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2. Exam Corrections • ON A SEPARATE PIECE OF PAPER: Not one sentence answers, detailed and full explanations. • 1. Why you chose your answer? • 2. Why that answer is incorrect? • 3. What is the right answer? • 4. Why is it right? • Staple sheet to test and have turned in by Thursday 1-9!!!!

3. Welcome Back Lets Review: Emitting the Truth

4. Procedure, p1: • Follow Steps in your Process and Procedures • 1a-b-c, on page 159.

5. Procedure, p3: • Observe & Record spectra for 4 different sources – incandescent, fluorescent, UV and IR. • Put the spectroscope to your eye. • Line up the slit with the light source • Observe the spectral lines that appear on the scale. • Draw a picture of what you observe. Use colored pencils and try to include the same ‘spacing’ of the colored lines. Approximate the placement of lines using the scale in the spectroscope. (1 Å = 10-10 m) • Repeat for all 4 light sources • You have about 20 Minutes to complete so we can go over the P&P

6. P&P #5 • 5a. Were all spectra continuous? • Not all spectra were continuous. The incandescent light bulb produced a continuous spectrum, and the fluorescent tube produced a partially continuous spectrum.

7. P&P #5 • 5b. Did all spectra produce thin lines of color? • The fluorescent tubes produced thin lines of color.

8. P&P #5 • 5c. Did all spectra show bands of black space with no color? • No, the fluorescent tubes had bright lines, but the space between the lines was mostly filled with color, not black lines.

9. P&P #5 • 5d. Were thin lines of color always separated by the same amount of black space? • No, the thin lines of color of different elements are separated by different amounts of black space.

10. P&P #5 • 5e. Were thin lines of color always located in the same place when comparing 2 different sources? No, thin lines for the element and fluorescent tubes were in different locations.

11. Procedure • Question #6: Venn Diagram • (use the whole page) • 3 circles: • Incandescent • Fluorescent • Element tubes • Answer Question #5a-e, p 160.

12. Sample Answer

13. Take Home Lessons I Sometimes, scientists form explanations for things they cannot observe directly. For instance, if you see a broken window and a baseball lying inside, it might be reasonable to infer that the ball did the damage. It is reasonable to infer that energy is transferred from one ‘thing’ to another… light into heat, or chemical energy into mechanical.

14. Take Home Lessons II Fluorescent tubes contain specific elements… producing thin line spectra. Incandescent Lightbulbs have a thin wire through which electricity runs and burns white-hot… light a campfire, or like the sun! Remember that each color has a different wavelength, which means a different amount of energy… Emission spectra can tell us about the composition of objects… like stars for instance!

15. Reflect and Connect pg 160 • 1. What function does energy serve in flame tests? What function does energy serve in the 3 light sources? • Try to connect the idea the heat energy from the flame and the energy from electricity produce light. Energy must somehow transfer from heat or electricity to light. Energy cannot be created nor destroyed but can transition. (ex: potential energy to kinetic energy)

16. Reflect and Connect pg 160 • 2. Think about the spectra you might see when viewing light from flame tests. Now remember the spectra from the light sources in this activity. Should spectra from flame test be similar to any of the three light source spectra? If so, which one or ones and why?

17. Reflect and Connect pg 160 Fluorescent bulb Space between the lines are mostly filled with color No black space Colors in same relative position from left to right Incandescent bulb Space between lines change Spacing of black spaces changes Flame

18. Reflect and Connect pg 160 • 3. Think about the spectrum you might see when viewing a white hot campfire. Should the spectrum from a campfire be similar to any of the three light source spectra? If so, which one or ones and why? • White hot sun produces continuous spectrum as the Sun does. Electrical energy is the source of all light produced in this activity, however the fluorescent tube and produced a line spectra while the incandescent light bulb produces continuous. This is much like the flame test. The flame test alone produces light that looks similar to campfires. Only when the energy of the flame interacts with specific metal ions does the flame produce spectral lines

19. Reflect and Connect pg 160 • 4. Light is a form of energy. Otherwise, oceans would not warm and skin would not sunburn. Is every color of light emitted from a light source associated with exactly the same amount of energy? Connect your answer to evidence from flame tests and spectra • When looking through a spectroscope at a rainbow the instrument spreads light into the spectrum with any given color of light showing up in the exact same relative position regardless of the light source. So something about each unique color of light is characteristic of that color (wavelengths). Given that light is a form of energy and that color is a form of light, then each color should be associated with a unique amount of energy. This indicates that the line spectra are due to something associated to the atom that involves specific and unique amounts of energy.

20. Super Model How are protons and electrons arranged in atoms?

21. Notebook • Super Model, Part 1 • How are electrons and protons arranged in an atom? • Put it in your TOC

22. Notebook • Super Model, Part 1 • Don’t forget your Learning Target: • “I can understand how scientist use observations and inferences to develop models, such as a model of atomic structures” • “I will understand that there have been many individuals that have helped contribute ideas of scientific concepts”

23. Page 162 • Different spectra caused by differences between atoms • Questions we’re asking: • HOW are they different? • How does the structure of an atom vary from element to element?

25. Models • What does a model do? • What does it allow us to do that we normally wouldn’t do? • http://www.youtube.com/watch?v=xqNSQ3OQMGI

26. Page 167 – What is a Model? • Physical Model • An object on a different scale • Example? • Conceptual model • Describes a system, not a thing • Example?

27. Example of model - DNA

28. Example of model - Gravity

29. Blind Drawing Activity • One person come up to the board • Feel an object in their hands, EYES CLOSED • Have 20 seconds to draw it on the board • You are modeling using evidence…

30. Web • http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/ruther14.swf

31. HOMEWORK!!!! • #1: Read 164-165 • Process and Procedure • INSTEAD of #2: • Explain Rutherford’s experiment by using a sentence for each of these words. Show how it is related to the reading/experiment. • Use these words: • Gold foil, alpha particles, nucleus, empty space, rebound, target, model, protons, electrons, positive, negative • 1. Write definition of the word in one sentence • 2. Write that word relates to the experiment