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In this worksheet students will use a visible light spectrum chart to calculate the wavelength of different colors of light. Then using the light equation and speed of light the students will figure out the frequency for each color. In the next step, students will use the frequency and Planck's constant in order to calculate the energy each color of light carries.

Students will also need to color the spectrum. I have mine work out their calculations on a separate sheet of notebook paper and turn it in attached to their charts. I have included an answer sheet so you can see what the final should look like. For my younger students I give them the color wavelengths. For my physics students I have them use the chart and figure the wavelengths out on their own. I use this in both Chemistry and Physics.

This product is a great follow up to Energy and the Electromagnetic Spectrum Power Point.

Here is an accompanying foldable: Electromagnetic Spectrum Graphic Organizer (with energy and light formulas)

GREAT FOR ANY STATE!!!

Texas Chemistry TEKS

(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:

(B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

(C) calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light;

Texas Physics TEKS:

(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:

(B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;

(C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves;

(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to:

(A) describe the photoelectric effect and the dual nature of light;

(B) compare and explain the emission spectra produced by various atoms;

NEW GENERATION SCIENCE STANDARDS

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]

Students will also need to color the spectrum. I have mine work out their calculations on a separate sheet of notebook paper and turn it in attached to their charts. I have included an answer sheet so you can see what the final should look like. For my younger students I give them the color wavelengths. For my physics students I have them use the chart and figure the wavelengths out on their own. I use this in both Chemistry and Physics.

This product is a great follow up to Energy and the Electromagnetic Spectrum Power Point.

Here is an accompanying foldable: Electromagnetic Spectrum Graphic Organizer (with energy and light formulas)

GREAT FOR ANY STATE!!!

Texas Chemistry TEKS

(6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to:

(B) understand the electromagnetic spectrum and the mathematical relationships between energy, frequency, and wavelength of light;

(C) calculate the wavelength, frequency, and energy of light using Planck's constant and the speed of light;

Texas Physics TEKS:

(7) Science concepts. The student knows the characteristics and behavior of waves. The student is expected to:

(B) investigate and analyze characteristics of waves, including velocity, frequency, amplitude, and wavelength, and calculate using the relationship between wavespeed, frequency, and wavelength;

(C) compare characteristics and behaviors of transverse waves, including electromagnetic waves and the electromagnetic spectrum, and characteristics and behaviors of longitudinal waves, including sound waves;

(8) Science concepts. The student knows simple examples of atomic, nuclear, and quantum phenomena. The student is expected to:

(A) describe the photoelectric effect and the dual nature of light;

(B) compare and explain the emission spectra produced by various atoms;

NEW GENERATION SCIENCE STANDARDS

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]

Total Pages

2 pages

Answer Key

Included

Teaching Duration

1 hour

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