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6 C 12.01

The Chemist’s element vs. the Physicist’s element. Chemist’s element. Physicist’s element. Periodic table entry for `average’ atom of C. Nuclear notation for specific isotope of C. Atomic # = p. Mass #= n + p. charge. 6 C 12.01. 12 O C 6. Atomic # = p.

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6 C 12.01

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  1. The Chemist’s element vs. the Physicist’s element Chemist’s element Physicist’s element Periodic table entry for `average’ atom of C Nuclear notation for specific isotope of C Atomic # = p Mass #= n + p charge 6 C 12.01 12 O C 6 Atomic # = p Average atomic mass (not mass number ??)

  2. Why the chemist’s C lists 12.01 and not 12 Imagine `fishing’ out 100 atoms of Carbon from a sample of graphite (pure carbon). What would you catch ? # p # n mass # caught out of 100 sampled C atoms 6 6 12 99 6 7 13 1 Both kinds isotopes of C act exactly the same, chemically so chemists just average the masses 99*12 + 1*13 100 Average mass of each C= = 12.01

  3. U-do it exercise with mercury: Compute the average mass of Hg from abundance data ~ abundances of the 6 main isotopes of Hg

  4. DALTON WAS WRONG (A LITTLE) • “All atoms of a given element weigh the same” …he didn’t know about isotopes and neutrons …but he can be forgiven…in 1805 his equipment was little better than kitchen ware…. Dalton’s measured mass Correct average mass 12 14 16 23 12.01 14.01 15.99 22.99 C N O Na

  5. 1912 : Ernst Rutherford is the `Man’…and presides over the`Golden Age of Experimental Physics’…THE ATOM APPEARS CONQUERED vintage Rutherford: “All science is either Physics or stamp collecting.” His students find neutrons, build first mass spectrometers, establish source ofisotopes,measureatomic charge, mass & dimensions

  6. 1912: Rutherford ‘s atomic model rules Electrons (-) out here + Protons (+) and neutrons squeezed in here

  7. But there are 2BIG Problems with Rutherford’s model 1)Why don’t the p+and e- attract and come together ??? (or…why isn’t Earth the size of a golf ball?) ???

  8. Rutherford atom’s problems (continued) 2)Why doesn’t the sun show all colors (e.g. show white light) when telescopes record spectrum? Diffraction grating divides up light colors ??? Why only few reallystrong lines

  9. AN EVEN BIGGERthird PROBLEM FOR RUTHERFORD’S LAB 3) The photoelectric effect problem and the trouble with the theory of light Help!!!!

  10. Language of classical light theory (see also: p 58-60)  A C • A= amplitude • = wavelength (meters) • c= speed of light = 3*108 meters/second “nu” =f = frequency = # full waves passing a point in a second (cycles/second)

  11. Equations of classical light theory (see also: p 58-60)  A C f*=c Wave Energy ~ A2 =f = frequency = # full waves passing a point in a second

  12. Units for wave equation frequency * wavelength= speed of light f *  =c 1 seconds(s) * meters(m) =3.0*108m s Hertz (Hz) Cycles/second (cps)

  13. In-class, on-board exercises with wave equation: f *  =c

  14. Photoelectric effect: the textbook version E=Energy of ejected electron from metal See also p. 62 of text Threshold frequency for emission varies with metals (f1=1 for metal 1, f2=2 for metal 2 etc.)

  15. The usual textbook explanations of the photoelectric effect blur the really bizarre, underlying meaning of the experiment. The Mickey Mouse alternative:

  16. According to `common’ sense, which wave capsizes Mickey and the gang ? High amplitude (A) Low frequency (f) Low amplitude (A) high frequency (f) Let Mickey and friends be electrons in a metal

  17. What actually happens in the photoelectric effect experiment High amplitude (A) Low frequency (f) Low amplitude (A) high frequency (f) Let Mickey and friends be electrons in metal

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