Professional Documents
Culture Documents
35 P593 2001
retarding
potentialc"d
slow
eiectron
-l'
I
!y'
fast I
electron
+--+
grid
ad{i!i*,i,Efffi
t-rG Lr
IJ
is
Gl
V*rr^rn J^(,'ns
t.
C&^nit,.s
ro
rO
J (L
PHYSICS 73.!
IABORATORY
MAI\TI.]AL
by'
t o
{
-l 6
z s
A/rP-g 0 6
CIC
,(
t?a
3E
fsql
$01
t );a
f--bl'"ibduff
yv.onu,.lt--
1 'Pl.6,-,c-r
Fist Edition,
Jurre 2000
EXPERIMENTS
1. linear expansion
4. heat of fusion of ice 3l 5.photoelectric effect 45 6. calibration of the spectrometer 55 7. spectrum of hydrogen and other elemental
r.
5%
15%
Total
GRADE EQUIVALENT
92.S
700oh
x < 100
--)
-+ -+
_>
-6<x<80
-+ -+
-)
-+ -+
-+ -+
2.0 2.25
B. REQUIREMENTS
r\IFORMAL REPORTS. Reports will consist FORMAL REPORTS
Abstract Introduction Methodology Results and Discussion Processed Data Analysis Answers to Questions Conclusion
References
100 1,00h
Students are required to submit at least two (2) FORMAL REPORTS and six (6) and will be graded as follows:
INFORMAL REPORTS
50h 500h
40oh
l)oh
50%
100o/o
Total
r0%
5%
700/,
Appendix Data
Sample Calculations
Total
100%
\enonal Institute of
Physrcs
. r r . . r . . . '
Formal reports are to be submitted one week after the experiment has been pedormed while informal reports are to be done during laboratory hours and therefore must be submitted after class. Reports submitted late will have deducion of 2Ao/o per day late. Formal reports will be done in pairs while informal reports are done individudly. The oral reporting shall be done by group. Quizzes are at the discretion of the laboratory instructors' { make-up experiment shall be given to those students who missed experiments but have a valid excuse.M-ake-up expedments must be done within the week scheduled for the expedment. If not possible, a common Make-up day will be arranged. Students can only make-up ior ONE experiment The thirty items, one and a half-hour written final examination will be given in multiple choice. A student who fails to submit at least five (5) experiments before &opping may be given a grade of
does not DROP the course. the FINAL examination may be given a gtade of INC, misses A student who gade of 45o/o andabove, otherwise the sdudent will be given a grade of 5.0. 5.0
if the student
if he has attained
SOME SOURCES OF DEMONSTRATION EXPERIMENTS A. JOURNAIS 1. The Physics Teacher 2. The AmericanJournal of PhYsics 3. Levinstein, H. "The Physics of Toys", Physics Teacher 20,358(1982)
B'
?:?tfl"rs, H.F., Physics Demonsffation Experiments, 1970 (fteiger, Melboume, FL 19xx) Z. Sutton, R.M., Demonstration Experiments in Physics, (IVIcGraw-Hill, New York, 1938) 3. Caqpenter, D. RaeJr and Minnix, Ri.trra 8., The Dick and Rae Physics Demo Notebook, (Dick
and Rae,Irxington,
VA 1993)
SOME SOURCES OF ARTICLES FOR ORAL REPORTING 1. Discover 2. Physics Today 3. Nature 4. New Scientist 5. Popular Science
6. Science 7. Scientific
American
INTRODUCTION
The change in length per unit length per degree rise in temperature is called the coefficient of linear expansion. In equation form, it is given by
The value of o for solids or liquids does not vary much with pressure, but it may vary significantly with temperature. However, the accuracy obtained by using an average value of o over a wide temperature range is sufficient for
most Pu{Poses.
L"AT
(1.1)
vhere cr is the coefficient of linear expansion, Lo and Lr are the initial and final lengths, respectively, and AT is the change in
temPerature.
OBJECTIVE
To determine the coefficient of expansion of various metals using the micrometer screw type of linear
METHODOLOGY
A- MATERIALS
You will need the following items for this experiment. Ask assistance from your instructor.
r
o o o .
i*
Iiri:o:I
Stove
Physics 73.
1. linear expansion
dTrrEter
Figute
1.1
The appanrus shovm above is designed for measuring increases in the length of a metal rod by means of a micrometer screw. The screw A rests firrnly against one end of the rod inside the metal iacket. Once adiusted and a teading is taken of the position of the micrometer screw B
at the other end of the rod, screw A must not be moved because it is the datum fot the increase in length. An electric circuit is used to indicate the instant that the tip of screw B makes contact with the end of the rod by deflection of an ammeter.
B. PROCEDURE
t. Measure the length of the metal rod using a
meterstick.
2.
fnsert the metal rod in the iacket through the end corks and place the iacket in the
frame.
the thermometer. Then turn back screw B to about trvo fi.rll turns so that expansion is not hampered.
two-thirds full of
3.
Tighten the top scre\I/s iust enough to hold the jacket in place with one opening at the bottom. Lead this tubing into a closed beaker below the aPParatus.
8. 9.
Connect the tube from the steam generator to the uPPer oPening'
4.
Adjust and
fix
10. Take
Place the digital thermometer in the top cork and twist it down with the cork in the opening until the temPerature probe is close to the rod but not touching it.
6.
the
micrometer screw Go, might need to review on how to read the Micrometer) and
Phpics 73.1
[. linear expansion
Name:
Partners:
Instructor:
Section:
DATA SUMMARY
Rod #
1:
t
)
Iength:
time (min.)
b
D
I
r,v
trt
ET
er
l's
ft
he
ot
Error
Ern
\aioad
Physics 73.1
1. linear expansion
Rod # 2:
Length:
lenph:
temp. ('C)
temp.
Time (rrtin)
fC)
length
(*r".)
Ptysics 73.1
1. linear expansion
EXERCISES 1. Plot AL/L" vs. AT. Use the daa in your table to plot
Rod
1
i1-':
a curve
rii
ril
'i-i
f-i--i-f
'', i 1-l'
jriJ
.1,r-i. i.
iill
i;i1i l- r--!
r.-r
lj-it-i. r-t-i -i -l
iji-i
i-i
-i-i i l. r+-!I,
.i
-f-
i--!-i-
iii
ii
l..i t
j,
l- i i-t r:-
lr:l_j_l_
ii.i-j.
:r i''i'
i,i r
i.j', i.
1;
ti-il 'i-1"t:
ji ij llli ! l'-r'i
i-'f-i-l
i-l
.{.-
l'
.ili: -it:, r
+i ill-ri
i:l;i
-l -!-
:$ 1t
.i1
-i
itil-j
iii ii
-1I
-i.r-l--i i !, ,-L
ijji
iIi
ri#
itii
-i-1"i
i,t.i-
.ii'
-_L-i I _i-
'fi
_
-j-iL.i
fi+i
,l-jJ"i-t-1--
i''i-r-li i.l T
-f i'+
i--i
iiri i-l
tr--f
+ "t-
-t-
t_
itr
--_l
i:1t:
r .i i-i
i-l r
'f
-,-
-1--i--,-,i--
Li i-j:
LL/Lo
-i- --l-T
.-i-t
, i-'
r_i
t-t:-
-f,iij 'ii il ii
lrlj
i-f-j'
,-
ti !i
-i-.i-i. l-r- i. i.
l
1- "i
i;i i-l
-i-.r-
.t i-
lr:
i'lt i,
.t
i
'1-l-i"
lr,
-+
-!-
-l
j'it
ji
.l !-!
ll; -fi
-i'i:1 j--l
i-
-1-
.i;.r:
:i:i
ii ii ji i
ih
ii
+l
;"i'
1.1-,:
-i I r-i-l'r i-r'
f-i
tj-
+-i:[]:
.: ir,i
i
l-:i
iil
i
t li
ii
rir
'i :l ti
j,
i-iil I i 1-r i,
il;
ii 1!
r-i-
l-t.i
i;
r+
i
,
-i'i"
j-.r,-.
l'l-i1,'i r' 1:
t
j,,r,,
jil
7t
f-l
-1
tii
i t- r-'i'i
i-i-
-'
ii
',
:i:i
j.+
l-r.i,,: i
| |i
",, -'!lii-ii;
a-i i
i'
.l-
i;j
i.i
l-i
-1--r.
l:i
t-
-f ll'1
,i_1.
iiiI
.'r
i-r
',
:i1-
-li
:ij
-+
i; iil i:'lj
1,,
"1...1-
-f-j'
li
lI;
iit'j
l.iI-
r-i-t
i-i
il
-1"-l-
:i.j.l.i
i+ r-i i f-i-
lilr
li',!
!-:
ii
+ iJ:i
-l ",i.ji.
iii
'ii,it',
",.,. + -j"'r-1
ii lii
i'l'
i
r;if liil
ii:li
i i'
il
t:i
ii
i1il ij.ti
il'
a-
i
i-,1:
ii
i1
ii., .ii
i;i
:ijjj irlj.
-1i',ti.'
|:; ii
iji i
-i
iil
.i--r-i- i-
ii
-i -f
,ti1 irri,
-l
:::
--i
il:
| ', I'r
t\r
-i
ir
ii
,lii
.j-i
.L
-j
-.;--i-
lr-ii il I i. iiri i;ij jl:+il l; -i-j-i t:lii i-i_'-1_ 1r t..i i-i' 1-i
i tli
:i;i riri
iiii
i-
il
-t-
i'i
ii
l-
1,, I1l
i-.1
AT cc)
Rod 2
-j.-i,
.',.i.i+
li
-i.i.
i-i
ir
r..l
_
j-i;i
f.i..i
r
-t.
l-r--
li
+-i
_f'
:i1
.i 1j.j
',-i ir : _i_r
i'
i
t
i1
:i-ri
i.."_
i-
ii
:ij
-i:
r.i
i-r--f-l
.ij
ti -r_r'
iii ti)
,,1 .
r-ll
i,
il
-1
ii ;ii, iif
'i--f-r
fl r-l.l I
.l-j.i.i
.-l
i;.r
-l
i",
t'i
-:-i
.j--i.1.;
.r.-i-r.
l+,1
f
'1"
-i-
:i
-i
ii i..
',i
.li.il ilta
_1
AL/L,
ii| ii I jj
+
ir
--a
..t-
i.l 1a
ii
t
ii
t
f1
i:
-t
;i l'1
.r_-i.
:,1
rif i-:i: i I i
l
i!i
ali i..t
i_i:
jirr
ii
ia |i
i- r-, -i
il.j-
"i:i..i.j.
ti- r,i
l"jl
l'-i'
,)
i..i.j.i
il ii..i
;.1 l..i.j
j..i.
:.1 i
i i.
l-,r-i-
i:
i;1 iii
1i-i
it.
liL
.1-
iii i j.'i.;'i
i
':-i-i
i
I
ti
.jti
"i-i
i-j
i-i
lri"
;fl lr
i
j_i
i-'f
i"i
r'i' i rtt_
j--:-
'-i.l'
ii'
ii
ii
i:t i1
i-.i"
i.-i
iij
iij
lt
i
;r-
i.,i -i--i
i,.
1..
l.
1;
t;.
tl
-i-j
r-l
i--i
11
-l
:i.r 'lri
-i
i L: +.j -i
tti
l tl
itj
i..r,.j.
1l ii
-,
'j
1) "i-i
1i
:ij
-_r
1
'il..:
:i\
i_-::.
,i.. j.
-i
{"
,t ;,
i-t
_9
i-'
t_
i-r
,i
T'
-; )t
t.
t,
,
.i,t
j.iii
''i';'
i
'i
i.,.
^;
.i. i,;
.,.,
i
1,
j.i.
i':
-i-l.i-j--
;-1.-i
'.'i-i
-i_1'_iI
l'iir t::,
i-i-j
i-:l
-l
t:i
AT (c)
Enl
Irutitute of Physics, UP Dilimaa
2.
Compute for the coefficient of linear expansion of each rod using the different regions seen in the earlier graph as well as the whole graPh.
3.
Compare the values obained in (2) with the theoretical value. What is the Toerror for each rod?
QUESTIONS
1.
\[hy
2.
Explain the results obtained in Exetcise 2. In which part of th. grPh is the
theoretical value? Why?
o nearest to the
tt6ks
73.1
L linear expansion
3.
How will the value of c be affected if it was measured in a different temperature range (..g. much higher or much lower temperarure range)?
In this experiment we used the length of the rod at room temperature (as opposed to its length at OoC) as our initial temperature. Did this inuoduce significant errors in the computed values
of the coefficient of linear expansion for each rod?
ilb
SAMPLE CALCUI-ATIONS
INTRODUCTION
Thermodynamics relates energy transfers between a system and its uurroundings to changes in the state of the system. There are two types of energy transfers, heat and work. An energy transfer occurdng by virtue of a temperature difference between the system and its surroundings is called heat. If the energy transfer is not connected with temperature difference, it is called work. Since heat transfer, Q, and work, $7, can proceed on either of two dirsstisn5, into or out of the system, a sign
convention is adopted. Q is positive for heat taken in \U7 is positive for work done by the system
also be expressed as
dQ=dQ,*-dQ,
Q.s)
in terms of the input heat, dQ,* , and the heat which leaked out from the system, dQ.. dQ,* is given by
dQn't = Pdt Q.6)
where
It is also known that the heat leakage current dQr l dt is proportional to the temperature difference a, and the proportionality constant, ft, is the effective heat ffansfer coefficient.
Thus we have,
dQ
=du
dQ, =
Q.1) have
ha(t)dt
Q.7)
+dw
dU
hadt =
Cda
(2.8)
dU = CdT
(2.2)
where C is the heat capacity of the system aoid dT is the change in temperature. dW , on the other hand, is the work done in
dre system.
Ib-exp(- ?)]*oo'*p(-
+)
e.s)
is negligible compared to the intemal energy aod to the net heat, the energy equation
becomes
where x
=+ h
and
ao
-f -To.
Thederivation
is left as a problem.
dQ=dU =CdT
d,(t)=oo"*P(-
fl
Q.1(
dQ= Cda(t)
Q.4)
and
TA is
the
_da _a
dtr
Q.
OBJECTI\rES
To veri$, Newton's Law of Cooling.
a calorimeter.
To obtain the heat capacity of the heater, stirrer and the probe.
METHODOLOGY
A. MATERIALS You need the following items for this experiment. Ask assistance from your instructor.
Calorimeter Set-up Power Supply
o
o
Digital Thermometer
Watet
Alligator Clips
REMINDERS
o o
The stirrer should be turned on during the exercise i.e., before the T, and until the last
temperature reading.
The water-jacketed enclosure is meant to make the ambient temperature of the copper cup and its contents substantially
constant during the exercise. Make sure the
Figue
l*alcage Current.
Nationd Institute of Physics, UP Diliman
flqssb
73.1
2. newton's law
olcooling
B. PROCEDURE
In the set-up shown in figorc 2.1., the following quantities are either given or readily
measured.
r\
C.u
= =
mass
of water, 80 g
cup
R
TA
re
ontents. The system is in an initial state at Eslperature T, near the ambient temperature, T{. Electrical energy is then added to the s_Tstem at a constant rate for 600 seconds, which cluses the temperatute of the system to rise to $ome temperature Tr, corresponding to \rhat
shall consider a final stage.
1.
2. 3.
Now consider as the system the copper cup (inner calorimeter) and all its contents. The copper cup and all its content are assumed to be in thermal
equilibrium with each other.
4. Record the temperature inside the copper cup. This is the inirial
temperature T,.
5. Turn the heater on for 10 minutes. Take the temperarure, T(t), of the
system every 30 seconds during the time interval the heater is turned on and until
the maximum
tempefature,
T-"* is
reached.
!"icrrul
2. newton's law
of
Physics 73.1
Name:
Partners:
Date Performed:
Date Submitted:
Instructor:
Section:
DATA SUMMARY
Mass of Copper Cup
Mass of Water:
HEATING
0 30 60 90 L20
150 180
360
390
420 450 480
510
2t0
240
270 300 330
TH:
!&irrllnstitute
of Physics, UP Diliman
2. newtoa's
hw of
COOLING
f,mar
t*+630
t--+660
t.a'*30
t."r*60 t-o*90
t*+690
1*+720
t-o*
120
150 180
t*+750 t*+780
r*+810
t-*+840
r*+ r*+
{
,t 4i
t*+210
t^o*240
t*+870
t-o*900
t,
t*+270 t*+300
t."**
330
h*+930
t*+960
r*+990
t-o+
1020 1050 1080 1110 1140 1170 1200
t-o*360
r*+
t-*+
t.o+
540
r*+570
t-"**600
Ptrysics 73.1
2, newton's law
of coolhg
EIGRCISES
1.
Plot the temperature vs. time curve for heating and cooling.
U
(u
rr
(c
o &
Eul
Physics 73.1
2.
Make a graphical representation of the cooling databy plotting Ln crvs t. Should the resulting Saph be linear? Use the formula for Newton's Law of Cooling to Prove this.
time (seconds)
3.
t.
t6
Physics
73.1
2. newton's law
of cooling
4.
as a
o I
tr
il
t \
d E
Excess Tempetature
cr
cc)
Phvsics 73.1
6.
tWhat is the combined heat capacity of the heater, probe and stirrer? Show complete solution.
Plrynics73.1
-2,newton'slavofcooling
QTIESTIONS
1.
Get the net heat leak, Q1 fot heating and cooling, separately. You can either use equarion (2.8) or Q.e).
Phvsics J
73.1
2 newton's
law of cooling
2.
Provided that no phase changes occur, why should the amount of hea't leakage during heating be less than that during cooling?
What is the dominant heat transfer mechanism responsible for the measured heat leakage crureflt? Explain.
Why is
it
Nl/"
tr61
t{ec
es
Edlnstitute
of Physics, UP Diliman
Physics
73.1
=1!!'rto!!,]aw illgoling.
6.
Show that as t approaches infinity, the heat leakage cuffent approaches the input power, P. What does this i-ply?
Physics 73.1
2. newton's law
of cooling
7.
of
Cooling Equation.
8.
[5n]
Physics 73.1
2, newton's law
of
tE
INTRODUCTION
from the rheoretical background presented in the 2"d expedment. After knowinq the specific heat capacity of parts of the calorimeter and thus,
experiment follows
This
calibrating it, we are nov/ ready to use the calodmeter to determine specific heats of some
metals.
OBJECTIVES
To obtain and compare specific heat capacities of metals. To apply knowledge gained from heat leakage cuffent from the previous experiment.
}fETHODOLOGY A. MATERIALS
You need the following items for this experiment. Ask assistance from your instructot.
Caiorimeter Set-up Power Supply
Alligaot Clips
Digital'Ihetmometer
o o o o
lVater
Aluminum Cylinders
Lead pellets
Iron
REMINDERS
Observe precaution of the resistor, water-jacketed container, and stirret as in the previous experiment. In addition, make sure that the stirrer does not touch any of the solid objects around it.
The aluminum cylinders should be fully immersed in water, but use the least amouflt of water as possible
Iitrm
25
Physics
73.1
stYrofoam
aluminum
cylinders
PROCEDURE
1.
Assemble the calorimeter as shown in Fig. 3.1. The only diffetence between this set-up and that in the former experiment is that you will adding metals into your copper cup..
interval that the heatet is tumed on until the maxirnum temPefature, T*, is
reached.
the
Repeat steps 1 to 4 for the succeeding metals given to you by your instructors.
26
Physics 73.1
Name: Partners:
lnstructor:
Section:
DATA SUMMARY
Mass of
Aluminum Cylinders
Mass of
'W'ater:
HEATING
ntil
0 30 50 90 120
150 180
ris
the
(30)
:
ni"g
trs.
210 240
270
HEATER OFF
390
Hirrun }uciooal Institute of Physics, UP Diliman
COOLING
t-o*330
Temperature Profile
U
{, k
+J
(l k
ru
E!
a
(u
Mass of
'Water:
T{EATING
0 30
60 90
t20
150 180
210 240
270 300 330 360
HEATER OFF
390
!{riroal
il:1li:i:iii:l1,ffiffi
tm
t-o+330
t-o*30
t*+360
t-*+390 t^*+420
t*+60
t-of
r--+
t-o+
90
120 150 180
t*+450
t-o*480
t*+
t*+ 510
r*+
540 570
t*+
t*+600 t*+630
U
ru
(!i
k q)
E ru F{
time (minutes)
Naiiond Institute of Physics, UP Dilimall
Phvsics
73.1
qnpeifie haat
ro.o"iti""
Mass of
Iron
Mass of 'lUfater:
HEATING
0
30
60
90
t20
150 180
2t0
240 270
HEATER OFF
300
Nrbnal
31
COOLING
r*+210
Temperature Profile
U
tu
li
c!
ti q)
F{
a
(l)
time (minutes)
National lnstitute of Physics, UP Diliman
EXERCISES
1.
Compute
metals.
2.
3.
Determine the specific heat capacities of the metals. Also, calculate the molar heat capacities.
4.
hfics
73.1
QUESTIONS
l.
Compate your obtained value of molar specific heat capacities with other substances. Explain your observations.
SAMPLE CALCULATIONS
E*
L\TTRODUCTION
For every crystalline substance at a given f,ressure there exists a definite tempefature called melting point) at which the substance ;hanges from sold to liquid when a definite i:rrount of energy per unit mass (cailed heat of ::sion) is taken in.
Consider as system rr\ grams of ice at its =elting point. If heat, Q, is taken in until all the :ce has changed to water (at melting point Tx) xrd subsequendy raised to a temperature Tr, the :hange in internal eflergy of the system is
where L is the heat of fusion of ice. We have assumed that the work done by the system is approximately equal to zero.
For the system pertaining to the given problem, the icefwater, which is within the
system, absorbs heat mainly from the heater. Its
in internal energy is given by equation (4.1). The energy balance equation for this system is obtained by applying the First Law of Thermodynamics and noting that the internal energy change of the icefwater system, the
change
AU = L8 = mL, *
-{:r.,
(4.1)
dstail5.
OBJECTIYE
To measure the heat of fusion of ice.
![ETHODOLOGY
.L EQUIPMENT
You need the following items for this experiment. Ask assisrance from your instructor.
Calorimeter Set-up
Power Supply
Digital Thetmometer
Crushed Ice
Alligator Clips
REMINDERS
r r
Observe precautions
in
setting
up the
to it as a
hm
Physics 73.1
4. heat
of
firirn
Styrofoam
B. PROCEDURE
1.
Set-up the calorimeter as shown above. The stirret, thermometer probe, and heater must be completely immetsed in
ice.
temperature reading every thirty (30) seconds setting the time as equal to zero when the heatet is tumed on.
2. 3.
5.
6. 7.
Pump out the melted ice. Add more ice if the heatet has ,k."dy been
uncoveted. Make sure that thete is minimal water in the cup before tuming
on the heater.
38
EII
Physics 73.1
4. heat of fusion
Name:
Partners:
Instructor:
Section:
DATA SUMMARY
Mass of Copper Cup: Mass of r$(/ater'!flithdrawn: Mass of Ice: Mass of \7ater Left:
teto
GJTC
Maximum Temperature,
HEATING
IrL
arxe
:is
\aional
Physics 73.1
4. heat of
firion
COOLING
tri*
t*+330
t-**360
t-,*+390
t*+30
t**60
t-o*90
t*+420
t-o+450
t-**
t*+
t..*+
r*+480
t*+
510
t*+540
t*+570
t-o*600
1.
'1dhr',f
k -]fu
,
haidr.rn p'ir^t
tl'il
l\:"'P
YYu"
"^f"? <\sk*^k'c
ho
VrLoyr-l,
/ rw n!' +n^"{',t
7ffbr
I
s'4
ry:#
W v
4, heat of fusion
Yw"
neglect heat
kiraal
QUESTION
1.
Make a temperature profile of the system. (Iempetature versus time for heating and cooling)
U o
(u
ti
d
ru
&
time (minutes)
2.
SAMPLE CALCULATTONS
l{56mal
ihstiture.'ciFPtryiti*;,t-tf-rOinmaii
43
INTRODUCTION
By the late 1800s many physicists thought *rey had explained all the main principles of the :niverse and discovered all the natural laws. But :.s scientists continued working, inconsistencies --hat couldn't easily be explained began showing .rp in some areas of study. higher frequency light would produce higher energy electrons, independent of intensity, while increased intensity would only increase the number of electrons emitted (or photoelecuic
current). In the early 1900s several investigators found the kinetic energy of the photoelectrons was dependent on the wavelength or frequency, and independent of intensity, while the magnitude of the photoelectric current, or number of electrons was dependent on the intensity as predicted by the quantum model. Einstein applied Planck's theory and explained the photoelectric effect in terms of the quantum model using his famous equation for which he received the Nobel Pize in 7921.:
In 1901, Planck published his law of :adiation. In it he stated that an oscillator, or any similar physical system, has a discrete set of
:ossible energy values
or
levels;
energies
Planck went on to state that the emission :.nd absoqption of radiation is associated with jumps between two energy levels. =ansitions or The energy losr or gained by the oscillator is emitted or absorbed as a quantum of radiant energy, the magnitude of which is exptessed by
:tre equation
:
E = hu
KE^u* +Wo
(5.2)
where KE* is the maximum kinetic energy of the emitted photoelectrons, and IV, is the
energy needed to remove them from the surface of the material (the work function). E is the energy supplied by the quantum of light known
as
E =hu
where
(s.1)
-:he frequency
equals
of
photon.
to
have
significance beyond relating the frequency and energy of light, and became a cornerstone of the quantum mechanical view of the subatomic q-orld. In 1918, Planck was awarded a Nobel Prize for introducing the quanrum theory of
-ight.
In photoelectric emission, Iight strikes a raterial, causing electrons to be emitted. The classical wave model predicted that as the ntensity incident light was increased, the irnplitude and thus the energy of the wave q'ould increase. This would then cause more energetic photoelectrons to be emitted. The
:lev/ quantum model, however, predicted that
E
A light photon with energy iv is incident upon an electron in the cathode of a vacuum tube . The electron uses a minimum IY" of its energy to escape the cathode leaving with a maximum energy of KE,*in the form of kinetic energy. Normally the emitted electrons reach the anode of the tube, and can be measured as photoelectric current. However, by applying a reverse potential V bettyeen the anode and the cathode, the photoelectric current can be stopped. KE,"*can be determined by minimum
fevefse potential needed to stop the photoelectrons and reduce the photoelectric
cuffent
KE^* =I/s
\:rional
45
DL.,^:^- 7? 1
5. ohotoelectric
efttt
hu =Vb+Wo
(5,4)
\
,
.J d
'tr
rlJ I
=(L\,-f%) \e) \e
)
"tl
A
(s s)
oo
Or U a
If we plot V vs. V for differeot ftequencies of light, we will get a graph similar to Figure 1'
The ZintercePt is equal to
e-
of the ,^io
oBJECTTVE To obsewe the particle ProPerty of light' To determine the work function of a matenzl To detetmine Planck's constant.
METHODOLOG\
A. MATERIALS You need the following items for this experiment. Ask assistance from your
instructor.
o o o
Photoelectric set-up
Green and Yellow Filters
o
o
Digitd Multi-meter
Alligator CliPs
tF
F.
Physics 73.1
5. photoelectric effect
PROCEDURE Part A
Part B
You can easily see five colors in the mercury light spectrum. Adjust the h/e apparatus so that only one of the yellow colored bands falls upon the opening of the mask of the photodiode. Place the yellow colored filter over the white reflective mask on the h/e
aPPafatus.
2.
1.
Adjust the h/e apparatus so that only one of the spectral colors falls upon the opening of the'mask of the photodiode. For the green and yellow spectral lines, place the coresponding colored fi"lter over the white reflective mask on the h/e apparatus.
Place the variable transmission filter in front of the white reflective mask (and over the colored filter if one is used) so that the light passes through the section marked "1.00oh" and reaches the photodiode. Record the DVM voltage reading in the data table in part A. Press the instrument discharge button, release it, and observe approximately how much time is required to recharge the instrument to the maximum voltage.
1.
2.
Record the DVM voltage reading (stopping potential) in the data table of part B. Repeat the process for each color of the spectrum. Be sure to use the green filter when measuring the green spectrum.
3.
4.
3.
Move the vadable transmission filter so that the next section is directly in front of the incoming light. Record the new DVM reading, and approximate time to recharge after the discharge button has
been pressed and released.
4.
Repeat step 3 until you have tested all five sections of the filter.
Repeat the procedure using the second color of the spectrum.
5.
E]
Physics
23.1
Date Performed: Date Submitted:
5. photoelearic effect
Name:
Partners:
Instructor:
Section:
#$ffi#i..trifii!iii;
{}:il
80
40
60
20
q
100
80
40
50
20
Physics 73.1
5. photoelectric effect
;ffl$rffi.,ffii@fi
=,l1i!:sffi
Violet Ultraviolet
Jtr.u.ttll \-rr(lcr \/utur
.
+.ffift159,Wfl!$Hs
*s#$13,tr#ffi
;,:.1..
1:
1
lr..::1!
l:,t
./r--:;,'
:/=1,..'.,i::,i.l=
;,rw
T
-';rl.'1,
:,..1
;l+i=
l1
#.$di$lffi
Ifr,
:1i:i:7-,-i:.:flE:
Iti=:i:.;lftft1$ l:t:i$;l;1.1;:i;:;-.r,., .
.it=;::.,]:11::11'r,"r"::..r:i".1-;-.f
i'r:';.
.:t.
lt'
i'
I I
Green
t"
I I
I
Blue
t,
lrl
Violet
LJltraviolet
EXERCISES
1.
50
2.
stopping
potential(V)
frequency
(1/s)
Determine the slope and the y-intercept of the above graph. Inteqpret the results in terms of the
L
e
,^ro.
QUESTION
1.
Describe the effect that passing different amounts of colored light through the variable transmission filter has on the stopping potential and thus the maximum eflergy of the photoelectrons, as well as the charging time after pressing the discharge button.
Describe the effect that the different colored light had on the stopping potential and thus the maximum energy of the photoelectrons.
3.
as
Defend whether this experiment supports a wave or quanrum model of light based on your lab
resulrc.
APPENDIX
Table 1. The wavelengths of the Mercury Spectra
!fr
INTRODUCTION
The spectrometer is a device used to produce and quanti4/ spectra. As depicted in figure 6.1, the spectrometer has three critical parts: (1) a collimator; Q) a platform with either a gating or prism holder; and (3) a telescope. The grating is placed ofl top of the platform and is secured when the spectrometer is calibrated.
measurement forms
procedute itself. Though personal biases dominate angle readings, it is important to know
how these readings are made. The circular main scale on the spectrometer platform is graduated from 0 to 360o rvherein each division is equal to 1/z degree. Adjacent is a vernier scale that has 30 \Mhen divisions. the zero of either the vernier scales match with a division with a division on the main scale, the 30'h division on that vernier coincides with another main scale. There are 20 divisions between the 0 and the 30s division in vernier scale indicating that each division corresponds to Q9 /30) of a main scale division. The angular reading can therefore be made to a precision of one minute.
in order to change the amount of light that enters the spectrometer. This beam then passes through the collimator, which produces parallel beam of iight rays. These light rays pass through the grating commonly described in terms of the grating constant. Light coming ftom the grating is viewed with the telescope either along the line of the
can be varied
collimator or at some angle. If the apertures are parallel to the slit, diffracted lines may be viewed on either side of the normal image. The spectra lying nearest the direct image on either side are called the first (1st) order while those called second successively more distant ^re on. order, third order, and so
Calibration of the spectrometer involves not only the calibration of the spectrometer itself, but also the determination of the diffraction grating constant D. The diffraction grating is a simple but useful
Light from a light source enters the spectrometer through a narrow entfance slit. In most spectrometer models, the width of this slit
A. Actual set-up
tool introduced by J. Fraunhoffer (1787-1828) which is commonly utilized to study the stfl.rcture and intensiry of spectral lines and measure the wavelengths of these lines. A typical grating consists of a grid of fine parallel lines with uniform spacing on a polished
reflecting or
B. Top view
transmitting
.IE.ESCFE
surface.
,JCLE
,i+(
physic
73.1
0.
.aiuo,io"
"r
*"
tp""tt
Fig. 6.2. The ttansmission gtating with incident light a and b and an adiacent gtating distance of d.
Glass plates are commonly used for diffraction gratings while gratings ruled on metals are called reflection gratings because the interference
(6.1)
where
the slits.
(6.2)
with a fine diamond point. The unruled portion of the surface, either by reflection or transmission, set up the diffraction and interference effects that form the spectrum of light from a source. Figure 6.2 shows a cross section of a common type of grating ruled on
glass.
where rn is an integer (0, t1 , t2, ...), and is known as the order of the maximum. For m = 0, 0 = 0 , hence the maximum is located suaight across the screen. This is known as the principal maximum. There ate still several bright lines located on each side of the principal
Now, consider a set of parallel rays from a monochromatic light source arriving at the slits at right angles, as shown in frg. 6.2. The rays leaving the slits are diffracted. These diffracted rays interfere with one another until th.y produce a fnal pattern. The difftacted ray makes an angle 0 from the incident ray. Between any two diffracted rays, the interference is constructive (a maximum, observed as a bright line) whenever their path difference is a multiple of z wavelength. Since the path traveled by each diffracted ray is equal beyond the segment OP, the path difference would only be due to the distance from the slit to the segment dP along each ray. For example, the path difference between a' and b', zs shown in figure 6.3, is
given by
maximum. Adjacent to the principal maximum is the first order naxinam (m=+1), followed by
the second order maximum (m (see figure 6.4).
=fl),
and so on
the light source is not monochromatic, of color bands will be observed. Each set of color bands is known as the spectrum of the light source. Figute 6.5 shows a
several sets
National Institute of Physics, UP Diliman
If
Physic 73.1
of
mercury
at
visible
afe continuous.
An atc soufce or a g s
produces a continuous spectrum. That is, a continuous band of colots with gradual shading from short wavelength (violet) to the long wavelength (red).
discharge emits a discrete spectrum. That is, only certain wavelengths will appear, as bright color lines are present. Meanwhile, af, incandescent solid such as a lamp filament
m=1
Figure 6.4. Illustmtion of an emission spectrum showing the fitst and second ordet difftaction pattetns at bottr sides of the direct image (principal maxima).
very faint
red
yellow doublet
bright
green
faint bluegreen
bright bluevioilet
fa in t
violet
546.07
491.60
435.83
407 .7
404.66
oBJECTTVES To familiarize the students with the use of grating/prism spectrometer. To calibrate the spectrometer properly and to determine experimentally the gating constant, D.
57
PhFto 7l-1
6-
crlibrrin
d*c rycs-<cr
METHODOLOGY A. MATERIALS
o . .
o o o
Grating
Incandescent bulb (white light source)
[7a, hDanger! Do not touch the open I l\llp fterminals! Please connect the high -flI flvoltage supply carefully. Let your
inspect your connections L#instructor betore startlng the expenment.
Sensitive Apparatus. Handle the grating with care. Do not touch the grating surface. The Brating m^y be touched at the sides only. Touching the grating surface damages the
grooves etched on the surfage.
B. PROCEDURE
Measurement of the gratingconstantD. Using the Hg light source, locate and record the angular position of each visible bright line in the first order on each side of the direct image. Be careful in recording the angular position in the reversed direction. \7hen the
2.
is
perpendicular to the incident light, the angular displacement would be nearly equal in both directions. Draw all the observed lines. Plot the sine of the average angular position versus the standard wavelength of the discrete lines. ,t,.r.-'.N$
to
through in only o* dir"aioo. If no imarc seems t" rpp."r, try rwening the grating.
pass
REFERENCES
1.
2. TryLr, Phpia for Scientists andEngineen. 3. \7hite and Manning, E:rperimental College
Physia. (e6e)
5.
Ocv:
Ocv
ET
Name:
Partners:
Instructor:
Section:
t8
ic tE
DATA SUMMARY
Spectrometer calibration: In calibrating your spectrometer, remember that the gratinB is placed on rhe holder such that your reference spectral line of the Hg source has equal angles *h"n the Ller.op" i, rotated either rowards the left or right of the "straight-ahead,, image of the slit.
L d
E
CALIBRATION DATA
6c
r
ll
E
Order, m:
r
h
I E
f
I
59
tl
B. Theoretical Grating Constant:
D
Mercury light source
60
Phvsic 73.1
Figute 2.
SpectrallinesofMERCURYusingagratingwithgtatingspacingof-..
Figute3.SpectrallinesofMERCURYusingagratingwithgratingspacingof-.
0 vs wavelength,l,srAr,{DARD
.-i-i.
l.
'I
it:
i-'l:
,.ri
.t-:.
.1-
.1..
1ri l j..t
t-
j--
t..
il.
..i
. :r
t: t'
.+
:l -li-l i
.1
ij ,\
:
:i. i,l.
1--i
-i"i..i.
ri..iri"r:l
-j--:-.1-l
rtil ,,
l"i:i.i
.i.j.j..i i.,
:
ilit
1:1
ii'I
t.-f.
-j
i-i-.i--i
-i-=-r -i
tiii
-t' ' :]
f . i-l
_f'
.";
r-it
...i-i-i
j.i
.; 11::
.,-
;lli
rl,
i,j,i.r--:-.i
I
l-l
1-i , i'
l'i
i-l
-j-"i -'l-'
'i"-t'-l-
r i.+
'l ,1
I i__
i't
i-'i
ir
1..:
I
,. ,i. i- -i-.r
+ j i +; ,,l i.l
.
i.i
,:, iij'j
i--i--4..i.
i :-
1-l
i.i.r-i,
r.aii
l..r1-
r-i.i
;:,
t
+..l -i--r-
.l:l,
i_j _t__i i- i..i--l
l.
i-, i-i
i'i'l
']1,1 l
1; ,ii
-:-l
l..i-
'ri-i i 'i..r _i
i.
i_:'
I'i-
il
j i.j
t;i
.i : j
I
-i-
'I i' i-
'l':..
, :-,
,lit l
; i-.
i
j.j
l-i
lt.l
.;r :r
t-
.::::
l;
' i''
.il:
+
i:
:
.,i:lJ
t:ii
i1:
:.i.
T;: l,l-:i:l
i--1.
1i
].-i-i t::
ii
l-
..t,
---"
:.: I I !
ii
la;
ia
i;;..
i:,
il :j
l**
l.-i.
i...
l''.
I.t"nd"rd
(-m)
phva;.71
6. calibration
ofthe spectrometer
1.
\Vhy do spectral lines appear on both directions, clochxrise (CW) and counterclochrise (CCW), from the "straight-ahead" image of the slit?
2.
Compare the expedmental value of the Grating constant uzrth the Sating spacing of the difftaction gaang used. Explain similarity/difference.
3.
Explain how the grating constant affects the observed spectral lines. Illustrate.
SAMP.IJ CALCUI-ATIONS
Nationd Institute of
Ptryrsics,
UPDiliirnn
INTRODUCTION
observed emission spectra to their energy levels.
Ee
Ez
=+,
(7.2)
The hy&ogen atom is studied with the aid of the Bohr model. This semi-classical model was developed by Neils Bohr to explain the spectra emitted by hydrogen aroms. According to this model,'the electron of a hydrogen atom moves in a circular orbit under the influence of the Coulomb attraction to the positive nucleus. The total energy of the electron is given by
electromagnetic wave associated with the photon. Thus, the wavelength of the emitted radiation is
the
;="(i;)
where F is the Rydberg's constant.
Q.3)
F. =-""-"n zhz
mkzeo
F Zz - --Z'"*, -
flz
n=1.,2,3....Q.1)
tt
For any transition from energy level n = ni to any lowet energy level n = fl1, the wavelength of the spectral line is
The energies En (Z=1) are the allowed quantized energy levels for the hydrogen atom. The transitions bet'ween these eneigy levels result in the emission or absorption of photons. The_energy level diagram for hydrogenlhowing the first few transitions id depicted in figure 7.1. For illustration, let us suppose that an il.ct on drops from the second excited state (n=3) to the firct excited state (n-2), then the electron
Es
*="(;
- Ez and
is
Equation [.a) is known as the Rydberg-Ritz formula, where n, and nr are integers and R is the Rydberg constatlt. R is known to be the same for all spectral series of the same element but may vary slightly from element to element. For hydrogen, R=1.096776 x 107 m-l.
Since the allowed energies arc quanttzed, we
n
@
il
(7.4)
E., eV
0.00 -0.85
4
3
-"
Balmer series
-1.51
Paschen series
-3.40
-13.6
Lymann sedes
Physics 73.1
vapo$
expect that the wavelengths of the emitted photons be likewise quantized as is observed from its line spectrum.
In this experiment, we will get the emission spectra of several elements using grating 'We will then correlate these spectrometers.
spectral lines
obtaining and the observed line spectrum is established, we will now try to identify an quantifying
unknown gas discharge tube. Take note that the line spectra is unique for each atomic gas.
of
to their transition
energies, and in
OBJECTTVES: To correlate the observed emission spectra to the energy levels of hydrogen.
METHODOLOGY A. MATERIALS
1.
diffraction grating
2.
3.
Spectrometer
4.
5.
B. PROCEDURE
1. Calibration of the diffraction grating spectrometer. Calibrate your spectrometer using the technique you learned from the
previous experiment. Use the same diffraction grating in the previous experiment so you do not have to measure its grating constant again.
Once the spectrometer is calibrated, tighten the screw that controls the grating holder
NOTE:
motion and do not move it' again. If this is moved, the spectrometer must be calibrated
again.
wavelengths (including uncertainties) present in this spectrum and compare with the theoretical values. Identify the electron transitions (energy levels involved) which give rise to the spectral lines seen, and determine the energy differences between these levels using your experimental data. Finally, compute a value of the Rydberg constant,from your data, with uncertainty, and compare with
the theoretical value.
Determine
the
spectrometer
tube.
component of the spectrometer. Otherwise, you have to calibrate your setup again as discussed in step 1. Then repeat step 3. Do this again for another vapor tube. Thus, every group must have at least three data samples.
66
4. Identification of an unknou.u toilrce. Replace the mercury (or sodium) source with the unknown source. Slowly turn the telescope clockwise (CIUQ and record the angle of the first line. Return the telescope to its "straight-ahead" position and slowly tum the telescope counterclochvise (CC!7) and record the angle of the same line. Repeat the process until the entire fitst order spectral lines are found and the corresponding locations determined. Draw the spectral lines and approxirnate the distances between lines.
the
the
spectrum you
Physics Extended Version with Modem Physics, gn Edition 2. TipLr, Physics for Scientists and Engineers. 3. \il7hite and Manning, Experimenal College Physics.
4.
5.
The Handbook of Chemistry and Physics. Resnick and Halliday, Physics, (1960.
Physics
73.1
vapos
Neon
Color
Wavelength,
A
Green
Green
Color
54514
5435
Yellow
Green Blue-green Blue Blue Blue
5852
5941 5945
4922
471,3
6046
61,20
61,43
4471
4387
41,21
Violet
6266 6294
Red Red
Red
4026
Violet
6328
Hydrogen
Wavelength,
Mercury
A
Red
Color
Wavelength, A
65634
4861
5791A
5770
5461
491,6
Blue-gteen Blue
4340
41.02
Violet Violet
3970
4358
Blue
4078 4046
Violet Violet
Instructor:
Section:
DATA SUMMARY
Spectrometer calibration: In calibrating your spectrometer, remember that the graring is placed on rhe holder such that your reference spectral line of the Hg source has equal angles when the telescope is rotated either towards the left or right irf the "straight-ahead" image of the slit.
Table 7.1. Determination of the line spectra of hydrogen. Grating constant: Direct Irruge Position:
,,ctw.'1
e,,
te)
.t{.i,
Otdgi,:
,,...m., .:
'r:.1..!.:,:;:'";'.i
69
Physics
73.1
Spectral lines
of
.':"'gf,-.'1::f
iW
iii$Li.W^iHi
:
Physics 73.1
Physics
73.1
Table 7.3. Detrrnination of the line spectra
of
Grating constant:
Li
J
:
Figure 3.
Physics 73.1
Table 7.4. Determination of the line qpectra of the unknown source. Grating constant:
The source is
LJP
Dilim.r
Phvsics 73.1
vpc
uo,| ^ (;
*)
Hydrogen
t/n? - t/nl
Other elements
+ i-+l -ii+1 t-i-+j- tr-1-i
j-
iiii 1Ii-l
ifi
1-l i-)
i:i.i
t-T-t'-r-
I i-t-
l-j
i:il
i+i"i
-i-i I t t,-i i i
-t--i-1
-i f-i
f
-t
t.
iii
-i-..i-r-.1-i- i-L-f
i-j
r+ .i.l
li -f
{'1-
r-'.1-'l
T]TT ++
j.i-ii
tl-'l:I
.r--i--L
+
-t^
i-
1"1-+
i-l-.i.
i.,t.
I l_
f-i
'1i
lt-
1-l
jj
.t-j.
l- r-l-j-i--Li-
i-iii
+ i-*l-L -i-"j-"i-1
ri
l-rl
-j
.l-
I +i -i-l l-iii
-i
i:
+-'
i-i-l- -r
r-
r-I
i-f
i+
i
:'1.1
ii ri
J i-r-j
l-
_i
iI+1
I
.l
f-t'-f-
-i
1-
l-r i-
i- a-t-
'{'
-t.
jt il
_t-1_l_
.i-!.i-i--i i
it -i.i i
-+"li A
-1!
+ii
-r i.+-+-i-+ l-+"
ii-i1 i-i.i i
'j-
i11 i-l i-] f-i-1 tt1' it t.l. -l i i-'r1 T i-ri--t-it-i t': i; jir-
.-r-L-!-L
-rli-f'
f[ii ir i
.
t-
i-+
iII lr)
+.: -+-1"' -1" *i*
-1
-f {"
+
:i:t :f -+.
.i-l -1
I I
.tl -i -t+-it
*i.1"l-
j-ii
t'i -r-i
i-i
+ j-r_'l -1-i-1 i.
i-it-r-i
l-
l-
l-.
I
I
il
l +
i
+-
-i
i-i-+
r.i-i
".i-i -J
++i
fti1ri
1-J-
r+ .t+ !
l-
l-1
,i1, 1-l
i--l
-F+
j:Ir-
irit-i
i-i
r.
-rt-i _1_f_t
t+1-+
i-i-i-i
,i_i,r
ii
r-i]
-f-
-r--l-j-+
l-+i-+
't-r
-t I f-f
i+;
]-ii
),-1
i--i-it
f-r-Fa' -t -i-Fl-t
-1
+-'
J.
-Lr-i1-1-1
i.i
-t-t-l i-i
f+-;r
.*
-f
-lr-j
I
i-+,-
J-
111 + r--l-++
), : l-t .ir'ti
-i-f-il jlii
+ti-+ -i
I
:1_iIi_
-i-+-i i- +-t i-
I r'r-
irlr ++r-i1-+-r
fii
1
l,l Ll.
_L
il
++i
"-i.
r r-1-irl- 1- ti t_+f
i-i i-i t-i-i-r .j- .i:i +-1 i 'l- ;!1. 1-f rIi
fj
-1-rt.
-1 11'
i-i:
ii ,;i"
r-+ -Lt-i-t..i-j-l-1, l--t -Ll-
-ti j
j
i:i:L
J,
ii
++if ii_ir
+ t-t -;-
r.i
1.
1-if
Ir-
l-
l il1 t-j-l
!-
ii
i
t-
ll
l.lri.
-t;
i+
i| fl
j l.j
f_
i-t-1
I
i
l" r
:_ 1-l_
i-i-l-
.r-
iii-i
i.i
-f-i-r-i.
i i++
i-+-1
+-
:i:1
r
l-
-1-i-r1- i-"J-j-j-
l-+
-i -j--i-
1-
.l-
f
+
T -l-
4-
ri
fi
'1-
l-Ll
l--i-t-r-
-i i i i -l-i-i-i iri
.i + i--'.
ii
-i-f-i
i i-ia T_r_i
1-j-1-t-
'iiit
l--r
-t
iiii
r1L+
-t-i-1
r i-i
-1.
j.i i
-j-1-i-j-i-.1
1t"i
I
l.i
I J-
-tJ
ii.f
r.i
1
."J
-l
'J 1-+ _r r_i I
ii
-i-l
.1,
f-i- f-i-
i1
-.1-
I I 1-f
-1"
i-r-i
i-:--
--t-
IIj-l i-tl- |
-i-+ l.-i
ii- -a
-i-1'1.
.J-.i-i-.i.
l-,
j j'1
r
ilii
il
-jl
r-
l-r
i
i-ii-i
lI
"j-i-J -t-
r.i.il
l-j-{-;-
l-r t.
r-
l:.
.i-j..j-j-
..i- i-l-.1-
ifi_frtt'
l_
-r.i
I
,i
r-l-+l-
r-i' i i -l-l'
r t_i_t_
i i-i .ti
'1
I i f_'_
-i-i
r-
ii-i
i-l-i
il.i ir;-
lrl t/n!
..j-'i-"1-+ +.i--t--iii t.l I t- 't',i., -f+ + I, i r t'l' 'i-i -i -i:i:i -r-+r 'i-i-if.L irii L,-l-1-i r + ri-fi i-i-i i- i-\ I,i- t.l i.j, it i Itt-t l_t _f + t. i-l l_
r-lr-i
il
-i-l r
-1-
i
"jT'
iiii,
:i-i
-J-
iii
r^i
i t'l
i.l-1_
i-i.
ii
i'i-
++-i-F
+-i- -f-F
1--i-f-i
f-i
i-l- i-
j:i-i
-L/n,z
National Institute of Physics, UP Diliman
:74
Phvsics 73.1
QUESTIONS
1'
Why shoutd the granng be norrnal to the-light coming from the collimator? How does the grating equation (equation 6.2) change? Dtaw adtagrarnto supportyour calculations.
:'
3.
for
for
their
;
Compare your representations of the line spectra for each elemental discharge tube. Explain you obsewe.
wht
Suppose a discharge tube conains a combination identify individual elements in this case?
of
Is it possible to
6.
SAMPLE CALCULATIONS
7. spectrurn
INTRODUCTION
Absolption spectroscopy is among the oldest of the fields of scientific specialization3. Isaac Newton is the best known eaily investigator of the spectrum back in the first years of the eighteenth century. A few years later, Bouger observed the change in intensity of the beam of light as it passes through an absorbing medium of different thickness. However, it was not until the nineteenth
century that \X/.H. Wollaston and J. Fraunhofer, separately observed spectral lines containing only one color. It is also at this time that Beer published his observations on the dependence of transmitted light on the concentration of the absorbing species.
because
reflected
entrance and exit, and pardy because of the absolption of the light by the matedal. Absolption spectoscopy is concerned with determining the relationship between this
attenuation due to absolption as l-ight passes through the material and the wavelength, or frequency of the incident light.l The study of the light absorption properties matertal has three objectives2: (1) to learn which wavelengths the material absorb; (2) to know how much light is absorbed; and (3) to gain knowledge on why the Iight is absorbed by the material. In this experiment, we will be dealing with the first and third objectives only. The first objective gives us a "fingerprint" for a qualitative analysis of the material while the
of a
Bunsen and Kirchhoff developed th; first practical spectroscope (similar to the ones we are using) in the middle of the nineteenth century. They showed that this technique could be used as a means of qualitative chemical analysis. They have discovered several elements and demonstrate the presence of known elements in the sun.
third objective
responsible
When a
materi^\, it loses some of its original intensity. The attenuation of the intensiry of light is pardy
7A w.k Kll"01. Crn-,/ @ f .BJECTI'ES u'?' tt Y 4\@" It- ., c' To determine which rich wavereneths a gilr.'|, ,' material absorbs. ffi*"','* 'c+ "rgg:, /r i l
To knowwhy the ,aidmrte.ial rbsorbs the wavelengths.
quantitative analysis would not be performed in experiment, a good insight in the absolption of light by materials can be obtained with the two obiectives in mind. ,, l,l a-t , alle ea4tu'O).
this
'
t.
"fa
0C? Flrfuf
ffud 7
METHoDoLocy
A.
,,*.rlr1r,''
'i
t"-- :l
/"
f"u*
,ud.
\ t/ prr, f ;'ol,.t You need the following items for this experiment. Ask assistance from yorir ihstructor. MATERTALS
Incandescent light source
q",rrf '
COYC. '1\ ctTla,qn/
Spectrometer
Dves l_
,l
REMINDERS:
*i,*."m:l
Sensitive Apparahrs. Handle the grating with care. Do not touch the grating surface. The grating m^y be touched at the sides only. Touching the grating surface &mages the
grooves etched on the surface.
grating
spectrometer. Arrange your equipment as in the previous experiment. Use the mercury @d!^p"r tube as light sort""11f Calibrate yo(r spectromerer.
3. Visual Absorption Spectroscopy. Place a blank solution between the light source and the
This blank solution entrv slit of the-eollimator. ' '- . . .'
any
AF{
i:
2. Measurement of the Range of of the light source. Replace the mercury (FIg) source with the incandescent light source. Note the shortest and the longest wavelength position by noting the smallest and the largest angle where you could still see light. Angles are measured with resPect to ,t$e "sraight ahead" or inline image of the slit. This may vary with the observer so have ot'hers verify your result. Make sure that the seiond order diffraction does not overlap with the first order diffraction. If they overlap, note the angle in which they overlap. You will not be
getting reliable data from this angle onwards'
'$flavelength
the spectrum obtained in #ence ffi procedure number 2. Now, replace the blank solution with your dye solution. Can you see differences with the sPectrum of the blank solution? Obsenre and jot down the range of angles in which there is a drop of intensity of your spectrum as comPared to the spectrum of your blank solution. Do this for three dye solutions given by your instructor.
References
on
Absorption
19,'*&
80
t,,lv
Physics 73.1
Name:
Partners:
.?
Instructor:
Section:
I I I
DATA SUMMARY
Table 8.1. 'S(avelenEhs Absorbed by Different Dyes
I
I
Grating constant, D
i
J
I j
I
Dye sample:
Figure 1. Spectrum
Physics 73.1
Dye sample:
Figure 2. Spectrum
Dye sample:
Figure 3.
Physics73.1 QUESTIONS
1.
\07hat are
the advantages in using the visual specuoscopic method over other methods to
Describe the effect of the different dyes on the spectrum of the Iight incident on behave uniformly with different dyes? Why or why not?
it.
Would light
3.
the What is the origin of the dark/darker bands (compared to the blank solution spectrum) in same the spectrum of thJdyes? What do these bands correspond to? Will different dyes have region where one can locate these dark/darker bands?
Physics 73.1
5.
Consider a solution of chlorophyll. Draw and describe how its spectrum will look like.
Phvsics
73.1
8'
CALCULATIONS