Thursday, November 17, 2011
Thurs-Day 2
AP Chem - we began our explanation of all periodic table trends in terms of the THREE causal factors:
1. Zeff on the valence shell electrons.
2. The number of shells of electrons, i.e. electron occupied principal energy levels (OPEL's)
3. The degree of electron-electron repulsion in the valence shell of the atom.
There is a Quantum Atom unit test on TUESDAY (Day 1); be sure to do all problems posted on Edline, in order to be well prepared for this both qualitative explanation and quantitative calculation exam.
There will be a set of multiple choice questions on quantum numbers, and the various rules of electron energy order, and proper configuration in a ground state atom or ion.
The other questions cover the entire unit notes:
EMR phenomena, Planck, Einstein's explanation of the photoelectric effect
Calculation of bond energies using photons to break the bonds, or calculating the maximum wavelength of EMR that can be used to break a given bond.
the Bohr Model - both quantitative and qualitative (explanation of emission spectra)
calculation of the wavelength of a moving particle of matter using DeBroglie's equation.
the Quantum Mechanical Model of the Atom:
the Aufbau Principle, the Pauli Exclusion Principle, Hund's Rule, energy sublevel ordering,
Quantum numbers: their physical meaning and their quantitative values.
Predicting whether an atom or ion is diamagnetic or paramagnetic.
Explanations of the four anomalies to the Aufbau Principle (Cr, Mo, Cu, and Ag) in terms of energy sublevel differences and Coulomb's Law.This is a tough test for those who do not improve their explanation-writing ability. You should come to extra help with your completely written out explanations so that they may be critiqued before you lose any points on a test. Restating data, or merely describing WHAT happens is NOT an explanation; an explanation requires the logical step-by-step details of HOW and WHY something happens. For example, merely writing Planck's equation is in no way an explanation; however, using Planck's equation in explaining how the wavelength of a given EMR relates to the energy PER PHOTON is a first step of many in explaining the photoelectric effect.
Bio - we did a unit overview, and then we worked out a problem showing the transcription and translation of the normal hemoglobin allele and also of the sickle cell hemoglobin allele. We saw that a single substitution of one nucleotide of ONE codon coded for a single different amino acid in the sequence causing a drastically different-shaped sickle cell protein as compared to the normal hemoglobin protein.
1. Zeff on the valence shell electrons.
2. The number of shells of electrons, i.e. electron occupied principal energy levels (OPEL's)
3. The degree of electron-electron repulsion in the valence shell of the atom.
There is a Quantum Atom unit test on TUESDAY (Day 1); be sure to do all problems posted on Edline, in order to be well prepared for this both qualitative explanation and quantitative calculation exam.
There will be a set of multiple choice questions on quantum numbers, and the various rules of electron energy order, and proper configuration in a ground state atom or ion.
The other questions cover the entire unit notes:
EMR phenomena, Planck, Einstein's explanation of the photoelectric effect
Calculation of bond energies using photons to break the bonds, or calculating the maximum wavelength of EMR that can be used to break a given bond.
the Bohr Model - both quantitative and qualitative (explanation of emission spectra)
calculation of the wavelength of a moving particle of matter using DeBroglie's equation.
the Quantum Mechanical Model of the Atom:
the Aufbau Principle, the Pauli Exclusion Principle, Hund's Rule, energy sublevel ordering,
Quantum numbers: their physical meaning and their quantitative values.
Predicting whether an atom or ion is diamagnetic or paramagnetic.
Explanations of the four anomalies to the Aufbau Principle (Cr, Mo, Cu, and Ag) in terms of energy sublevel differences and Coulomb's Law.This is a tough test for those who do not improve their explanation-writing ability. You should come to extra help with your completely written out explanations so that they may be critiqued before you lose any points on a test. Restating data, or merely describing WHAT happens is NOT an explanation; an explanation requires the logical step-by-step details of HOW and WHY something happens. For example, merely writing Planck's equation is in no way an explanation; however, using Planck's equation in explaining how the wavelength of a given EMR relates to the energy PER PHOTON is a first step of many in explaining the photoelectric effect.
Bio - we did a unit overview, and then we worked out a problem showing the transcription and translation of the normal hemoglobin allele and also of the sickle cell hemoglobin allele. We saw that a single substitution of one nucleotide of ONE codon coded for a single different amino acid in the sequence causing a drastically different-shaped sickle cell protein as compared to the normal hemoglobin protein.
# posted by C @ 6:53 PM 
