9/5/2020 Visible Light and the Electromagnetic Spectrum - Lesson - TeachEngineering

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Lesson: Visible Light and the Electromagnetic

Spectrum

Quick Look
Grade Level: 4 (3-5)
Time Required: 15 minutes
Lesson Dependency: None
Subject Areas: Physical Science

Summary
During this lesson, the electromagnetic spectrum is
explained and students learn that visible light makes up
only a portion of this wide spectrum. Students also learn
that engineers use electromagnetic waves for many
di erent applications.
This engineering curriculum aligns to Next Generation
Science Standards (NGSS).

Engineering Connection
Engineers use many types of electromagnetic waves.
Gamma radiation is emitted by fuel rods in nuclear power
plants, x-rays are used to see inside our bodies,
Figure 1. The electromagnetic spectrum.
ultraviolet light can be used to sanitize things,
microwaves are used to cook, and radio waves allow us to
communicate over large distances.

Learning Objectives
After this lesson, students should be able to:

Explain that light can be considered an electromagnetic wave.

Give two examples of how engineers use electromagnetic waves.
Explain that we can only see a small portion of all electromagnetic waves.

Educational Standards
 NGSS: Next Generation Science Standards - Science
 International Technology and Engineering Educators Association - Technology
 State Standards
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Worksheets and Attachments

Electromagnetic Transparency #1 (doc)
Electromagnetic Transparency #1 (pdf)
Electromagnetic Transparency #2 (doc)
Electromagnetic Transparency #2 (pdf)

Visit [www.teachengineering.org/lessons/view/cub_soundandlight_lesson7] to print or download.

Pre-Req Knowledge
This lesson follows Lessons 1-6 of the Sound and Light Unit.

Introduction/Motivation
*Note: These concepts might be very di cult to visualize; if possible, create transparencies of the lesson gures for
students to look at during class discussions.

Let's think about our brave adventurers for a minute – who remembers what Angie and Harmon need to do next to
nd the treasure? That's right – they want to use lights underwater to nd the sunken treasure ship. But rst, they
need to learn something about light waves so that they can choose the right kind of lights to use in their exploration.

When we learned about sound, we discovered that sound travels in waves. Light can also be thought of as a wave –
light is a form of an electromagnetic wave. That's a big word, so let's write it on the board.

An electromagnetic wave is a type of wave that can travel through empty space... Yes, you heard correctly, empty
space. Unlike sound waves, which need "something" to travel through (for example, water or air), electromagnetic
waves are able to travel through "emptiness" or a vacuum.

This picture (show Electromagnetic Transparency #1– in the Attachments section) shows di erent kinds of
electromagnetic waves. Engineers use electromagnetic waves for many di erent purposes. Gamma rays (nuclear
power plant radiation), x-rays, light, microwaves, and radio waves (including cell phone waves) are all electromagnetic
waves. What makes all these waves di erent from each other are their wavelengths and frequencies.

Who would like to remind the class what frequency is? That's right! The frequency of a wave is the number of times a
crest occurs each second. Some waves have really big — or even really small — frequencies. If a wave has a higher
frequency (many waves in a certain amount of time), it has more energy. And, if a wave has a smaller frequency
(fewer waves in a certain amount of time), it has less energy.

Let's look at another picture (show Electromagnetic Transparency #2) to see if we can gure out which waves have
the most energy. Which waves do you think are the most powerful? That's right! gamma waves have very high
frequencies and, consequently, have a lot of energy. This extreme amount of energy is one reason why gamma
waves are very dangerous if improperly used.

Have any of you ever had an x-ray? X-rays are not as strong as gamma rays, but they are still very powerful. A
sunburn? Have any of you ever burned your skin when out in the hot sun (or overcast as well) too long? Sunburns
come from ultraviolet light, which we cannot see, but can still burn our skin. Radio waves and microwaves have a
smaller frequency, so they are much less powerful than x-rays or ultraviolet light. Waves are fascinating, that's for
sure!

We know that waves with high frequencies have a lot of energy. And, the waves that have smaller frequencies have
less energy — think of these wave types as energetic waves that move very fast and lazy waves that move slow. Did
you know that we cannot see most electromagnetic waves? The small section of the spectrum with the waves that we
can see is called the visible spectrum, and the wavelengths that we can see allow us to see the colors of red, orange,
yellow, green, blue, indigo, violet — the colors of the rainbow! We do not usually think of visible light (the visible
spectrum) as being an electromagnetic wave, but it is. Figure 2 shows where visible light falls on the electromagnetic
spectrum.
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Engineers use electromagnetic waves in all sorts of di erent inventions. We

cannot see most electromagnetic waves, but you do observe these waves
every day when you see visible light. Today we are going to build a fascinating
invention so that we can see the di erent colors that are a part of visible light.
Following the lesson, students can use the associated activity Building a Fancy Figure 2. The electromagnetic spectrum in detail.
Spectrograph to build their own device from simple materials to observe the
spectra of di erent light sources! Then students can follow-up with the associated activity The Visual Spectrum to
compare their ndings between di erent light sources. Let's get started!

Lesson Background and Concepts for Teachers

A wave is a change (a variation) that travels through a substance (or medium). You can often see the change, such as
the increased height of a traveling ocean, but what is important to understand is that the medium itself does not
travel with the wave.

Ripples in a pond are good examples of waves. If no wind, a pond is smooth until a rock is thrown in and disturbs the
water. Then ripples, "disturbances" in the pond, travel to the edges. The medium in this case is the water, through
which the ripples travel. The water is not actually moving, but the waves (ripples) are.

Waves move in two ways: longitudinally and transversely. Transverse waves oscillate (move back and forth) in a
direction perpendicular to their motion. Our pond ripples, for instance, oscillate up and down but move horizontally
towards the edge of the pond. Because the ripples oscillate perpendicular to their horizontal motion towards the
edge, they can be classi ed as transverse waves.

An electromagnetic wave is a transverse wave that can travel through empty space or a vacuum. Literally,
electromagnetic waves are able to travel through "emptiness," unlike sound waves, which need "something" to travel
through (for example, water or air). Electromagnetic waves have two parts to them: electric and magnetic. Both of
these parts are considered transverse waves.

Waves with high frequencies have a lot of energy, and, waves with smaller
frequencies have less energy. Most electromagnetic waves are not visible.
However, a small section of the spectrum includes waves that we can see — it
is called the visible spectrum (see Figure 3). These visible wavelengths allow us
to see the colors of the rainbow: red, orange, yellow, green, blue, indigo and
violet. We do not usually think of visible light (the visible spectrum) as being an
electromagnetic wave, but it is.

The electromagnetic spectrum can be considered from another perspective —

in nanometers — speci cally from 400 nm to 700 nm. Each color in this visual
range has a di erent wavelength. Red has the longest wavelength (700 nm)
and violet has the shortest wavelength (400 nm). Green occurs near the
middle at about 550 nm. A prism divides light into the wavelengths that make
it up. Seen together, color waves make white light. White light is especially
dramatic because many di erent colors of the visual spectrum can combine to
make white light. Two "white" light sources can have very di erent spectral
compositions. When white light shines on a prism, the colors in white light
separate from each other because they refract at di erent angles depending Figure 3. The visual spectrum occurs between 400
on their wavelength (see Figure 4). Water droplets in the air refract sunlight to nm (violet) and 700 nm (red).
create rainbows.

Light can be absorbed, re ected (or di used) and refracted. Some materials can
a ect how light bends in more than one way, refracting and re ecting at the
same time. Objects made of more than one substance usually have di erent
re ective, refractive and absorptive properties.

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Light re ects at a predictable angle: the angle of the light that strikes a surface
equals the angle of the light that bounces o the surface. Rough surfaces scatter
— or di use — light, which can cause glare, blur an image or prevent us from
seeing an image.

Light changes speed and direction — refracts — when it moves from one
transparent medium to another. The refractive property of transparent materials
can be used to make lenses that focus light (for example, cameras, eyeglasses,
telescopes).

Since visible light is the part of the electromagnetic spectrum that our eyes can
see (remember, we cannot see most electromagnetic waves), our whole world is
oriented around it and the colors that are produced through this visible Figure 4. White light shining through a prism
breaks apart into the colors of the visible light
spectrum. Understanding these visible electromagnetic waves has enabled spectrum.
engineers to develop many instruments that can see farther and more clearly
than our eyes. That is why we use satellites to look at the Earth, and telescopes to look at the Sky!

Associated Activities
Building a Fancy Spectrograph - Students create and decorate their own spectrographs using simple materials
and holographic di raction gratings. A holographic di raction grating acts like a prism, showing the visual
components of light. After building the spectrographs, students observe the spectra of di erent light sources
as homework.
The Visual Spectrum - Students make simple spectroscopes (prisms) to look at di erent light sources. Using
the spectroscopes, students see di ering spectral distributions of di erent light sources

Lesson Closure
You all did a great job today of being good listeners and thinking hard about light! We learned that light can be
thought of as a wave, just as sound is a wave. We also learned that our eyes can only see some wavelengths of
electromagnetic radiation. What do we call the set of wavelengths that our eyes can see ? That's right---the visible
spectrum. We also discovered that engineers use many di erent electromagnetic waves for many di erent
applications. In our next lesson, we are going to learn about rainbows, and continue to follow the adventures of
Angie and Harmon. What do you think will happen to them next?

Vocabulary/De nitions
electromagnetic wave: A transverse wave with electric and magnetic parts that travels at 300,000 km/sec. Examples
are gamma waves, x-rays, light waves, microwaves, and radio waves.
visual spectrum: The range of the electromagnetic spectrum — between 400 nm and 700 nm — that our eyes can
see.

Assessment
Pre-Lesson Assessment

Discussion Question: Turn on a radio, and tune it to a station. Next turn on a lamp. Ask the students what the two
devices (radio and lamp) have in common. (Answer: They both use electromagnetic waves.) Tell students that today
we are going to learn about a few di erent types of electromagnetic waves.

Post-Introduction Assessment

Fill in the Table: On the left side of the classroom board, list the types of electromagnetic waves. Then work with the
students to ll in the right side with ways that engineers use each type of wave. Examples of waves and their uses
are:
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9/5/2020 Visible Light and the Electromagnetic Spectrum - Lesson - TeachEngineering

Gamma waves – emitted by nuclear power plants

X-rays – used for healthcare
Light waves – for seeing visible light
Microwaves – for cooking
Radio waves – for communication

Lesson Summary Assessment

What I Learned Today: At lesson end, give students time to think about what they learned. Invite a few students to
volunteer something new that they learned through the lesson. (If students do not mention it, remind them that they
learned that visible light is an electromagnetic wave and the only electromagnetic wave we can see; also it is only a
small portion of the overall spectrum of electromagnetic waves.)

Lesson Extension Activities

Bring in small prisms for students to experiment with and explore how they break light into di erent
wavelengths/colors.

Have students create an electromagnetic wave journal of di erent electromagnetic waves they experience
throughout the week (for example, microwaving food, seeing a rainbow, listening to the radio, etc.).

Invite an engineer to visit the class and talk about how s/he uses electromagnetic waves in his/her research or work.

References
Dunbar, Brian. National Aeronautics and Space Administration, Langley Research Center, Multimedia, April 13,
2007. Accessed June 1, 2007.
http://www.nasa.gov/centers/langley/images/content/114284main_EM_Spectrum500.jpg

Ferebee, Michelle T. National Aeronautics and Space Administration, Atmospheric Sciences Data Center, April 10,
2006. Accessed April 17, 2012. http://science-edu.larc.nasa.gov/EDDOCS/images/Erb/wavelength_ gure.jpg

Sample, Sharon. National Aeronautics and Space Administration, Science@NASA, Science Fun, November 22, 2004.
Accessed June 7, 2007. http://science.hq.nasa.gov/kids/imagers/ems/waves3.html

Copyright
© 2007 by Regents of the University of Colorado.

Contributors
Luke Simmons; Frank Burkholder; Abigail Watrous; Janet Yowell

Supporting Program
Integrated Teaching and Learning Program, College of Engineering, University of Colorado Boulder

Acknowledgements
The contents of these digital library curricula were developed by the Integrated Teaching and Learning Program
under National Science Foundation GK-12 grant no. 0338326. However, these contents do not necessarily represent
the policies of the National Science Foundation, and you should not assume endorsement by the federal
government.

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Last modi ed: June 7, 2020

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