Reflection: Rigor Electrons and Flame Tests - Section 3: Elaborate


Although I only teach the full lesson to my Honors students, I have my general chemistry students also perform the lab.  To help them with the lab I give them just enough background knowledge to understand quantized energy levels and why we see different colors in flame tests.  

This is an example of a graded lab from an English Learner (EL) student in my general chemistry Sheltered English Instruction (SEI) class.  As you can see this student had a general enough understanding of quantized energy to answer Discussion/Analysis question #2- "Each compound had its own color and is different from each other".  For which I gave him full credit.  He did however get a little bit confused in explaining how he knew that the unknown was potassium with just saying that they had the same quantitative and qualitative but not really explaining so I did not give him full credit.  I expected the students to be able to give concrete colors and numbers to explain this answer.

Also with the conclusion you can see that this student did not really explain how having a bigger flame would effect the results.  This is a common issue with all of my students, and I make sure to take points off and encourage students to do a better job of thinking about the errors, the effects of errors, and how they could overcome the errors.

  Rigor: Complex topics accessible to ALL students
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Electrons and Flame Tests

Unit 2: Unit 2: Matter, Atoms, and the Periodic Table
Lesson 9 of 11

Objective: Students will be able to explain how spectral lines are a result of the transition of electrons between energy levels through taking notes, performing a lab, and answering practice questions.

Big Idea: Spectral lines, which we can see as colored lights, are the result of the transition of electrons between energy levels.

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Science, Chemistry, Flame Tests, Planck's Relationship
  100 minutes
flame tests
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