The Sunspotters program of the Student Observation Network (SON) is excellent for grades K +12. There are activities for all grades available. You or your students may think of other questions to investigate that can lead to open inquiry by using live and archived data. By collecting and analyzing real-time data from student telescopes, professional observatories, and NASA satellites, they can carry out the same duties as NASA researchers!

In Sunspotters you will learn:

How to instruct students in the construction and use of simple solar telescopes to observe sunspots and to predict which sunspots are most likely to produce solar flares or coronal mass ejections,

How to enable students to obtain and interpret data from ground-based professional observatories,

How to enable students to obtain and interpret data from NASA satellites.

Students are introduced to an engineering challenge in which they are given a job assignment to separate three types of apples. However, they are unable to see the color differences between the apples, and as a result, they must think as engineers to design devices that can be used to help them distinguish the apples from one another. Solving the challenge depends on an understanding of wave properties and the biology of sight. After being introduced to the challenge, students form ideas and brainstorm about what background knowledge is required to solve the challenge. A class discussion produces student ideas that can be grouped into broad subject categories: waves and wave properties, light and the electromagnetic spectrum, and the structure of the eye.

In this lesson, the electromagnetic spectrum is explained and students learn that visible light makes up only a portion of this wide spectrum. Students also learn that engineers use electromagnetic waves for many different applications.

Students apply everything they have learned over the course of the associated lessons about waves, light properties, the electromagnetic spectrum, and the structure of the eye, by designing devices that can aid color blind people in distinguishing colors. Students learn about the engineering design process and develop three possible solutions to the engineering design challenge outlined in lesson 1 of this unit. They create posters to display their three design ideas and the comparisons used to select the best design. Then, students create brochures for their final design ideas, and "sell" the ideas to their "client." Through this activity, students complete the legacy cycle by "going public" with the creation of their informative posters and brochures that explain their designs, as well as color blindness and how people see color, in "client" presentations.

Students are presented with a challenge question concerning color blindness and asked to use engineering principles to design devices to help people who are color blind. Using the legacy cycle as a model, this unit is comprised of five lessons designed to teach wave properties, the electromagnetic spectrum, and the anatomy of the human eye in an interactive format that introduces engineering applications and real-world references. It culminates with an activity in which student teams apply what they have learned to design devices that can aid people with colorblindness in distinguishing colors— as evidenced by their creation of brainstorming posters, descriptive brochures and short team presentations, as if they were engineers reporting to clients. Through this unit, students become more aware of the connections between the biology of the eye and the physical science concept of light, and gain an understanding of how those scientific concepts relate to the field of engineering.