Monday, October 23, 2006
case of the Mondays
NOTE: E and D Periods- the Safety and Density LABS are both due tomorrow in lab. They must be done perfectly and correctly. They must be put into your lab folder, which I will collect. I am in 229 before school tomorrow if you have questions.
G, D Honors: We reviewed the electromagnetic spectrum and colors of objects with respect to absorption and reflection of various colors of light. We then discussed "blackbody radiation" and Planck's interpretation of the blackbody radiation graph of intensity of EMISSION versus wavelength (or frequency) of electromagnetic radiation. His simple assumption is that ANY color/frequency of light comes in tiny indivisible packets/particles of energy. Each light packet/particle, which is the smallest amount of energy of any given color/frequency, is ONE QUANTUM (or photon) of that color of light. So, light has a dual nature: in Young's Double Slit Experiment, light behaves like as wave, BUT, in the blackbody radiation experiment, light shows its particle nature: it consists of separate, individual, mass-less particles called "quanta" (photons).
I will grade last week's test throughout the week and advise you as to success (I hope) or lack thereof.
E: We did many examples of the Bohr Model of the Atom involving ELECTRON TRANSITIONS from the ground state to an excited state ( as a result of the absorption of energy by an electron). We also showed electron transitions from an excited state to a LOWER energy state (which may or may not be the ground state): when an electron thus decreases in energy, it releases the lost energy in the form of light i.e. a photon which has energy EXACTLY equal to the difference in energy between the two energy levels that the electron traveled to and from, respectively.
On the last test, whether you studied or not, it is obvious that many of you did NOT use proper test-taking techniques in approaching the test. If you do not at least try to improve your test-taking skills, you are wasting an opportunity to better yourself as a student. When you CAREFULLY read a question and identify the key words, DO NOT LOOK AT THE ANSWER CHOICES! Treat the test as if it were a written-response test and predict or solve for an answer. THEN, look for a matching choice. So many of you are falling for TRAP answers because you are just picking the first answer choice that looks okay WITHOUT EVEN reading the remaining choices (I can tell!). Do not forget to apply this technique on your next test!
AP: we went over some common avoidable errors from the last test. We did an example of constant pressure calorimetry; then, we did an example in which the specific heat of a substance is determined. We also did a bomb calorimetry example. We just have to do integrate Calorimetry with Hess's Law and we'll almost be done with Thermo. We also have to do Hess Law Diagrams and Bond Energy calculations.
G, D Honors: We reviewed the electromagnetic spectrum and colors of objects with respect to absorption and reflection of various colors of light. We then discussed "blackbody radiation" and Planck's interpretation of the blackbody radiation graph of intensity of EMISSION versus wavelength (or frequency) of electromagnetic radiation. His simple assumption is that ANY color/frequency of light comes in tiny indivisible packets/particles of energy. Each light packet/particle, which is the smallest amount of energy of any given color/frequency, is ONE QUANTUM (or photon) of that color of light. So, light has a dual nature: in Young's Double Slit Experiment, light behaves like as wave, BUT, in the blackbody radiation experiment, light shows its particle nature: it consists of separate, individual, mass-less particles called "quanta" (photons).
I will grade last week's test throughout the week and advise you as to success (I hope) or lack thereof.
E: We did many examples of the Bohr Model of the Atom involving ELECTRON TRANSITIONS from the ground state to an excited state ( as a result of the absorption of energy by an electron). We also showed electron transitions from an excited state to a LOWER energy state (which may or may not be the ground state): when an electron thus decreases in energy, it releases the lost energy in the form of light i.e. a photon which has energy EXACTLY equal to the difference in energy between the two energy levels that the electron traveled to and from, respectively.
On the last test, whether you studied or not, it is obvious that many of you did NOT use proper test-taking techniques in approaching the test. If you do not at least try to improve your test-taking skills, you are wasting an opportunity to better yourself as a student. When you CAREFULLY read a question and identify the key words, DO NOT LOOK AT THE ANSWER CHOICES! Treat the test as if it were a written-response test and predict or solve for an answer. THEN, look for a matching choice. So many of you are falling for TRAP answers because you are just picking the first answer choice that looks okay WITHOUT EVEN reading the remaining choices (I can tell!). Do not forget to apply this technique on your next test!
AP: we went over some common avoidable errors from the last test. We did an example of constant pressure calorimetry; then, we did an example in which the specific heat of a substance is determined. We also did a bomb calorimetry example. We just have to do integrate Calorimetry with Hess's Law and we'll almost be done with Thermo. We also have to do Hess Law Diagrams and Bond Energy calculations.
# posted by C @ 6:22 PM 
