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Date: Subject: Physics Grade level: High school

Unit: Waves MSSI: 5.12.14; 1.12.7 1.12.8 1.12.9 CLG: 5.4.1 5.4.2 5.4.3 5.4.4; 1.3.1 1.4.2 1.4.6 1.5.1 Background: Wave parameters: wavelength, frequency, period, and speed Topic: Electromagnetic Spectrum Objectives: 1. Observe the visible part of the spectrum and detect some invisible waves. 2. Describe the properties of electromagnetic waves. 3. Explain how the wavelength, the frequency, and the energy changes along the spectrum. 4. Create a poster showing the different regions of the spectrum, some of their applications, and their effect on living organisms. Materials: (per groupx7) Diffraction gratings (4), UV lights, remote control, digital camera/phone camera, $5 or higher bill, driver license/state ID some of it provided by students. Computers with Internet connection and/or printed materials on the electromagnetic spectrum (information can be saved on the computers hard drives if the Internet is not available) Electromagnetic spectrum wall chart. Poster paper, colors, tape, scissors, and other assorted postermaking materials. Scoring rubric LCD projector and computer Homeland security podcast Differentiation: Verbal and written directions, group setting, peer help, and frequent feedback.

Etie Bachvarova

Procedures
Drill: Compare the amplitude, frequency, and wavelength of several wave diagrams. Engagement: Students will go to their small group stations. They will look at a light source through diffraction gratings and see that white light can be split into a rainbow. This activity may be extended if hand-held spectrometers and/or different color diodes are available. Using the spectrometers students would be able to determine the wavelengths of the different light colors and the limits of the visible light region of the spectrum. There is more colors that we do not see; students will detect UV from a black light with a drivers license or $5, $10, and $10 bills and IR from a remote control with a digital camera. Assessment question: What is the source and what is the detector? Activity (exploration): Students are still in small groups. Each group will use internet resources to investigate the electromagnetic spectrum, its regions, applications, and effect on living organisms. Each group will produce a poster chart representing the spectrum and present their work to the class. Printed resources will be available in case the internet is off. Assessment: Monitor the work of each group and provide feedback. Students display their posters. The work of each group is critiqued constructively pointing the best items first. Projects are evaluated by peers using a rubric. Exit ticket: Unscramble the spectrum-students order the regions of the spectrum by wavelength and by frequency-timed event. Conclusion: Students watch a podcast highlighting some examples of how Homeland Security professionals use electromagnetic waves. The podcast is followed by a brief class discussion and the HW assignment is introduced. HW: Further research the use of e.m. waves in homeland security and summarize the information in your own words.

Etie Bachvarova