My students need Magnesium Chloride, Zinc (II) Chloride, Zinc Sulfate, Calcium Chloride, and Copper (II) Chloride to study energy released from electron emissions.
This project is part of the Black History Month celebration because it supports a Black teacher or a school where the majority of the students are Black.
My Students
It is so awesome to see student's' faces light up when they experiment with electron emissions. By the time students get to high school, they give up on having fun and learning in the high school science laboratory because of lack of supplies and resources. This experiment sparks student curiosity.
My students are the best students EVER!
They are 10th, 11th and 12th grade Chemistry, Honors Chemistry, and AP Chemistry students. They are EAGER LEARNERS and are always exploring. Our high school is a Title I high school, and resources are limited. We have high student demographic diversity that lends to our strength.
Even though resources are limited, this fact does not stop my students from learning. My students are inquisitive young men and women who go the extra mile to investigate challenging real world phenomena, make new self discoveries, and find real world solutions to these challenges. My students are problem solvers and will be a benefit to society as they move on to higher education endeavors and out into the work force. My students have investigated electron emissions through flame tests and go on to look at line emission spectra while also evaluating energy approximations using Plank's constant, spectral colors and wavelengths, and the speed of light.
My Project
Students will explore physics and chemistry by looking at The Great e- (electron) Escape! Students will use the salts that I have requested (Magnesium Chloride, Zinc (II) Chloride, Zinc Sulfate, Calcium Chloride, and Copper (II) Chloride) and submit these samples to a flame from a Sterno can. Students note physical parameters as well as chemical parameters from each salt sample.
Students make their own line emission spectrographs from old CDs and construction paper. Students evaluate the different line emissions from each salt sample and note the differences among the salt sample line spectra. Students identify the chemicals used by the color emitted from the flame test. Students also realize that flame testing is a qualitative as well as quantitative way to identify unknown chemical samples. Students also quantify and compare energies released from sample to sample by using Plank's constant, spectral colors and wavelengths, and the speed of light. Students also evaluate and form hypotheses about two mystery samples using the techniques learned during this lab procedure
My students have gone on to study chemistry at university where they pursued pharmacy, chemical engineering, and medicine.
Other students have gone on to enroll in Oceanographic chemistry as well. Even if students do not go on to chemistry studies at university, they gain self confidence and learn to be self sufficient which is a fantastic life skill to have no matter what field of study or career pathways students choose to go into after their high school education is completed.
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As a teacher-founded nonprofit, we're trusted by thousands of teachers and supporters across the country. This classroom request for funding was created by Mrs. Sukkestad and reviewed by the DonorsChoose team.
