Wavelength and Energy Calculations

Wavelength  is the distance between two crests on a wave. A longer wavelength means the wave has less energy and lower frequency, and a shorter wavelength means the wave has a higher frequency and energy.

Waves with higher frequency and energy are shown on the left side of the diagram while lower frequency and energy waves are shown on the right side.

The energy of a photonis found using this equation. If you were to be looking for the energy in a  mole, you would just have to multiply your number that you get for energy of a photon by Avogadro's number 6.02 x 10^23.

Periodic Trends and Electron Configuration Study Links

These are great videos for describing periodicity and electron configurations. Bozeman Science always makes the best study videos and I always refer to them when I am preparing for tests.

Periodicity Bozeman Science

Electron Configuration

Here are some extra study links that really helped me:

Periodic table and electron shells Khan Academy

Hund's Law

Aufbau Principle

Pauli Exclusion Principle

Weekly Quiz

This quiz was a little easier than the others because the material was easier to comprehend. I freaked out the night before because I thought that I was not going to be ready for the quiz, but it turned out I was. There was much less math in this unit than previous ones which helped a lot with time, and many questions were about different electron configurations. I am excited for the rest of the unit because it is proving to be easier than the last units!

Flames

The Flame Test lab was so cool! We tested different solutions in a Bunsen burner to see what color light the flame emitted. Some of the colors were really cool; we had a bright emerald green and a fiery ruby red. This lab although cool, was one of the more dangerous labs in that a few students got minor burns, but it was in the name of SCIENCE.

The original color of the flame in the Bunsen burner

Pretty fiery red

Emerald green

"Mystery" Acid Lab

This lab was very similar to the titrations lab. We had to standardize a base (NaOH) then titrate a mystery acid (which turned out to be the aspirin we made earlier in the year) in order to determine its molar mass. We essentially had the same procedure as the titrations lab except we titrated the aspirin instead of the vinegar in this lab. The only problem that came up was that the mystery acid took a long time to dissolve in the water, so we spent a long time on waiting for the mystery to dissolve. Eventually, Frankenberg decided that we needed to put the acid solution on a hot plate to speed up the process, and that helped immensely.

I Want To Die

Today's acid base test was awful. I guessed on about 5 questions and did not feel confident with half of my answers. The test itself had a lot of the same content that was on the practice resources, but some of the questions needed elevated thinking. Unlike the last quiz, I felt more confident with my definition-y answers because they were easier to process, and the math questions were all pretty long and complex. I am praying for a C.

Quiz Acids and Bases

Taking this quiz, I felt OK. I can't really say I was confident because I felt so rushed the entire time since I had less time to finish the quiz than normal, but getting my grade back later that week, I felt like it reflected accurately my comprehension of the unit. It was not a good grade, to say the least, but it was only a quiz thankfully and now I have worked toward correcting these mistakes. I thought, going into the quiz, that I would be most tripped up by the ICE box and math problems, but I found that I was actually tripped up by the definition-y problems which makes sense since I didn't study that part of the material as much. I'm glad we've been doing long labs and low-stress activities in class because I have been able to go home and study for the test this Thursday. I'm glad that I've made these mistakes and am able to correct them, but I just have to pray that I don't make these silly mistakes on the test!