Teacher's Guide for ODYSSEY^TM ODYSSEY's Super Light

Format:
      Article/Page
      Summary
      Skills

Ghost Beam - pg. 6
Follow the development of the laser from the death ray of science fiction to its real-life uses in modern communications and medicine. Two sidebars (pgs. 8 and 10) describe different kinds of lasers and their unique properties.
Physical principles, History of science

Hologram Magic - pg. 12
The world's largest full-color hologram (of a Ford automobile) illustrates how this technology finds application in business, industry, and research. Sidebars explain how holograms are made and viewed. ODYSSEY^TM wants students' ideas for hologram technology.
Vocabulary: Technological development

Is There a Laser in the House? - pg. 20
Laser technology is improving diagnosis and treatment in medical fields ranging from dentistry to cosmetic surgery.
Vocabulary: Applications Pollinators:

Painting With Light! - pg. 24
A planetarium laser show begins in the imagination of the laser artist and culminates in a dazzling, animated display on the planetarium dome.
Patterns and processes, Science in society

Some Very Lucent Lasers - pg. 28
Lucent Technologies' Bell Labs division has designed small, fast, powerful laser systems with practical applications in many fields. An interview with Dr. Alastair Glass (pg. 31) explains how lasers are used in communications.
Interpreting and inferring

What's Up (Planet Watch and Backyard Observations) - pg. 34
Watch for meteors, planets, constellations, and star clusters in the May sky. Keep up with the summer sky charts.
Observation, Following directions

Want a Laser in Your Life? - pg. 40
A lot of people don't realize that their compact disc players and CD-ROM drives work because of lasers. A sidebar (pg. 42) offers tips on maintaining CDs.
Technological applications

Light Swords in the Sky - pg. 44
Big lasers may someday knock down asteroids or missiles and sweep "space junk" from the skies.

Think Tank
(Discussion Starters for Use Before Reading the Magazine)

1. Ask students to describe the lasers they have seen in use and any laser applications they may have heard or read about. Solicit ideas on how lasers work. Record students' responses on the chalkboard. Make additions and corrections while reading this issue.
2. Ask students to brainstorm potential uses of laser technology in four areas: national defense, communications, medicine, and the arts. Make lists on the chalkboard and add to them as students read this issue. Rank the applications in order of importance, giving reasons for each ranking.

TALK IT OVER:

1. In your own words, describe how lasers work. Why is the pied piper analogy a good one? How does the analogy apply to liquids, gases, and crystals?
2. What are the special qualities of laser light? Define the terms on pg.10 as you discuss that question.

Connections for the Student:

• Language Arts - The imagination of writer H.G. Wells created lasers long before the technology existed. Find other examples of machines or processes that were described in fiction before being invented (such as Jules Verne's submarine in 20,000 Leagues Under the Sea). What devices from today's stories, movies, or television shows might become real in the future?
• Art / Technical Drawing - Re-read the section "Einstein's 'Photon Mathematics'" (pg. 7) and make a poster that explains the theory behind laser light. Show the process step by step, using drawings and labels as needed.
• Sociology - Write an hour-by-hour schedule for a day in the life of a busy teen living in a major U.S. city today. Research applications of laser technology to everyday life and fit as many uses of lasers as possible into the schedule you contrive.

Student Assessment:

1. In a brief essay of several paragraphs, explain how lasers work. Organize events chronologically and define terms accurately.
2. Write the script for the following drama: Charles H. Townes, having lunch in the Bell Labs cafeteria, listens to the objections to his MASER research expressed by some of his coworkers. What do his critics say? How does Townes answer?

TALK IT OVER:

1. If one country had a laser-operated missile defense system, would other countries be less likely or more likely to attack, either with missiles or with other weapons? State your opinion and defend it with logical arguments.
2. Describe how lasers could "clean house" in space. Explain why getting debris out of orbit is important.

Connections for the Student:

• Visual Arts - Draw a poster illustrating MIRACL in action, an ABL system in operation, or ORION at work. Review the article to make sure your illustrations are as realistic and detailed as possible.
• History - Pick an event from the past. Tell how a laser could have changed that event. How would that change have made things different today?
• Language Arts - Pretend you are president of the United States. Your country has been attacked by missiles from another nation, but the U.S. laser defense system destroyed them all before any damage was done. Write your speech for the American people explaining how war was averted.

Student Assessment:

1. If money were available to fund either a laser missile defense system or a laser to clean debris from space - but not both! - which effort would you support? Explain your reasons in a persuasive essay or speech.
2. Review the article before making a list of those things that still need to be done to develop laser technology. Incorporate your ideas into a chart that also lists possible applications of laser "swords" and "brooms."

"LASER = Light Amplification by Stimulated Emission of Radiation"

Community Connection - Assemble a panel of experts either in class or on a conference call. Include a doctor, a dentist, a representative from a phone company, a law-enforcement officer, and others. Ask them about the current and future uses of lasers in their jobs. (Alternative: Assign student teams to interview experts and record their results to share with the class.)

"MASER = Microwave Amplification by Stimulated Emission of Radiation"

Large-Group Collaborative Project - Organize the class into three teams. Ask each team to gather information for a "What's Up? (Planet Watch and Backyard Observations)" pamphlet for June, July, and August. Publish these pamphlets for the class and for school and community libraries.

"PHASER = Captain Kirk's PHoton Amplification by Stimulated Emission of Radiation"

Paired, Whole-Class Project - Invite students to work with a partner. Using material from this issue of ODYSSEY^TM and from other sources, challenge teams to create a bulletin board titled "What's Your Laser IQ?" Perhaps a handout quiz can accompany the display.

"SASER = Summertime Amplification by Stimulating Everybody's Recreation"

Individual, Whole-Class Assignment - This issue is the last of the school year. Have students review articles from past issues, selecting those they like best and explaining the reasons for their selections. Compile a roster of class favorites, along with a "wish list" for future issues. Send the results to ODYSSEY^TM, 30 Grove Street, Suite C, Peterborough, NH 03458. And have a terrific summer!

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Updated: 9/2/10 10:18 am
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