Understanding the Basics of Radar
Attachments:
Author:
- William J. Long, Criminal Justice Teacher
- Beth Reynolds, Math Consultant
- Rick Mace, Science Consultant
- Understand the meaning of the letters RADAR
- Identify the basic transmissions, reflection and receiving principles of a radar gun.
- Understand the mysterious Doppler Effect.
- Identify, understand and analyze wavelength and frequency relationships.
- Identify the components of the white light spectrum.
- Apply the use of trigonometry (cosine) to better understand RADAR’s strengths and weaknesses.
- Pull all information together and create a bar graph to better understand vehicle traffic behavior.
School District: NW Technical Center, St Lawrence Lewis BOCES
Ogensburg, NY 13669
Intended Audience:
Content Area: High School Mathematics, Science, Technology
Course Title: Understanding the Basics of Radar
Grade Level: 11-12
Technology Integration:
Technology Hardware: Projector, Computer Lab, Radar Guns
Technology Software: Internet, Microsoft Excel
Internet Resources: http://faculty.everettcc.edu/home/kwashburn/astro122/Week8.ppt and www.tpsss.edu.hk/phy/atachment/reviews/DopplerEffect.ppt
Other Content Areas for STEM Integration:
Content Area:
STEM PEER REVIEW PROCESS
New York State Learning Standards and Performance Indicators Addressed by this Learning Experience:
Include the full wording of the standard(s) and specific performance indicator(s).
Standards
4.3n Waves Performance Indicator
When a wave source and an observer are in relative motion, the observed frequency of the waves traveling between them is shifted (Doppler effect).
Algebra Strand - Students will recognize, use, and represent algebraically patterns, relations, and functions. Trigonometric Functions
A.A.42 Find the sine, cosine, and tangent ratios of an angle of right triangle, given the lengths of the sides.
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
What is RADAR and how does it work?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
If you have operated a vehicle on the highway you are familiar with posted highway speed and law enforcements use and application of RADAR; what is RADAR and how does it work.
Learning Objectives:
By the end of this learning experience students will be able to:
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): This activity is adapted from:
http://faculty.everettcc.edu/home/kwashburn/astro122/Week8.ppt and www.tpsss.edu.hk/phy/atachment/reviews/DopplerEffect.ppt
Reference Book(s):
Handout(s): Students will be provided a worksheet on the cosine effect, a pictorial on “False Readings with a RADAR Gun,” Northwest Tech Security Patrol Log (for collecting data), “Drawing a Bar Chart with Excel” worksheet, worksheet on “Analysis of Speed Data,” “Radar Made Simple – Notes Sheet”, and three RADAR quizzes (contained within the power point presentation)
Other: Students will need a protractor, ruler, clip board, worksheets, radar gun (shared between students) and a computer with Microsoft Excel. Teachers should also contact local law enforcement prior to the use of RADAR guns on local highways.
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
My class time is about 2 hours and the largest percentage of time used is when the students collect data using radar guns. The entire teaching time is about 3 days, utilizing one hour each day to review and apply RADAR and mathematical principles and one hour to collect vehicle speed using RADAR guns.
Day 1: Review the power point “Radar Gun Basics”. During the presentation the students will define and determine the application of the terms RADAR, SONAR and LASER. The teacher will also discuss the application of RADAR technology and its use in the field of law enforcement for traffic control. A quiz is provided within the lesson to check for student understanding of the principles taught. During the second hour students will be introduced to the use and application of a RADAR gun and complete worksheets on vehicle traffic patterns (speed/description/time/date).
Day 2: Review the power point “Radar Gun Basics”. During the presentation the students will examine the “Doppler Effect”, wavelength patterns, and create a color schematic on the “white light spectrum. Students will also examine wavelength and frequency formations and the application of the white light spectrum. A second quiz is provided within the lesson to check for student understanding of the principles taught. During the second hour students will be introduced to the law of cosine and its application when using a RADAR gun. Using the worksheets “False Readings with Radar” and a ruler students should measure the distance from the police car to the highway vehicle. The angles on the worksheet will be 10 and 22 degrees. Using the cosine effect students should determine RADAR measured at smaller angles are more apt to coincide with actual vehicle speed (Law of Cosine). During the second hour recommend students complete worksheets on vehicle traffic patterns (speed/description/time/date) in which a singular vehicle speed is measured at two different angles. This is done to enhance the law of cosine lessen. Additional data collection on vehicle speed should be continued (similar to day one).
Day 3: Review the power point “Radar Gun Basics”. During the presentation the students will review the material provided and provided a third quiz within the lesson to check for material understanding. Students can also review and complete the cosine effect worksheet “examples 1 and 2 to review and enhance understanding. The second hour the students will go to the computer lab and complete a “Frequency Table” worksheet and design a bar graph using Microsoft Excel from the directions provided “Drawing a Bar Chart with Excel”. The graphs are graded with an enclosed rubric “Radar Gun Basics Worksheet Rubric” and each quiz has a rubric immediately following the quiz contained within the power point. No rubrics are provided for the cosine application as student understanding through teacher observation was practiced.
Time used for Planning:
Time spent without students to prepare.
Time spent was getting computer labs signed out, copying material (handouts), collecting material needed (protractors, calculators) and checking radar gun operation. The total time for planning was about 30 minutes. Prior coordination should be made with law enforcement before data collection is begun. Additionally, a sign should be created which informs traffic of the exercise.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
I did this in my criminal justice class and had the math and science teacher participate in team teaching activities. They were also available to assist in checking each student for understanding. These activities took three class days (about 360 minutes).
Assessment Tools:
List all forms of assessment for the learning experience.
The bar graph was graded using a rubric. Rubrics were also contained in the power point presented.
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Almost all of the students drive or are in the process of learning to drive. Each student has observed law enforcement at various locations within the area monitoring and controlling traffic patterns and speed through the use of radar. The topic was timely and well received. The application and use of RADAR guns made the activities relevant to the real world. The students enjoyed the activities but at the end of two days had mastered the use of a radar gun and data collection techniques. The third day was a perfect time to analyze data and create bar graphs. Make sure the weather is sunny for at least three days.
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
