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Teaching Resources HST 2008

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Teaching Resources. HST 2008. Are we really made up of Stars?. A brief History of our thinking The Greek thinker Empedocles first classified the fundamental elements as fire, air, earth, and water, although our particular diagram reflects Aristotle's classification. Did you know ? - PowerPoint PPT Presentation

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Page 1: Teaching Resources

Teaching Resources

HST 2008

Page 2: Teaching Resources

Are we really made up of Stars?

A brief History of our thinkingThe Greek thinker Empedocles first classified the fundamental elements as fire, air, earth, and water, although our particular diagram reflects Aristotle's classification. Did you know?The ancient Chinese believed that the five basic components (in Pinyin, Wu Xing) of the physical universe were earth, wood, metal, fire, and water. And in India, the Samkhya-karikas by Ishvarakrsna (c. 3rd century AD) proclaims the five gross elements to be space, air, fire, water, and earth.

Page 3: Teaching Resources

So what is the MATTER?

People have long asked, "What is the world made of?" and "What holds it

together?" As far back as in the days of Aristotle, it was

thought that things were made up of four types of fundamental elements.

The word "fundamental" is key here. By fundamental building blocks we mean objects that are simple and structureless -- not made of anything smaller.

Page 4: Teaching Resources

What about more recently? Based on scientific observations, our thinking has

variously changed in the recent past. The story begins with John Dalton ......Dalton suggested that …… everything is made up of very tiny particles. He named these smallest possible piece of an element ‘an atom’ – which in Greek means unbreakable.Further he suggested that….• Atoms are different for different elements.• Imagine atoms to be solid like billiard balls.

Page 5: Teaching Resources

Dalton Atomic Model

Oxygen Atom Hydrogen Atom

Gold Atom

Page 6: Teaching Resources

This makes a lot of sense. But!

From our scientific observations in chemical reactions, x-ray diffraction etc, we know today that this view was not entirely correct. Something was missing..

However, Dalton’s ideas became the basis for our modern quest for the real constituents of matter (and antimatter!)

Possible web link to a CERN site with pictures, simulations or videos?

Page 7: Teaching Resources

Thomson Atomic Model

Gold Atom

Proposed after discovery of “cathode rays” when a gas is ionized by a high voltage.

Neutral atoms contain smaller particles, called electrons.

Electrons exist in a “sea of positive charge” like plums in a pudding.

Page 8: Teaching Resources

Geiger-Marsden Experiment

Shot high energy a particles at a thin gold foil Observed the pattern of scattered particles Found some scattered by a larger angle than

predicted by the Thomson model

Page 9: Teaching Resources

Rutherford Atomic Model

Positive charge is concentrated in the nucleus (only way to produce large scattering angles observed)

Coulomb force causes electrons to orbit the positive nucleus

Planetary model

Page 10: Teaching Resources

Problems with Rutherford Model

Accelerating electrons should radiate energy according to Maxwell’s Electromagnetic theory

Radiating electrons are losing energy so they will spiral in towards the nucleus as they lose energy

No atom would be stable -- all would radiate away their energy

Hydrogen Atom

Page 11: Teaching Resources

Problems with Rutherford’s ModelPredicted Hydrogen Emission Spectrum as atoms radiate energy

Page 12: Teaching Resources

Bohr’s Solution

Hydrogen electrons may only exist at certain distances from the nucleus (energy levels)

If they stay in the same energy level, they are stable (don’t radiate)

If they move from one level to another, they radiate to produce the discrete spectrum observed

Page 13: Teaching Resources

Neutrons Ionized gas atoms are injected into a mass

spectrometer All atoms have the same charge and the velocity

selector guarantees that they had the same velocity

Different radii are observed in the B-field deflection

Only way for this is to have atoms with same charge and different mass. (R = mv/qB)

There must be a neutral particle in the nucleus with significant mass = neutron

Atoms with same charge (protons) and different mass (neutrons) are called Isotopes

Page 14: Teaching Resources

Refined Atomic Model (Bohr)

Helium Atom

electron

nucleus

Page 15: Teaching Resources

Vocabulary Specific Nucleus = nuclide Nuclear particles (protons and neutrons) =

nucleons Identically charged nuclei with different mass =

isotopes Generic nucleus symbol = Number of nucleons = A = mass number Number of protons = Z = charge (atomic) number

AZ X

Page 16: Teaching Resources

Nuclear Forces Clearly, if the nucleus

contains a number of protons, the Coulomb force would predict that the protons should repel each other

There must some force that is stronger than the Coulomb force to hold them together = Strong Nuclear Force

Strong Nuclear Force also keeps neutrons in check in the nucleus

Acts like a spring between nucleons

FE

FE

Page 17: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 18: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 19: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 20: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 21: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 22: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 23: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 24: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 25: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 26: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 27: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 28: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 29: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 30: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 31: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle

Page 32: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle charge = +2e

E = KE

Page 33: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

charge = +Ze

Alpha Particle KE Alpha Particle PE

a Particle charge = +2e

E = PE =

R

2(2 )( ) 24 4o o

e Ze ZeR R

Page 34: Teaching Resources

Estimating Nuclear Size We can use the results from the scattering of

positively charged particles to determine the nuclear radius

Final E = PE =2(2 )( ) 2

4 4o o

e Ze ZeR R

Initial E = (KE)

Conservation of Energy: (KE) = 22

4 o

ZeR

Solve for R = 22

4 ( )o

ZeKE

Page 35: Teaching Resources

Estimating Nuclear Size

We can use the results from the scattering of positively charged particles to determine the nuclear radius

Solve for R = 22

4 ( )o

ZeKE

Adjust initial KE until the a particle is no longer scattered back. Last scattered KE gives estimate of R.

Empirical Result: R = (1.2 x 10-15)A1/3

Page 36: Teaching Resources

Nuclear Energy Levels Alpha particles emitted by an unstable nucleus

are found to have limited possible amounts of kinetic energy

Gamma rays (pure energy) emitted by an excited nucleus are found to produce discrete spectra

These results suggest that nuclei have energy levels just like atoms do

Page 37: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

Small nuclei are stable when the number of neutrons = number of protons.

Z

A - Z

10 20 30 40 50 60 70 80

20

40

60

80

100

120

= stable

Segre Plot of Stable Nuclides

Page 38: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

As Z increases, the number of neutrons necessary becomes larger than the number of protons.

Z

A - Z

10 20 30 40 50 60 70 80

20

40

60

80

100

120

= stable

Segre Plot of Stable Nuclides

Page 39: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

For large values of Z, the number of neutrons becomes very large.

Z

A - Z

10 20 30 40 50 60 70 80

20

40

60

80

100

120

= stable

Segre Plot of Stable Nuclides

Page 40: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

• For large nuclei, the Coulomb force wins out over the strong nuclear force

Z

A - Z

10 20 30 40 50 60 70 80

20

40

60

80

100

120

= stable

Segre Plot of Stable Nuclides

Page 41: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

• For large nuclei, the Coulomb force wins out over the strong nuclear force

= range of nuclear force

this proton can repel the proton on the opposite side of the nucleusthis neutron is too far away to exert an attractive nuclear force on the nucleons on the opposite side of the nucleus

Page 42: Teaching Resources

Nuclear Stability The nature of the strong nuclear force is that it

is effective over very small distances

• In addition, as the nucleons become too tightly packed the nuclear force will cause them to repel each other.

= range of nuclear force

this proton can repel the proton on the opposite side of the nucleusthis neutron is too far away to exert an attractive nuclear force on the proton on the opposite side of the nucleus

Page 43: Teaching Resources

Nuclear Stability To achieve stability, the nucleus must either

decrease its size by emitting clusters of nucleons (a particles)

a particle emission

Page 44: Teaching Resources

Nuclear Stability To achieve stability, the nucleus must either

decrease its size by emitting clusters of nucleons (a particles)

a particle emission

• Or, it must rearrange the nucleons to balance the nuclear force and Coulomb force (b particles)

b particle emissionneutron decays into proton and b particle