[GET] Photoelectron Spectroscopy Pogil Answers Ap Chemistry
Versuch Nr. Photoelectron Spectroscopy for Functional Oxides. Ad by DatadogHQ. Spectroscopy is used in physical and analytical chemistry because atoms and molecules have unique spectra. These spectra can be interpreted to derive information about...
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I did not study PES in college so it was out of my comfort zone. I have spent the last few years gathering resources to help me teach PES. I want to share this simple method so that other teachers might fall in love with PES - or at least tolerate it more! This year I only had access to Chromebooks. These Chromebooks could not access the website or the Excel spreadsheet. As a teacher that loves using technology to teach, printing the graphs felt wrong.
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But this old-school change - printing the PES graphs on paper - turned out to be a game changer in my teaching of the topic. I had students cut out and annotate the PES graph peaks with electron configurations, orbital diagrams, and shells see figure 1 for an example. I picked these three methods of representation to model the atom because I wanted students to have enough information to make claims about why the PES peaks shift right, left, or increase in size.
How I Fell in Love with PES
Figure 2: PES graphs in order by atomic number First, I had students line up the graphs by atomic number see figure 2. I was tickled pink when they reported back to the class. Without my help, they were able to link the height of the PES peak with the number of electrons in the subshell using the electron configurations and y-axis. They were also able to attribute the shifting of the peaks left to the increasing nuclear charge using the shell model. One student also mentioned that there is a smaller gap between the 2s and 2p compared to the 1s and 2s. This was not a question that I expected, but it led to a great discussion about how the model of the atom has been refined from energy levels ie. This question also opened the door to explaining why the 2p valence electrons are removed before the 2s or 1s electrons when the atoms become ions.
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Similar to before, students consulted with their table partners and backed up their claim using evidence and reasoning from their annotated graphs. This proved to be more difficult for students. These electron-electron repulsions cause the 2p and 3p electrons to be more easily removed than expected, resulting in a lower energy peak or a peak that is shifted to the right. I told them to annotate the graph with its electron configuration.
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While most blindly completed the task, a few caught that the 4s and 3d peaks were reversed. Using a document camera, I showed the class the two different PES graph answers groups came up with 4s23d1 vs. I had students discuss the two different answers and use the PES graph data to prove which answer was correct. The class used the height of the peaks to decide that 3d14s2 was correct. Students were quick to pick up on how the 4s electrons would be removed before the 3d due to lower binding energy.
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I followed the activity up with a formative assessment to check for understanding. The questions were modeled after the released AP Chemistry Free Response questions 3a and 7a as well as a few secure multiple-choice questions from and My students scored better than previous classes on comparable PES formative assessments. I was so impressed with the results that I am thinking of using PES in my Honors Chemistry class to help with their understanding of periodic trends and ionization energy. I am hopeful that these PES graphs might provide a clearer picture of periodic trends for my younger students. You might be thinking - how does analyzing the PES graphs on paper make it better? My questioning strategies were similar between years so the big difference was using paper PES graphs instead of viewing them on the computer.
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After reflecting, I believe it was the ability to annotate and see three or more PES graphs at once that gave the paper version the edge. It was very visual. Since all the graphs were available at one time on separate pieces of paper, students could see more graphs at once and could organize them in different ways in a line by atomic number, or by periodic table arrangement. Students were more confident in finding patterns when they saw it over three or more graphs. I also found that the cooperative group discussions were richer when students viewed graphs on paper compared to computer screens. This could be because students were standing to see the paper graphs and they all helped rearrange the graphs while discussing.
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When using computers, most students had their eyes glued to the computer screen while talking with others. My newfound love affair with PES is the result of many little things teachers have taken the time to share publicly. I feel very fortunate that we have such a welcoming and supportive chemistry teacher community! I hope that you can take something from my PES lesson, tweak it, and share it out again! Thank you to all the wonderful chemistry teachers that are so willing to share their ideas on ChemEd X, social media, and discussion boards.
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Mr. Brueckner's AP Chemistry Blog _ October
From the left 1s to the far right 4f , the representation of the binding energy decreases because the arrows become shorter. This is due to the distance between the electrons of the particular sub-levels changing. According to Coulomb's Law, the smaller the distance is between the electrons and the protons of the nucleus, the greater the attraction, which increases binding energy. That is the reason for the base of peaks being wide and the top being very narrow. The wide bottom represents all of the different binding energies of all of the electrons in the sub-level, and the narrow top represents the average binding energy of all electrons in that particular sub-level. The successive ionization energies in the slide above move to the left because the energy values keep rising with each electron removal. This is due to the repulsion between the valence electrons decreasing as each electron is removed.
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Remember, the electrons are attracted by the nucleus individually, but repelled collectively by all electrons. The number protons in the nucleus and number of core electrons offering shielding remains constant throughout the entire process, so the only difference is the repulsion between the valence electrons. No change in the energies of the 1s, 2s, and 2p was noted. I do not know if the energies of the core electrons changes as valence electrons are removed. They would change if core electrons were to be removed. Once again, fewer electrons, less repulsion. With the removal of each successive core electron in the image above and below, there is an increase in successive ionization energies. Once each paired electron has been removed from an orbital, there is a substantial increase in the ionization energies of non-paired electrons.
AP Chemistry - PES Tutorial | Sophia Learning
There reasoning for less energy being needed to remove a paired electron is that the two paired electrons in the orbital repel on another. This repulsion counter-acts the attractive force of the protons in the nucleus on the electrons, thus lowering the binding energy of the electron. In the slide above, the addition of each successive electron increases the repulsion between the valence electrons. The increased repulsion counter-acts the force of attraction to the nucleus. This causes the radius of the negative ion to be larger than the original atom and a decrease in the binding energies of all valence electrons. The experimental evidence that the 4s sub-level is filled before the 3d sub-level is that the farthest left lowest energy peak for Calcium has an intensity of two electrons. When another electron is added for Scandium, the farthest left peak does not increase to an intensity of 3, but rather a new peak is started to the right of the farthest left peak.
How I Fell in Love with PES | Chemical Education Xchange
This indicates that a new sub-level is being filled, and because the new peak is at a higher binding energy, the new sub-level is closer to the nucleus in comparison to the farthest left peak. From past lessons, the reason for the 4s being filled before the 3d is that the 4s at a lower average potential energy than the 3d due to the ability of 4s electrons to penetrate to the lower potential energy sub-levels of 3s, 2s, and 1s. The above PES graphs are experiment confirmation of that theory. Electrons moving from a higher principle energy level to a lower energy level allows for energy to be released by the electron.
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Being at a lower energy level closer to the nucleus means there is a lesser chance to release energy, hence a lower potential energy. The concept of binding energy used for PES data is in essence, the opposite of the potential energy of the sub-levels. The closer the electron is to the nucleus, the greater the binding energy. There is an inverse relationship between potential energy of an electron and the binding energy to remove and electron from an atom. Those electrons are placed in the 3-d sub-level, so the peak height in red for Nickel is roughly seven times the 3-d peak height for Scandium which has only one 3-d electron. This is due to Nickel 28 protons having seven more protons than Scandium 21 protons. The increased nuclear charge Z of Nickel increases the binding energy of all electrons when compared to the binding energies of Scandium.
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The differences in the binding energies is shown be the Coulomb's Law equations in black Scandium and red Nickel in the slide above. Posted by.
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