LESSON PLAN: ELECTOMAGNETIC SPECTRUM

Summary:
I. Objectives
II. Introduction
III. Lesson Proper
a. Part I: The Universe at Multiple Frequencies
b. Part II: Creating an Electromagnetic Spectrum Chart
c. Part III: The Creation of Electromagnetic Waves
IV. Activity

I. Objectives

 Understand that there are different types of electromagnetic waves,

including radio waves, infrared rays, visible light, ultraviolet rays, X-rays,
and gamma rays;

 Understand that we experience natural electromagnetic radiation from the

sun and from terrestrial sources, and human-made electromagnetic
radiation from sources such as cell phones, microwave ovens, and power
lines; and

 Understand that astronomical objects emit electromagnetic radiation at all

frequencies and by observing objects at different frequencies their structure
and phenomena can be understood more deeply.

II. Introduction

The electromagnetic spectrum describes the range of electromagnetic waves

placed in order of increasing frequency. At one end of the spectrum are radio
waves, which have a very low frequency and long wavelengths. At the other
end of the spectrum are high-frequency (short wavelength) gamma rays. All
electromagnetic waves travel at the same speed - the speed of light. They
differ in the amount of energy they transfer, called electromagnetic radiation.
Lower-frequency waves like radio waves emit less electromagnetic radiation
than do higher-frequency rays like gamma rays.
 In this lesson, students explore various types of electromagnetic waves. They
watch a video segment and use an interactive activity that both explain the
range of the spectrum and common sources of electromagnetic waves. They
also view images of astronomical objects that were observed with telescopes
designed to detect different forms of electromagnetic radiation. They then
watch two more video segments that explain more about the physics of
electromagnetic waves, including the scientific theory that couples electricity
and magnetism, which is the fundamental principle behind electromagnetic
radiation.

III. Lesson Proper

a. Part I: The Universe at Multiple Frequencies

1. Begin a class discussion about various forms of electromagnetic

radiation. If students have prior knowledge of electromagnetic
waves, such as radio waves, visible light, and X-rays, have them
sketch a chart on the board that shows the relative position of each
form of radiation along an axis of increasing (or decreasing)
frequency, wavelength, or energy. Then ask for examples of
objects that emit radiation at each frequency. Take this informal
discussion as far as you can. If students have no prior knowledge
in this area, move directly to the next steps.

2. Show the The Electromagnetic Spectrum: NASA video to give

students an overview of electromagnetic radiation. Have students
work with theAstronomical Images in Different Wavelengths
interactive activity and discuss how the images of each object differ
when observed at different parts of the electromagnetic spectrum.
Ask:
Why do astronomers build radio telescopes and X-ray telescopes,
in addition to the optical telescopes with which most people are
familiar?

b. Part II: Creating an Electromagnetic Spectrum Chart

3. Have students work through the Tour the Electromagnetic

Spectrum interactive activity. Have them discuss the various regions
of the spectrum and common objects that utilize radiation at each
frequency/wavelength.
 4. Have students work as a class to make an Electromagnetic
Spectrum chart that runs the length of a classroom wall. Have them
draw a horizontal axis along the bottom of the chart and label it with
the different types of radiation and their corresponding range of
wavelengths and frequencies. (Start with radio waves at the left end
of the axis). They may use the Electromagnetic Spectrum Data Table
(PDF) handout as a guide in listing wavelength in either angstroms
or centimeters. Be sure to record units using a scale of powers of ten
(this is a logarithmic scale), so that the bandwidth of radio waves is
noticeably greater than the bandwidth of the other forms, in
particular, visible light, which makes up a tiny fraction of the
spectrum. Use the sample Electromagnetic Spectrum Diagram to see
how to set up the chart.

Options for the chart:

 List the range of energies associated with each wavelength.

 Draw a picture of one wavelength, or use an image of an object that
is the size of a wavelength at each region of the spectrum.
 Add pictures of common sources of electromagnetic radiation for
each region of the spectrum.
 Add astronomical images that are observed at each wavelength.
 Add pictures of the different types of telescopes that are used to
observe radiation at each region of the spectrum.
 Have students compare their completed chart with the one they drew
at the beginning of the lesson, if applicable.

c. Part III: The Creation of Electromagnetic Waves

6. Have students watch the The Electromagnetic Spectrum: FRONTLINE

video. Discuss how electromagnetic waves are created. Guide students
toward discussing electric fields and magnetic fields that they experience
every day.

7. Have students watch the String Theory: A New Picture of Gravity video.
Discuss the connection between electric and magnetic fields. This maps
nicely with a demonstration of Faraday's law or an electromagnet.
V. Activity
Guided Practice or Developmental Procedure
(The teacher should pass the following out to each group in order for them to
not only hear the procedure, but to see it as well. pdf version available)

NOTE: Reading pdf files requires the Adobe Acrobat Reader, which is
available for free download from:
http://www.adobe.com/products/acrobat/readstep.html.

1. Triad decides who is

 Recorder/ Reader
 Materials Manager/ Checker
 Time Keeper/ On Task Coordinator
2. Materials Manager retrieves all materials listed from teacher.
3. Recorder should draw a vertical line about 20 cm from the beginning of the
adding machine tape and label it "Start" (see below). With the metric ruler,
make a point 100 cm from the starting point. Draw a vertical line and label
it "End". Cut the tape off of the roll leaving about 20 cm space between
"End" and where you cut.

Diagram of tape for Roy G. Biv lab

4. Materials Manager should use the colored pencils to draw three evenly
spaced horizontal lines along the tape from Start to End. Make the top line
red, the middle line green and the bottom line violet to represent three
different colors in the spectrum of light.
(NOTE: The Time Keeper/ On Task Coordinator should continually keep
everyone focused in order to complete this lab. He or she may also share in
the completion of the tasks.)

5. Recorder should divide the red line every 14 cm with dark marks in red
pencil. The green line should be divided every 10 cm and the violet every 8
 cm. The marks that you make on the three color lines will represent the
different wavelengths of the different colors of light.
(NOTE: The true wavelengths are actually measured in terms of angstroms. An
angstrom is 10-8 cm or 0.00000001 cm. Red has a wavelength of 7800-6220
angstroms, green has a wavelength of 5770-4920 angstroms and violet has a
wavelength of 4550-3900 angstroms. However, in this lab, the simple
relationship among the visible light waves will be what is important.)

6. Materials Manager should use masking tape to fasten the marked adding
machine tape to a pencil.
7. Recorder should cut a manila folder along its crease. Then cut a rectangle
out of the center of one of the long sides. This rectangle should be about
10 cm high and 5 cm wide as shown below.

Diagram of the manila cutout

8. Materials Manager should set the manila folder cut out on the table
supporting it with the four books (see below). Feed the end of the adding
machine tape through the narrow space between the manila folder and the
two back books until "Start" appears in the middle of the opening in the
manila folder.

Roy G. Biv lab setup

9. Recorder should now be prepared with the Data Table and sit in front of
the tape and manila folder model.
10. Time Keeper should call "start" and begin timing as he or she slowly pulls
the tape along. Try to pull the tape at about the same speed for every trial!
11. Recorder should tally in the appropriate box on the data table every time
he or she sees a wavelength mark. When "End" appears, tell the Time
Keeper to stop timing.
12. Each Triad should make a "trial run" and then repeat the procedure an
additional 3 times.
13. On the data table, Materials Manager determines and records the average
number of wavelengths observed for each color and the average time (in
seconds) from start to finish.
14. Recorder should determine and record the frequency for each of your
colored light waves. Note: frequency is defined as the number of
wavelengths passing a given point per second.

Independent Practice
(The teacher should pass out the following worksheet to each student in order
to assess individual understanding. pdf file available.)

What's the frequency Roy G. Biv?

Student worksheet
Name________________________________Date__________________Per./
Mod______
--------

1. Compare the wavelengths and frequencies of the three waves. Write about
any patterns you notice in their relationship.
__________________________________________________
__________________________________________________
__________________________________________________

2. Which color has the shortest wavelength? ____________

Which color has the longest wavelength? _____________

3. Which color has the highest frequency? ____________

Which color has the lowest frequency? _____________

4. What is the relationship of the red wavelength to the green?

__________________________________________
Red to the violet?_________________________________
5. What is the relationship of the red frequency to the green?
__________________________________________
Red to the violet?_________________________________

6. From your answers to the questions above, name the relationship between
wavelength and frequency in waves that travel at the same velocity like the
waves measured in this lab.
_________________________________________________
_________________________________________________

7. Remember that velocity = distance / time. What was the velocity of the
waves in this lab? ____________________
*NOTE: the actual velocity of light c = 2.99 x 108 meters per second, but for
our purposes in this lab, it will appear only as fast as the Time Keeper is pulling
the adding machine tape.

8. Multiply the wavelength of the red wave by its frequency. Do this for the
blue and green waves also and write the answers below.
red ________________
green ______________
violet ______________

9. What do you notice about the results?

_________________________________________________
_________________________________________________

10. Write an new equation for the velocity of waves in terms of wavelength
and frequency instead of distance and time.

Assessment
Formative assessment and observation should be evident throughout the
lesson. The worksheet, final questions during closure or a future quiz may serve
as summative assessment.

Closure
Direct students to write for ten minutes in their journals summarizing the lab
and all procedures in this lesson. Encourage students to then share their
findings and what they might have written in their journals.