The Science of Super Sight: Teacher’s Guide
Grade Level: 9-12
Curriculum Focus: Physical Science
Lesson Duration: Two class periods
Program Description
Wait 'til you see this! Learn how technology has enabled us to see farther and deeper than we ever
imagined. From thermal imaging to telescopes to x-rays, specialized vision technology — super
sight — is expanding our view of the universe and ourselves.
Onscreen Questions and Activities
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Pre-viewing questions:
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Specialized vision technology is expanding our understanding of the world. As you
watch the program note how super sight devices allow us to see across space and
time, to penetrate darkness and to peer within ourselves.
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Consider new applications for this cutting-edge technology and how it might affect
our lives in the future.
Post-viewing questions:
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Radar, sonar, and x-ray technology were developed in the 1930s and ‘40s and have
since shaped our world. Consider what types of super sight devices may exist in the
next 50 years.
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How might these devices affect work in the military, law enforcement, space science,
and medicine?
Activity: Early on, scientists were unaware of the harmful effects of x-rays. Select and research
the origin of another super sight technology. Write a review of this technology explaining its
purpose and its advances in function and safety.
Lesson Plan
Student Objectives
Students will understand:
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The difference in wavelength in the electromagnetic spectrum.
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That visible light makes up a very small portion of the electromagnetic spectrum.
The Science of Super Sight: Teacher’s Guide
•
That light travels in a straight line and refracts when it passes from one substance to another,
which is the principle behind why a prism separates white light into individual colors.
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That colors seen by the eye are a result of light being reflected, not absorbed.
2
Materials
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The Science of Super Sight video and VCR, or DVD and DVD player
For each group:
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Meter stick or metric ruler (marked in millimeters)
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Scissors
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Scotch tape
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Several pieces of paper in the following colors: red, orange, yellow, green, blue, violet, white,
and black (paper will be cut into 1-inch-wide strips)
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Black marker
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Prism
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Flashlight (optional)
For each student:
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A copy of The Color Spectrum Data Chart (see Procedures)
Procedures
1. In this activity, students will create a model of the infrared, visible, and ultraviolet portions of
the electromagnetic spectrum. The model they create will be made to scale based on
wavelength. In order to complete this lab, students should understand the metric system and be
able to convert between different metric units. They should also understand the concepts of
wavelength and frequency.
2. Begin the class by reviewing the electromagnetic spectrum with the class. What are the different
types of electromagnetic waves? (radio waves, microwaves, infrared waves, visible light, ultraviolet
waves, x-rays, and gamma rays) Explain that these waves carry energy. The only difference
between these types of waves is their wavelength. Draw a picture of a wavelength on a board to
show the crests, the trough, and the wavelength, or distance from one crest to the next. Ask
students which waves have the longest wavelength (radio waves) and the shortest (gamma rays).
3. Ask students what kind of electromagnetic waves humans can see. (visible light) Explain that
visible light makes up only a tiny part of the electromagnetic spectrum. Show students a visual
representation of the electromagnetic spectrum to help them see where visible light is found
along the electromagnetic spectrum: in the middle, between longer infrared rays and shorter
ultraviolet rays. Next, make sure students understand visible light is made of the different
colors, and that each color has a different wavelength.
4. Hand out a copy of the following “Color Spectrum Data Chart” to each student.
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The Science of Super Sight: Teacher’s Guide
3
The Color Spectrum Data Sheet
Wave
Calculation
Actual
Wavelength
in Meters
(m)
Infrared
1 x 10-6
Red
7.5 x 10-7
Orange
6.25 x 10-7
Yellow
5.75 x 10-7
Green
5.25 x 10-7
Blue
4.5 x 10-7
Violet
4.0 x 10-7
Actual
Wavelength in
Nanometers
(nm)
Scale
Wavelength in
Millimeters
(mm)
Ultraviolet 3 x 10-8
5. Explain to students that the wavelengths for the visible, infrared, and ultraviolet portions of the
spectrum are represented in meters on their data chart. Students will need to complete a metric
conversion calculation to find the length of the waves in nanometers. Explain to students that
one nanometer is 10-9 of a meter. To put this length in perspective, tell them that the diameter of
a penny is 19 billion nanometers. The scale that will be used to build their model of the
spectrum is 1 nanometer equals 1 millimeter. So if a wavelength is X nanometers, the model for
that wavelength should measure X millimeters. Students will need to show the work they’ve
done on their calculations in the space provided on the data chart.
6. Work together as a class on the metric conversion calculation for red light. It is good to begin
with red light rather than infrared, which is listed first on the data chart, because the length of
the scale model for infrared light is significantly longer than the scale models of any of the
visible light colors. It is nice to let students discover this for themselves.
7. Have students fill in the scale length in the millimeters column on their data chart for red light.
Remind students that this column should always be the same as the final answer for
wavelength in nanometers.
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The Science of Super Sight: Teacher’s Guide
4
8. Divide the class into small groups of two or four. Make sure each group has the materials
necessary for the activity. Now explain to students that the colored strips of paper will be used
to represent the different colors in the visible spectrum. Red paper will be used for the
wavelength of red light, orange paper for orange light, and so on. White paper will represent
infrared, and black paper will represent ultraviolet.
9. Have each group cut a one-inch strip of red paper that is the same length as the number they
have written in the column for scale length in millimeters. (If standard 8.5 x 11-inch paper was
used to make the strips, one strip by itself will not be long enough to make the model. Point out
to the groups that they may need to tape more than one strip together to get a long enough
length of paper.)
10. Once groups have a piece of red paper that is 750 millimeters (75 centimeters) long, have them
mark the actual wavelength of red light, 7.5 x 10-7 meters, on the strip. At this point, walk
around the room and check on each group’s progress.
11. Each group should now complete a metric conversion calculation and cut strips for each of the
electromagnetic waves represented on the data sheet. When the groups have finished, they
should have eight strips of paper of different lengths and colors in their model.
12. Have groups align their strips horizontally, directly underneath each other, with the longest
strip (which should be infrared) on top and the shortest strip (which should be ultraviolet) on
the bottom. Tape all of the strips together to make one large sheet. Hang all groups’ models of
the spectrum around the classroom.
13. Once groups have completed their model spectrum, give each a prism. Tell students to shine
white light through the prism in order to see the visible spectrum they have just modeled. (This
demonstration works best if a flashlight is shone on the prism in a darkened room. If this
situation is not possible, sunlight in a regularly lit room will also work, but the colors will be
less vivid.) Have students record the colors they see, from top to bottom, underneath their data
chart.
14. Ask students to theorize why a prism creates different colors. Explain that light travels in a
straight line, but it refracts, or bends, when it passes from one substance to another. Next, talk
about how wavelength contributes to the amount of refraction of various light waves. Red light
has the longest wavelength in the visible spectrum and therefore refracts, or bends, the least. It
is found at the top of the visible spectrum. Violet light has the shortest wavelength in the visible
spectrum and therefore refracts the most. It is seen at the bottom of the spectrum.
15. Finally, talk about how the colors we see are actually light that is reflected by objects. For
example, a red apple absorbs all colors of light except red. It is the red light that is not absorbed
that bounces back to our eye and gives the apple its red color.
Discussion Questions
1. A black piece of cloth and a white piece of cloth are left on a sunny windowsill. After an hour
has passed, which will be warmer to the touch? Support your choice by using your knowledge
of electromagnetic radiation.
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The Science of Super Sight: Teacher’s Guide
5
2. Waves transport energy. Discuss any evidence you can think of that would prove, on this basis,
that light is a wave.
3. Why can’t humans see very well in the dark? Discuss some anatomical adaptations nocturnal
animals have that allow them to survive successfully at night.
4. Radio waves and ultraviolet rays are both part of the electromagnetic spectrum. Why are we
concerned about the amount of exposure to UV rays we may receive but not that of radio
waves?
5. When we hear the word radiation, we think of danger. Discuss whether this is a reasonable
reaction. Is visible light a type of radiation? If so, can it be harmful? What types of radiation
should we be concerned about?
6. What health risks do you think may be associated with the use of cellular phones?
Assessment
Use the following three-point rubric to evaluate students' work during this lesson.
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3 points: Students’ data chart includes accurate measurements and shows clear calculations;
models reflect the measurements on the data chart and show electromagnetic waves in correct
order; correctly record the colors of spectrum they view from the prism.
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2 points: Students’ data chart includes mostly accurate measurements and shows calculations;
models reflect the measurements on the data chart and show electromagnetic waves in correct
order; correctly record the colors of spectrum they view from the prism.
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1 point: Students’ data chart does not include accurate measurements and/or does not show
calculations; models do not reflect the measurements on the data chart and electromagnetic
waves shown in the wrong order; does not correctly record the colors of spectrum they view
from the prism.
Vocabulary
electromagnetic spectrum
Definition: The range of frequencies of electromagnetic radiation. In theory, the spectrum’s
range is infinite.
Context: The electromagnetic spectrum includes radio waves, infrared radiation, visible light,
ultraviolet radiation, x-rays, and gamma radiation.
radio wave
Definition: An electromagnetic wave within the range of radio frequencies.
Context: Radio waves are used to transmit radio and television signals.
spectrum
Definition: The range of frequencies of a particular type of radiation.
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The Science of Super Sight: Teacher’s Guide
6
Context: When a white light is shined through a prism, it spreads out to make a range of
different colors with different wavelengths called a spectrum.
visible light
Definition: The area of the electromagnetic spectrum that is visible to the human eye.
Context: Visible light is the portion of the electromagnetic spectrum with wavelengths between
400 to 700 nanometers.
wavelength
Definition: The distance between successive peaks or troughs in a periodic signal that is
propagated through space.
Context: Wavelength is the distance between the crest of one wave and the crest of the next
wave.
Academic Standards
Mid-continent Research for Education and Learning (McREL)
McREL's Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education
addresses 14 content areas. To view the standards and benchmarks, visit
http://www.mcrel.org/compendium/browse.asp.
This lesson plan addresses the following national standards:
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Science—Physical Science: Understands the sources and properties of energy.
National Academy of Sciences
The National Academy of Sciences provides guidelines for teaching science in grades K-12 to promote
scientific literacy. To view the standards, visit this Web site:
http://books.nap.edu/html/nses/html/overview.html#content.
This lesson plan addresses the following national standards:
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Physical Science: Energy transfer
Support Materials
Develop custom worksheets, educational puzzles, online quizzes, and more with the free teaching tools
offered on the Discoveryschool.com Web site. Create and print support materials, or save them to a
Custom Classroom account for future use. To learn more, visit
•
http://school.discovery.com/teachingtools/teachingtools.html
Published by Discovery Education. © 2005. All rights reserved.