Luminescence: Fluorescence, Phosphorescence, Man-made

Chemiluminescence and Bioluminescence

School Name/Fellow Name: Athens / Mariah Thrush

Grade/Class Presented In: 11th and 12th / Chemistry

Alignment to Ohio Academic Content Standards. See Model Curriculum (list the standards
to be addressed):
Atomic Structure (electrons)

Ohio Extended Content Standards to address special needs students:

Atomic Struture (electrons)

Alignment to Next Generation Science Standards:

HS-PS1-4

Alignment to the Common Core:

WHST.11-12.8 and SL.11-12.5

Lesson Length: 1 period; 2 with extension activity

Lesson Overview: Luminescence (the emission of light) can occur through light-induced and
chemically-induced means. A step-by-step description of fluorescence will be given to students,
along with brief descriptions of phosphorescence, man-made chemiluminescence, and
bioluminescence.

Unit/Lesson Outcomes:
The learner will: Describe the specific steps of fluorescence.
Brainstorm and categorize objects that emit light.

Materials needed:
• For explorations: White board and marker

• For expansions: Glow in the dark stars (1 per student) and glow sticks (1 per student)

Safety Considerations: Do not break open glow sticks.

Technology Needed: Computer and projector

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1. Engage the Learner

Essential Questions: How and why do organisms produce their own light? How do researchers
observe and record this?

Students will: Watch video “On a Quest to see the Light” video from
http://www.sciencefriday.com/blogs/09/23/2010/illuminating-luminescence.html

Teacher Notes: The video is embedded within the page; there is a great activity that will take an
additional period and resources if you choose to do it.

2. Explore the Concept

Student will: Brainstorm objects that emit light and discuss how these objects do not emit light in
the same fashion.

Teacher Notes: Help students to create as large of a list as possible. After creating the list, guide
students to the concept that the objects they listed do not create light with an identical process.

3. Explain the Concept and Define Terms

Student will: Learn about processes of luminescence, especially fluorescence.

Teacher Notes: Present the video or PowerPoint “Luminescence”. The video can be found at the
Boat of Knowledge Ohio University YouTube channel; the powerpoint file is within content
folder.

4. Elaboration/Expansion of the Concept (remediation if needed)

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Students will: Categorize the list made in the Exploration Section into the two major types of
luminescence: photoluminescence (specifying fluorescence and phosphorescence) and
chemiluminescence (specifying man-made chemiluminescence and bioluminescence).

Teacher Notes: Glow sticks and glow in the dark stars should be passed out to students before
starting the activity. Announce each object on the list and have the students vote whether they
think it is photoluminescence (glow in the dark star) or chemiluminescence (glow stick).
Encourage students to discuss and explain their choice.

Evaluate Students’ Understanding of the Concept

How will you evaluate the students?

A quiz is administered to students (see attached). Questions were tailored by the students’
brainstorming lists and initial reactions. Students exhibited little prior knowledge, so the lesson
was administered and the quiz was prepared accordingly. Keep in mind your students’ previous
knowledge of fluorescence and basic concepts of electrons.

Extension Activities:
http://www.sciencefriday.com/blogs/09/23/2010/illuminating-luminescence.html

References:
• http://biolum.eemb.ucsb.edu/chem/
• http://oceanexplorer.noaa.gov/explorations/09bioluminescence/background/bioluminesce
nce/bioluminescence.html
• http://oceanservice.noaa.gov/facts/biolum.html
• http://education.nationalgeographic.com/education/encyclopedia/bioluminescence/?
ar_a=1
• http://www.sciencefriday.com/blogs/09/23/2010/illuminating-luminescence.html