Here is what PART 1 of the spectroscopy module is going to entail.
See attached image for mockup. (in art reference folder)
Also see shared Google Doc WWU Spectroscopy data tables

Part 1. Emission Spectrum Basics
Show the basics of a spectrometer:
 - SOURCE
 - SLIT
 - PRISM
 - SPECTROMETER
 - COMPUTER DISPLAY (will have the following functions)
 - - - STORE SPECTRA
 - - - COMPARE SPECTRA
- - - COLLECT SPECTRA
 - - - CLEAR
Students can select the following sources:
 A) SUN
 B) RED LED
 C) GREEN LED
 D) BLUE LED
 E) LIGHT BULB WITH DIMMER CONTROL
 F) RED FIREWORKS <- not used elsewhere, cut
 G) GREEN FIREWORKS <- not used elsewhere, cut
 H) YELLOW FIREWORKS <- not used elsewhere, cut
 I) Neon sign

When the student selects a source, generic light fills the source
area, and a beam of light connects the slit and edge of the prism.
Light traveling through the prism starts to spread out, and exits the
prism spread out into characteristic wavelengths and lines appear on
the detector. Use the intensity of the line for the transparency of
the line coming from the prism and showing up on the detector. The
most intense lines will show brightly, the least intense lines with be
very faint.
On the computer screen, a graph of the emission spectrum is visible.
As a student mouses over the chart, a vertical line tracks with the
mouse and the wavelength and intensity values are shown to the
student.

 A) SUN, full spectrum with black lines at the characteristics wavelengths.

 B) RED LED, show lines coming out prism for wavelengths 615 - 675
nm. Show a peak on the computer monitor that is centered at 645 nm
with an intensity of 1, at 635 nm and 655 nm the intensity should 0.5,
peak should flatten out such that at 610 nm and 680 nm the intensity
is 0.05.

 C) GREEN LED, show lines coming out prism for wavelengths 525 - 575
nm. Show a peak on the computer monitor that is centered at 550 nm
with an intensity of 1, at 535 nm and 565 nm the intensity should 0.5,
peak should flatten out such that at 520 nm and 580 nm the intensity
is 0.05.

 D) BLUE LED, show lines coming out prism for wavelengths 525 - 515
nm. Show a peak on the computer monitor that is centered at 490 nm
with an intensity of 1, at 480 nm and 500 nm the intensity should 0.5,
peak should flatten out such that at 460 nm and 520 nm the intensity
is 0.05.

 E) LIGHTBULB, full spectrum (blackbody radiation) with increasing
intensity towards the red end. As students increase the brightness of
the light, the spectrum increases vertically.

F) <CUT FOR NOW> RED FIREWORKS, strontium emission spectrum, only
those lines appear
form the prism, and are visible on the graph on the computer screen.

G) <CUT FOR NOW> GREEN FIREWORKS, barium emission spectrum, only those
lines appear
form the prism, and are visible on the graph on the computer screen.

H) <CUT FOR NOW> YELLOW FIREWORKS, sodium emission spectrum, only
those lines appear
form the prism, and are visible on the graph on the computer screen.

I) NEON SIGN, neon emission spectrum, only those lines appear form the
prism, and are visible on the graph on the computer screen.

Clicking Store allows a student to "store this data"
When clicking compare, the student can view the spectra that they have
"stored". NOTE, since all the spectra are the same, the available
spectra for viewing should just be a list of what they have stored, no
need to save anything but a list of what the user checks.  Comparing
spectra shows all those spectra on the graph (in different colors) at
once.
Clicking clear shows a blank screen.
Clicking Collect spectra displays the spectra for the current sample
in the sample holder.

For the first set of questions for this part
A1. At what wavelength does the light bulb emit the most light
(maximum intensity)?
This is a tough question, because the light bulb's spectrum is more or
less a straight line with the highest point somewhere in the infrared.
Here is link to a spectrum:
http://www.physics.sjsu.edu/tomley/ObjectSpectra/tungstenbulb.html
We can ask these questions, the lambda max is just going to be the
longest visible wavelength on the chart - 750 or something.
Getting the student to provide a free response in a question is not
possible right now.

The second set of questions:
 We can totally do that!
 Randomly prompt the student to pick an LED.
 Grade the student on inputting the lambda max
 Have the student input the energy
 For the last question about predicting the maximum intensity, we
wouldn't be able to prevent a student from doing that color LED and
then "predict" the wavelength. We could ask all students to predict
the lambda max for yellow LED.

Third set of questions:
 A8: Does neon spectrum match red LED? No? Neon is line spectrum, Red
LED is more continuous
 A9: We can't have students provide this answer.
 A10: this will be a multiple select.

Fourth set of question:
 A11: solar spectrum resembles? is it a Green LED?
 A12: What region? Green
 A13: we can't have the explain part at all.

Fifth set:
 A14: We can have a generic sorting module, with labels for the
different species
 A15: These will be numeric answers for each of their spectra
 A16: FWHM is hard to do for solar and Ne lines.
 A17: free-response

The LET'S THINK ABOUT IT questions need to be revisited.
 1. this is an A/B question. Student only gets one shot at it.
 2. this is fine, but can't be asked on the same question tab as #1
because it answers the question for the students.
 3. Where does the energy come from? For LED, Neon lamp, and Lightbulb
the energy all comes from electricity, right?, solar would be the
nuclear reactions in the sun.
 4a, 4b, 4c these are fine, we can do these questions.
 5. We can have a labeling activity, where students can take a large
cluster of lines, a small cluster of lines, or a single line, and
place it in the excited and ground state bins. They would have to do
this for solar, LED, and Neon.