This activity introduces users to the basic concepts of light, followed by several simulations that model the interactions of light with matter. It is designed for use in an introductory physics class or courses relating to biotechnology and nanotechnology careers. Users investigate the wave nature of photons, view models of light/matter interactions, and explore how light energy is converted into heat energy. They may also create their own model photon beam and generate an absorption spectrum.
This item is part of the Concord Consortium, a nonprofit research and development organization dedicated to transforming education through technology. The Consortium develops deeply digital learning innovations for science, mathematics, and engineering. The models are all freely accessible. Users may register for additional free access to teaching guides and capability to capture data and store student work products.
6-8: 4E/M6. Light and other electromagnetic waves can warm objects. How much an object's temperature increases depends on how intense the light striking its surface is, how long the light shines on the object, and how much of the light is absorbed.
6-8: 4F/M6. Light acts like a wave in many ways. And waves can explain how light behaves.
6-8: 4F/M8. There are a great variety of electromagnetic waves: radio waves, microwaves, infrared waves, visible light, ultraviolet rays, X-rays, and gamma rays. These wavelengths vary from radio waves, the longest, to gamma rays, the shortest.
9-12: 4F/H6c. The energy of waves (like any form of energy) can be changed into other forms of energy.
11. Common Themes
6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
6-8: 11B/M4. Simulations are often useful in modeling events and processes.
11C. Constancy and Change
9-12: 11C/H12. Even though a system may appear to be unchanging when viewed macroscopically, there is continual activity of the molecules in the system.
6-8: 11D/M3. Natural phenomena often involve sizes, durations, and speeds that are extremely small or extremely large. These phenomena may be difficult to appreciate because they involve magnitudes far outside human experience.
Common Core State Reading Standards for Literacy in Science and Technical Subjects 6—12
Key Ideas and Details (6-12)
RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
Range of Reading and Level of Text Complexity (6-12)
RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11—CCR text complexity band independently and proficiently.
Common Core State Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6—12
Text Types and Purposes (6-12)
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. (WHST.11-12.2)
Research to Build and Present Knowledge (6-12)
WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research.
%0 Electronic Source %D March 11, 2008 %T Concord Consortium: Light and Matter Interactions %I Concord Consortium Inc. %V 2014 %N 16 September 2014 %8 March 11, 2008 %9 text/html %U http://molo.concord.org/database/activities/283.html
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