Title: Exploring Infrared Imaging

Brief Description: Learners investigate and discuss infrared images of various day-to-day objects like toasters, hairdryers, and running water to learn about infrared imaging.

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 presented with infrared images of a blowing hairdryer, a popsicle, and a toaster. Their questions about the false-color images help lead a discussion about "what they are" and how they are different than visible light images. With the help of the Background Knowledge and Resources for the Instructor section found in Section II (Getting Ready) of this lesson, a brief instructor presentation is given on infrared light, false-color maps, and infrared imaging. The lesson concludes with learners investigating the differences between infrared and visible light images of cups of hot and cold water, a pair of shoes just after being worn, and hot and cold running water.

Learning Goals: This lesson serves as an introduction to infrared imaging and is integrated into all of the Infrared Yellowstone lessons. At the conclusion of this exploration, your learners should understand the following:

• Infrared cameras can detect how much infrared light an object is emitting.
  
• Infrared images (like the ones here) show how much infrared light was detected by the camera. The infrared light is used to measure the temperature of these objects. This measurement is transferred to color codes and is equivalent to degrees Fahrenheit.
  
• The image has been scaled to show the temperature of the various areas of the object using a false-color map.
  
• False-color maps, like the infrared images here, come with a legend that tells the observer which temperatures are associated with which colors. This is how someone can accurately interpret the image.
  
• By looking at or observing the images, one can determine warmer or cooler areas. One is unable to do this with visible light images.

Target Audience: grades 5-12

Teacher Preparation Time: 2-3 hours the first time, negligible time for subsequent use

Estimated Activity Time: 25-45 minutes

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
  
• Optional: Internet ready classroom with projection unit
  
• Optional: Powerpoint presentation capabilities and projection unit
  
• Optional: Internet workstations for extension activities

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 Doris Daou (SSC/Caltech) and Linda Hermans-Killam (SSC/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.