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KUTZTOWN UNIVERSITY ELEMENTARY EDUCATION DEPARTMENT PROFESSIONAL SEMESTER PROGRAM

The Herschel Exper !e"#


Teacher Candidate: ____Brian Coughlin_____________________________ Date: _______________________ Cooperating Teacher: _________________________________________________ Coop. Initials: ________________ Group Size: _________30____________ Allotted Time: ______ 0 mins___ Grade !e"el: ______3rd Grade___________ Su#$ect or Topic: _________Science%Art___________________________________________ Section: _____________________

STA&DA'D: ()A Common Core*:


9.1.3.J: Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. S3.C.2.1: Recognize basic energy types and sources and how energy can be changed from one form to another. I. Performance Ob ecti!es "#earning Outcomes$ %tudents are expected to&

'ompute the differences between the final temperatures measured in the spectrum and the temperatures measured in the shade for the three thermometers. 'alculate the differences between the final temperatures in each part of the spectrum. 'ompute the a!erage final temperature measured by the class in each part of the spectrum.

II. Instructional (aterials


One glass prism "plastic prisms do not work well for this experiment$ )hree alcohol thermometers *lack paint or a permanent black marker %cissors or a prism stand 'ardboard box "photocopier paper box works well$ + blank sheet of white paper 'olored utensils with paper %(,R)board %tudent worksheet for recording their results- "Attached sheet$

III. %ub ect (atter. 'ontent "prere/uisite skills, key !ocabulary, big idea$ )o perform a !ersion of the experiment of +011, in which a form of radiation other than !isible

light was disco!ered by the famous astronomer %ir 2rederick 3illiam 4erschel. Key terms& prism, spectrum, infrared I5. Implementation --)his experiment should be held on a sunny day-%et up of the experiment

t2igure +& 4erschel 6xperiment setup ,. Introduction 7 %how the class this !ideo& http&..www.youtube.com.watch8!9:#;<l/ld=u> )his !ideo is about the disco!ery and experiment. ?uring the !ideo set up the experiment& @ou will need to blacken the thermometer bulbs to make the experiment work effecti!ely. One way to do this is to paint the bulbs with black paint, co!ering each bulb with about the same amount of paint. ,lternati!ely, you can also blacken the bulbs using a permanent black marker. "Aote& the painted bulbs tend to produce better results.$ )he bulbs of the thermometers are blackened in order to better absorb heat. ,fter the paint or marker ink has completely dried on the thermometer bulbs, tape the thermometers together such that the temperature scales line up as in 2igure +w *. ?e!elopment 7 )he experiment should be conducted outdoors on a sunny day. 5ariable cloud conditions, such as patchy cumulus clouds or hea!y haze will diminish your results. )he setup for the experiment is depicted in 2igure +. *egin by placing the white sheet of paper flat in the bottom of the cardboard box. )he next step re/uires you to carefully attach the glass prism near the top "%unBfacing$ edge of the box. If you do not ha!e a prism stand "a!ailable from science supply stores$, the easiest way to mount the prism is to cut out an area from the top edge of the box. )he cutout notch should hold the prism snugly, while permitting its rotation about the prismCs long axis "as shown in 2igure D$. )hat is, the !ertical EsideE cuts should be spaced slightly closer than the length of the prism, and the EbottomE cut should be located slightly deeper than the width of the prism. Aext, slide the prism into the notch cut from the box, and rotate the prism until the widest possible spectrum appears on a shaded portion of the white sheet of paper at the bottom of the box. )he %unBfacing side of the box may ha!e to be ele!ated "tilted up$ to produce a sufficiently wide spectrum. ,fter the prism is secured in the notch, place the thermometers in the shade and record the ambient air temperature. )hen place the thermometers in the spectrum such that one of the

bulbs is in the blue region, another is in the yellow region, and the third is ust beyond the "!isible$ red region "as in 2igure F$. Note: Depending on the position of the prism relative to the Sun the colors of the spectrum ma! "e reversed from #hat is sho# in the figures .

2igure D '. 'losure 7

2igure F

It will take about fi!e minutes for the temperatures to reach their final !alues. Record the temperatures in each of the three regions of the spectrum& blue, yellow, and E ust beyondE the red. ?o not remo!e the thermometers from the spectrum or block the spectrum while reading the temperatures. )his experiment pro!es the !ideo and 3illiam 4erschel to be correct. )hen finish the experiment off by cleaning up the outdoor area of any debris as well as summarize what all the students learned. 2inally handout the attached sheet for the students to fill out. -2or fun and to connect this experiment to the artsG students can draw their own color spectrum. )his will not be graded. 4ere is an example&

?. ,ccommodations . ?ifferentiation B %te!en who has ,?4? will stand in between the coBteacher and myself and ha!e a front row !iew of the experiment. )his will hopefully peak his interest as well as decrease the chances of distracting the other students. 6. ,ssessment.6!aluation plan +. 2ormati!e ,sking the students /uestions like& E3hat did you notice about your temperature readings8 ?id you see any trends8 3here was the highest temperature8 3hat do you think exists ust beyond the red part of the spectrum8 ?iscuss any other obser!ations or problems.H D. %ummati!e )he attached worksheet as mentioned abo!e will be filled out by the students and collected at the end of the lesson for grading. 5. Reflecti!e Response ,. Report of %tudentsI Performance in )erms of %tates Ob ecti!es ,fter I asses the collected worksheets I will see the students who get the topic and those who do not. 3e could always conduct the experiment another time during recess. 4a!e the students answer the abo!e /uestions. )he temperatures of the colors should increase from the blue to red part of the spectrum. )he highest temperature should be ust beyond the red portion of the !isible light spectrum. )his is the infrared region of the spectrum. 4erschelCs experiment was important not only because it led to the disco!ery of infrared light, but also because it was the first time that it was shown that there were forms of light that we cannot see with our eyes. ,s we now know, there are many other types of electromagnetic radiation "ElightE$ that the human eye cannot see "including JBrays, ultra!iolet rays and radio wa!es$. @ou can also ha!e the students measure the temperature of other areas of the spectrum including the area ust beyond the !isible blue. ,lso, try the experiment during different times of the dayG the temperature differences between the colors may change, but the relati!e comparisons will remain !alid. *. Personal Reflection )*? 5I. Resources 6xperiment& http&..coolcosmos.ipac.caltech.edu.page.lesson:herschel:experiment @outube !ideo& http&..www.youtube.com.watch8!9:#;<l/ld=u> 'olor spectrum photo& http&..scienceblogs.com.startswithabang.files.D1++.1K.5isibleBspectrum. peg ?isplay on the %(,R)board.
-)he abo!e lesson plan has been credited and will be used for educational purposes.-

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