Group Members:   Sally Salvant, Mike Brown, Rutherford McNeal
Big Science Ideas/Concepts:   Electromagnetic Radiation
Possible student misconceptions:
1. Larger waves carry more energy. (ie. On Earth, tidal waves are  more powerful than regular waves.)
2. Electricity is light.
3.   Radio waves require higher energy than X-rays.
Measurable objectives:
1.  100% of students will graph the voltage results after building      a circuit.
2.  Students will be able to state the relationship between a          color's wavelength and the amount of energy it uses.
 Learning Domain Objectives
 a. Cognitive domain
  - Students will demonstrate knowledge about the energy     required to produce the spectrum from red to blue by     building a circuit and producing a graph of their     results.
  - From the results, students may infer that energy
    is contained in the entire electromagnetic spectrum.
 b. Affective domain
  - Some students may correlate interesting or fascinating     diodes (colored lights), atoms, electrons, and        electricity. Students may try to feel the heat from the     diodes.
 c. Psychomotor domain
  -In a high school setting, students may be given       instructions and asked to build the electric circuit    demonstrating these energy relationships. At LSU,      teachers attending the workshop will be told to build a    circuit using the available parts at their tables.

Materials required:
 
 light emitting diodes (LED)   wire strippers
 6-volt battery                alligator clips
 plastic coated wire           volt meter
 1 100 ohm resister            needle nosed pliers
 diagrams of circuit       graph paper
 a photocopy of the electromagnetic spectrum

Intended audience grade level:
 High school students taking courses in  either physics, chemistry, or physical science.
Description of Lesson:  Team teaching the subject matter.
     1. Introduction and Review by Mike Brown
 2.   Today's Lesson by Rutherford McNeal
 3.   Assessment and Closure by Sally Salvant

 LESSON OUTLINE
1.  Mike Brown
 I. Review
  a. Electromagnetic emissions from the sun
  b. Electromagnetic spectrum
  c. Structure of the transverse wave and characteristics
 II. Energy within the transverse wave
  a. Amplitude and energy
  b. Wavelength and energy
2.  Rutherford McNeal
 I. Today's Lesson
  a. Elicitation of prior knowledge
  b. Draw a circuit on the black board, explaining parts if      necessary.
  c. Proceed with lesson using Partial/Full Inquiry Method
  d. Ask students to build the electrical circuit and            and be prepared to report results.
  e. Pass out Student Report Sheet
3.  Sally Salvant
 I. Assessment
  a. Class Discussion - Students are to report         hypothesises, variables, control, procedure, and      report data.
 II.  Discussion of Types of Assessment
 III. Clear up any misconceptions
 IV. Possible extensions of the lesson
 V. Closure
  a. Review of today's lesson
   b. Criticism of the lesson

 Full Inquiry Method
 Assign the following task "Determine the relationship between a color's wavelength and the amount of energy that color uses" but do not give directions. Allow students to ask questions about the experiment, record their questions on a chart, blackboard, or over-head.  The teacher may add extensions to the student questions for clarification.  Students do not need to know a lot about electromagnetic radiation except that each color has a different wavelength.  The students can look at the EMR chart provided to gain that information.
* Students do need to know how to complete a circuit.
* If a multimeter is used in place of a volt meter, remind  students to use the settings 20v or 200v.

 Partial Inquiry Method
 Assign the following task "Determine the relationship between a color's wavelength and the amount of energy that color uses."  Allow students to ask questions about the experiment, record their questions on a chart, blackboard, or over-head.  The teacher may add extensions to the student questions for clarification.  Students do not need to know a lot about electromagnetic radiation except that each color has a different wavelength.  The students can look at the EMR chart provided to gain that information.
* Give students a diagram about how to complete a circuit.
* If a multimeter is used in place of a volt meter, remind  students to use the settings 20v or 200v.
 Give the students directions for the completion of the experiment as described below.
 1. Complete the circuit loop using the materials at your lab     station, excluding LEDs (for teacher information).
 2. Record the reading [total voltage} on the data table        provided by the teacher.
 3. Insert a LED into the loop. Record the new reading.
 4. Subtract the new reading from the first reading.  This       number will show the voltage drop (energy) for that color.
 5. Repeat steps 3-5 for each of the colored diodes.

Possible extensions:
1.   Only visible spectrum diodes (LED) were used for this  experiment.  As an extension, students could be given infrared  and ultraviolet LEDs to determine if the results from the  visible color spectrum hold true for the entire  electromagnetic spectrum.
2. With correct equipment, students could  measure the amount of  heat emitted by each color diode and graph their findings.
3.   With correct equipment, students could measure the energy  segments of the whole spectrum.
4.   Plan a Field Trip to CAMD.
A relevant internet (or other) resource and a brief description of how it could enhance the lesson.
 See attached.
 1. The web page resources could be used during primary teaching time or as additional pages to the student text book.
 2. The physics test can be used as a reference for test questions and explanations of material.
 The best resources were found using www.altavista.com/.
The key terms we used were  "quantum theory + photon energy"  and "physics + quantum theory + photon energy". We did not find as much useful information in AOL, lycos.com, and infoseek.go.com/.
End of lesson assessment:
 1. Informal assessment via teacher/student interactions such     as observations, discussions, question and answer.
 2. Students building the circuit and graphing their results     for grade. (possibly a class participation grade)
 3. Assign a short paper for students to explain the         relationship between wavelength and energy in the visible     spectrum. Additionally, students must be able to apply the     concepts learned to the non-visible portion of the          spectrum.
 4. Students asking for extensions or further study on the            topic.
 5. Test at the end on unit on optics.
  Student Report Sheet       Date
Group Members: ___________________   _____________________         ___________________   _____________________
Materials:
 
 light emitting diodes (LED)   wire strippers
 6-volt battery                alligator clips
 plastic coated wire           volt meter
 1 100 ohm resister            needle nosed pliers
 diagrams of circuit       graph paper
 a photocopy of the electromagnetic spectrum

PROBLEM:
 Use the materials listed above to determine the relationship between the color's wavelength and the amount of energy it uses.
HYPOTHESIS:
___________________________________________________________________________________________________________________________________________________________________________________________________PROCEDURE:
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________
 

 page 1
Answer the following questions.
1.  What are the independent variables?

2.  What is the dependent variable?

3.  What was your control?

Data:
 I.  Provide the following information.
 a. Data Table
 b. Graph of results
 c. Show your calculations for full credit.
 

 page 2
 
 
 
 
 
 

 Project Plato, 1999

 Lesson Plan
 
 

 Group Members:

 Mike Brown
 Rutherford McNeal
 Sally Salvant
 July 28, 1999