In addition to overviewing Compton's (1892-1962 CE) studies in x-rays, this article includes information on Compton's published works, his education, and personal life.

This site provides background information, images, and an activity to help students understand the concept of radiation. Includes both the student pages and a teachers guide with lesson plan.

This Florida State University page includes an interactive java tutorial that explores the relationship between frequency, wavelength, and energy, and enables the visitor to adjust the intensity of the radiation and to set the wave into motion. There is also a discussion on electromagnetic waves that accompany the tutorial.

Biology 2e is designed to cover the scope and sequence requirements of a typical two-semester biology course for science majors. The text provides comprehensive coverage of foundational research and core biology concepts through an evolutionary lens. Biology includes rich features that engage students in scientific inquiry, highlight careers in the biological sciences, and offer everyday applications. The book also includes various types of practice and homework questions that help students understand—and apply—key concepts. The 2nd edition has been revised to incorporate clearer, more current, and more dynamic explanations, while maintaining the same organization as the first edition. Art and illustrations have been substantially improved, and the textbook features additional assessments and related resources.

By the end of this section, you will be able to do the following:

Explain how plants absorb energy from sunlight
Describe short and long wavelengths of light
Describe how and where photosynthesis takes place within a plant

In the following video Paul Andersen details the waves in electromagnetic radiation. There is an inverse relation between the wavelength and frequency of electromagnetic waves. Electromagnetic radiation includes gamma rays, x-rays, infrared lights, visible light, uv light, microwaves and radio waves. [3:02]

In the following video Paul Andersen explains how light can be absorbed, reflected, or transmitted as it moves from one medium to another. The reflection of different wavelengths creates the perceived color of an object. Absorbed light is converted to energy and transmitted light moves through the material. [4:55]

Paul Andersen explains how diffraction can be affected by the size of the wavelength. When waves pass through an opening or move around an obstacle, a shadow region is created. The size of the shadow zone will decrease as the wavelength matches the size of the obstacle or opening. [3:55]

In the following video Paul Andersen explains how light can be treated as both a particle and a wave. Physicists use scale to determine which model to use when studying light. When the wavelength of light is equivalent to the size of the object a wave model is used. [3:34]

Challenges students to create a model of a real-life synchrotron beamline from a polychromatic light source.

This activity explains how one can probe shapes with different-sized pinheads and draws an analogy between particle energy/wavelength, resolution, and pinhead size

This activity explains how one can probe shapes with different-sized pinheads and draws an analogy between particle energy/wavelength, resolution, and pinhead size

Here is a 1-5 day unit on electromagnetic radiation that features a teacher guide and student activities with extensions.

This lesson introduces the concepts of wavelength and amplitude in transverse waves. In the associated activity, students will use ropes and their bodies to investigate different wavelengths and amplitudes.

This interactive lesson engages students in noticing the shape of (transverse) waves and learning how to describe and measure the amplitude and wavelength of waves.

Students find and calculate the angle that light is transmitted through a holographic diffraction grating using trigonometry. After finding this angle, student teams design and build their own spectrographs, researching and designing a ground- or space-based mission using their creation. At project end, teams present their findings to the class, as if they were making an engineering conference presentation. Student must have completed the associated Building a Fancy Spectrograph activity before attempting this activity.

Students begin by following instructions to connect a Sunfounder Ultrasonic Sensor and an Arduino Microcontroller. Once they have them set up, students calibrate the sensor and practice using it. Students are then given an engineering design problem: to build a product that will use the ultrasonic sensors for a purpose that they all specify. Students will have to work together to design and test their product, and ultimately present it to their classmates.