SAM Teachers Guide Atoms, Excited States, and Photons

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1 SAM Teachers Guide Atoms, Excited States, and Photons Overview This activity focuses on the ability of atoms to store energy and re emit it at a later time. Students explore atoms in an ʺexcitedʺ state or a ʺgroundʺ state, and relate that to the storage of energy. Students learn that energy stored by an atom is not lost: it can be recovered when the atom returns to the ground state from the excited state. Finally, students observe how transitions between the ground state and the excited state can be mediated by photons or an energy (from heat or collision) equal to the difference between the two energy states of the atom. Learning Objectives Students will be able to: Determine atoms have different energy levels and store energy when they go from a ground state to an excited state. Discover that different atoms require different amounts of energy to be excited. Explain that excited atoms give up energy in collisions. Explore the way atoms absorb and emit light of particular colors, in the forms of photons ( wave packets of energy ). Determine atoms interact with photons if the photonsʹ energy is equal to the difference between the atomʹs excited and ground states. Possible Student Pre/Misconceptions Light exists only where it can be seen. Different colors of light are different types of waves. Light is a mixture of particles and waves. There is no interaction between light and matter. The addition of all colors of light yields black. Models to Highlight and Possible Discussion Questions After completion of Part 1 of the activity: Models to Highlight: o Page 2 Atoms can be excited o Explain to students that when an atom is excited in our models it is represented by a halo. The halo does not represent electrons.

2 o Link to other SAM activities: Atoms and Energy and Newtons Laws. Talk to student about conservation of energy and how energy is exchanged during collisions. o Page 4 Energy levels o Discuss what is happening to the atom when the atom is excited. Have students focus their observations on the motion of each atom. o Link to other SAM activities: Atomic Structure. Review the structure, and what orbitals look like, and relate this to what is happening to the atoms electrons when an atom is excited.. o Page 5 Energy Level Diagram o Take a moment to discuss the energy level diagram and all the different things students can manipulate including manually exciting an atom by moving the white circle to a higher energy level, clicking on the energy level and dragging it to another energy level and creating new energy levels. Mastering these skills will help students through the rest of this activity. Possible Discussion Questions: Why aren t atoms excited every time there is a collision? What is happening to an atom when it is excited? What is the relationship between energy level and the amount of energy it takes to excite an atom? When an atom is excited is the energy conserved? After completion of Part 2 of the activity: Models to Highlight: o Page 6 Photons o Discuss with students how frequency and energy, as well as visible and invisible light are represented by the photons.. o Page 8 Atoms can absorb photons o Students typically align the energy levels. Have students come up with a second way, in which the energy level is not aligned but the differences are still equal. o Page 10 Photon emission o Review with your students how difference in energy level relates to the type of photon that is emitted. o Link to other SAM activities: Spectroscopy. Explain to students that atoms and molecules have unique emissions based on the energy levels of the atoms involved. This is used as a way of identifying elements.

3 Possible Discussion Questions: What are the different ways atoms can be excited? What is the relationship between frequency and energy? Between color and frequency? When an atom absorbs or emits photons is energy conserved? Why can t atoms absorb all photons?

4 Connections to Other SAM Activities In Atoms, Excited States, and Photons, students discover that kinetic energy can be converted into light energy. Supporting activities include Atomic Structure because it explores an atoms orbitals as a hydrogen electron is excited. The Heat and Temperature activity is important because it introduces kinetic energy. Atoms and Energy focus on the conversion of kinetic energy and potential energy due to electrostatic attractions and repulsions. This activity supports Spectroscopy, which look at why different atoms have different abilities to absorb or emit wavelengths or photons. It supports Electricity because students explore how electrons sent through a wire and filament and gets converted into heat energy, which then excites atoms and produces light. It supports a section in Chemical Reactions and Energy on photochemistry which focuses on how light is absorbed by a molecule and causes bonds to break. Finally, in Photobiology students explore the light matter interactions and conversions of light into energy in pigments such as chlorophyll.

5 Activity Answer Guide Page 1: 1. List an example of light being emitted and absorbed. Answers will vary. Light from a match is an example of light being emitted. An example of light begin absorbed include leaves on a tree. Page 4: 1. Place a snapshot of the orbital of the hydrogen atom above that shows it in a state that might represent an excited state. Page 2: 1. Experiment by changing the velocity. Can you figure out the slowest velocity the blue atom can have and still excite the green atom? (c) 2. What is associated with a drop in kinetic energy? (d) 3. Compare the movement of the atoms at 1000 m/s and at 2000 m/s. Describe the changes for each atom. When the atoms are set to move at 1000 m/s the atoms exchange the total amount of energy. So the blue atom moves until it collides with the green atom and then stops moving while the green atom moves with the exact same velocity until it collides again with the blue atom. When the blue atom is set to move at 2000 m/s it collides with the green atom and exchanges energy but not all of its energy and it continues to move slowly. When the green atom collides again with the blue atom it stops moving and the blue atom absorbs all of the green atoms energy. Page 3: 1. What is true of the minimum energy needed to excite atoms C and D? (c) 2. Explain your answer to the previous question. Atom C was excited when atom A collided into at a speed of 1000 m/s where as atom D was not excited until atom B moved at a speed of 2100 m/s or more. This is one example; any example that is not the 1s state would work. 2. What relationship do you see between the distance electrons can be found from the nucleus and the energy level of the electrons? (b) Page 5: 1. If you want the purple atom to be easily excited, the energy levels should be: (a) 2. Reset the model and try setting the energy levels so that they have a difference of 1.20 electron volt between them. At some point, when you run the model, you should see some of the kinetic energy of the atoms disappear. Where does this energy go? Try to notice a change in the energy level diagram when this happens. The energy goes into the excited electron. You can tell because the atom is excited (as seen by the halo) and the white circle on the energy level diagram jumps up to the excited energy level. Page 6: 1. Describe what you observed as you adjusted the intensity slider (comment on the

6 energy, color and number of photons per unit time). The stronger the intensity the more frequent the photons the weaker the intensity the less frequent. The energy of the photons and the color did not change. 2. Describe what you observed as you adjusted the frequency slider (comment on the energy, color and number of photons per unit time). As you changed the frequency from infrared to ultraviolet the photon carries more energy as is shown in the number of wiggles for each photon. In addition the color of light changes going from red to violet before going back to black (which represents invisible ultraviolet light.) 2. What relationship do you see between the energy of the photons and the energy levels of the atoms that can be excited by these photons? The photons with greater energy exctie atoms whose energy levels are further apart. Page 10: 1. Place the snapshot that shows the purple atoms producing green photons. Page 7: 1. The photon emitted from atom C has (b) 2. Why do the atoms slow down when they produce a photon? The atoms slow down because they are releasing energy from the system when they release photons. Images vary. 2. Place the snapshot below that shows the purple atoms producing infrared photons. Page 8: 1. What did you have to do to get the incoming photons to excite atom B? I changed the energy levels so the difference between the two energy levels are exactly the same as the energy of the incoming photon. 2. Try getting both of the atoms to absorb photons, but not with identical energy levels. What is the same about the two atoms when this happens? ( d ) Page 9: 1. As you change the frequency of the photons coming out from the light source, what changes do you observe in the energies of the photons? Images vary. 3 What happens if you have an atom with many different possible energy levels: ( b ) How can you tell the difference between two different atom just by looking at the light they give of when heated? (d) When you increase the frequency of the photons you increase the energy of the photon.

7 SAM HOMEWORK QUESTIONS Atoms, Excited States, and Photons Directions: After completing the unit, answer the following questions to review. 1. Atoms have different energy levels. How would you define ground state? 2. Describe two ways to excite an atom? 3. Can a photon emitted from Atom A (In the image below) excite Atom B? Explain your reason. 4. Which has more energy a photon that is emitted when an electron moves from the top energy level to the middle energy level or from the middle energy level to the bottom energy level? Explain your answer.

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