We can employ this activity while we are teaching light waves and wave behavior. In this activity, we were able to classify light by means of their spectrum. Students can use diffraction grating and they can measure the wavelength range. From this information they can calculate energy and frequency of the light waves.
This activity can be used to classify different types of spectra that occur, whether they be line spectrums, fully continuous spectrums or partially continuous spectrums. This can then be used as an introduction to the idea of light emission processes, beginning with the Bohr model of the atom. You could also ask students to calculate the energy of each photon emitted by a single line in an emission spectrum. They could measure the wavelength with the spectroscope, then calculate the frequency using c = (WL)(f) and energy using E=hf
University of Illinois chemistry professor Alexander Scheeline developed a cell-phone spectrometer for high school chemistry classes. He wrote free software that analyzes JPEG images taken by students' cellular phones.
Go to http://www.asdlib.org/onlineArticles/elabware/Scheeline_Kelly_Spectrophotometer/index.html and click on Executable software. The program will download onto your pc. If you click on student module there is a pdf with instructions. The actual instructions for analyzing your spectra can be found on page 5 beginning "After the JPGs are in place".
Try this out if you have time. My students enjoy taking photos of spectra. Now we can analyze the jpeg images of spectra.
I can ask my students to used this activity in order for them to differentiate each commercial fluorescent lamps in terms of spectrum they produced. Each group will have 3 kinds of fluorescent bulbs: (vita-lite, vita-brite,aquarilux). They will analyze the spectrum and locate the peak wavelength. They can also used the software developed by University of Illinois chemistry professor Alexander Scheeline to anlayze each fluorescent bulbs
I will start the activity by asking my students to describe the colors of a rainbow. Identify the rainbow as a spectrum and ask students if all spectra look alike. Ask students to predict if the colors will always be in the same order and if they think the same colors will appear in every spectrum.
Then, I will ask them to analyze two types of light (bright and dim light)using the diffraction grating. Students will look for differences in the spectra. Ask them to predict how a flashlight's spectrum will look. After predictions are made, darken the room and distribute flashlights. (Students should discover that brighter lights have more blue light while fainter sources have more of their spectrum in the red.)
I can used this activity in my classroom with the used of gas spectral tubes and a high voltage display unit. By observing spectral tubes, students will see different gases that emit different wavelengths of light. Students will then compare their spectrum in the emission spectroscopy simulations developed by Physics Education Research Group, Kansas State University
Once students have completed this diffraction activity in small groups. I can ask them to write an account of their investigation. Since they are already familiar with diffraction and may have done some background historical research, students can focus on writing for a particular audience –the school paper, a science magazine, or their parents. Students can also give presentations about their investigations or engage in formal debates with peers who obtained different results
I plan to use this activity with my students during lab. With cell phone cameras and iPod touches we should have enough cameras in class to take pictures of the variety of light sources available. I will continue this idea with the lamps that are available with specific light tubes (hydrogen, helium, argon, neon, krypton) so that the students have an image for analysis - as opposed to having to draw what they see! Great lesson!!!
I can use this activity as a supplement for the flame test experiment. The experiment will be in a dark room and we will follow the same procedure for the flame test and the same compound (LiCl, SrCl2, CaCl2,NaCl and BaCl2).. For each test, students will capture the spectrum using a camera and they will compare the spectrum produced to the spectrum of the individual element in this website: http://jersey.uoregon.edu/vlab/elements/Elements.html
We are delighted that you are all making such good progress! As incentive, I'll be sending checks to you for the first 3 modules, but I need your SSN in order for these to be processed. I've emailed those of you for whom I still need this...
Afer instructing students about electrons and how the are organized, I teach students about electron behavior. I have a set of gas discharge tubes and discharge unit I bought in a previous workshop. The set includes elements like oxygen, hydrogen, nitrogen, helium and neon. The set also include carbon dioxide and water vapor. Students each have cardboard/plastic spectroscopes and to speed up things they get a table to complete while doing their observations. Then, they get a short lesson on absorption and emission spectra for the elements. There are several internet sources that have spectra for each of the elements. The students then compare their results with the internet spectra. Then the students are shown the compound gases. The students are required to identify each element in the compound. I ususally get 100% engagement for this activity.
I will begin the activity using two known light bulbs (incandescent and fluorescent). Then I will ask my studentys to sketch the spectrum and compared the two spectra.
Then each group will be given 5 types of unknown light bulbs. They will used the night quest spectra to identify the types of light source they are using in the activity. Each spectrum will be compared and they will identify the bright lines or dark lines.
In this activity, I will ask my students to draw what they see for each gas filled bulbs. Using the spectrum of the individual element in this website: http://jersey.uoregon.edu/vlab/elements/Elements.html,students will identify the gas in the bulb by comparing to known emmission spectra
Then we will explore different light sources in our laboratory. As a reinforcement I will ask my students to take a picture of the spectra of each light source they have in their community and they will identify the spectra by comparing those to the spectra identified in the said website.
We can employ this activity while we are teaching light waves and wave behavior. In this activity, we were able to classify light by means of their spectrum. Students can use diffraction grating and they can measure the wavelength range. From this information they can calculate energy and frequency of the light waves.
ReplyDeleteThis activity can be used to classify different types of spectra that occur, whether they be line spectrums, fully continuous spectrums or partially continuous spectrums. This can then be used as an introduction to the idea of light emission processes, beginning with the Bohr model of the atom. You could also ask students to calculate the energy of each photon emitted by a single line in an emission spectrum. They could measure the wavelength with the spectroscope, then calculate the frequency using c = (WL)(f) and energy using E=hf
ReplyDeleteNow you can analyze your pictures!
ReplyDeleteUniversity of Illinois chemistry professor Alexander Scheeline developed a cell-phone spectrometer for high school chemistry classes. He wrote free software that analyzes JPEG images taken by students' cellular phones.
http://www.news.illinois.edu/news/10/1007scheeline_spectrophotometry.html
Unfortunately, this program doesn't work on macs.
Go to http://www.asdlib.org/onlineArticles/elabware/Scheeline_Kelly_Spectrophotometer/index.html
and click on Executable software. The program will download onto your pc. If you click on student module there is a pdf with instructions. The actual instructions for analyzing your spectra can be found on page 5 beginning "After the JPGs are in place".
Try this out if you have time. My students enjoy taking photos of spectra. Now we can analyze the jpeg images of spectra.
Chris
This comment has been removed by the author.
ReplyDeleteI can ask my students to used this activity in order for them to differentiate each commercial fluorescent lamps in terms of spectrum they produced. Each group will have 3 kinds of fluorescent bulbs: (vita-lite, vita-brite,aquarilux). They will analyze the spectrum and locate the peak wavelength. They can also used the software developed by University of Illinois chemistry professor Alexander Scheeline to anlayze each fluorescent bulbs
ReplyDeleteI will start the activity by asking my students to describe the colors of a rainbow. Identify the rainbow as a spectrum and ask students if all spectra look alike. Ask students to predict if the colors will always be in the same order and if they think the same colors will appear in every spectrum.
ReplyDeleteThen, I will ask them to analyze two types of light (bright and dim light)using the diffraction grating. Students will look for differences in the spectra. Ask them to predict how a flashlight's spectrum will look. After predictions are made, darken the room and distribute flashlights. (Students should discover that brighter lights have more blue light while fainter sources have more of their spectrum in the red.)
I can used this activity in my classroom with the used of gas spectral tubes and a high voltage display unit. By observing spectral tubes, students will see different gases that emit different wavelengths of light. Students will then compare their spectrum in the emission spectroscopy simulations developed by
ReplyDeletePhysics Education Research Group, Kansas State University
Once students have completed this diffraction activity in small groups. I can ask them to write an account of their investigation. Since they are already familiar with diffraction and may have done some background historical
ReplyDeleteresearch, students can focus on writing for a particular audience –the school paper, a science magazine, or their parents. Students can also give presentations about their investigations or engage in formal debates
with peers who obtained different results
I plan to use this activity with my students during lab. With cell phone cameras and iPod touches we should have enough cameras in class to take pictures of the variety of light sources available. I will continue this idea with the lamps that are available with specific light tubes (hydrogen, helium, argon, neon, krypton) so that the students have an image for analysis - as opposed to having to draw what they see! Great lesson!!!
ReplyDeleteI can use this activity as a supplement for the flame test experiment. The experiment will be in a dark room and we will follow the same procedure for the flame test and the same compound (LiCl, SrCl2, CaCl2,NaCl and BaCl2).. For each test, students will capture the spectrum using a camera and they will compare the spectrum produced to the spectrum of the individual element in this website: http://jersey.uoregon.edu/vlab/elements/Elements.html
ReplyDeleteWe are delighted that you are all making such good progress! As incentive, I'll be sending checks to you for the first 3 modules, but I need your SSN in order for these to be processed. I've emailed those of you for whom I still need this...
ReplyDeleteAfer instructing students about electrons and how the are organized, I teach students about electron behavior. I have a set of gas discharge tubes and discharge unit I bought in a previous workshop. The set includes elements like oxygen, hydrogen, nitrogen, helium and neon. The set also include carbon dioxide and water vapor. Students each have cardboard/plastic spectroscopes and to speed up things they get a table to complete while doing their observations. Then, they get a short lesson on absorption and emission spectra for the elements. There are several internet sources that have spectra for each of the elements. The students then compare their results with the internet spectra. Then the students are shown the compound gases. The students are required to identify each element in the compound. I ususally get 100% engagement for this activity.
ReplyDeleteI will begin the activity using two known light bulbs (incandescent and fluorescent). Then I will ask my studentys to sketch the spectrum and compared the two spectra.
ReplyDeleteThen each group will be given 5 types of unknown light bulbs. They will used the night quest spectra to identify the types of light source they are using in the activity. Each spectrum will be compared and they will identify the bright lines or dark lines.
In this activity, I will ask my students to draw what they see for each gas filled bulbs. Using the spectrum of the individual element in this website: http://jersey.uoregon.edu/vlab/elements/Elements.html,students will identify the gas in the bulb by comparing to known emmission spectra
ReplyDeleteThen we will explore different light sources in our laboratory. As a reinforcement I will ask my students to take a picture of the spectra of each light source they have in their community and they will identify the spectra by comparing those to the spectra identified in the said website.