Lesson Plan Template: Guided or Open Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will understand the electromagnetic spectrum as we know it and the range and significance of the many parts of the spectrum.
Students will be using a hand-held spectroscope known as a diffraction grating spectrometer to split a single beam of light into the many colors, ordered like a rainbow from blue to red.
Students will use these hand-held spectroscopes to look at emission spectral tubes, which contain gases of different elements. The emission spectra of these tubes are the fingerprints of the elements, which students will be recording on their data sheets.
Students will determine the name of the unknown element using the spectral fingerprint of the gas to compare with known spectral fingerprints from handouts, charts and web sites.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have basic understanding of algebra and wave theory.
Students should have an understanding of spectroscope use and spectral patterns of elements.
This website should help:
They should also have basic lab skills.
Guiding Questions: What are the guiding questions for this lesson?
Are the spectral lines closely packed, or spread out over many different colors? - Answers will be varied because of the variation of atomic spectra.
Are there many lines you can see, or only a few? - Once again, answers will vary.
Introduction: How will the teacher inform students of the intent of the lesson? How will students understand or develop an investigable question?
The teacher should:
- Introduce the students to the lab setup and how to correctly use the spectroscope with the spectral tubes and electrical setup and safety.
- Discuss procedure for team viewing of spectral tubes.
- Make sure students know the name of the element in each spectral tube including which spectral tube contains the unknown element.
- Explain to students that the lab report will be due after the post lab lesson and include their results for the unknown element and the post lab activities attached to the back of the lab report.
Investigate: What will the teacher do to give students an opportunity to develop, try, revise, and implement their own methods to gather data?
What are the spectral fingerprints of the observed elements?
Students will observe the spectral tubes and record the spectral wavelengths for each element on their data sheet.
Students will interact with other students and the teacher about their data.
What is the unknown element?
Students will review their handouts, data sheet and web to compare their data with other spectral fingerprints of elements.
Students will support their answer with data from other resources that support their answer.
Analyze: How will the teacher help students determine a way to represent, analyze, and interpret the data they collect?
Students will record their observations, calculations, and findings on their data sheet and a worksheet.
Alternatively, students may use their class notebooks or a lab journal to record the results for use in their lab report.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
This is a lab activity to help students understand the field of spectroscopy.
Students should be told to review their notes, handouts and lab data in order to more accurately determine the unknown element.
Their task will be to determine an unknown element from its spectral lines using the information that they know about spectroscopy and obtained from their data.
Teacher will use an initial assessment with questions (given orally) about the electromagnetic spectrum and observations of students' use of hand-spectroscopes to understand the visible spectrum before starting the lab activity. Teacher uses results to assess student knowledge in preparation for the next lesson.
Feedback to Students
Teacher leads students through the process of using spectroscopes to view the spectra of each spectral tubes. Students record their spectra on their data sheet. Teacher checks work during the lesson.
The following are opportunities in the lesson when students will provide evidence that teachers can use to give students feedback:
E1. Students use hand spectroscopes appropriately.
E2. Students record their spectra on the data sheet.
E3. Students work on their questions when they have finished taking data.