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Fluorescence

Engage students with hands-on experiments to reinforce lesson on light, refraction, and fluorescence. Explore UV light and its effects with exciting activities. Educational kit & guide provided by Vanderbilt Student Volunteers for Science.

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Fluorescence

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  1. Fluorescence Vanderbilt Student Volunteers for Science Chem 101

  2. Important! • Please use this resource to reinforce your understanding of the lesson! Make sure you have read and understand the entire lesson prior to picking up the kit! • We recommend that you work through the kit with your team prior to going into the classroom. • This presentation does not contain the entire lesson—only selected experiments that may be difficult to visualize and/or understand.

  3. What is Light? • Light is a form of energy • Light comes from the sun, fire, light bulbs…. • Light is usually white • White is made up of all colors • You can see the colors in light when it is refracted.

  4. Demonstrate Refraction • Show the students the jar of water and stick • Show them that the stick looks broken or bent when it is moved to the side of the jar

  5. Electromagnetic Radiation • Give each student one of the handouts that include the electromagnetic spectrum and the “rainbow”. • Source: http://www.lbl.gov/MicroWorlds/ALSTool/EMSpec/EMSpec2.html

  6. Electromagnetic Radiation contd. • Ask students to look at the visible light spectrum and identify colors that make up visible light. • Visible light is made up of all the colors that the eye can detect. The range of colors, when mixed, looks white to the eye. • The three primary colors of light (additive primary colors) are red, green, and blue. • When white light passes from one medium (like air) to another (like water), it is refracted. • Actually, each color is refracted at a different rate - red is bent the least, while violet is bent the most. • When the colors are bent and spread out they form the color spectrum. • You can remember the order of the colors by naming the spectrum Roy G. Biv for red, orange, yellow, green, blue, indigo, and violet. (Some students will already know this.) R O Y G B I V

  7. Visible Light Can Be Separated into Different Colors • Tell the students to pick up the CD and notice the “rainbow” pattern from the room lights. • CD’s can also separate white light into its different colors (the process is a little different – in this case, it is by diffraction)

  8. What is the Electromagnetic Spectrum? • Electromagnetic radiation is difficult to explain. Avoid detailed explanations of “electromagnetic” if possible. • It is the range of all light waves. • Tell the students to look at the electromagnetic spectrum, and point out the parts that are ultraviolet, visible and infrared light. • Tell them we cannot see ultraviolet light

  9. Ultraviolet light • Black lights emit UV light • Some UV light can damage your eyes, and also cause cancer. • The black lights used today are safe. • UV radiation from the sun can be harmful (which is why you should always wear sunscreen and sun glasses)

  10. UV light can make objects Fluoresce • Fluorescence happens when electrons are excited with energy, and then “relax” back to their normal state. When they “relax”, they give off light. • Some everyday examples are: • Fluorescent light bulbs • Whiteners in laundry detergent

  11. Bluing Agent • Give each student a piece of paper towel and a Q-tip. Place the bottles of bluing around the room so that 2 students have access to a bottle. • Tell them to dip the Q-tip in the bluing agent and write their first name on the paper towel. • Hold the black light over their paper towel and their name will be fluorescent blue.

  12. UV-Detecting Bracelets • Give each student a container of UV beads and 1 piece of braid for string beads. • Tell the students to string the beads onto the braid. After they have finished stringing the beads, they should make a bracelet by putting the untied end through the hole in the bead on the tied-off end and tie a knot. • They will need help with this.

  13. UV-Detecting Bracelets • When they are finished, shine the black light on the beads. (The beads take a few minutes to develop the full color.) Notice that the beads continue to glow after the black light is removed. (If students can’t see the beads glowing, turn off the room lights.) • Tell the students they get to keep the bracelet and to use their UV detecting bracelet to measure the amount of UV radiation on sunny days.

  14. Clean-Up • Throw away the used paper towels and Q-tips, or put them in the trash bag to return to the lab.

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