The Chemistry of Fireworks
Author: Majella E. LaRock
School District: Brasher Falls Central School District
Intended Audience:
Content Area: High School Science
Course Title: Chemistry - The Physical Setting
Grade Level: 10-11
Technology Integration:
Technology Hardware: SMART Board, projector, computer lab
Technology Software: Internet, Quicktime Video Player
Internet Resources: http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_fireworks/
Other Content Areas for STEM Integration:
Content Area:
Standard MST4: Science
Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science
Major Understandings 3.1j
When an electron in an atom gains a specific amount of energy, the electron is at a higher energy state (excited state).
Major Understandings 3.1k
When an electron returns from a higher energy state to a lower energy state, a specific amount of energy is emitted. This emitted energy can be used to identify an element.
Standard MST2: Information Systems
Students will access, generate, process, and transfer information using appropriate technologies
Key Idea MST2.IS1:
Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning
Problem Statement:
This should be posed as a problem that students will be addressing. This will be the focus of the learning experience.
What happens at the electron level that causes elements to give off certain colors? When looking at fireworks, can you tell what elements make up that firework? How does a firework work?
Essential Question:
This is one focus question that promotes inquiry based learning and allows for multiple solutions and processes.
You have oohed and aahed at fireworks since you were little, but how do they work; and what makes all the colors?
Learning Objectives:
By the end of this learning experience students will be able to:
1. Describe what happens at the electron state in order for elements to give off certain colors.
2. Know that the energy for the processes happening at the electron level is coming from the heat created by the firework.
3. Identify the different types of firework shells by the shape created.
4. Identify the parts of the firework.
5. Identify how many stages a firework display has.
6. Pull all their information together and analyze a fireworks display.
Necessary Resources:
List all materials that the teacher or students need to complete this learning experience.
Textbook(s), Workbook(s): This activity is adapted from http://www.teachersdomain.org/resource/phy03.sci.phys.matter.lp_fireworks/
Reference Book(s):
Handout(s): Students will need a copy of the handout “Igniting Chemistry in Fireworks”, a copy of the descriptionof the final project, a copy of the rubric, and a copy of the firework colorants.
Other: Students will need a computer lab with Internet access. They will also need a piece of posterboard and access to various art supplies for their final project.
Steps for Implementing Learning Experience:
List the actions that take place during this learning experience.
I used lab periods for this project so that I wasn’t interferring with class time and I could work in smaller groups. My lab periods are 42 minutes long and I meet with my labs every other day.
Day 1: Take students to the computer lab and pass them out an “Igniting Chemistry in Fireworks” packet. Have them bring it up on the computer also, so they can click on the first video. Depending on what you have available to you, you can watch this together on a SMART Board in class, or you can have them put earphones on and watch it individually. Then answer the questions that go with it. You can then watch the second video and answer the questions with them. Then you have them go to the “Anatomy of a Firework” website and they can complete the interactive, filling in the functions of each of the sections of the firework on their own.
Day 2: The “Pyrotechnically Speaking” document can be read in class, or can be pulled up on a computer and read in the computer lab. After reading through and discussing the article, the students can move on to “The Chemical Reactions in Fireworks” and learn about what certain elements contribute to fireworks on their own.
Day 3: The computer lab again! Students will finish the packet today. They can finish part two and do the interactive activity “On Fire” and then move on to part three and do the “Name That Shell Interactive” on their own.
Day 4: In the computer lab again. Hand out students a copy of “Part 4: Creating Your Own Fireworks Display.” Read through the requirements with them. Hand out a rubric and go through the grading with them. Tell them they have this one period to find and print the four pictures of the fireworks they choose and type anything out that they need to (like captions, intro, etc.). If they need to find shapes they can use the website from their packet for reference. Hand out a fireworks colorants sheet so they can have a handy reference for elements and color.
Day 5: Final Project day!! Students have this one period to put together their fireworks display and information. They can use any of the resources in their packet and what they printed out on day 4. Make posterboard and art materials available.
Instructional Modifications:
List all modifications to the classroom setting as well as those used to enhance learning for all students.
For students that need extended time, offer afterschool hours when they can use a computer. These students may also need extended time to put their poster together. How flexible you are is up to you! Students that need things read to them should have an aide or be in a setting where someone can read it to them.
Time used for Planning:
Time spent without students to prepare.
Time spent was in getting computer labs signed out and copying packets (two prep periods of 42 minutes) Also making sure the computers had the updated version of Quicktime video so there were no hang ups once the students started working.
Time for Implementation & Assessment:
List each day that the learning experience occurs along with the timeframe of the day in minutes.
I did this in my chemistry lab classes which are 42 minutes apiece, every other day. As seen above total time for the project was five class periods.
Assessment Tools:
List all forms of assessment for the learning experience.
I graded the packet that the students completed by just counting every answer as worth one point, so the packet was out of 58 possible points. The final project was graded by a rubric. See attached.
Reflection:
Share the pros and cons of the learning experience. State any modifications that you would make next time this lesson is implemented.
Although this seemed like a lot of time to spend on a project, the students seemed to really enjoy learning about fireworks. They did great on their final projects. The Super Bowl happened during this and when the students came back on Monday, they were asking me if I had seen the fireworks at halftime! They knew all the shapes that they had seen and told me what elements made the colors! That made me feel like I really taught them something they will actually remember, so the next fourth of July they will be teaching someone else about fireworks - and a little chemistry too!
Student Work:
Attach one sample of student work that demonstrates a mastery, average, or below average level.
