This document provides a tutorial on electromagnetic radiation and wave-particle duality. It discusses the electromagnetic spectrum, the inverse relationship between wavelength and frequency, and how shorter wavelengths correspond to higher frequencies and energies. It also examines the wave-like and particle-like properties of light and electrons using the photoelectric effect and double-slit experiment. The results of these experiments support the principle of wave-particle duality - that light and matter can behave as both particles and waves.
Includes a discussion of Voltaic and electrolytic cells, the Nernst equation and the relationship between electrochemical processes, chemical equilibrium and free energy.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Atomic Structure and the Periodic TablePaul Schumann
Sharon Williams, Water Valley High School
Presented at CAST 2008, ACT2 Strand, 11/6/09
Objectives
Identify important developments in the history of atomic theory.
Summarize Dalton’s atomic theory.
Describe the size of an atom.
Distinguish among protons, electrons, and neutrons in terms of relative mass and change.
Describe the structure of an atom, including the location of the protons, electrons, and neutrons with respect to the nucleus.
Explain how the atomic number identifies an element.
Use the atomic number and mass number of an element to find the number of protons, electrons, and neutrons.
Explain how isotopes differ and why the atomic masses of elements are not whole numbers.
Calculate the average atomic mass of an element from isotope data.
Electrochemistry,Electrolytic and Metallic Conduction,Specific Resistance or resistivity (ρ),Specific Conductance or Conductivity (κ),Equivalent Conductance (Λ), Molar Conductance (Λm),Variation of Conductance with Dilution,Debye-Hückel-Onsager Equation,Kohlransch’s Law of Independent Migration of Ions,Faraday’s Laws of Electrolysis,Electrochemical Cells,The Nernst Equation,Oxidation Number
Oxidation Number / State Method For Balancing Redox Reactions,Half-Reaction or Ion-Electron Method For Balancing Redox Reactions,Half-Reaction or Ion-Electron Method For Balancing Redox Reactions,Common Oxidising and Reducing Agents
Includes a discussion of Voltaic and electrolytic cells, the Nernst equation and the relationship between electrochemical processes, chemical equilibrium and free energy.
**More good stuff available at:
www.wsautter.com
and
http://www.youtube.com/results?search_query=wnsautter&aq=f
Atomic Structure and the Periodic TablePaul Schumann
Sharon Williams, Water Valley High School
Presented at CAST 2008, ACT2 Strand, 11/6/09
Objectives
Identify important developments in the history of atomic theory.
Summarize Dalton’s atomic theory.
Describe the size of an atom.
Distinguish among protons, electrons, and neutrons in terms of relative mass and change.
Describe the structure of an atom, including the location of the protons, electrons, and neutrons with respect to the nucleus.
Explain how the atomic number identifies an element.
Use the atomic number and mass number of an element to find the number of protons, electrons, and neutrons.
Explain how isotopes differ and why the atomic masses of elements are not whole numbers.
Calculate the average atomic mass of an element from isotope data.
Electrochemistry,Electrolytic and Metallic Conduction,Specific Resistance or resistivity (ρ),Specific Conductance or Conductivity (κ),Equivalent Conductance (Λ), Molar Conductance (Λm),Variation of Conductance with Dilution,Debye-Hückel-Onsager Equation,Kohlransch’s Law of Independent Migration of Ions,Faraday’s Laws of Electrolysis,Electrochemical Cells,The Nernst Equation,Oxidation Number
Oxidation Number / State Method For Balancing Redox Reactions,Half-Reaction or Ion-Electron Method For Balancing Redox Reactions,Half-Reaction or Ion-Electron Method For Balancing Redox Reactions,Common Oxidising and Reducing Agents
Laws of Chemical Combination and Balancing Chemical Equation.pptxAdikpe2
The verification of each of the following chemical laws was well established with examples to simplify it.
THE LAW OF CONSERVATION OF MASS
This Law was established by Lavoisier, a French Chemist. This law states that matter is neither created nor destroyed during chemical reaction but changes from one form to another. This means that in a chemical reaction, the total mass of all reacting substances (i.e. the reactants) is equal to the total mass of the products.
THE LAW OF DEFINITE PROPORTIONS OR CONSTANT COMPOSITION
This Law was proposed by Proust (1755-1826). The Law of Definite Proportions states that all pure samples of a particular chemical compound contain similar elements combined in the same proportion by mass.
THE LAW OF MULTIPLE PROPORTIONS
The law of Multiple Proportions states that if two elements, A and B, combine to form more than one chemical compound, the various masses of one element, A which combine separately with a fixed mass of the other element, B, are in simple multiple ratios.
BALANCING CHEMICAL EQUATION WITH CALCULATION
A chemical equation is a shorthand expression for a chemical change or reaction. It shows among other things the arrangement of atoms that are involved in the reaction.
When balancing an equation, you must remember the following:
Know the reacting substances and the products formed.
Know the chemical formulae for all the substances.
Write, in front of the formulae, coefficients that will balance the equation.
Common gases, such as oxygen, hydrogen, chlorine and nitrogen, in the free state, are diatomic, e.g. O2, H2, Cl2 and N2
Other elements in the free state, such as sodium, potassium, copper and iron, are represented by their atomic symbols, e.g. Na, K, Cu and Fe.
Chapter 6: Chemical Bonding, Modern Chemistry. This is a working presentation of the notes for this chapter. Meaning that we may or may not cover all of the material here.
This ppt is about measurement of conductance along with Kohlrausch's law. This topic is included in physical chemistry.
This ppt is at the level of msc chemistry 6th semester.
This is special for student's guidance to make their presentations during their studies.
This ppt provides a detail and easy information about measurement of conductance. This also provide enough information about Kohlrausch's law.
This can be helpful for physics students.
This presentation consists of three topics that are:
1. conductance of electrolytic solution
2. Specific Conductance, Molar Conductance & Equivalent Conductance
3. Kohlrausch's Law
Laws of Chemical Combination and Balancing Chemical Equation.pptxAdikpe2
The verification of each of the following chemical laws was well established with examples to simplify it.
THE LAW OF CONSERVATION OF MASS
This Law was established by Lavoisier, a French Chemist. This law states that matter is neither created nor destroyed during chemical reaction but changes from one form to another. This means that in a chemical reaction, the total mass of all reacting substances (i.e. the reactants) is equal to the total mass of the products.
THE LAW OF DEFINITE PROPORTIONS OR CONSTANT COMPOSITION
This Law was proposed by Proust (1755-1826). The Law of Definite Proportions states that all pure samples of a particular chemical compound contain similar elements combined in the same proportion by mass.
THE LAW OF MULTIPLE PROPORTIONS
The law of Multiple Proportions states that if two elements, A and B, combine to form more than one chemical compound, the various masses of one element, A which combine separately with a fixed mass of the other element, B, are in simple multiple ratios.
BALANCING CHEMICAL EQUATION WITH CALCULATION
A chemical equation is a shorthand expression for a chemical change or reaction. It shows among other things the arrangement of atoms that are involved in the reaction.
When balancing an equation, you must remember the following:
Know the reacting substances and the products formed.
Know the chemical formulae for all the substances.
Write, in front of the formulae, coefficients that will balance the equation.
Common gases, such as oxygen, hydrogen, chlorine and nitrogen, in the free state, are diatomic, e.g. O2, H2, Cl2 and N2
Other elements in the free state, such as sodium, potassium, copper and iron, are represented by their atomic symbols, e.g. Na, K, Cu and Fe.
Chapter 6: Chemical Bonding, Modern Chemistry. This is a working presentation of the notes for this chapter. Meaning that we may or may not cover all of the material here.
This ppt is about measurement of conductance along with Kohlrausch's law. This topic is included in physical chemistry.
This ppt is at the level of msc chemistry 6th semester.
This is special for student's guidance to make their presentations during their studies.
This ppt provides a detail and easy information about measurement of conductance. This also provide enough information about Kohlrausch's law.
This can be helpful for physics students.
This presentation consists of three topics that are:
1. conductance of electrolytic solution
2. Specific Conductance, Molar Conductance & Equivalent Conductance
3. Kohlrausch's Law
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
IB Chemistry on Electromagnetic Spectrum and Wave Particle Duality
1. Tutorial on Electromagnetic Radiation and
Wave-Particle Duality.
Prepared by
Lawrence Kok
http://lawrencekok.blogspot.com
2. Electromagnetic Spectrum
Electromagnetic spectrum ranges from Radiowaves to Gamma waves.
- Form of energy
- Shorter wavelength -> Higher frequency -> Higher energy
- Longer wavelength -> Lower frequency -> Lower energy
3. Electromagnetic Spectrum
Electromagnetic spectrum ranges from Radiowaves to Gamma waves.
- Form of energy
- Shorter wavelength -> Higher frequency -> Higher energy
- Longer wavelength -> Lower frequency -> Lower energy
Wavelength, λ - long
Wavelength, λ - short
Frequency, f
Frequency, f
- low
- high
Inverse relationship between- λ and f
4. Electromagnetic Spectrum
Electromagnetic spectrum ranges from Radiowaves to Gamma waves.
- Form of energy
- Shorter wavelength -> Higher frequency -> Higher energy
- Longer wavelength -> Lower frequency -> Lower energy
Wavelength, λ - long
Wavelength, λ - short
Frequency, f
Frequency, f
- low
Inverse relationship between- λ and f
- high
Electromagnetic radiation
•Travel at speed of light, c = fλ -> 3.0 x 10 8 m/s
•Light Particle – photon have energy given by -> E = hf
•Energy photon - proportional to frequency, f
Plank constant
•proportionality constant bet energy and freq
Excellent video wave propagation
Click here to view.
5. Electromagnetic Wave propagation.
Electromagnetic radiation
•Moving charges/particles through space
•Oscillating wave like property of electric and magnetic field
•Electric and magnetic field oscillate perpendicular to each other and perpendicular to
direction of wave propagation.
Electromagnetic radiation
Electromagnetic wave propagation
Click here to view video
6. Electromagnetic Wave propagation.
Electromagnetic radiation
•Moving charges/particles through space
•Oscillating wave like property of electric and magnetic field
•Electric and magnetic field oscillate perpendicular to each other and perpendicular to
direction of wave propagation.
Electromagnetic radiation
Electromagnetic wave propagation
wave
Click here to view video
Wave
Wave – wavelength and frequency
- travel at speed of light
7. Electromagnetic Wave propagation.
Electromagnetic radiation
•Moving charges/particles through space
•Oscillating wave like property of electric and magnetic field
•Electric and magnetic field oscillate perpendicular to each other and perpendicular to
direction of wave propagation.
Electromagnetic radiation
Electromagnetic wave propagation
wave
Click here to view video
Violet
λ = 410nm
f = c/λ
= 3 x 108/410 x 10-9
= 7.31 x 1014 Hz
E = hf
= 6.626 x 10-34 x 7.31 x 1014
= 4.84 x 10-19 J
Wave
Wave – wavelength and frequency
- travel at speed of light
Red
λ = 700nm
f = c/λ
= 3 x 108/700 x 10-9
= 4.28 x 1014 Hz
E = hf
= 6.626 x 10-34 x 4.28 x 1014
= 2.83 x 10-19 J
8. Electromagnetic Wave propagation.
Electromagnetic radiation
•Moving charges/particles through space
•Oscillating wave like property of electric and magnetic field
•Electric and magnetic field oscillate perpendicular to each other and perpendicular to
direction of wave propagation.
Electromagnetic radiation
Electromagnetic wave propagation
wave
Click here to view video
Wave
Wave – wavelength and frequency
- travel at speed of light
9. Electromagnetic Wave propagation.
Electromagnetic radiation
•Moving charges/particles through space
•Oscillating wave like property of electric and magnetic field
•Electric and magnetic field oscillate perpendicular to each other and perpendicular to
direction of wave propagation.
Electromagnetic radiation
Electromagnetic wave propagation
wave
Click here to view video
Wave
Wave – wavelength and frequency
- travel at speed of light
Simulation on Electromagnetic Propagatin
Click here to view simulation
Click here to view simulation
Click here to view simulation
10. Electromagnetic Wave
Violet
Red
λ = 410nm
λ = 700nm
f = c/λ
= 3 x 108/410 x 10-9
= 7.31 x 1014 Hz
f = c/λ
= 3 x 108/700 x 10-9
= 4.28 x 1014 Hz
Wavelength – Distance bet two point with same phase, bet crest/troughs – unit nm
Frequency – Number of cycle/repeat per unit time (cycles in 1 second) – unit Hz
11. Electromagnetic Wave
Violet
Red
λ = 410nm
λ = 700nm
f = c/λ
= 3 x 108/410 x 10-9
= 7.31 x 1014 Hz
f = c/λ
= 3 x 108/700 x 10-9
= 4.28 x 1014 Hz
Wavelength – Distance bet two point with same phase, bet crest/troughs – unit nm
Frequency – Number of cycle/repeat per unit time (cycles in 1 second) – unit Hz
Which light wave have higher frequency, if both have same speed reaching Y same time?
Violet light
X
Y
Red light
12. Electromagnetic Wave
Violet
Red
λ = 410nm
λ = 700nm
f = c/λ
= 3 x 108/410 x 10-9
= 7.31 x 1014 Hz
f = c/λ
= 3 x 108/700 x 10-9
= 4.28 x 1014 Hz
Wavelength – Distance bet two point with same phase, bet crest/troughs – unit nm
Frequency – Number of cycle/repeat per unit time (cycles in 1 second) – unit Hz
Which light wave have higher frequency, if both have same speed reaching Y same time?
Violet light
X
Click here on excellent video red /violet wave
Click here to view video energy photon
Y
Light travel same speed
Red flippers – long λ - less frequent
Violet shoes – short λ - more frequent
Red light
13. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass BIG particles through a 2 slit
Pass waves through a 2 slit
2 bands
Particle gun
Slit
Interference patterns
of many bands
14. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass BIG particles through a 2 slit
Pass waves through a 2 slit
2 bands
Particle gun
Interference patterns
of many bands
Slit
Quantum particles – small particles, like electrons – Is light/electron a Wave or Particle?
Particles
Pass electron through a 2 slit
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
15. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass BIG particles through a 2 slit
Pass waves through a 2 slit
2 bands
Particle gun
Interference patterns
of many bands
Slit
Quantum particles – small particles, like electrons – Is light/electron a Wave or Particle?
Particles
Pass electron through a 2 slit
Particles /photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Wave
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
16. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass BIG particles through a 2 slit
Pass waves through a 2 slit
2 bands
Particle gun
Interference patterns
of many bands
Slit
Quantum particles – small particles, like electrons – Is light/electron a Wave or Particle?
Particles
Pass electron through a 2 slit
Particles /photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Wave
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
Conclusion
Single electron behave like particles but travel like a wave
Waves
Principle of wave–particle duality.
17. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass electron through a 2 slit
Particles
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
18. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass electron through a 2 slit
Particles
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
19. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass electron through a 2 slit
Particles
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Pass electron through a 2 slit
Particles
Does electron
behave as
Measuring /observing it
- which slit it passes through
Waves
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
20. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass electron through a 2 slit
Particles
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Pass electron through a 2 slit
Particles
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Measuring /observing it
- which slit it passes through
Waves
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
21. Quantum Weirdness – Is Light/electron a Wave or Particle?
Pass electron through a 2 slit
Particles
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Click here to view simulation
Interference patterns
of many bands
Waves
Pass electron through a 2 slit
Particles
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
Particles/photon
•single slit – single band
•double slit – double band
Does electron
behave as
Measuring /observing it
- which slit it passes through
Waves
Waves
•Crest/trough appearing
•Double slit – interference behind
screen – bright/dark bands
Conclusion
Single electron behave like particle but travel like a wave
Try to measure it.
Principle of wave–particle duality.
Wave of possibility.
22. Is light a Wave or Particle?
Photoelectric effect
Light hits metal
Electrons are release (photoelectrons)
Current measured
Click here to view video
23. Is light a Wave or Particle?
Photoelectric effect
Light hits metal
Electrons are release (photoelectrons)
Current measured
Click here to view video
Light – Shows photoelectric effect
Shine light to metal
Current measured
Is Light a Wave or Particle?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
24. Is light a Wave or Particle?
Photoelectric effect
Light hits metal
Electrons are release (photoelectrons)
Current measured
Click here to view video
Light – Shows photoelectric effect
Shine light to metal
Current measured
Is Light a Wave or Particle?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Wave Theory
•Light energy arrives continuously, regardless of freq
•Energy proportional to amplitude
•Intensity light – depends on amplitude
•Low intensity – low amplitude
•High intensity – high amplitude
Particle Theory
•Light energy comes in tiny packets -photons
•Amt energy directly proportional to frequency, E = hf
•Red light – low freq – low energy
•Blue light – high freq – high energy
25. Is light a Wave or Particle?
Light – Shows photoelectric effect
Shine light to metal
Current measured
Is Light a Particle or Wave?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
26. Is light a Wave or Particle?
Light – Shows photoelectric effect
Shine light to metal
Current measured
Is Light a Particle or Wave?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Wave Theory
•Light energy arrives continuously, regardless of freq
•Energy proportional to amplitude
•Intensity light – depends on amplitude
•Low intensity – low amplitude
•High intensity – high amplitude
Particle Theory
•Light energy comes in tiny packets -photons
•Amt energy directly proportional to frequency, E = hf
•Red light – low freq – low energy
•Blue light – high freq – high energy
Particle Theory
Wave Theory
Colour/Frequency light
Intensity light
Colour/Frequency light
Colour/Frequency light
27. Is light a Wave or Particle?
Light – Shows photoelectric effect
Shine light to metal
Current measured
Is Light a Particle or Wave?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Wave Theory
•Light energy arrives continuously, regardless of freq
•Energy proportional to amplitude
•Intensity light – depends on amplitude
•Low intensity – low amplitude
•High intensity – high amplitude
Particle Theory
•Light energy comes in tiny packets -photons
•Amt energy directly proportional to frequency, E = hf
•Red light – low freq – low energy
•Blue light – high freq – high energy
Particle Theory
Wave Theory
Colour/Frequency light
Light energy arrives
continuously,
regardless of frequency
Intensity light
Low intensity – Low amplitude
High intensity –High amplitude
Colour/Frequency light
Red light
Low frequency – Low energy
Colour/Frequency light
Blue light
High frequency – High energy
28. Is light a Wave or Particle?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Colour/Frequency light
Intensity light
Colour/Frequency light
Colour/Frequency light
29. Is light a Wave or Particle?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Colour/Frequency light
Intensity light
If light is Wave
•Colour/Intensity of light NOT important !
•Regardless of colour/freq/intensity
Colour/Frequency light
Colour/Frequency light
If light is Particle
•Colour/Frequency of light is important !
Shine RED light
Shine light LONG enough
Red light
Low freq – Low energy
Are electrons released?
Shine BLUE light
Blue light
High freq – High energy
30. Is light a Wave or Particle?
Is Light a Wave or Particle?
Wave Theory
Particle Theory
VS
Click here to view video
Colour/Frequency light
Colour/Frequency light
Intensity light
If light is Wave
•Colour/Intensity of light NOT important !
•Regardless of colour/freq/intensity
Colour/Frequency light
If light is Particle
•Colour/Frequency of light is important !
Shine RED light
Shine light LONG enough
Red light
Low freq – Low energy
Shine BLUE light
Blue light
High freq – High energy
Are electrons released?
No electrons released
Result!
No electrons released
Electrons are released
31. Is light a Wave or Particle?
Is Light a Wave or Particle?
Stream of light
Stream of photon
Fixed amt of energy – E = hf
Is Light a Wave or Particle?
Click here to view video
32. Is light a Wave or Particle?
Is Light a Wave or Particle?
Stream of light
Stream of photon
Fixed amt of energy – E = hf
Is Light a Wave or Particle?
Click here to view video
Is Light a Wave or Particle?
33. Is light a Wave or Particle?
Is Light a Wave or Particle?
Stream of light
Stream of photon
Fixed amt of energy – E = hf
Is Light a Wave or Particle?
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Is Light a Wave or Particle?
Video Is Light a Wave or Particle?
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Click here wave and particle
Click here wave and particle
Click here wave and particle
34. Acknowledgements
Thanks to source of pictures and video used in this presentation
Thanks to Creative Commons for excellent contribution on licenses
http://creativecommons.org/licenses/
Prepared by Lawrence Kok
Check out more video tutorials from my site and hope you enjoy this tutorial
http://lawrencekok.blogspot.com