A. To help you answer some of your questions about the atom and the nature of the atom, during class you observed light through your green "glasses":
(i) during the Light Tour of Milledgeville
(ii) looking at the spectral tubes
(iii) you investigated different sources of light that you brought in (glow sticks, flash lights, lamp lights, flames, candles, etc.)
(iv) you conducted Flame Tests using solutions of different salts (sodium chloride, strontium chloride, etc) in a methanol solution by spraying the salt solutions into a flame and observing the colors created in the flame.
You also created a concept map to link the ideas that you had discussed and investigated to date. Here are some questions (please place the correct number associated with your response from the corresponding question).
Look at this web site: http://science.discovery.com/videos/100-greatest-discoveries-shorts-atoms-signature-light.html.
1. What three (3) questions do you have?
2. What do you suppose is the gas in the UNKNOWN spectral tube? How did you go about making that choice?
3. Below is an image of the spectral lines from the sun, hydrogen gas, helium gas, mercury gas and uranium gas.
Reference: http://astro.physics.uiowa.edu/~www/ITU/labs/introduction-to-spectroscop.html
(a) What do you observe that is similar and/or different among the gases?
(b) What do you think the colored lines represent in the spectral tubes?
(c) What do you think the dark spaces between the color lines represent?
(d) A photon is a packet of light. Mercury gas shows several types of photons including an intense green spectral line at 546 nm. Recall that 1 nm = 1 nanometer. Calculate the energy (in Joules, J) of a single photon of green light having a wavelength of 546 nm.
B. You still have a number of questions about the sources of light and what is light.
1. Complete the PhET Simulation handout from class for the Models of Hydrogen Atom activity: http://phet.colorado.edu/en/simulation/hydrogen-atom. Answer the questions. Come prepared to discuss what you've observed.
2. What three (3) questions do you have?
3. Look at these videos; the sound is not that good but the content is:
-http://www.youtube.com/watch?v=BhWgv0STLZs&feature=related
-http://www.youtube.com/watch?v=WmmglVNl9OQ
-http://www.youtube.com/watch?v=FfY4R5mkMY8
-http://www.youtube.com/watch?v=R7OKPaKr5QM
-http://www.youtube.com/watch?v=5z2ZfYVzefs
-http://www.youtube.com/watch?v=IsA_oIXdF_8&feature=relmfu
4. Re-look at the PhET Simulation. What new ideas do you have? Do not change your responses to #1. Come prepared to discuss this question.
5. Look at the first handout that you received in class that asked you to draw your ideas of the nature of the atom as a team. Come to class prepared to answer the following question:
Many biology textbooks often represent the atom as a small central nucleus composed of protons (positively charged particles) and neutrons (neutral particles) with electrons (negatively charged particles) orbiting the nucleus.
- What do you think are the three most important components of this model? Probes: nuclear model; billiard ball model; plum pudding model, orbital model; electron cloud model;
- What do you think about this representation of the structure of the atom?
- Why do you think that this is the representation of choice about the atom’s structure?
- Would you present a different representation or not if you wrote the textbook? Explain.
(A)
ReplyDelete(1) 1) Is fire or light the only way to determine what element is in something?
2) How many different elements are in the sun?
3) What kind of telescope did they use to build the spectrum scope?
(2) I think the unknown gas is cesium. I came to this decision based on the two elements discovered with the spectrum scope. Cesium is blue and that is what color was in the tube.
(3) a) Similar: They all have gaps of some kind
Difference: The gaps are different sizes in each one
b) I think the colored lines represent the different elements with in the gas.
c) The gaps may represent light we cant see or the gas may not have certain elements in it.
d) 546 joules
(B)
(2) 1) Why did the spectrometer not collect all colors every time?
2) Why in some models did it not matter what was in the middle?
3) Why did the spectrometer not collect some colors at all?
1. What three (3) questions do you have?
ReplyDelete-How powerful were the telescopes if they could see the spectrum of the sun?
-Do they know what else the sun is made up of besides sodium?
-How did they decide to put a prism in?
2. What do you suppose is the gas in the UNKNOWN spectral tube? How did you go about making that choice?
Based on the colors of purple, blue, green, orange and red, I think that it is Uranium. It is the one on the chart that shows the same colors.
3. Below is an image of the spectral lines from the sun, hydrogen gas, helium gas, mercury gas and uranium gas.
Reference: http://astro.physics.uiowa.edu/~www/ITU/labs/introduction-to-spectroscop.html
(a) What do you observe that is similar and/or different among the gases?
Similar: They all have purple in their spectrum.
Different: They all have lines with different widths and the sun’s spectrum shows all the colors with lines missing.
(b) What do you think the colored lines represent in the spectral tubes?
I think the colored lines represent the visible light in that elements spectrum.
(c) What do you think the dark spaces between the color lines represent?
I think the dark spaces represent colors of light that is not visible in that elements spectrum.
(d) A photon is a packet of light. Mercury gas shows several types of photons including an intense green spectral line at 546 nm. Recall that 1 nm = 1 nanometer. Calculate the energy (in Joules, J) of a single photon of green light having a wavelength of 546 nm.
E= hc/wavelength
h is Plank's constant (6.626 x 10^-34 J/s)
c is the speed of light in a vacuum (3 x 10^8 m/s)
=((6.626 x 10^-34) x (3 x 10^8)) / 546
B. You still have a number of questions about the sources of light and what is light.
1. Complete the PhET Simulation handout from class for the Models of Hydrogen Atom activity: http://phet.colorado.edu/en/simulation/hydrogen-atom. Answer the questions. Come prepared to discuss what you've observed.
2. What three (3) questions do you have?
-Where is the wavelength box?
-Why were only certain colors being deflected?
-Can we look at this for other elements?
1. - Do the substances only change the color of fire?
ReplyDelete- Does the amount of heat in the fire have anything to do with it?
- Who made these theories and ideas?
2. I believe it's cesium because the color of cesium is blue.
3. a. The spectrum's are different because they have different colors and are different widths.
b. The different colors represent different elements.
c. I think the black space is where an element wasn't present.
d. 546
4. a. Why were only certain colors not picked?
b. How can this be represented in a more realistic way?
c. What is a wavelength box?
1. Can you determine what element is in something besides using fire?
ReplyDelete- Does the range of heat depend on the color something turns out to be?
-Where did these theories originate?
2. I believe the unknown substance is cesium based on the two elements discovered with the spectrum scope because cesium was blue.
3. They are similar because they all have a range of purple/blue, but are different because they range in the gap sizes.
-I believe the color lines might represent what is visible to us in that spectrum.
-The dark spaces may be colors that are not visible to us in each spectrum.
-546 Joules
4. What would be a simple way to teach some of these theories in our own science classes?
-What is a wavelength box and how does it effect our results?
-Would my answers vary if I saw every single color represented?
1. Why do the different substances create different colors in the flame?
ReplyDeleteWhat causes the dark lines seen with the spectroscope?
How can the telescope tell if there is water or life on the planets?
2. I think it could possibly be Uranium. I think this because it seems to have the same pattern as the Uranium chart that is shown on this homework.
3. (a) similar: the colors are shown in the same order/pattern
Different: the dark spacing between each color is very unique in each type of substance
(b) colored lines: I think the colors represent the different colors that are able to been seen by the human eye.
(c ) dark lines: I think the dark lines represent the colors that cannot be seen by the human eye.
(d) 546 J
4. What do the different colors mean?
What could the object in the middle possibly be?
Why is the white light different than the monochromatic light?
1. What three (3) questions do you have?
Deletea. Can some colors have more than one element that corresponds when burning?
b. Are there elements in other planets that are not here on earth?
c. How long did it take to create one of these telescopes?
2. What do you suppose is the gas in the UNKNOWN spectral tube? How did you go about making that choice?
I think the unknown gas is cesium. When looking at the chart, the unknown gas’s colors match up to cesium.
3.
(a) What do you observe that is similar and/or different among the gases?
Most of the gases have various colors in their spectrum, while some of the gases have narrow glimpses of colors and some (i.e. the sun) have wider glimpses of the colors.
(b) What do you think the colored lines represent in the spectral tubes?
I believe that the color lines represent the visible light that is in the tubes. Since the sun sends more visible light, it has wider lines of light in the spectral tubes.
(c) What do you think the dark spaces between the color lines represent?
Pockets or spaces of area where light is not visible or non existent.
(d) A photon is a packet of light. Mercury gas shows several types of photons including an intense green spectral line at 546 nm. Recall that 1 nm = 1 nanometer. Calculate the energy (in Joules, J) of a single photon of green light having a wavelength of 546 nm.
(6.626 x 10^-34) x (3 x 10^8)) ÷ 546
1)Three questions:
ReplyDelete- Do all elements make the fire change colors?
- Can anything else bring out the color of an element besides fire?
- How can we know what the sun is made of since we cannot travel to it and experiment with the chemicals that surround it?
2)I think the unknown gas is cesium because the colors seem to match the best from what I can tell.
3)
a)The spectrums are similar in that they have colors, but different because of the amount of color that is represented within it.
b)The colors that are represented are the color light spectrum that can be seen by the human eye being emitted from the element.
c)The dark spaces are the places where no light is emitted or is not visible to the human eye from the elemental gas.
d)546 Joules
4)
-What is a wavelength box and how would I relate this to my students?
-What would be the best manner to present this information to a classroom of middle schoolers?
-Would my facts be different if all color could be presented in this experiment?
A
ReplyDelete1. 3 questions:
- How did they first realize that the colors produced by each atom were significant, instead of just writing it off?
- Did they have something from the sun, or was it just from looking at the sun that they saw the spectrum?
- What exactly are the black lines displayed in each individual spectrum?
2. Argon, I researched the color it burned and the light it produced and then made my guess from there.
3. a) the number of black spaces in between all of the different colors.
b) what kind of energy the atom is putting out.
c) the black lines might represent the frequency of the atom itself, like the varying wavelengths it displays throughout the spectrum.
d) well, from what I read in my research, 1 joule equals 1nm, so it would just be 546 joules.
B.
2. a) How do I know what the protons are doing to the atoms?
b) What does it mean by experiment?
c) What exactly is it testing?
d) Where are the 'wavelength boxes"?
4. I feel as though I have a little bit better understanding of where the atom derived from, but honestly, I'm still very confused on how the atom reacts to things and what the simulation was displaying.
1. What three (3) questions do you have?
ReplyDelete-Is this telescope still used in today’s research?
-Can every element make the fire change different colors or is it just specific ones?
-Are these theories still being tested/researched?
2. What do you suppose is the gas in the UNKNOWN spectral tube? How did you go about making that choice?
- I think the unknown gas is cesium. After seeing that the gas projects the color blue, the chart matches up with this color.
3. Below is an image of the spectral lines from the sun, hydrogen gas, helium gas, mercury gas and uranium gas.
(a) What do you observe that is similar and/or different among the gases?
-I see that all of the gases have the color purple. However, they differ in gap widths.
(b) What do you think the colored lines represent in the spectral tubes?
-I believe that the colored lines show the lights that are clearly visible to us.
(c) What do you think the dark spaces between the color lines represent?
-In regards to the dark spaces, I believe that these are light spectrums that are not visible.
(d) A photon is a packet of light. Mercury gas shows several types of photons including an intense green spectral line at 546 nm. Recall that 1 nm = 1 nanometer. Calculate the energy (in Joules, J) of a single photon of green light having a wavelength of 546 nm.
-546 joules
4. You still have a number of questions about the sources of light and what is light.
-What exactly is a wavelength box?
-Why were some colors left out of the spectrometer?
-I feel like this information might be hard for some middle grades students to grasp. How can I simplify this so they can fully understand?
A. 1. How are the dark lines like barcodes? We have talked about the colors, but what do the dark lines mean?
ReplyDeleteWhat makes the colors show up in the fire?
Why can’t we see them in normal experiments?
2. I think the unknown gas is calcium, due to the blue color.
a. Similar and different- It is all the same colors, with black, but the difference is in the size of the chunks of color. All of the gasses have different patterns, but the colors always remain in the same order.
b. I think the colors represent the light reflected off everything BUT the color we see.
c. I think the dark spaces indicate where that particular gas is not present at all.
d. 546 J
B. 4. What makes a wavelength visible or not visible?
Why are only some visible?
It is all so confusing to me. How would I go about teaching this in a way that is not so confusing?
1.
ReplyDelete-How is the light created?
-How does the glasses spread out the spectrum?
-What causes the colors to be dull in one distance but more vibrant at another distance?
2.
A)It was helium. We looked up the light spectrum chart and matched our findings from how the glasses separated the light and matched it up as best we could in that process.
3.
A) The Sun and Uranium have similar spectrums, where as the other two are farther spread out.
B)They represented an element in the light form, and we were observing the spectrum that it portrays when separated.
C)They represent “natural” light, or part of the spectrum that the frequencies are far to high for our eyes to pick up and our “glasses” to separate.
D) 546
B
2.
-Why do some photons cause the electron to jump shell levels?
-Why does the frequency affect the electron?
-Why does after a certain frequency the photon frequency no longer affects it?
A.
ReplyDeleteThree Questions:
1) What are the dark lines that appear in the spectrum?
2) Are there different types of atoms?
3) Why do the atoms of certain compounds give off different spectra? What causes them to?
Unknown Gas: I think the gas is Uranium after comparing my drawing of the spectrum to the chart in the homework above, as well as Rubidium and Cesium spectra. Before I make my final choice though I would want to re-check the spectrum of the unknown gas. I feel that my drawing was not well enough for me to make a good judgement on the gas. But from what I do have, I believe that it is uranium.
a) The colors always align the same way. There is always a rainbow in the same pattern. The differences between them are where the gaps of the light are.
b) I believe the colored lights represent various frequencies of the atoms in the gas as well as what types of light there is.
c) I think, but am unsure, that the gaps are where there is not visible light, or where there isn't a certain type of light to create/show a frequency.
d) E=(5.46*10^(-9))*(6.626 * 10^(-34))
E= Planc's constant * frequency
B.
Three Questions
1) Why do certain photons have a different affect on the electron?
2) What is the difference with the electron between the models?
3) What is the photon that is deflected by the atom? UV? A color? I can't really tell.
New Ideas:
One new idea that I have is that it's not the atom itself that is being affected by the photon; it is the electron. But why does it affect the electron so and why is it important? Also I'm still unsure how the different photons interact with the electron. I know they interact and speed up or slow down the electron, but why is it only certain photons that interact?
A.
ReplyDelete1. 3 questions:
a. How does the spectroscope show us that there’s sodium in the sunlight?
b. Why are the gaps varying widths?
c. Did people, during this time, accept these new ideas?
2. After watching the video, I think the unknown gas was cesium because it was blue.
3.
a. They all contain the colors red, blue, and purple. The gaps vary in width for each gas.
b. I think it represents different elements that are present.
c. The dark spaces might be the absence of a particular element.
d. E = h*c/λ
Where:
h = Plank's constant = 6,626 x 10-34 J*s
c = speed of light = 3*108 m/s
λ = wavelength = 546nm => 5.46 *10-7m
and therefore [(6.626 X 10^-34 J) X (3 X 10^8 m/s)] / (5.46 x 10^-7) = 3.64 x 10^-19
B.
2. 3 questions:
a.Why did the electron stay closer to the nucleus the higher the wavelength got? (referring to the Bohr Model)
b. Why are there so many different models?
c. Which model is the most accurate, and is used in science today?
4. New ideas after watching the videos:
Although the early models of the atom helped explain some of the properties, they were not totally accurate. Each model built on the other and helped explain atomic structure in a more meaningful and realistic manner.
A. 1. Why is gas blue?
ReplyDeleteWhat makes the gaps in the spectrum larger than others?
Why does every element have different colors?
2. I think the unknown element is Uranium because the colors were the same when we looked at the element and on the spectrum.
3. A. Each element has some form of the colors purple, blue and red. Something that is different
between each element is the size of the gaps between each color. Also, how thick each color itself is.
B. The colored lines represent what frequency the element is at.
C. I think the dark lines represent that that element can not be present there or that the element is not able to be seen at that frequency.
D. 546 joules
B. 2. Why does the size of the photon change depending on color?
Why does the electron change depending on the photon?
Why does light affect the photon so much?
4. My new thought is that I do not think that all of the models are accurate. I am still not sure why the photons and electrons act and react the way that they do. Also, how could I incorporate this into my classroom in a way that does not confuse my students?
1. How do we know what elements are found in/on the sun if we have never set foot on it?
ReplyDeleteWhy do different elements show different colors in a fire?
Are black lines on a spectrum invisible light, or are they gaps in the spectrum?
2. I believe the unknown was cesium because the color matched best.
3. a. All of the spectrums show at least a faint semblance to ROYGBIV.
b. Visible light.
c. Invisible light.
d. 546 Joules
4. b. What is a wavelength box?
Can you condense this information so as to at least introduce the information to young adolescents?
How do wavelengths travel through objects?
A)
ReplyDelete1) Three Questions
-What are some other ways, besides the flame test that tells you about the elements present in a substance?
-How did using the spectroscope find the elements Cesium and Rubidium?
-Was the spectroscope the first tool used to study the sun and the "chemistry of the heavens"?
2) I think the unknown gas is Mercury because the color spectrum I observed looked a lot like the spectrum for Mercury.
3)
A- The spaces (distance) between them are different. The all have many of the same colors.
B- Colored lines could represent the place where the most atoms in the substance are...
C- Dark spaces represent a place where no light is being emitted.
D- 5.46^7
B)
Three Questions
-Why are some colors deflected and others just pass right through?
-What are the black lines that appear on the wavelength box when you click the "show absorption wavelengths box"?
-Does monochromatic mean one color?
New Ideas
I think that there is only a reaction (the light is only refracted) at known frequencies.
1. what is it about the elements that makes it burn a certain color? what would the flames look like if there was less or more oxygen, would it affect the colors? Are some elements too dangerous to burn?
ReplyDelete2. After a quick investigation among my chemist papa and grandmother I believe it is argon. They told me it was most likely that color. I trust them.
3. (a)some gases are more affected than others by the spray of the elements, in some reactions the flames grew brighter and in others, the flames fizzled some.
(b) What do you think the colored lines represent in the spectral tubes? It shows how much of the parts of elements are present, I think
(c) What do you think the dark spaces between the color lines represent? I think it shows the absence of matter, helping us to compare spectral lines to each other
(d) 546 Joules
B
1. in class
2. Why do some lights refract brilliantly and others only split in one or two directions? What exactly is a wavelength? How is wavelength related to the refractions we see?