**[Spectral Analysis Activities]{.underline}**

**Shirley J. Burris**

**Bridgewater, Nova Scotia, Canada**

These activities were designed to aid student understanding of spectral
analysis, what the patterns mean, how elements are involved, and how
this relates to stars. Traditionally, spectral images are two
dimensional, and related to text. The auditory activity allows students
to "hear" differences in patterns of various elements. The kinesthetic
activity encourages students to use their bodies to "make" patterns.

These activities are appropriate to 9^th^ grade and high school space
studies elements of Science courses.

**[Background:]{.underline}**

-   http://imagine.gsfc.nasa.gov/docs/science/how_l1/spectral.html

-   Appendix : Student Background Sheet

+---------------+------------------------------------------------------+
| **[I.         | 1.  Print the visible light image saved in PDF. Zoom |
| Auditory:]{   |     to tabloid size, and cut to strips for keys of   |
| .underline}** |     keyboard.                                        |
|               |                                                      |
| **["Ni        | >                                                    |
| ckel-odeon"]{ |  ![](media/image1.jpeg){width="1.2798611111111111in" |
| .underline}** | > height="0.9597222222222223in"}                     |
|               |                                                      |
| In this       | 2.  Label one side of a keyboard "blue", and the     |
| activity,     |     other side "red".                                |
| students can  |                                                      |
| display       | >                                                    |
| a             |  ![](media/image2.jpeg){width="1.2798611111111111in" |
| pproximations | > height="0.9597222222222223in"}                     |
| of patterns   |                                                      |
| of various    | 3.  Provide a solid form of the spectrum so that     |
| elements on a |     students can see the intact, uncut view.         |
| spectrum      |                                                      |
| which is      | 4.  Using black paper or tape strips, model two      |
| placed upon   |     sample "prints" (one for H and one for He) (or   |
| the keys of a |     nickel -- to include the name of the activity).  |
| piano         |     One source for emission line spectra of the      |
| keyboard. The |     elements is                                      |
| bands are     |                                                      |
| represented   | > http://home.achilles.net/\~jtalbot/data/elements/  |
| by dark lines |                                                      |
| made by       | OR, color toothpicks with black marker, and place on |
| painted       | the spectrum model in the appropriate place.         |
| toothpicks.   |                                                      |
|               | >                                                    |
|               |  ![](media/image3.jpeg){width="3.2583333333333333in" |
|               | > height="1.0944444444444446in"}                     |
|               |                                                      |
|               | 5.  Explain the models to the students.              |
|               |                                                      |
|               | 6.  "Play" the chord that results from the markings, |
|               |     and allow students to "hear" the element -- the  |
|               |     sound that results when H is "played" or He is   |
|               |     "played".                                        |
|               |                                                      |
|               | 7.  Encourage small groups of students to take turns |
|               |     creating their own "chords" for other elements,  |
|               |     and design opportunities for discussion.         |
|               |                                                      |
|               | 8.  Explain that this is only a simulated model.     |
|               |                                                      |
|               | 9.  Transfer the experience to the concept.          |
|               |                                                      |
|               | >                                                    |
|               |  ![](media/image4.jpeg){width="1.9284722222222221in" |
|               | > height="1.4972222222222222in"                      |
|               | }![](media/image5.jpeg){width="1.8597222222222223in" |
|               | > height="1.4972222222222222in"}                     |
+---------------+------------------------------------------------------+
| **[II.        | 1.  Using paint, represent the visible light         |
| K             |     spectrum on mural paper.                         |
| inesthetic:]{ |                                                      |
| .underline}** | 2.  OR - Using a colour printer, print the visible   |
|               |     spectrum on an overhead, and project it on a     |
| **["Analyze   |     white board.                                     |
| This!"]{      |                                                      |
| .underline}** | 3.  OR project a spectrum from an LCD                |
|               |                                                      |
| In this       | 4.  Groups of students (perhaps volunteers could     |
| activity,     |     dress in black), position themselves along the   |
| students use  |     spectrum to model various element "prints".      |
| their bodies  |                                                      |
| to make       | 5.  Connect the model to the scientific concept.     |
| patterns of   |                                                      |
| the bands.    | 6.  As added interest, a digital camera could be     |
|               |     used to get pictures of the students as they     |
| **Alternative |     model the element patterns, and pictures could   |
| Activity:**   |     be printed and posted on a wall that displays    |
|               |     the elements.                                    |
| An enlarged   |                                                      |
| visible       | > ![](media/image6.jpeg){width="2.3375in"            |
| spectrum may  | > height="1.7402777777777778in"}                     |
| be placed on  |                                                      |
| a wall or     |                                                      |
| white board.  |                                                      |
| A curtain rod |                                                      |
| construction  |                                                      |
| can be        |                                                      |
| mounted       |                                                      |
| above. Bands  |                                                      |
| can be        |                                                      |
| suspended     |                                                      |
| from this     |                                                      |
| rod, and slid |                                                      |
| into place to |                                                      |
| construct     |                                                      |
| patterns.     |                                                      |
+---------------+------------------------------------------------------+
| # Resources   | http://im                                            |
|               | agine.gsfc.nasa.gov/docs/science/how_l1/spectra.html |
|               |                                                      |
|               | http://spacere                                       |
|               | search.nasa.gov/research_projects/light_06-2002.html |
|               |                                                      |
|               | http://imagers.gsfc.nasa.gov/ems/visible.html        |
|               |                                                      |
|               | http://home.achilles.net/\~jtalbot/data/elements/    |
|               |                                                      |
|               | Spectra of Gas Discharges                            |
|               |                                                      |
|               | http://hea-www.                                      |
|               | harvard.edu/\~efortin/thesis/html/Spectroscopy.shtml |
|               |                                                      |
|               | Spectroscopy                                         |
|               |                                                      |
|               | http://can-do.com/uci/ssi2001/emspectrum.html        |
|               |                                                      |
|               | WebQuest: Elctromagnetic Spectrum                    |
|               |                                                      |
|               | ht                                                   |
|               | tp://www.can-do.com/uci/ssi2000/cosmicchemistry.html |
|               |                                                      |
|               | Cosmic Chemistry WebQuest                            |
+---------------+------------------------------------------------------+