Infrared Yellowstone Lesson 1 - The Invisible Yellowstone National Park

Infrared Yellowstone Lesson 1
The Invisible Yellowstone National Park

I. GENERAL INFORMATION

Title: The Invisible Yellowstone National Park

Brief Description: Learners explore the differences between visible light images and infrared light images of geysers, mudpots, hot springs, and hot springs terraces located at Yellowstone National Park. The explorations focus on compare and contrast skills, observation skills, and learning about infrared images. By using the features of Yellowstone National Park as the backdrop they will also gain a basic understanding of some characteristics of geothermal features, though the geology is not the focus of this lesson.

Primary Goal: Use these activities to introduce learners to infrared imaging and the information that such images contain. Observation, compare and contrast, and reasoning skills are emphasized.

Activity Description: Learners are introduced to a visible light image of the Old Faithful geyser and are asked to express questions on what they are seeing. They are guided to ask a question about the temperature of the water, which one cannot answer using the visible light image. Infrared imaging is introduced using the Exploring Infrared Imaging lesson. The next activity calls upon their observation skills and new knowledge of infrared images. They compare and contrast visible and infrared light images of Old Faithful. The extension activity focuses on other geothermal features of Yellowstone National Park (mudpots, hot springs, and hot spring terraces) and they are again asked to compare and contrast visible light and infrared light images. The conclusion of this lesson is a discussion where learners express their understanding of gaining a larger "picture" of an object by using two different types of light.

Learning Goals: Provided here are general learning goals for this entire lesson. You may have additional learning goals for your particular classroom and curriculum as these activities can be easily tailored to your own needs.

At the conclusion of this lesson set, your learners will be able to:

Explain the differences between an infrared image and visible light image of the same object/scene.

Explain that infrared light traces heat. Using infrared light, one can remotely study the temperature of an object.

Correctly interpret an infrared image with false color map and temperature scale information.

Target Audience: Grades 5-8

Teacher Preparation Time: 1-2 hours the first time, 15 minutes each subsequent use

Estimated Activity Time:

Materials Needed:

Ability to download large files off the internet
Ability to open, view, and print PDF files
Ability to print in color (Resolution is at 72 dpi. PDF files are print-ready for any professional printing establishment (e.g., Kinko's or OfficeMax)
Ability to laminate or otherwise protect printed images
Ability to project images, either via computer or color overhead transparency
Large learning space for groups of students to work comfortably and not disturb each other
Optional: Internet ready classroom with projection unit
Optional: PowerPoint presentation capabilities and projection unit

Authors and Idea Makers:

The ideas presented in this lesson are the collaborative effort of the teachers in the Invisible Universe Online course during the spring 2003 semester. This particular lesson has been organized and written by Adrienne Gauthier (Instructional Technology Specialist, University of Arizona) with the help of Linda Hermans-Killam (Spitzer Science Center/Caltech) and Doris Daou (Spitzer Science Center/Caltech). This lesson has been evaluated by the Origins Education Forum at the Space Telescope Science Institute.

National Science Education Standards (NSES):

Changing Emphases (...More Emphasis On...)

The NSES envision change through out the system. Below are descriptions of how this lesson supports the changing emphases:

Understanding scientific concepts and developing abilities of inquiry.
Learning subject matter disciplines in the context of inquiry, technology, science in personal and social perspectives, and history and nature of science.
Implementing inquiry as instructional strategies, abilities, and ideas to be learned.

Changing emphases to promote inquiry:

Investigations over extended periods of time.
Communicating science explanations.
Doing more investigations in order to develop understanding, ability, values of inquiry and knowledge of science content.
Public communication of student ideas and work to classmates.

Content Standard A: Science as Inquiry

5-8 UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY :

Different kinds of questions suggest different kinds of scientific investigations. Some investigations involve observing and describing objects, organisms, or events; some involve collecting specimens; some involve experiments; some involve seeking more information; some involve discovery of new objects and phenomena; and some involve making models.
Technology used to gather data enhances accuracy and allows scientists to analyze and quantify results of investigations.

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