's Law, you can explain how the
law describes how the intensity of light changes when
it passes through a polarizer. You can also discuss
how the law is used to design optical devices like
sunglasses and cameras.
• Explain the equation- is the intensity of the
polarized light after passing through the polarizer
• Discuss the relationship between angle and
intensity-The intensity of transmitted light varies
with the cosine squared of the angle between the
two polarizers. For example, if the polarizers are
aligned at 0 degrees, maximum intensity passes
through. If they are turned to 90 degrees, no light
transmits
• Explain how Malus's Law is used in optical
devices- Engineers use Malus's Law to
manipulate light in optical devices. For example,
in sunglasses, polarizing filters can be positioned
to reduce glare from surfaces. In cameras, filters
can be designed to enhance contrast or reduce
reflections

===== PAGE 10 =====

• Étienne-Louis Malus discovered Malus's Law in
1808
• You can also watch this video to learn more about
Malus's Law
• Rosi, Tommaso, and Pasquale Onorato. "Video
Analysis-based Experiments Regarding Malus’
Law." Physics Education 55, no.4 (2020):
045011. https://doi.org/10.1088/1361-
6552/ab853b
Scaffolds:
• Learn Smart
• Word Lab
• Science Literacy Essentials
Extensions:
• Stem Biographies
• Focus on Texas
• Scientific Breakthroughs
• Physics & Technology
• Apply Your Knowledge
• Extensions
Chapter(s): 18-20 Reflection, Refraction,
Interference, & Diffraction
Estimated Duration: 6 A/B Days
Rationale
Behavior of Waves, students will observe properties and behavior of light as well as the properties of image
formation as it relates to a convex or a concave mirror. Students will utilize the law of reflection to find the
angle of incidence or angle or reflection of a ray of light. Snell's law will allow students to find the index of
refraction for a ray of light.
Additional Notes:
The TEKS for Physics have changed. 8.D was formerly 7.D eliminating the phrasing of resonance for
standing wave and added in the concepts of polarization and superposition. 8.G was formerly labeled 7.E
and saw no further changes.
Student Expectations
Physics
Texas Essential Knowledge and Skills (TEKS):
8.D investigate behaviors of waves, including reflection, refraction, diffraction, interference, standing wave,
the Doppler effect, and polarization and superposition
8.G describe and predict image formation as a consequence of reflection from a plane mirror and refraction
through a thin convex lens
Essentials
Materials: Green check marks outline a 1-2 day recommended lesson plan/assignments in the book which
allows for all content to be covered at an accelerated rate if needed.
Labs are included in the Lab Manual and can be printed or digitally assigned, all materials for labs for this
unit are included in Schoology as well as in the book. All pages reference the Teacher’s Edition.
Presentations, Pre and Post Assessments are present in all Chapters.
Chapter 18 Launch pg. 819
Pretest, Science Probe, Video: Mirrors and Telescopes, Launch Lab: Images from Mirrors
Lesson 1
Blueprint pg.824
8.DG
Lesson 2
Blueprint pg.836
8.D
Lesson 3
Blueprint pg.848
8.D
Engage CER: Reflection of Light CER: Ray Diagrams for
Curved Mirrors
CER: Quantifying Images from
Curved Mirrors

===== PAGE 11 =====

Explore Quick Lab: Virtual Image
Position
Quick Lab: Finding the
Focal Point
Video: Using Curved Mirrors
Explain Clarify a Preconception:
Seeing Reflected Light
Interactive Visual Literacy:
Law of Reflection
IN-CLASS Example 1
Critical Thinking: Reflective
Demo
Driving Question Connection
Interactive Visual Literacy:
Ray Diagrams for plane
mirrors
Apply Your Knowledge:
Real and Virtual Images
Interactive Visual
Literacy: Ray Diagrams
for Curved Mirrors
Content Background:
Spherical Aberration
Reinforcement: Drawing
Ray Diagrams
Driving Question
Connection
SEP: Using Mathematical &
Computational Thinking
IN-CLASS Example 2
Driving Question Connection
Interactive Visual Literacy:
Reflecting Telescope
Apply Your Knowledge: Properties
of Mirrors
Elaborate CER: Reflection of Light CER: Ray Diagrams for
Curved Mirrors
Simulation: Ray Tracing
with Mirrors
CER: Quantifying Images from
Curved Mirrors
PhysicsLAB: Concave Mirror
Images
Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 18 Close pg.819
Driving Question Close: How do mirrors allow us to obtain images of distant objects like planets and stars?
PhysicsLAB: Position of Mirror Reflection
Chapter Review
Vocabulary & Chapter Tests
Chapter 19 Launch pg. 861
Pretest, Science Probe, Video: Lenses, Launch Lab: Broken Straw Appearance
Lesson 1
Blueprint pg.866
8.D
Lesson 2
Blueprint pg.878
8.DG
Lesson 3
Blueprint pg.890
8.DG
Engage CER: Refraction of Light CER: Lenses CER: Applications of Lenses
Explore PhET Simulation: Bending
Light
Quick Lab: Lens Masking
Effect
Activity: Microscope
Explain Driving Question Connection
Clarify a Preconception:
Which Way Light Bends
IN-CLASS Example 1
Apply Your Knowledge:
Refraction and Reflection
Visual Literacy: Figure 3
Reinforcement: Fiber Optics
Visual Literacy: Figure 11
Interactive Visual
Literacy: Ray Diagrams
for Lenses
Use Graphic Organizers:
Mirrors and Lenses
Driving Question
Connection
IN-CALSS Example 2
PhysicsLAB: Convex
Lenses
Quick research: Types of
Chromatic Aberration
Visual Literacy: Figure 20
Interactive Visual Literacy:
Correcting Vision
PhysicsLAB: Make your own
telescope
Driving Question Connection
Elaborate CER: Refraction of Light
Critical Thinking: Refraction
in Three Dimensions
CER: Lenses
Critical Thinking: Lenses
and Index of Refraction
Simulation: Ray Tracing
for Lenses
CER: Applications of Lenses
Interactive Visual Literacy: Optical
Instruments

===== PAGE 12 =====

Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 19 Close pg.861
Driving Question Close: How does refraction change our view of the world?
PhysicsLAB: Make Your Own Telescope
Chapter Review
Vocabulary & Chapter Tests
Chapter 20 Launch pg. 903
Pretest, Science Probe, Video: Iridescence in Nature, Launch Lab: Patterns in Light
Lesson 1
Blueprint pg.908
8.D
Lesson 2
Blueprint pg.922
8.D
Engage CER: Interference CER: Diffraction
Explore Quick Lab: Soap Film Activity: Diffraction Grating
Explain Using an Analogy: Sound Waves & Bowl
Interference
Visual Literacy: Figure 5A
IN-CLASS Example 1 & 2
Quick Demo: Thin Films of Air
Driving Question Connection
SEP: Using Mathematics and Computational
Skills
Quick Lab: Diffraction Grating
IN-CLASS Example 3
Driving Question Connection
Visual Literacy: Figure 19
Elaborate CER: Interference
PhysicsLAB: Double-Slit Interference
CER: Diffraction
Critical Thinking: Diffraction Grating Selection
Evaluate Exit Tickets
Lesson Quiz
Exit Tickets
Lesson Quiz
Chapter 20 Close pg.903
Driving Question Close: Why are holograms on credit and debit cards?
PhysicsLAB: Double-Slit Interference
Chapter Review
Vocabulary & Chapter Tests
Quick Check for Understanding: Bell Ringers, Lesson Quizzes, Apply Your Knowledge
Vocabulary
Prior Knowledge Terms Lesson Vocabulary Supporting Vocabulary
Chapter
18-
Lesson 1
TEKS 8.D
8.G
reflect, wave, speed,
wavefront, wavelength,
magnitude
object, image, specular
reflection, diffuse,
reflection, plane mirror,
virtual image
normal, incident ray, reflected ray,
plane, ray, law of reflection, model,
congruent-triangle geometry, front-
to-back reversal, perpendicular
parallel
Chapter
18-
Lesson 2
TEKS 8.D
plane mirror, reflect principal axis, focal point,
focal length, concave
mirror, convex mirror,
real image, spherical
aberration
curved mirror, telescope,
magnification, spherical mirror,
incident ray, ray diagram, virtual
images, infinity, field of view,
parallel, perpendicular, horizontal
Chapter
18-
Lesson 3
TEKS 8.D
concave mirror, convex
mirror, principal axis, focal
point, focal length, plane
mirror, spherical aberration
magnification, resolving
power
ray diagram, spherical mirror,
paraxial ray approximation, virtual
image, law of reflection, refracting
telescope, reflecting telescope,
optics, radius of curvature
Chapter
19-
refraction, transparent,
wave, speed of light,
index of refraction,
critical angle, total
medium, boundary, light ray, angle
of incidence, angle of refraction,

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Lesson 1
TEKS 8.D
wavelength, frequency,
wavefront, reflected,
temperature
internal reflection,
dispersion
normal, model, vacuum, oscillations,
Snell’s law, mirage, prism, spectrum
Chapter
19-
Lesson 2
TEKS
8.DG
transparent, index of
refraction, focal point,
principal axis, real image,
focal length, focal point,
magnification, wavelength
lens, convex lens,
concave lens, thin lens
equation, chromatic
aberration, achromatic
lens
converging lens, diverging lens, ray
diagram, Snell’s law, virtual image,
spherical thin lens, spherical
aberration, medium, model
Chapter
19-
Lesson 3
TEKS
8.DG
refraction, reflection, lens,
focal length, concave lenses,
convex lenses
nearsightedness,
farsightedness
accommodation, retina, myopia,
hyperopia, virtual image, refracting
telescope, camera, eyepiece, prism,
binoculars, microscope
Chapter
20-
Lesson 1
TEKS 8.D
waves, frequency,
wavelength, wavefront,
magnitude, reflect,
transverse waves, speed,
index of refraction
incoherent light, coherent
light, interference fringes,
monochromatic light,
thin-film interference
phase, point source, laser,
constructive interference,
destructive interference, spectra,
Huygens’ principle, diffraction,
model, prism, medium, boundary
Chapter
20-
Lesson 2
TEKS 8.D
wavefronts, interference,
wavelength, absorb light,
magnitude, monochromatic
light, diffraction
diffraction pattern,
diffraction grating,
Rayleigh criterion
Huygens’ principle, point source,
Huygens’ wavelets, vacuum,
constructive interference,
destructive interference,
transmission grating, reflection
grating, holographic grating, ruled
grating, hologram, grating
spectroscope, collimator, aperture
Instructional Approaches
Knowledge Building:
• Real world connections can be made here based
on the prior bundle on waves and to introduce
electromagnetic spectrum through the
experiences of the students with medical
procedures such as X-rays, ultrasounds or other
everyday activities UV light, microwaves, and
radio waves
• Refer to the wave characteristics lab activity or
any of the bundle b simulations to reinforce the
differences between transverse and longitudinal
waves
• Students will have experience from 7th grade and
Biology in anatomy, reference the lens behavior
of the human eye through this simulation
Teaching Approaches:
Content Notes:
Content Notes:
Common Misconceptions:
• Students may think that light can only be
reflected from shiny surfaces (such as a mirror)
• Students may also believe that an object cannot
absorb and reflect light – it must do one or the
other
Student Learning Activities:
Students will…
• explore the law of reflection and images formed
by plane mirrors
• explore how curved mirrors form a variety of
images

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• Possible Formulas(not all may be used)-
• Law of Reflection-MN is the reflective surface, OB
is the normal and AO is the incident ray. The
reflective angle COB must equal the incident
angle AOB. The position and size of an image
reflected from a plane mirror or refracted from a
thin convex lens can be determined by drawing a
ray diagram and by mathematical calculations.
Therefore, as shown below, the mirror MN serves
as the reflective surface. The object ST presents
an upright and virtual image by the mirror. Every
light wave that hits the mirror obeys the Law of
Reflection, and thus the image ST is formed
• Have students first identify the placement of each
type of wave (e.g., gamma, x-ray, ultraviolet,
visible, infrared, micro, radio) along the
electromagnetic spectrum
• Explain that there are also waves that cannot be
seen by the human eye that affect our daily lives.
For example, we wear sunscreen and sunglasses
to protect our skin and eyes from ultraviolet
waves
Process Notes:
• A plasma ball can be an engaging demonstration
to spark an investigation into the movement of
electrons through a gas. In a plasma ball,
photons are emitted as electrons move through
neon, xenon and other noble gases. Touching the
• understand that curved mirrors can be used to
create both real and virtual images in everyday
situations
• explore the quantitative aspects of image
formation in spherical mirrors
• learn about the use of mirrors in reflecting
telescopes used to provide images of distant
objects in the universe
• learn that light refracts, or bends, as it travels
from one medium into another
• use Snell’s law to calculate angles and indices of
refraction
• use ray diagrams and the thin lens equation to
determine the position, magnification, and
orientation of images formed by convex and
concave lenses
• connect their understanding of refraction to
explain practical applications of lenses
• explain double-slit interference and thin-film
interference
• analyze situations and solve problems involving
double-slit interference and thin-film interference
• identify example of light in technology and nature
• explain diffraction, including single-slit diffraction,
using the model of Huygens’ wavelets

===== PAGE 15 =====

ball provides a path of lowered resistance,
increasing the flow of electrons
• Reinforce vocabulary while developing the
concepts rather than in isolation through
modeling the application of the terminology and
student discourse through various methods of
expression
• Consider using a word catcher that would be co-
constructed with students
Scaffolds:
• Learn Smart
• Word Lab
• Science Literacy Essentials
Extensions:
• Stem Biographies
• Focus on Texas
• Scientific Breakthroughs
• Physics & Technology
• Apply Your Knowledge
• Extensions