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VIII. Conclusion

  • Page ID
    60645
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    While there has been no controlled testing of student learning with the home‐made spectrometer compared to other approaches, decades of watching students and reading misguided exam answers, when contrasted with discussion during construction and use of the cell phone spectrometer, suggests that this highly visual, intentionally crude approach to teaching about spectroscopic instruments is more effective than any other approach the author has tried.


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