Activity 01
Case Study Analysis: MRI vs. X-Ray
Provide groups with a one-page brief comparing the physics of MRI and X-ray imaging. Groups complete a two-column organizer identifying the EM principle involved, the wave or field type used, whether radiation is ionizing, and the tissues best imaged. Groups share findings and the class builds a comparative summary of when each technology is the better clinical choice.
How do MRI machines use strong magnetic fields and radio waves to create images of the body?
Facilitation TipDuring the Gallery Walk, ask students to post one question on each station’s poster and respond to a peer’s question before rotating, ensuring accountability for reading others’ work.
What to look forProvide students with a scenario: 'A new type of wireless charging pad is being developed.' Ask them to identify one specific electromagnetic principle that must be applied and briefly explain how it works in this context.
AnalyzeEvaluateCreateDecision-MakingSelf-Management
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Activity 02
Design Challenge: Simple EM Device
Challenge pairs to sketch a simple device using electromagnetic principles (examples: a magnetic door latch, a reed switch, a coil speaker, a simple solenoid actuator). They label the operating principle, identify the input and output energy forms, and estimate whether the device requires AC or DC. Pairs present their sketches in a rapid two-minute gallery walk.
Design a simple device that utilizes electromagnetic principles.
What to look forPose the question: 'Considering both the benefits and potential risks, how should society regulate the development and use of powerful electromagnetic technologies like 5G networks or advanced medical imaging?' Facilitate a class discussion where students present arguments for and against stricter regulations.
ApplyAnalyzeEvaluateCreateSelf-ManagementRelationship SkillsDecision-Making
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Activity 03
Socratic Seminar: EM Technology and Society
Students review two short articles on electromagnetic technologies (one on wireless communication infrastructure, one on medical imaging access disparities) before class. The facilitator poses: 'Which EM technology has had the greatest positive societal impact, and what responsibilities come with it?' Students build a structured argument using evidence from physics and the readings.
Evaluate the societal impact of electromagnetic technologies, from communication to medical imaging.
What to look forShow students images of three devices: an electric motor, an MRI machine, and a radio antenna. Ask them to label each device and write one sentence for each explaining the primary electromagnetic principle it utilizes.
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Activity 04
Gallery Walk: EM Applications Map
Post seven stations around the room, each showing an application (MRI, wireless charging, electric motor, radio antenna, microwave oven, transformer, generator) with a brief description. Student groups annotate each station: which core EM principle applies, what the energy input and output are, and one way the application could fail if the underlying physics were not carefully engineered.
How do MRI machines use strong magnetic fields and radio waves to create images of the body?
What to look forProvide students with a scenario: 'A new type of wireless charging pad is being developed.' Ask them to identify one specific electromagnetic principle that must be applied and briefly explain how it works in this context.
UnderstandApplyAnalyzeCreateRelationship SkillsSocial Awareness
Generate Complete Lesson→A few notes on teaching this unit
Teach applications by starting with the problem before introducing the science. For example, ask why an MRI can’t use X-rays before explaining magnetic resonance imaging. This reverses the common sequence and helps students value the science because they see how it solves a need. Avoid overwhelming students with complex equations early; instead, use proportional reasoning and conceptual models to build intuition.
Successful learning looks like students explaining how specific EM principles enable technologies rather than just naming the devices. They should critique trade-offs in design choices and articulate why some applications require certain EM behaviors over others, using evidence from their analyses.
Watch Out for These Misconceptions
During Case Study Analysis: MRI vs. X-Ray, watch for students who conflate ionizing radiation with all electromagnetic imaging. Redirect by asking them to compare the energy and interaction mechanisms of X-rays versus radio waves with the hydrogen nuclei in tissue.
In the case study packet, include a table where students must list the type of EM wave used, its energy range, and the mechanism of image formation for both MRI and X-ray. Require them to explain why ionizing radiation is unsuitable for MRI in their case study write-up.
During Design Challenge: Simple EM Device, watch for students who assume wireless devices require physical connections in the air.
During the challenge, provide a short reading on wave propagation and ask students to sketch the EM waves traveling from the device to the receiver, labeling frequency and amplitude changes. Have them present this sketch during their design review.
During Socratic Seminar: EM Technology and Society, watch for students who overlook risks in EM technology adoption.
Assign specific readings on 5G health debates and power-line EM fields before the seminar. During the discussion, require students to cite one risk and one benefit from these readings when making arguments about regulation.
Methods used in this brief