Lesson 3: Inspection of the
Electromagnetic Spectrum
Developed By: Caleb Miller and Rich Lund
NASA SimAero Program 2011
Teacher’s Guide
Lesson #3 Overview and Content Focus
The third lesson of the unit focuses on the electromagnetic spectrum, light, and optics, including
both classical and modern telescopic astronomy. In order to facilitate the students’ continued
learning of the electromagnetic spectrum topics, they will utilize multiple interactive websites which
present simulations and models of both electromagnetic wavelengths, light pathways. The idea of
the team budget continues, this time in the form of research penalties. If students do not use the
internet tools available to them to verify their calculations, their “bad data” that they submit will be
very costly to development of various telescopic astronomy projects.
Grade Level and Student Prerequisites
Intended for use with 9th or 10th grade Physical Science courses.
Prerequisites
It is expected that the students will already be proficient with the following:
 Knowledge of the Scientific Method
 Navigation of internet web browsers
 Mathematical relationships of frequency and wavelength concerning light
 Previous exposure to the speed of light equation (c = λf, and E = hf)
 Previous exposure to the speed of light constant
 Previous exposure to Planck’s constant
Learning Objectives
Upon completion of this lesson, students will be able to:
 Relate the fundamental attributes of electromagnetic waves




Calculate, with an understanding of the applications, EM waves
Discourse a wide range of EM wave applications
Extrapolate the possible use of EM waves, beyond current uses
Discuss the variety of EM wave energy uses that occur during an average day
Materials and Resources
Handouts
 NASA – Mission Science Webquest
 Electromagnetic Math Worksheet
 Electromagnetic Simulation Student Worksheet
 James Webb Optics Webquest
Internet
 NASA SOHO and TRACE Solar Discoveries Video
http://www.youtube.com/watch?v=qZe5D3MSjOI
 NASA’s Mission Science; Introduction to the EM Spectrum
http://missionscience.nasa.gov/ems/01_intro.html
 Michigan State University EM Spectrum Simulator
http://lectureonline.cl.msu.edu/~mmp/applist/Spectrum/s.htm
 James Webb Space Telescope “Scope It Out!” Game http://www.jwst.nasa.gov/scope.html
Equipment
 Computer
 Projector
 Calculator
 Java Application
Time Required
The time required for this lesson will be variable depending upon student/class ability with the
material. It is estimated, however, that Lesson #1 will take approximately 2 – 3 days.
More detailed time analysis is presented within the procedure that follows.
Procedure
Electromagnetic Spectrum Introduction (20 Minutes)
Begin the lesson by asking students if they can think of anything that is invisible. Likely, such
answers as “air” or “atoms” will come up. If students do not mention other types of non-visible
electromagnetic waves, ask students if energy is ever invisible. This should lead them on to
discussing the parts of the electromagnetic spectrum that they can not see.
Show to the students the video NASA SOHO and TRACE Solar Discoveries
http://www.youtube.com/watch?v=qZe5D3MSjOI
This video exposes them further to the variety of forms of light that our sun emits, as studied by the
SOHO and TRACE Probes.
Activity – NASA Mission Science Electromagnetic Spectrum Webquest (40 minutes)
In order to learn further details of the electromagnetic spectrum, the variety of applications, and the
current uses in modern astronomy, students will perform a Webquest at the NASA Mission Science
website, http://missionscience.nasa.gov/ems/01_intro.html. Students will use the NASA Mission
Science Webquest handout and follow the directions. This will allow them to read the wealth of
information that the website offers as they seek out the answers to questions which deal with key,
core concepts of both light behavior, wave behavior, and the spectrum itself.
Activity – Electromagnetic Mathematics; Telescopic Probe Design Research (20 minutes)
Having now a better understanding of the differences within the spectrum and what information the
various frequencies can provide, students will group back into their previous development teams.
Review with the students the speed of light equation (speed of light is equal to the product of
wavelength and frequency of the wave, c = λ x f ) and the energy of a photon equation (the energy
per photon is equal to Planck’s constant multiplied by the frequency of the wave). Inform students
that they shall be using these two equations to calculate two of the three unknowns found within
the equations (energy, wavelength, and frequency) if given one of the unknowns. They are doing
this in order to research the various categories of the entire spectrum so that future telescopic
probes can be accurately designed. Pass out to the students the Electromagnetic Mathematics
handout (See Student Resources)
Once finished, they are to show their instructor the completed work. Once they are complete,
direct them to the Michigan State University Applet website:
http://lectureonline.cl.msu.edu/~mmp/applist/Spectrum/s.htm
This involves a ModSim format of the entire spectrum. Students will use this application to double
check over their work. Inform students that their budget is tied to this work. If they are to submit to
NASA any incorrect data, there will be a $10,000,000 deduction for each and any mistake, so they
had better be thorough!
Activity – MSU Applet Webquest (40 minutes)
Hand out to students the Electromagnetic Spectrum Simulation and Challenge. They will continue
to work in teams and utilize the MSU Applet Website to answer the questions and accept the
challenge of finding the ranges for the various prompted portions of the electromagnetic spectrum.
Activity – James Webb Optics Webquest (55 minutes)
The last activity of Lesson #3 involves the comparison and contrast of classical and modern
telescopes, including Galilean telescopes with the James Webb space telescope.
Hand out to the students the James Webb Webquest and have students follow the directions.
Students Assessment(s)
Students shall be assessed based upon the “budget”, and the following:
 Completion and correctness of the NASA Mission Science Webquest
 Completion and correctness of the Electromagnetic Mathematics Handout
 Completion and correctness of the James Webb Webquest
Alignment with National and State Standards
(See Unit Plan)
Student Resource Pages
(See Attachments)