In this article, a comparison of student learning outcomes is made in sophomore-level physical science classes using a “traditional” pedagogical approach versus a “modern” approach. Specifically, when students were taught the electromagnetic spectrum using diagrams and examples that incorporate technological advances and electronic devices of our time, their learning outcomes increased significantly when compared with student learning outcomes from classes taught using a traditional pedagogical approach. An electromagnetic spectrum incorporating today’s most modern devices used by college students as well as a pedagogical approach that uses these devices is presented. The data presented here support the use of such examples for teaching the electromagnetic spectrum and its applications in the college physical science classroom to students born after 1982.