Make a Spectroscope

Subject physical science
Grades 3
Standard 2c, 5d
Duration 15
Closure duration 5

Activity

Objective

Make a spectroscope to demonstrate that white light can be separated into those component colors, forming a light spectrum.

Use a spectroscope to look at different kinds of light: incandescent, fluorescent, and white computer screen.

Background
A spectroscope is a device that can be used to look at the group of wavelengths of light given off by an element. All elements give off a limited number of wavelengths when they are heated and changed into gas. Each element always gives off the same group of wavelengths. This group is called the emission spectrum of the element.

White light is a combination of different colors (ROYGBIV). The spectroscope that the students will build allows them to see the separation of incoming light (through the slit) into its component colors, forming a light spectrum (rainbow). Red light has a lower frequency (longer wavelength) than blue light. Diffraction gratings contain thousands of microscopic grooves, which cause light waves to bend (longer waves bend more).  Different types of light sources emit different combinations of colors and these differences are revealed when the white light "mix" is sorted into a spectrum.

Besides creating interesting color patterns a spectroscope can be used to identify different sources of light. (See the links for additional activities using the spectroscope).

In the visible wavelengths of the electromagnetic spectrum, red, with the longest wavelength, is diffracted most; and violet, with the shortest wavelength, is diffracted least. Because each color is diffracted a different amount, each color bends at a different angle. The result is
a separation of white light into the seven major colors of the spectrum or rainbow.
A good way to remember these colors in order is the name Roy G. Biv. Each letter begins the name of a color: red, orange, yellow, green, blue, indigo, and violet.

When atoms of different materials are excited by an electric current or other source of energy, they glow with a unique spectrum. Atoms of different elements have different colors in their spectra. These characteristic color patterns represent specific atoms, just as fingerprints serve to identify different people.

A diffraction grating acts like a prism, spreading light into its component colors. The light that you see from a light source is the sum of all these colors. Each color corresponds to a different frequency of light. The diffraction grating sorts light by frequency, with violet light (the highest frequency of visible light) at one end of the spectrum and red light (the lowest frequency of visible light) at the other.

When atoms in a dilute gas (like the mercury vapor in a mercury street light) radiate light, the light can be seen through a diffraction grating as a line spectrum, made up of bright lines of color. Each line in the spectrum of such a gas corresponds to one frequency of light emission, and is produced by an electron changing energy levels in the atom.

In solids, liquids, and densely packed gases, the situation is not so simple. As an atom emits light, it collides with other atoms. This changes the frequency of the light it emits. That's why solids, liquids, and dense gases have broad bands of light in their spectra.
Vocabulary
  1. diffraction: The process by which a beam of light or other system of waves is spread out as a result of passing through a narrow aperture or across an edge, typically accompanied by interference between the wave forms produced.
  2. prism: A special lens that separates white light.
  3. absorb:

    To take in or soak up (energy, or a liquid or other substance) by chemical or physical action, typically gradually.

  4. reflect: To throw back (heat, light, or sound) without absorbing it. 
  5. spectroscope: An optical device for producing and observing a spectrum of light or radiation from any source, consisting essentially of a slit through which the radiation passes, a collimating lens, and an Amici prism.
  6. light: A form of energy that stimulates sight and makes things visible. Light is made of transverse waves that move up and down.
  7. visible light: Light that you can see. Some waves of light energy are visible and color is the light that we can see.
  8. reflection: The bouncing of light waves off an object.
  9. image: A picture formed from light bouncing off of a surface. An optical appearance or counterpart produced by light or other radiation from an object reflected in a mirror or refracted through a lens.
Materials note
In lieu of science journals, students may answer question posed in handout, Mix Colors of Light; Make a Spectroscope (see attachments).
Stickers are optional for decorating spectroscope.
Materials per class
  1. hole punch (reusable)
Materials per group
  1. scissors (reusable)
  2. pencil (reusable)
  3. prism (reusable)
Materials per student
  1. science journal (consumable)
  2. stickers (consumable) Space or star stickers would make the constellation viewer festive.
  3. commercially purchased diffraction grating (consumable) (plastic material with 13,440 grooves per square inch)
  4. cardboard tube (consumable)
  5. circle stickers (consumable)
Teacher setup Ask if anyone has seen a rainbow. Ask if they've noticed colors in water.
Drops of water in the sky can act like a prism. The prism separates white light into bands of color.

We'll make a spectroscope to exam how an instrument can separate white light.

Remind students of the steps of the scientific process:
  1. Ask a question.
  2. Form a hypothesis.
  3. Test your hypothesis.
  4. Draw conclusions.
You may use this activity as an experiment (e.g. hypothesis, I think my spectroscope will separate the white light into red, yellow and blue bands) or a demonstration.
Assistant setup
  1. Sharpen pencils.
  2. Punch holes in silver circle stickers.
  3. Carefully cut the piece of diffraction grating into small squares, slightly larger than the hole made by the hole punch. Make sure that you have enough squares for each student. If you smudge the diffraction grating after cutting it, use a cloth to gently clean the squares.
  4. Check that cardboard tubes are cut to size (one per student, 6-12 inches each).
  5. Divide the materials into group bins.

Procedure
  1. A spectroscope is a device that can be used to look at the group of wavelengths of light given off by an element. The special paper, diffraction grating, splits the beams of light, allowing us to see the different colors. The ridges on the paper help disperse the light. If you smudge the paper or scratch it, it won't work as well.
  2. Find the sticker with the hole in the center. Place one of the small squares of diffraction grating on the sticky side of the circle sticker over the hole in the center of the circle.
  3. Place the sticky dot, that now has the diffraction gratings stuck to its center, over one end of the cardboard tube  and fold the edges down to hold it in place.
  4. Fold the other circle sticker in half and carefully cut on the line so that you have two halves.
  5. Carefully lay one half of the sticker over the second end of the tube.
  6. Take the other half of the sticker and lay it over the second end of the tube, so that it almost meets the other half and produces a very narrow slit.
  7. Point the spectroscope at a light source in the room - incandescent and/or fluorescent lights, a white computer screen, or out the window.
  8. Make sure the students know Never To Look Directly at the Sun, even with a Spectroscope!
  9. Notice the colorful patterns that you see. Choose one rainbow to focus on. What colors do you see? Try to name them in the order that you see them (violet/blue will be closest to the dot/slit for each of the rainbows, red will be the furthest).
  10. Find at least one difference between the rainbow produced by incandescent light compared to that produced by a florescent bulb. Some students may have noticed that a fluorescent bulb spectrum may have more pronounced lines of color within the rainbow, while the incandescent bulb produces a more continuous rainbow.
  11. Some other suggested light sources are a candle flame, the flame from a Bunsen burner, a flashlight, a Coleman lantern, yellow street lights (sodium produces the color), blue street lights (mercury vapor produces the color), neon signs, and slide projector lamps.
  12. Reiterate that when the students take their spectroscope home, they must not point it at the sun!
Assessment
Did you see all the colors of the rainbow through your spectroscope?

What differences did you observe between the different sources of light that you looked at with the spectroscope? Was the rainbow always in the same color order, regardless of the light source? (yes)


Resources

Attachments
Links