# Teacher Guide. Including Student Activities. Module 7: Demonstrating Properties of Electromagnetic Radiation

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1 Teacher Guide Including Student Activities Module 7: Demonstrating Properties of Electromagnetic Radiation

3 Ohio Standards Connection Grade Nine Physical Science Benchmark G: Demonstrate that waves (e.g., sound, seismic, water and light) have energy and waves can transfer energy when they interact with matter. Organizer: Indicator 18: OSIC Nature of Energy Demonstrate that electromagnetic radiation is a form of energy. Recognize that light acts as a wave. Show that visible light is a part of the electromagnetic spectrum (e.g., radio waves, microwaves, infrared, visible light, ultraviolet, X-rays, and gamma rays). Y2003.CSC.S03.G09-10.BG.L09.I18 Suggestions for the teacher: 1. Preview each segment before showing. 2. Prepare the class and gather all necessary materials. 3. Review segment content with class at each pause screen. 4. Begin lesson sequence activity after viewing lesson. Safety: Always be careful! Teachers and students should always exercise appropriate safety precautions and utilize appropriate laboratory safety procedures and equipment when working on science performance tasks. Page 3

4 Activity: The Science of Light Materials: prism multiple light sources, i.e. incandescent flashlight, sunlight, halogen light projection surface such as whiteboard or paper pen or marker to label lengths of colors Hand each student or group of students a prism and ask them if they know what it is. Give them time to use the prisms to break up the white light of the room, a flashlight, or sunlight coming into the room. If you have an overhead projector, set a prism on it to project the visible light spectrum onto the projection screen. You should see a spectrum similar to Illustration 1 when the light is projected. Notice how the bottom of the image is labeled. These numbers correspond to the wave length of the color, violet being shorter, red being longer. Illustration 2 represents the electromagnetic spectrum and shows the relative position of the visible light spectrum in the whole electromagnetic spectrum. Ask students the following questions: What do you see when you play with the prism? What are the colors of the "rainbow"? (Answer: Red, orange, yellow, green, blue, indigo and violet. Students may be familiar with the phrase "Roy G. Biv"; if not, you could introduce them to it.) Are these colors distinct, or do they seem to blend together? (Answer: They blend together. If students did not notice this, allow more time for exploration with the prisms.) Illustration 1. Page 4

5 Illustration 2. Ask students the following questions: What is the electromagnetic spectrum? (Answer: It is the entire range of all kinds of light, including light the human eye cannot see.) What is the light that humans can see called? (Answer: Visible light.) Visible light seems to occupy a large part or small part of the spectrum? (Answer: It is a very small part.) How does light travel? (Answer: It travels as waves.) What are the high and low points of a wave called? (Answer: They are called the peak and trough.) What is wavelength? (Answer: It is the distance between two nearest peaks or troughs.) How is wavelength important in defining the regions of the electromagnetic spectrum? (Answer: Different parts of the electromagnetic spectrum are made up of light of different wavelengths.) Page 5

6 Quiz: Properties of Electromagnetic Radiation From Illustration 2, what type of electromagnetic radiation has the shortest wavelength? Describe how wavelength and energy changes as you move from left to right along the electromagnetic spectrum. Page 6

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