Burdge/Overby, Chemistry: Atoms First, 2e FM | Page 12

64

C HA P TER 3

Quantum Theory and the Electronic Structure of Atoms

Figure 3.4 Double-slit experiment.

xii

(a) Red lines correspond to the maximum
intensity resulting from constructive interference. Dashed blue lines correspond
PREFACE
to the minimum intensity resulting from
destructive interference. (b) Interference
pattern with alternating bright and dark
lines.

The Construction of a Learning System
Writing a textbook and its supporting learning tools is a multifaceted process. McGraw-Hill’s 360°
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Development 0
S Process is an ongoing, market-oriented approach to building accurate and innovative
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multiple customer feedback loops and checkpoints.
This is initiated during the early planning stages of new products and intensifies during the
First
developmentscreen production stages. The 360° Development Process then begins again upon
and
Second
publication, in anticipation of the next version of each print and digital product. This process is
designed to provide screen
a broad, comprehensive spectrum of feedback for refinement and innovation
of learning tools for both student and instructor. The 360° Development Process includes market
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research, content reviews, faculty and student focus groups, course- and product-specific symposia,
accuracy checks, and art reviews, all guided by carefully selected Content Advisors.
(a)

(b)

The Learning System Used in Chemistry: Atoms First

sources recombine after passing through the slits, they do so constructively where the two waves

Building Problem-Solving Skills. The entirety of the text where the waves are out of phase (givare in phase (giving rise to the light lines) and destructively emphasizes the importance of problem
solving as a to the dark lines). Constructive interference and Beginning interference are 1, a basicof
ing rise crucial element in the study of chemistry. destructive with Chapter properties guide
waves.
fosters a consistent approach to solving problems throughout the text. Each Worked Example is
The various types of electromagnetic radiation in Figure 3.1 differ from one another in problem;
divided into four consistently applied steps: Strategy lays the basic framework for thewaveSetuplength andthe necessary information for solvingwavelengths and Solution takes us through the
gathers frequency. Radio waves, which have long the problem; low frequencies, are emitted
steps by large antennas, such as those usedmakes us consider the feasibility of the answer or informaand calculations; Think About It by broadcasting stations. The shorter, visible light waves are
produced by the motions of electrons within atoms. The shortest waves, which also have the hightion illustrating the relevance of the problem.
est frequency, are ? (gamma) rays, which result from nuclear processes [? Section 2.2]. As we
After working through this problem-solving approach inthe radiation. Thus, ultraviolet radia-three
the Worked Examples, there are
will see shortly, the higher the frequency, the more energetic
Practice Problems for rays are high-energyPractice Problem infrared radiation, microwave radiation, the
students to solve. radiation, whereas A (Attempt) is always very similar to
tion, X rays, and ?
Worked Example and can be solved using the same strategy and approach.
and radio waves are low-energy radiation.
Worked Example 3.3 illustrates the conversion between wavelength and frequency.

Worked Example 3.3
One type of laser used in the treatment of vascular skin lesions is a neodymium-doped yttrium
aluminum garnet or Nd:YAG laser. The wavelength commonly used in these treatments is 532 nm.
What is the frequency of this radiation?

Strategy We must convert the wavelength to meters and solve for frequency using Equation 3.3

(c = ?v).

c
Setup Rearranging Equation 3.3 to solve for frequency gives v = __. The speed of light, c, is

?
1 × 10–9 m
3.00 × 108 m/s. ? (in meters) = 532 nm × __________ = 5.32 × 10–7 m.
1 nm

Solution

3.00 × 108 m/s
v = _____________ = 5.64 × 1014 s–1
5.32 × 10–7 m

Think About It

Make sure your units cancel properly. A common error in this type of problem is neglecting to convert
wavelength to meters.
Practice Problem A t t e m p t What is the wavelength (in meters) of an electromagnetic wave
whose frequency is 1.61 × 1012 s–1?
Practice Problem b u i l d What is the frequency (in reciprocal seconds) of electromagnetic
radiation with a wavelength of 1.03 cm?
Practice Problem c o n c e p t uA l i z e Which of the following sets of waves best represents the
relative wavelengths/frequencies of visible light of the colors shown?

bur11184_ch03_058-109.indd 64

bur11184_FM_i-001.indd 12

Although Practice Problem B (Build) probes comprehension of the same concept as Practice
Problem A, it generally is sufficiently different in that it cannot be solved using the exact approach
used in the Worked Example. Practice Problem B takes problem solving to another level by
requiring students to develop a strategy independently. Practice Problem C (Conceptualize)

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