Pre-requisite Content Knowledge for Learners:

Prior to this lesson, learners should be familiar with the following concepts:

• Temperature is a measure of the average heat or thermal energy of the particles in a substance.
  
• Heat can move from place to place.

Prior to this lesson, learners should have a firm understanding of the following concepts:

• There are different categories of light on the electromagnetic spectrum (radio waves, microwaves, infrared radiation, visible light, ultraviolet light, x-rays, and gamma rays).
  
• Each wavelength category on the electromagnetic spectrum has general properties associated with it. In particular, each wavelength category could be summarized in order of energy (lower to higher) which relates to temperature (lower to higher). In ascending order from lower to higher energy: radio waves, microwaves, infrared radiation, visible light, ultraviolet light, x-rays, and gamma rays.
  
• Geysers are located in geological hotspots, such as a volcanic caldera, and are associated with hot springs.
  
• Geysers shoot superheated boiling water into the air. This is due to an underground constriction in the plumbing of a hot spring.
  
• The general area around a geyser and hot spring is usually heated and warm, if not hot.

Common Misconceptions:

Misconception: The spectrum of electromagnetic radiation consists of only visible light.
Reality: The electromagnetic spectrum consists of: radio, microwaves, infrared, visible, ultraviolet, x-rays and gamma rays, listed from lowest energy to highest energy (also longest wavelength to shortest wavelength). The visible spectrum is a very tiny slice of the whole electromagnetic spectrum.

Misconception: All radiation is harmful.
Reality: All components of the electromagnetic spectrum are considered radiation but only the most energetic, ionizing radiation is harmful (x-rays and gamma rays). Radiation with wavelength equal to or longer than visible light is considered harmless (radio, infrared, and visible light). Ultraviolet light can cause damage to a person's skin but it is not considered ionizing.

Misconception: Heat and Temperature are the same thing.
Reality: Heat and temperature are related to each other, but are different concepts. Heat is the energy an object has because of the motion of its atoms and molecules. Temperature is a measure of the average heat or thermal energy of the particles in a substance. Temperature is not energy, but a measure of it. Heat is energy.

Preparation Work for the Instructor:

1. Create a PowerPoint presentation of the images in:

Image Appendix, Image Set 1: Geysers (Section VI, A): (MS word version | pdf version)

You can obtain digital images (JPEGS) of these images here: http://coolcosmos.ipac.caltech.edu/image_galleries/ir_yellowstone If you do not have the means to create or present a PowerPoint presentation, you can make overhead color transparencies.

2. Print out and make laminated copies of the image sets listed below. Depending on how you want to run the activity you will need to make enough sets for each small learning group or for each learner.

Image Appendix, Image Set 2: Old Faithful (Section VI, B): (MS word version | pdf version)
Image Appendix, Image Set 3: Mudpots (Section VI, C): (MS word version | pdf version)
Image Appendix, Image Set 4: Hot Springs (Section VI, D): (MS word version | pdf version)
Image Appendix, Image Set 5: Hot Spring Terraces (Section VI, E): (MS word version | pdf version)

3. Print out and make copies of the worksheets listed below from Section V. Worksheets of this lesson guide. Depending on how you want to run the activity you will need to make enough sets for each small learning group or for each learner.

Section V. Worksheets: (MS word version | pdf version)

A. Worksheet 1 - make enough copies for each small learning group
B. Worksheet 2
C. Worksheet 3
D. Worksheet 4
E. Worksheet 5

4. Prepare the Exploring Infrared Imaging lesson which can be found on the lesson's Top Page.

5. Review the lesson and brainstorm modifications for your particular set of learners. Have ready some discussion questions and points that you want to cover for the lesson to fit into your existing curriculum and state science standards.

6. Design an evaluation rubric for this lesson based upon your learners, how you have tailored this lesson, and where this lesson falls into your curriculum. We do not provide an "evaluation" activity/rubric in this lesson, but we do provide sample learning goals generic to this lesson "as is" in the General Information section for this lesson.

7. Arrange the classroom for group work. Learners will need to have a desk, table, or floor space to spread pictures out without being cramped or too near other groups.

Background Knowledge and Resources for the Instructor:

Provided below are some internet resources to help you get a better grasp on infrared light and imaging. Please note that we have compiled a Cool Cosmos Teacher's Guide to the Infrared that can be found here:

Cool Cosmos Teacher's Guide to the Infrared
http://coolcosmos.ipac.caltech.edu/image_galleries/ir_yellowstone/lessons/background.html

Other Resources:

Infrared Tutorial
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/ir_tutorial/

Video- Infrared: More Than Your Eyes Can See
http://coolcosmos.ipac.caltech.edu/videos/more_than_your/

Heat and Temperature
http://coolcosmos.ipac.caltech.edu/cosmic_classroom/light_lessons/thermal/

Geology Resources:

Infrared Yellowstone at Cool Cosmos from Spitzer
http://coolcosmos.ipac.caltech.edu/image_galleries/ir_yellowstone/gallery.html

Yellowstone National Park: Mammoth Hot Spring Terraces and How They Work
http://www.nps.gov/yell/nature/geothermal/mamterrc.htm

Yellowstone National Park: Geysers and How They Work
http://www.nps.gov/yell/nature/geothermal/geysers.htm

Yellowstone National Park: Mudpots and How They Work
http://www.nps.gov/yell/nature/geothermal/mudpots.htm