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Excited States and Photons (SAM)
This Activity Requires: Test your system to see if it meets the requirements Important! If you cannot launch anything from this database, please follow the step-by-step instructions on the software page. Please Note: Many models are linked to directly from within the database. When an activity employs our scripting language, Pedagogica, as do some of the "guided" activities, the initial download may take several minutes. Subsequent activities will not take a long time. See this page for further instructions. |
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![]() | Overview and Learning ObjectivesStudents explore models to discover that atoms can absorb photons but only if they have exactly the right frequency to match the difference between the energy levels. For visible light, the color of a photon is related to its energy. Blue photons have the most energy, green photons have less energy, red photons have the least energy of all. Infrared and ultraviolet photons are invisible. Infrared photons don't have enough energy to stimulate your eye, ultraviolet photons have too much. Students will learn that: different atoms have different energy levels when an atom jumps from one energy level to a lower one, it emits a photon of a particular frequency the energy of the photon is equal to the difference between the atom's energy levels. For visible light, the color of a photon is related to its energy. |
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![]() | Central ConceptsKey Concept: Photons are little "wave packets" of light, and light is a form of energy. When an atom jumps from one energy level to a lower one, it emits a photon of a particular frequency. The energy of the photon is equal to the difference between the atom's energy levels. Additional Related ConceptsPhysics/Chemistry
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![]() | Extensions and ConnectionsFermi Lab's ARISE Project suggests the following enhancement to this SAM unit: http://www.concord.org/~barbara/SAM/ARISE/ARISE_SAM_photons.pdf |
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![]() | Activity CreditsCreated by CC Project: SAM using Molecular Workbench |
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Last Update: 08/05/2008
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These materials are based upon work supported by the
National Science Foundation under grant number DUE-0402553
Any opinions, findings, and conclusions
or recommendations expressed in this material are those of
the author(s) and do not necessarily reflect the views
of the National Science Foundation.