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We are surrounded by invisible electromagnetic radiation every day. In

this activity, students encounter some of those forms of electromagnetic,

or light energy. Students circulate to classroom stations that have

different sources of light-most not visible to the human eye. At each

station are a variety of objects. After the class discusses which objects

are “detectors” (they can detect a particular range of visible or invisible

light), student groups are challenged to find out which are “transmitters”

(they allow the invisible light/energy to pass through), and which serve

as “shields” and are able to block the light. They experiment to see if

they can find inventive ways to block the invisible energies. Encouraging

students to make predictions is an important aspect of this activity. They

should write down their predictions for each station before they

experiment with any item. With the exception of X-rays and gamma

rays, (microwave is optional) each station represents a region of the

electromagnetic spectrum, as follows:

1. Visible

2. Infrared (lamp)

3. Infrared (VCR/TV remote control unit)

4. Radio (FM)

5. Radio (AM)

6. Ultraviolet (black light bulb) The main goals of this activity are to

give students firsthand experience with invisible electromagnetic

energy, and to have them discuss and “reflect” upon it. It’s ideal

for discussion to follow immediately, but given time constraints, it

may carryover to another class session

They will review the concepts learned previously about the diffraction of

visible light into colors

2 40-50 minute sessions

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Light and the Ultraviolet spectrum

Students will be able to:

• Understand that radiation exists above and below the visible

portion of the electromagnetic spectrum.

• Students will observe the existence of radiant energy above

and below the visible spectrum.

• Students will experiment with invisible electromagnetic

energy identifying transmitters of the energy and detectors of

the electromagnetic spectrum.

TIME

ALLOTMENT

OVERVIEW

SUBJECT

MATTER

LEARNING

OBJECTIVES
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MEDIA

COMPONENTS

MATERIALS

Website and Video: Seeing in the Infrared is available from NASA/

JPL Educator Resource Center. It can be downloaded for free from:

http://coolcosmos.ipac.caltech.edu/videos/more_than_your/

you will need Windows Media Player or Quicktime installed . The video

can also be watched from the site it you have projection capabilities in

your classroom. The web site run by NASA has excellent interactive

activities for students and infrared lesson plans for teachers.

National Standards:Content Standard B:

Properties and Changes in Matter:

• Energy is a property of many substances and is associated with

heat, light, electricity, mechanical motion, sound, nuclei, and the

nature of a chemical. Energy is transferred in many ways.

• Light interacts with matter by transmission ( including refraction),

absorption, or scattering ( including reflection). To see an object

light from that object- emitted by or scattered from it- must enter

the eye.

Nevada State Standards: Content Standard 3.0 Energy and

Matter: Interactions and Forms-

• Students understand that changes in temperature and pressure

can alter states of matter. Energy exists in many forms, and one

form can change into another.

• Investigate and describe that forms of energy can travel in

waves(e.g. seismic, light, radio, invrared)

STANDARDS

per class:

Computer(s) with Internet access

 1 overhead transparency: Invisible Light Sources,

Detectors, and Shields student sheet

 1 X-ray film image: dental or hospital X-ray transparency

6-12 Station Number Signs

6-12 sets of shields/transmitters-one for each station in a

manila folder or envelope.
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MATERIALS

CONTINUED

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PREP FOR

TEACHERS

For the stations: Two each of the following stations

Station I-Visible Light

1 flashlight (with batteries) [SOURCE]

1 plain white paper 81/2" x 11" [“DETECTOR”]

 optional: Set of assorted color filters, such as red, blue, green, to

add to shield set

Please paper The Q( stude! the liS ments

Station 2-Infrared Light-heat lamp

 1 infrared bulb with ceramic socket clamp [SOURCE] [DETECTOR

is student’s hand]

 1 optional: digital camera or video camera [as DETECTOR]

Station 3-Infrared Light-VCR/TV remote control

 L remote control with batteries [SOURCE]

 1 TV monitor or other device triggered by remote [DETECTOR]

 1 optional: digital camera or video camera [as DETECTOR]

Gail Bushey Seeing In A New Light Grades 5-8

per sets of sheids:

1blank overhead transparency

1 aluminum foil 12" x 12"

1 plain white paper 8 1/2" x 11"

cloth 12" x 12"

metal screen 12" x 12"

plastic screen 12" x 12"

black plastic 12" x 12" 2-4 mil

plastic baggie 1 gallon size

1 sheet wax paper, 12" x 12"

A source of light sunlight from a window or a filament full

spectrum bulb in a socket

A glass prism or water prism

per each student:

 1 copy of Invisible Light Sources, Detectors, and Shields. (Or use a

transparency of the handout as an example to show students and

have them draw their own on blank or lined paper.)
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Note: For the infrared station with a remote control as the IR source, a

video camera is a big plus as it allows students to see the infrared light

coming from the remote control even though it cannot be seen by the

eye. This can be one of those “wow” experiences. Video cameras or

digital still cameras use light detectors known as CCDs (Charge

Coupled Devices) which are sensitive to infrared light as well as visible

light

Station 4—Radio-FM [SOURCE is radio station]

 1FM radio with batteries [DETECTOR]

Station 5-Radio-AM [SOURCE is radio station]

 1 AM radio with batteries [DETECTOR] (can use FM/ AM radio with

FM function disabled by taping with masking tape)

Station 6-Ultraviolet Light

1 black light-fluorescent [SOURCE]

an assortment of four or more of the following DETECTORS: sheet

“bright” paper

Styrofoam peanuts (5)

 Powdered detergent (about 1/2 oz. in ziplock bag);

1 Cup tonic water containing quinine in a solo cup

 glow-in-the-dark stars

 UV beads.

Caution Note for Teachers

Black light sources are most often found in party shops or

entertainment/ theater catalogs. Fluorescent black lights should be

used, not incandescent black light bulbs. Fluorescent black lights

emit far less heat and much more ultraviolet light per watt. Incandescent

black light bulbs are NOT recommended (see note below).

UV beads are available from Educational Innovations, Edmund

Scientific, and many other science education supply houses. The white

beads that turn red in the presence of ultraviolet light are preferred.

They work much better in direct sunlight.

PREP FOR

TEACHERS

CONTINUED

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PREP FOR

TEACHERS

CONTINUED

SAFETY ISSUES: You are strongly advise against the use of

incandescent black light bulbs. If that’s all you have, be aware that

they can become very hot, so caution students not to touch the bulb,

and they are much less effective in these activities. And although

normal fluorescent black lights are considered completely safe, a

general precaution is to advise students not to stare directly into the

fluorescent bulbs for extended periods or from close range. Shorter

wavelength black lights used in mineral exploration or to

sterilize surfaces should NOT be used; they can be dangerous

to eyes and skin and can bum them much like a severe

sunburn.

Getting Ready

1. Decide how many stations you are going to set up. There are six

different stations. For small classes you may only want to set up these

six. Having duplicates of all of them (12 in all), if possible, allows

students to work in small groups of three students each. You could

also set up duplicates of some but not all of the six stations, perhaps

those that are more elaborate or may take students longer.

Depending on your time constraints, groups can spend 7-10 minutes

at each station. If necessary, extend the time over two class sessions

.

2. Make photocopies of the student handout, Invisible Light Sources,

Detectors, and Shields (master on page 37) or make a transparency

of it to serve as a model for students to copy.

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3. Gather the materials to set up the stations. Make signs to identify the

stations by number Label items so students know how to refer to them

on their data sheets. Label the AM radio as “AM Radio,” the PM radio

as “PM Radio, “ the black light as “Ultraviolet,” the heat lamp and

remote control as “Infrared.” Label the envelopes/folders of test shields

“Test Shields.” Label the TV (or other device operated by the remote

control) as “Infrared Detector.” Video camera and digital camera can

also used as “Infrared Detectors” in this activity. Set up the stations.

4. Read over Safety and cautionary notes.

“Background for the Teacher” at the end of the book, the section on the

electromagnetic spectrum may also prove helpful for this and

subsequent activities

5. Bookmark the website: http://coolcosmos.ipac.caltech.edu/videos/

more_than_your/ from NASA or download and burn a CD or DVD for

the class to view.

PREP FOR

TEACHERS

CONTINUED

INTRODUCTORY

ACTIVITIES:

SETTING THE

STAGE

Day 1

1.Review Light Vocabulary Terms. It is helpful to have these terms

written on chart paper and posted in the room.

Opaque: Not transmitting light; not allowing light to pass

through.

Transparent: transmitting light; allowing light to pass through;

clear enough to be seen through.

Translucent: admitting and diffusing light so that objects

beyond cannot be clearly distinguished; partly transparent.

2. Review visible light spectrum colors by projecting a prism from

sunlight or filament lights with sockets (full spectrum bulbs) if you don’t

have access to sunlight. Onto the whiteboard or wall.

3. Tell students that they will have the opportunity to observe and

experiment with most of the wavelength of light including those they

cannot see. Remind students that gamma rays and x-rays are harmful

to humans so they will not be investigating those wavelengths.

4. Play the NASA Video Infrared More Than Your Eyes can See http://

coolcosmos.ipac.caltech.edu/videos/more_than_your/ Discuss with

students what advantages animals that can see in the infrared would

have or human eyes.

5. If time permits and you have a projection system explore some of

the activities at the site. Especially graphic are the infrared pictures

of volcanoes and Yellow Stone geothermal pools (old Faithful).

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LEARNING

ACTIVITIES

Exploring Invisible Light Stations (adapted with permission from the

Invisible Universe GEMS guide published by the Lawrence Hall of

Science, University of California Berkeley)

A: Sources of Light

1. Hold up the flashlight (from Station 1), turn it on, and shine it at the

students. Say, “This flashlight is a source of light.”

2. Ask, “What are some other sources of light energy that we can

see?” Accept several responses. Explain that while most objects

reflect light to some degree, they are not considered to be the source

of that light. Sources of light generate and emit the light themselves.

They glow and give off their own light. Stars, including our Sun, are

sources of light.

3. If students have not mentioned it, point out that the Moon reflects the

light of the Sun (that’s how we are able to see it)-but the Moon is not a

source of light. We see it and many other objects by reflected light.

B: Detectors

1. Ask, “Can you tell me where there are light detectors in the room?”

[The students’ eyes!-If necessary give them the hint that some light

detectors are a couple of centimeters below their eyebrows!]

2. Ask, “Are there other light detectors that you know of?” [Cameras,

camcorders...]

Exploring Invisible Light Stations

Introducing the Activity

Sources of Light

1. Hold up the flashlight (from Station 1), turn it on, and shine it at the

students. Say, “This flashlight is a source of light.”

2. Ask, “What are some other sources of light energy that we can

see?” Accept several responses. Explain that while most objects

reflect light to some degree, they are not considered to be the source

of that light. Sources of light generate and emit the light themselves.

They glow and give off their own light. Stars, including our Sun, are

sources of light.

3. If students have not mentioned it, point out that the Moon reflects the

light of the Sun (that’s how we are able to see it)-but the Moon is not a

source of light. We see it and many other objects by reflected light.

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C: Detectors

1. Ask, “Can you tell me where there are light detectors in the room?”

[The students’ eyes!-If necessary give them the hint that some light

detectors are a couple of centimeters below their eyebrows!]

2. Ask, “Are there other light detectors that you know of?” [Cameras,

camcorders...]

D: Transmitters and Shields

1. Explain that some materials let visible light through and they are

called transmitters of light. You may want to ask students the meanings

of the words opaque, transparent, and translucent.

2. Point out that other materials do not let light through; they block the

light, and can be called shields.

3. Using materials in the “Visible Light” station, show how light can be

blocked, or shielded, by a material. Tell them that aluminum foil, for

example, could be called a “shield that works” for visible light.

4. Ask, “What are other things that block visible light?” [ black plastic,

paper...]

5. Ask, “What are some things that don’t shield light, but transmit lightthat let light through?” [Glass, clear plastic, water, oil] Show how

different objects can either transmit, partially transmit, or block the light

E: Invisible Energy All Around Us

1. Tell the class that, in addition to the visible light energy they can see

in the room, there’s a lot of invisible energy too.

2. Say there are stations set up around the room, each with a source of

energy, a detector of that energy, and a set of materials as test shields

to see which materials may be able to block the invisible energy.

3. Explain that there are six different stations. (If you’ve made

duplicates of any or all of the stations, let them know that too.) Say that

the class will work in small groups to investigate Stations #1 through #6

and each student will keep a record of observations on the Invisible

Light Sources, Detectors, and Shields sheet.

F: Demonstrate Station Procedure

1. Model the process connected with working at a station, again using

Station 1 (visible light).

2. Identify the source (flashlight), the “detector” (white paper), and the

set of test shields. Demonstrate how the test shield material should be

placed in between the source and the “detector.” In this case, explain

that the white paper is being called a detector in that it can reflect the

light energy that falls on it and thus allow our eye to see that light. It is

actually our eyes that are the real detectors of visible light.

LEARNING

ACTIVITIES

CONTINUED

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LEARNING

ACTIVITIES

CONTINUED

3. Use an overhead transparency of the Invisible Light worksheet to

show where students should make predictions about which materials

transmit (T) the light/energy and which ones block/shield (S) the light/

energy (in the upper left half of each box). Then show where the

observed result is marked (the lower right half of each box). 4. Add

that, for the visible light station, making predictions about which

materials transmit light and which block/shield it is pretty easy, but with

invisible energies, they may be in for some surprises.

G: Identifying Sources and Detectors

1. Identify the Source and Detector at each station. Go around to each

station, hold up the source and the detector, and ask students which is

which. As needed, clarify as follows:

Station 1 Flashlight [SOURCE]

White paper [“DETECTOR”]

Station 2 Heat lamp (Infrared bulb) [SOURCE] Student’s hand

[DETECTOR] Optional DETECTOR: digital camera or video camera

Station 3 Remote control [SOURCE] TV monitor (or other device

triggered by remote) [DETECTOR] Optional: digital camera or video

camera [as DETECTOR]

Station 4 Radio station [SOURCE]

PM Radio [DETECTOR]

Station 5 Radio station [SOURCE]

AM Radio [DETECTOR]

Note: With the radios, it is easy for confusion to arise about the

energy source. In addition to the radio waves that are the intended

focus of these stations, the radio is powered by electricity (a battery)

and there is a/so sound energy.

a. If confusion arises about the radios, ask questions, such as: “What

is the energy source at this station?” (pointing to one of the stations

with a radio). [They will probably say “batteries.”] Acknowledge that

response but continue on to the next question.

b. Ask, “Is the sound that the radio makes a type of energy?” [Yes.]

Then ask, “Where are the signals coming from that provide the sound

energy for this radio?” [A radio station and its transmission tower.]

c. Explain that the source of radio waves-the radio tower-is not even in

the room, and that the radios, although they are a source of sound

waves, are NOT a source of radio waves. The information to produce

sounds played by the radio is encoded in the radio waves transmitted

from the radio tower. The radio is actually a detector of radio waves.

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Station 6 Black light [SOURCE] DETECTORS: Sheet “bright” paper;

styrofoam peanuts (5); powdered detergent (about 112 oz. in ziplock

bag); tonic water containing quinine; index card with UV paint; glow-inthe-dark stars; UV beads.

2. Explain to students that the ultraviolet detectors will glow under

ultraviolet light because they absorb ultraviolet light (which is invisible)

and re-emit it as visible blue light. This is called fluorescence.

H: Student Groups Experiment at Stations

1. Divide the class into groups of three students each. If they haven’t

made their own, pass out a student worksheet to each student.

2. You may want to suggest, as students experiment with the test

shields, that they try using several layers of some materials to see if the

invisible light still transmits. For example, they could fold a piece of

plastic several times or use several thicknesses and see if the infrared

light or ultraviolet can still get through. Caution students to treat fragile

items very gently!

3. Tell students they will have about 7-10 minutes per station. When a

given time period is up, have students go to the station with the next

highest number, unless they are already on the highest number, in which

case they should go to Station 1.

4. At each switch, remind the students to make predictions for each test

shield first. You may want to establish a set period of time (e.g. one

minute) for prediction-making, during which no one is to touch any of

the materials at the station.

5. Circulate and encourage students.

6.Similar to a radio, information to produce sound in a telephone is

encoded as electrical or optical (laser light) signals. The encoded

signals travel across wires and fiber optics cables and are then

decoded at the other end to create the sound emitted by the speaker in

the telephone.

Ultraviolet paints and glowin-the dark stars exhibit fluorescence under

ultraviolet lights. They also phosphoresce-they glow for several seconds

or minutes after the light is turned off.

Note: For the radios, make a rule that the station and volume

must not be changed. Leave each radio on a low volume and set

it on a single station that comes in clearly and is not too

disruptive, distracting, or apt to cause students to focus on

songs rather than waves! If volumes are set low enough, each

radio can be on a different station.

LEARNING

ACTIVITIES

CONTINUED

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Discussing Findings

1. Have each group report their results from the last station they

worked on.

2. For each station, ask questions, such as the ones below.

Encourage other groups to ask questions of the reporting group, and

be sure to ask students in the reporting group for any questions they

still have. What did you find out? What was the source? What was the

detector? What blocked the source? What let the invisible light

through? Did anything surprise you?

3. As students respond and discuss, summarize the class

experiences on butcher paper or on the overhead so students can

view the conclusions and unresolved questions.

4. Help familiarize them with the names for each type of invisible light,

by asking questions such as: What is the name of the light on the

remote control? [Infrared.] What is the name of the invisible light from

the black light? [Ultraviolet.] What is the name of the light given off by

the heat lamp? [Infrared.] What is the name of the energy that radios

detect? [Radio waves.]

5. Ask, “What kind of invisible energy do we use to cook with?”

[Microwaves and infrared.] Explain that water is especially good at

absorbing microwaves, so any food containing water (most food) will

be efficiently heated in a microwave oven. The reason why you’re not

supposed to put metal in a microwave oven is that the

electromagnetic fields in the microwave oven set up extremely

powerful electric currents in any material that is a good conductor of

electricity, such as metal. Currents can be so strong that the metal

rapidly heats up to the point where it literally explodes.

X-Rays and Gamma Rays

1. X-rays. Expand the discussion to other areas. Hold up an X-ray

image, or put it on the overhead projector. Ask:

Where did the rays come from? the source? [An X-ray machine]

Which parts of the body block the X-rays and which let X-rays

through? [Bone blocks X-rays.] How many of you have had a dental

X-ray? When you got the Xray, they put a lead shield on you. Why? [To

protect the patient from any dangerous effects from the X-rays. ]

Why don’t they use an aluminum foil shield? [It doesn’t block Xrays!

Although aluminum foil blocked all the types of invisible light at

the stations, it fails as a shield for X-rays. ] They had you bite on

something. What was that thing you had to bite down on? [It held the

film (a detector)] What was between the X-ray source and the film?

[Teeth]

LEARNING

ACTIVITIES

CONTINUED

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2. Let students know that even though people can’t see invisible waves,

some animals can. We can’t see infrared rays, but snakes can. We

can’t see ultraviolet waves but bees and some other insects can. Can

we see radio waves?

3. Explain that gamma rays are another type of invisible energy and that

people are normally not aware of them. Radio waves, microwaves,

infrared, visible light, ultraviolet, X-rays, and gamma rays are

Optional: Microwave Demonstration Cell phones and pagers

operate in the microwave region at wavelengths shorter than FM radio

but are hard to block (possibly because they use stronger signals and

have error correction circuitry). The signal to pagers and cell phones

can be blocked by using metal objects that surround them. Putting a cell

phone or pager in a metal file cabinet with all of the drawers shut tightly

can work, as can wrapping them in aluminum foil. In either case, there

must be not gaps larger than about the thickness of 1 or 2 coins or

some of the signal will leak through. Dialing a cell phone or a pager

from a nearby phone and seeing if it rings is one way to test whether

the signal is being blocked by different objects.

.

LEARNING

ACTIVITIES

CONTINUED

CULMINATING

ACTIVITY

STUDENT

MATERIALS

CROSSCURRICULAR

EXTENSIONS

COMMUNITY

CONNECTIONS

Student will complete worksheets 2 and 3 writing their conclusions

about the infrared spectrum.

Student Activity Worksheet 2

Student Activity Worksheet 3

The Electromagnetic spectrum

Gail Bushey Seeing In A New Light Grades 5-8
Student Activity Sheet 2 René McFarland Fire in the Wild Grades 5-8

Name _________________________ Date_____ Period___

Although the range of energy in the electromagnetic spectrum is continuous, it has been divided

into seven categories of energy, distinguished by their wavelengths (the distance between their

crests or troughs). Below are some objects approximately the same size as the wavelengths. Can

you match the length of the wave with the size of the object? Write the name of the wavelength next

to the object that is approximately the same size.

(Adapted from Seeing in a New Light Astro 1 from NASA)
Student Worksheet 3 Getting The Whole Picture

Name_______________________ Date_____ Period_____

Certain celestial objects give off radiation other than visible light, and we

must study them in other energy ranges.

If we could view the Universe in only one wavelength, we would miss some very important things.

Wavelengths other than visible light are needed to see certain objects in space: ultraviolet (UV),

infrared (IF), and X-rays (X). Use colored pencils to fill in the coded blanks. First, color the UV

pieces purple. Can you see what it is? Leave W white, but color Y pieces light yellow. Color IF

blanks red. Now can you tell? Make the X pieces black.

Now you’re seeing in several wavelengths. What could you have missed?

(Adapted from Seeing in a New Light Astro 1 from NASA)
(Adapted from Seeing in a New Light Astro 1 from NASA)