Name of Project: Infrared Investigations / Duration:
Subject/Course: Physics / Teacher(s): N. Raynor / Grade Level:9th-12th
Other subject areas to be included, if any: Physical Science
Key Knowledge and Understanding
(CCSS or other standards) / Scientific Thinking and Practice: Understand the processes of scientific, investigations and use inquiry and scientific ways of observing, experimenting, predicting, and validating to think critically.
Physical Science: Understand the motion of objects and waves, and the forces that causes them.
Science and Society: Explain how scientific discoveries and inventions have changed individuals and societies.
Examine and analyze how scientific discoveries and their applications affect the world, and explain how societies influence scientific investigations and applications.
Success Skills
(to be taught and assessed) / Critical Thinking/Problem Solving / X / Self-Management: Each team member will be given certain tasks to complete.
Collaboration Use of internet to research problem or scenarios. / X / Other:
Project Summary
(include student role, issue, problem or challenge, action taken, and purpose/beneficiary) / Introduction: Is it ok for law enforcement to use infrared technology to an search on one’s house. As next-generation electronic information systems evolve, it is critical that all people have access to the information available via these systems. In this unit we will be discussing the use of thermography equipment. Thermography equipment Is a non-contact, non-destructive test method that utilizes a thermal Imager to detect, display and record thermal patterns and temperatures across the surface of an object. Thermography is widely used in law enforcement, firefighting, search and recuse, and medical and veterinary sciences.
Scenario: In 1991 Agent W.E. of the United States Department of the Interior came to suspect that marijuana was being grown in the home belonging to petitioner D. K., part of a triplex on Rhododendron Drive in Florence, Oregon. Indoor marijuana growth typically requires high-intensity lamps. In order to determine whether an amount of heat was emanating from petitioner’s home consistent with the use of such lamps, at 3:20 a.m. on January 16, 1992, Agent E and agent Dan H. used an Agema Thermovision 210 thermal imager to scan the triplex. Thermal imagers detect infrared radiation, which virtually all objects emit but which is not visible to the naked eye. The imager converts radiation into images based on relative warmth–black is cool, white is hot, shades of gray connote relative differences; in that respect, it operates somewhat like a video camera showing heat images. The scan of K.’s home took only a few minutes and was performed from the passenger seat of Agent E. vehicle across the street from the front of the house and also from the street in back of the house. The scan showed that the roof over the garage and a side wall of petitioner’s home were relatively hot compared to the rest of the home and substantially warmer than neighboring homes in the triplex. Agent E. concluded that petitioner was using halide lights to grow marijuana in his house, which indeed he was. Based on tips from informants, utility bills, and the thermal imaging, a Federal Magistrate Judge issued a warrant authorizing a search of petitioner’s home, and the agents found an indoor growing operation involving more than 100 plants. Petitioner was indicted on one count of manufacturing marijuana, in violation of 21 U.S.C. § 841(a)(1). He unsuccessfully moved to suppress the evidence seized from his home and then entered a conditional guilty plea.
The present case involves officers on a public street engaged in more than naked-eye surveillance of a home. We have previously reserved judgment as to how much technological enhancement of ordinary perception from such a vantage point, if any, is too much.
Driving Question / Describe the problem and what will is needed for a solution to be a success.
What specific information will you need to solve the problem and where can it be found?
What ideas for solutions did you and your group come up with during your brainstorming session? How did you decide on the best possible solution?
Describe in detail how you would test your solution.
What is social Justice?
Entry Event / To start this unit, students will look at a video describing what infrared is and how it works. Students will be placed into teams of 3 and begin their group project. Student will read case study of Kyllo vs. United State.
Products / Individual: Student Resource sheet
Student worksheet / Specific content and success skills to be assessed:
As a result of activities, students should develop
1.Abilities necessary to do scientific inquiry.
2. Understandings about scientific inquiry Structure and properties of matter.
3. Interactions of energy and matter.
Team: Remote Control and Television
Black paper, white paper, aluminum foil sheets, several small mirrors, flashlight, plastic wrap, plastic bag, clear plastic bag, clear cup, water, food color, milk or liquids and testing tools. / Specific content and success skills to be assessed:
Students should develop understanding of
1. Abilities of technological design.
2. Understandings about science and technology.
Project DESIGN: OVERVIEW page 2
Making Products Public
(include how the products will be made public and who students will engage with during/at end of project) / Each team will present their finding in class. They will invite the following:
BIA police, Administration, Parents, School board members. And Tribal Counselors members.
Resources Needed / On-site people, facilities:
Computer lab and science lab.
Students worksheets
Students Resource Sheets
Equipment: Remote Control, Television, computers, and Testing equipment
Materials: Paper (black and white), flat foil, plastic wrap, water, milk, food dye, electrical tape, and pencil (colored)
Community Resources: BIA Police Dept. Tribal Courts, Administration, School Board members, and parents.
Reflection Methods
(how individual, team, and/or whole class will reflect during/at end of project) / Journal/Learning Log
Each team will keep and maintain a lab notebook. / Focus Group: Establish focus group of local professionals.
Whole-Class Discussion
Each team will give presentation at the end of the project. / Fishbowl Discussion
Students will create an Xminds graph and present to class.
Survey: Each team will develop a survey to present to class and parents. / Other:
Notes:
Teams test their plan, troubleshoot, evaluate their own work and that of other students, and present to the class.
Project Design: student Learning Guide
Project:
Driving Question:
Final Product(s)
Presentations, Performances, Products and/or Services / Learning Outcomes/Targets
knowledge, understanding & success skills needed
by students to successfully complete products / Checkpoints/Formative Assessments
to check for learning and ensure
students are on track / Instructional Strategies for All Learners
provided by teacher, other staff, experts; includes
scaffolds, materials, lessons aligned to learning outcomes and formative assessments
(individual and team) / This lesson focuses on how infrared technology is used by engineers and law enforcement agencies. Teams of students will explore the application of infrared in system for a variety of industries. / As a result of this lesson, students should develop an understanding of:
Infrared light and technology
Engineering product development and testing
Problem solving
teamwork / Whollistic learning
Multiple intelligence’s
Group work
Group evaluation
Know that science plays a role in many different kinds of careers and activities (e.g., public service, volunteers, public office holders, researchers, teachers, doctors, nurses, technicians, farmers, ranchers).
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