Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 1 | P a g e

LESSON / ACTIVITY INFORMATION

TITLE: Prussian Blue and what it means to You.

KEY QUESTION(S):

Suppose we want to develop a structure that maintains Prussian Blue’s photo-magnetic properties at

higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that

incorporates compensating positive- and negative-thermal expansion properties in separate analogs.

How does that relate to what’s going to be on the test?

*SCIENCE SUBJECT: Physics (primary), Chemistry, Materials Engineering

*GRADE AND ABILITY LEVEL:

This lesson was designed for three levels with depth of detail adjusted for each knowledge base. It was

prepared for the International Baccalaureate (IB) or Advanced Placement (AP) level.

Pre-IB Physics 1, no previous physics classes, some exposure to physics through middle grades

physical science classes. This lesson is presented as somewhat of a “gee-whiz” introduction to

advanced topics in physics with an emphasis on the idea that most new ideas incorporate

several disciplines of science and technology.

IB Physics 2, completed Pre-IB Physics 1, good knowledge of classical mechanics. This lesson is

also presented as somewhat of a “gee-whiz” introduction to topics in physics that they will study

second semester and next year in IB Physics-3. Emphasis is placed on the interaction between

physics, chemistry and engineering and on the scientific method in general.

IB Physics 3, real target audience, completed Pre-IB Physics 1 and IB Physics 2, good knowledge

of classical mechanics, thermodynamics, and oscillations, light and waves. This lesson is

presented as a tie-in to topics already covered and an introduction to topics they will study in IB

Physics-3. The interaction between physics, chemistry and engineering and the scientific

method in general are underlying supporting themes.

SCIENCE CONCEPTS: Note: In this lesson the following topics will be introduced and explained in

terms of how they relate to the Prussian Blue project. As the concepts arise in

the curriculum, separate pull-out modules on these topics will be used to

illustrate the concepts using the Prussian Blue project.

Magnetism

Thermal Expansion

Electromagnetic Spectrum

Diffraction of Light

Diffraction of Electrons

Photoelectric Effect

Emission/Absorption Spectroscopy

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 2 | P a g e

Bragg’s Law

Beer’s Law

Radiation

Electron Microscopy

Quantum Physics

Particle Physics

OVERALL TIME ESTIMATE: 1.5 hours.

LEARNING STYLES:

Visual – PowerPoint slides have pictures, diagrams and illustrations. Supplemental Reading Activity involves reading and summarizing abstracts and exploring unknown terms.

Auditory – primary instructional method used is lecture.

Kinesthetic – students will do various activities involving computer simulations of the concepts covered.

VOCABULARY: List key vocabulary terms used and defined in the lesson. All terms should then be defined and

indicated in BOLD in the “Background Information.”

Magnetism

Thermal Expansion

Electromagnetic Spectrum

Diffraction of Light

Diffraction of Electrons

Photoelectric Effect

Emission/Absorption Spectroscopy

Bragg’s Law

Beer’s Law

Radiation

Electron Microscopy

Quantum Physics

Particle Physics

LESSON SUMMARY: This lesson will provide a lecture on the project I worked on in the Chemistry Department

of the University of Florida. Throughout the lecture I will point out and relate to topic areas that have either

been covered already or will be covered in the course curriculum. Specific emphasis will be placed on the

interrelationship between physics topics and the interrelationship between physics, chemistry and materials

engineering. Following the lecture, students will complete short computer simulations dealing with the topics

introduced in class. Homework for this lesson is a Supplemental Reading Activity in which students will read

abstracts of papers presented to Conferences of the American Physical Society and summarize them using the

information from this lecture. On the due date, students will present and discuss their findings.

STUDENT LEARNING OBJECTIVES WITH NEXT GENERATION SCIENCE STANDARDS:

Note: Since the purpose of this initial lesson is to relate a current research project to topics that they, for

the most part, have not yet covered in class, the learning objectives will not be very concrete or

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 3 | P a g e

measureable. The main purpose in this lesson is to introduce topics. In subsequent lessons, students will

be asked to apply concepts learned in class to the Prussian Blue Analog project.

The student will be able to...

1. Understand that most research projects cross the traditional lines of Biology, Chemistry and

Physics in high school subjects.

2. Realize that most instrumentation is dependent on physics principles for their operation.

3. Understand the importance of collaboration between functional areas in a research

environment.

4. Apply the principles learned in this lesson to the topics presented in the upcoming

curriculum.

NEXT GENERATION SCIENCE STANDARDS (http://www.nextgenscience.org/next-generation-science-standards)

HS-PS1-8.

Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay.

[Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.]

HS-PS2-6.

Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials.* [Clarification Statement: Emphasis is on the

attractive and repulsive forces that determine the functioning of the material. Examples could include why electrically conductive materials are often made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provided molecular structures of specific designed materials.]

HS-PS1-5.

Apply scientific principles and evidence to provide an explanation about the effects of changing the temperature or concentration of the reacting particles on the rate at which a reaction occurs. [Clarification Statement: Emphasis is on student reasoning that focuses on the

number and energy of collisions between molecules.] [Assessment Boundary: Assessment is limited to simple reactions in which there are only two reactants; evidence from temperature, concentration, and rate data; and qualitative relationships between rate and temperature.]

HS-PS1-6.

Refine the design of a chemical system by specifying a change in conditions that would produce increased amounts of products at equilibrium.* [Clarification Statement: Emphasis is on

the application of Le Chatlier’s Principle and on refining designs of chemical reaction systems, including descriptions of the connection between changes made at the macroscopic level and what happens at the molecular level. Examples of designs could include different ways to increase product formation including adding reactants or removing products.] [Assessment Boundary: Assessment is limited to specifying the change in only one variable at a time. Assessment does not include calculating equilibrium constants and concentrations.]

HS-PS4-1.

Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement:

Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.]

HS-PS4-3.

Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. [Clarification Statement: Emphasis is on how the

experimental evidence supports the claim and how a theory is generally modified in light of new evidence. Examples of a phenomenon could include resonance, interference, diffraction, and photoelectric effect.] [Assessment Boundary: Assessment does not include using quantum theory.]

HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 4 | P a g e

frequencies of electromagnetic radiation have when absorbed by matter. [Clarification

Statement: Emphasis is on the idea that photons associated with different frequencies of light have different energies, and the damage to living tissue from electromagnetic radiation depends on the energy of the radiation. Examples of published materials could include trade books, magazines, web resources, videos, and other passages that may reflect bias.] [Assessment Boundary: Assessment is limited to qualitative descriptions.]

HS-PS4-5.

Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.* [Clarification Statement: Examples could include solar cells capturing light and converting it

to electricity; medical imaging; and communications technology.] [Assessment Boundary: Assessments are limited to qualitative information. Assessments do not include band theory.]

COMMON CORE STANDARDS (http://www.corestandards.org/)

CCSS.ELA-Literacy.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

CCSS.ELA-Literacy.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

CCSS.ELA-Literacy.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics.

CCSS.ELA-Literacy.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

CCSS.ELA-Literacy.RST.11-12.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.

CCSS.ELA-Literacy.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

CCSS.ELA-Literacy.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

CCSS.ELA-Literacy.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

IB ASSESSMENT STATEMENTS (IBO Physics Handbook)

Topic Assessment Statement

Topic 1: Physics and Physical Measurement

1.1.1. State and compare quantities to the nearest order of magnitude.

1.2.5. State values in scientific notation and in multiples of units with appropriate prefixes.

1.2.6. Describe and give examples of random and systematic errors.

Topic 2: Mechanics

2.3.4. Outline what is meant by kinetic energy.

2.3.7. List different forms of energy and describe examples of the transformation of energy from one form to another.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 5 | P a g e

2.4.3. Identify the force producing circular motion in various situations.

Topic 3: Thermal Physics

3.2.11. State that temperature is a measure of the average random kinetic energy of the molecules of an ideal gas.

Topic 4: Oscillations and Waves

4.1.1. Describe examples of oscillations.

4.4.1. Describe a wave pulse and a continuous progressive (travelling) wave.

4.4.2. State that progressive (travelling) waves transfer energy.

4.4.8. Derive and apply the relationship between wave speed, wavelength, and frequency.

4.4.9. State that all electromagnetic waves travel with the same speed in free space, and recall the orders of magnitude of

the wavelengths of the principle radiations in the electromagnetic spectrum.

4.5.1. Describe the reflection and transmission of waves at a boundary between two media.

4.5.3. Explain and discuss qualitatively the diffraction of waves at apertures and obstacles.

4.5.4. Describe examples of diffraction.

Topic 5: Electric Currents

5.1.1. Define electric potential difference.

5.1.2. Determine the change in potential energy when a charge moves between two points at different potentials.

Topic 6: Fields and Forces

6.3.5. Define the magnitude and direction of a magnetic field.

Topic 7: Atomic and Nuclear Physics

7.1.4. Outline evidence for the existence of atomic energy levels.

7.1.6 Define nucleon number A, proton number Z, and neutron number N.

7.1.7. Describe the interactions in a nucleus.

7.2.2. Describe the properties of alpha (α) and beta (β) particles and gamma (γ) radiation.

7.2.3. Describe the ionizing properties of alpha (α) and beta (β) particles and gamma (γ) radiation.

7.2.5. Explain why some nuclei are stable while others are unstable.

7.3.1. Describe and give an example of an artificial (induced) transmutation.

7.3.5. Define the concepts of mass defect, binding energy and binding energy per nucleon.

Topic 10: Thermodynamics

10.1.3. Describe the concept of the absolute zero of temperature and the Kelvin scale of temperature.

Topic 11: Wave Phenomena

11.3.1. Sketch the variation with angle of diffraction of the relative intensity of light diffracted at a single slit.

11.4.2. State the Rayleigh criterion for images of two sources to be just resolved.

Topic 13: Quantum Physics and Nuclear Physics

13.1.1. Describe the photoelectric effect.

13.1.2. Describe the concept of the photon, and use it to explain the photoelectric effect.

13.1.5. Describe the de Broglie hypothesis and the concept of matter waves.

13.1.8. Outline a laboratory procedure for producing and observing atomic spectra.

13.1.9 Explain how atomic spectra provide evidence for the quantization of energy in atoms.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 6 | P a g e

13.1.10. Calculate wavelengths of spectral lines from energy level differences and vice versa.

13.2.3. Describe one piece of evidence for the existence of nuclear energy levels.

OPTIONAL TOPICS

Option A: Sight and Wave Phenomena

A.5.1. Sketch the variation with angle of diffraction of the relative intensity of light diffracted at a single slit.

A.5.2. State the Rayleigh criterion for images of two sources to be just resolved.

Option B: Quantum Physics

B.1.1. Describe the photoelectric effect.

B.1.2. Describe the concept of the photon, and use it to explain the photoelectric effect.

B.1.5. Describe the de Broglie hypothesis and the concept of matter waves.

B.1.8. Outline a laboratory procedure for producing and observing atomic spectra.

B.1.9 Explain how atomic spectra provide evidence for the quantization of energy in atoms.

B.1.10. Calculate wavelengths of spectral lines from energy level differences and vice versa.

B.2.3. Describe one piece of evidence for the existence of nuclear energy levels.

Option D: Particles and Interactions

D.4.1. State what is meant by an elementary particle.

D.4.2. Identify elementary particles.

D.4.3. Describe particles in terms of mass and various quantum numbers.

D.4.4. Classify particles according to spin.

D.4.6. State the Pauli Exclusion Principle

D.4.7. List the fundamental interactions.

D.4.8. Describe the fundamental interactions in terms of exchange particles.

Option E: Astrophysics

E.2.7. Explain how atomic spectra may be used to deduce chemical and physical data for stars.

Option G: Electromagnetic Waves

G.1.1. Outline the nature of electromagnetic (EM) waves.

G.1.2. Describe the different regions of the electromagnetic spectrum.

G.1.5. Distinguish between transmission, absorption, and scattering of radiation.

G.1.6. Discuss examples of the transmission, absorption and scattering of EM radiation.

G.2.3. Define linear magnification.

G.5.1. Outline the experimental arrangement for the production of X-rays.

G.5.2. Draw and annotate a typical X-ray spectrum.

G.5.3. Explain the origins of the features of a characteristic X-ray spectrum.

G.5.5. Explain how X-ray diffraction arises from the scattering of X-rays in a crystal.

G.5.6. Derive the Bragg scattering equation.

G.5.8. Outline how X-rays may be used to determine the structure of crystals.

G.5.9. Solve problems involving the Bragg equation.

Option I: Medical Physics

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 7 | P a g e

I.2.4. Describe X-ray detection, recording and display techniques.

I.2.5. Explain standard X-ray imaging techniques used in medicine.

I.2.12. Outline the basic principles of nuclear magnetic resonance (NMR) imaging.

Option J: Particle Physics

J.1.1. State what is meant by an elementary particle.

J.1.2. Identify elementary particles.

J.1.3. Describe particles in terms of mass and various quantum numbers.

J.1.4. Classify particles according to spin.

J.1.6. State the Pauli Exclusion Principle

J.1.7. List the fundamental interactions.

J.1.8. Describe the fundamental interactions in terms of exchange particles.

J.2.2. Explain the need for high energies in order to resolve particles of small size.

MATERIALS:

ESSENTIAL:

Computer, projector and screen for PowerPoint presentation

Lesson 1 Plan ~ Prussian Blue and what it means to You.docx

Lsn 1 ~ Prussian Blue Project.pptx

Supplemental Reading Activity

o Pre-DP Supplemental Reading Activity~Prussian Blue Analogs.docx

o IB-Phys-2 Supplemental Reading Activity~Prussian Blue Analogs.docx

o IB-Phys-3 Supplemental Reading Activity~Prussian Blue Analogs.docx

o Abstract 1~Controlling Magnetism by Light in Nanoscaled Heterostructures of Cyanometallate

Coordination.pdf

o Abstract 2~Structural and Magnetic Interplay in Molecule-based Magnets.pdf

o Abstract 3~Photoinduced Magnetism in Nanoscale Heterostructures of Prussian Blue

Analogues.pdf

o Abstract 4~Magnetotransport Properties of Switchable Valence Tautomer.pdf

o Abstract 5~Pressure-induced local lattice distortions in Co(dca)2.pdf

o Abstract 6~Persistent Photocontrolled Magnetism in Core-Shell Prussian.pdf

o Abstract 7~Strain-Mediated Photocontrol in Core-Shell Prussian Blue Analogue Particles.pdf

o Abstract 8~Effects of Pressure on the Magnetic Properties of Prussian Blue.pdf

o Abstract 9~Magnetic properties of 3d-metal Prussian Blue Analogs.pdf

o Abstract 10~Magnetic neutron scattering of a Prussian blue analogue.pdf

o Abstract 11~Negative thermal expansion in Prussian Blue analogs.pdf

o Abstract 12~Local Structural Study of Prussian Blue Analog.pdf

Labtop, Netbook, or Tablets for computer simulation exercises.

o Prussian Blue Computer Simulation Exercise.docx

o Internet access to:

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 8 | P a g e

web addresses for simulations

SUPPLEMENTAL:

None

BACKGROUND INFORMATION:

Magnetic Properties

of Solids

http://hyperphysics.phy-astr.gsu.edu/hbase/solids/magpr.html

Materials may be classified by their response to externally applied magnetic fields as diamagnetic,

paramagnetic, or ferromagnetic. These magnetic responses differ greatly in strength. Diamagnetism is a

property of all materials and opposes applied magnetic fields, but is very weak. Paramagnetism, when

present, is stronger than diamagnetism and produces magnetization in the direction of the applied field,

and proportional to the applied field. Ferromagnetic effects are very large, producing magnetizations

sometimes orders of magnitude greater than the applied field and as such are much larger than either

diamagnetic or paramagnetic effects.

The magnetization of a material is expressed in terms of density of net magnetic dipole moments m in the

material. We define a vector quantity called the magnetization M by

M = μtotal/V

Then the total magnetic field B in the material is given by

B = B0 + μ0M

where μ0 is the magnetic permeability of space and B0 is the externally applied magnetic field. When

magnetic fields inside of materials are calculated using Ampere's law or the Biot-Savart law, then the μ0

in those equations is typically replaced by just μ with the definition

μ = Kmμ0

where Km is called the relative permeability. If the material does not respond to the external magnetic

field by producing any magnetization, then Km = 1. Another commonly used magnetic quantity is the

magnetic susceptibility which specifies how much the relative permeability differs from one.

Magnetic susceptibility χm = Km - 1

For paramagnetic and diamagnetic materials the relative permeability is very close to 1 and the magnetic

susceptibility very close to zero. For ferromagnetic materials, these quantities may be very large.

Another way to deal with the magnetic fields which arise from magnetization of materials is to introduce

a quantity called magnetic field strength H . It can be defined by the relationship

H = B0/μ0 = B/μ0 - M

and has the value of unambiguously designating the driving magnetic influence from external currents in

a material, independent of the material's magnetic response. The relationship for B above can be written

in the equivalent form

B = μ0(H + M)

H and M will have the same units, amperes/meter.

Ferromagnetic materials will undergo a small mechanical change when magnetic fields are applied, either

expanding or contracting slightly. This effect is called magnetostriction.

http://www.sciencehq.com/chemistry/magnetic-properties-of-solids.html

Magnetic Properties of Solids

Solids can be divided into different classes depending on their response to magnetic fields.

(a) Paramagnetic (Weakly magnetic): Such materials contain permanent magnetic dipoles due to the

presence of atoms, ions or molecules with unpaired electrons e.g. and They are

attracted by the magnetic field. They, however, lose their magnetism in the absence of a magnetic field.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 9 | P a g e

(b) Diamagnetic: They are weakly repelled by magnetic fields. Diamagnetism arises due to the absence

of unpaired electrons e.g. (18 electron type).

(c) Ferromagnetic: It is caused by spontaneous alignment of magnetic moments in the same direction.

(d) Ferrimagnetism: It occurs when the moments are aligned in parallel and antiparallel directions in

unequal number resulting in a net moment. E.g.

Fe > Co > Ni > Cu

(e) Antiferromagnetism: It occurs if the alignment of moments is in a compensatory way so as to give

zero net moment e. g. MnO. .

All magnetically ordered solids (ferromagnetic and antiferromagnetic solids) transform to the

paramagnetic state at some elevated temperatures. This is most probably due to the randomisation of

spins.

Ferromagnetic Character

Anti-Ferromagnetic Character

Ferrimagnetic Character

Effect of Temperature: Ferromagnetic, Antiferro magnetic and Ferrimagnetic solids convert into

paramagnate at a specific temperature on heating due to greater alignment of spin in any one direction on

heating.

Ex: at 850 K.

At Curie temperature ferromagnetism is not observed or lost.

Pyroelectricity: It is electricity produced during the heating of some polar crystals.

Piezo electricity: It is electricity produced on applying mechanical stress on polar crystals.

Ferro electricity: It is found that in some piezo electric crystals the dipoles are permanently polarized

even in the absence of electric field. However, when electric field is applied, the direction of polarization

is changed. It is called ferroelectricity.

Some example: (Barium titanate)

Rochelle Salt (Sodium Potassium tartrate), (Potassium di hydrogen phosphate)

Antiferro electricity is observed in (lead zirconate).

Thermal Expansion

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/thexp.html

Over small temperature ranges, the linear nature of thermal expansion leads to expansion relationships

for length, area, and volume in terms of the linear expansion coefficient .

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 10 | P a g e

Table of expansion coefficients

http://en.wikipedia.org/wiki/Negative_thermal_expansion

Negative Thermal Expansion (NTE) is a physicochemical process in which some materials contract

upon heating rather than expanding as most materials do. Materials which undergo this unusual process

have a range of potential engineering, photonic, electronic, and structural applications. For example, if

one were to mix a negative thermal expansion material with a "normal" material which expands on

heating, it could be possible to make a zero expansion composite material, such as Invar.

Origin of Negative Thermal Expansion

There are a number of physical processes which may cause contraction with increasing temperature,

including transverse vibrational modes, Rigid Unit Modes and phase transitions.

Recently, Liu et al. [1] showed that the NTE phenomenon originates from the existence of high pressure,

small volume phases with higher entropy, with their configurations present in the stable phase matrix

through thermal fluctuations.

Applications

There are many potential applications for materials with controlled thermal expansion properties, as

thermal expansion causes many problems in engineering, and indeed in everyday life. One simple

example of a thermal expansion problem is the tendency of dental fillings to expand by an amount

different from the teeth, for example when drinking a hot drink, causing toothache. If dental fillings were

made of a composite material containing a mixture of materials with positive and negative thermal

expansion then the overall expansion could be precisely tailored to that of tooth enamel.

Glass-ceramic is used for cooktops.

Materials

Perhaps one of the most studied materials to exhibit negative thermal expansion is Cubic Zirconium

Tungstate (ZrW2O8). This compound contracts continuously over a temperature range of 0.3 to 1050 K

(at higher temperatures the material decomposes).[2] Other materials that exhibit this behaviour include:

other members of the AM2O8 family of materials (where A = Zr or Hf, M = Mo or W) and ZrV2O7.

A2(MO4)3 also is an example of controllable negative thermal expansion.

Ordinary ice shows NTE in its hexagonal and cubic phases at very low temperatures (below -200 °C).[3]

In its liquid form, water also displays negative thermal expansivity below 3.984°C.

Quartz and a number of zeolites also show NTE over certain temperature ranges.[4][5] Fairly pure silicon

has a negative coefficient of thermal expansion for temperatures between about 18 K and 120 K.[6] Cubic

Scandium trifluoride has this property which is explained by the quartic oscillation of the fluoride ions.

The energy stored in the bending strain of the fluoride ion is proportional to the fourth power of the

displacement angle, unlike most other materials where it is proportional to the square of the

displacement. A fluorine atom is bound to two scandium atoms, and as temperature increases the fluorine

oscillates more perpendicularly to its bonds. This draws the scandium atoms together throughout the

material and it contracts.[7] ScF3 exhibits this property from 10K to 1100K above which it shows the

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 11 | P a g e

normal positive thermal expansion.[8]

Electromagnetic

Spectrum

http://hyperphysics.phy-astr.gsu.edu/hbase/ems1.html

The Electromagnetic Spectrum

Click on any part of the spectrum for further detail.

Speed of light

http://hyperphysics.phy-astr.gsu.edu/hbase/mod3.html#c1

You may click on any of the types of radiation for more detail about its particular type of interaction with

matter. The different parts of the electromagnetic spectrum have very different effects upon interaction

with matter. Starting with low frequency radio waves, the human body is quite transparent. (You can

listen to your portable radio inside your home since the waves pass freely through the walls of your house

and even through the person beside you!) As you move upward through microwaves and infrared to

visible light, you absorb more and more strongly. In the lower ultraviolet range, all the uv from the sun is

absorbed in a thin outer layer of your skin. As you move further up into the x-ray region of the spectrum,

you become transparent again, because most of the mechanisms for absorption are gone. You then absorb

only a small fraction of the radiation, but that absorption involves the more violent ionization events.

Each portion of the electromagnetic spectrum has quantum energies appropriate for the excitation of

certain types of physical processes. The energy levels for all physical processes at the atomic and

molecular levels are quantized, and if there are no available quantized energy levels with spacings which

match the quantum energy of the incident radiation, then the material will be transparent to that radiation,

and it will pass through.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 12 | P a g e

Diffraction of Light

http://hyperphysics.phy-astr.gsu.edu/hbase/phyopt/diffracon.html

Diffraction

Diffraction manifests itself in the apparent bending of waves around small obstacles and the spreading

out of waves past small openings.

Diffraction reveals the geometry of the diffracting object.

Diffraction of

Electrons

http://hyperphysics.phy-astr.gsu.edu/hbase/debrog.html#c2

Wave Nature of Electron

As a young student at the University of Paris, Louis DeBroglie had been impacted by relativity and the

photoelectric effect, both of which had been introduced in his lifetime. The photoelectric effect pointed to

the particle properties of light, which had been considered to be a wave phenomenon. He wondered if

electons and other "particles" might exhibit wave properties. The application of these two new ideas to

light pointed to an interesting possibility:

Confirmation of the DeBroglie hypothesis came in the Davisson- Germer experiment.

Examples of Electron Waves

Two specific examples supporting the wave nature of electrons as suggested in the DeBroglie hypothesis

are the discrete atomic energy levels and the diffraction of electrons from crystal planes in solid

materials. In the Bohr model of atomic energy levels, the electron waves can be visualized as "wrapping

around" the circumference of an electron orbit in such a way as to experience constructive interference.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 13 | P a g e

Click on either example for further details.

The wave nature of the electron must be invoked to explain the behavior of electrons when they are

confined to dimensions on the order of the size of an atom. This wave nature is used for the quantum

mechanical "particle in a box" and the result of this calculation is used to describe the density of energy

states for electrons in solids.

http://hyperphysics.phy-astr.gsu.edu/hbase/davger.html

Davisson-Germer Experiment

This experiment demonstrated the wave nature of the electron, confirming the earlier hypothesis of

deBroglie. Putting wave-particle duality on a firm experimental footing, it represented a major step

forward in the development of quantum mechanics. The Bragg law for diffraction had been applied to x-

ray diffraction, but this was the first application to particle waves.

http://hyperphysics.phy-astr.gsu.edu/hbase/mod1.html

Wave-Particle Duality

Publicized early in the debate about whether light was composed of particles or waves, a wave-particle

dual nature soon was found to be characteristic of electrons as well. The evidence for the description of

light as waves was well established at the turn of the century when the photoelectric effect introduced

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 14 | P a g e

firm evidence of a particle nature as well. On the other hand, the particle properties of electrons was well

documented when the DeBroglie hypothesis and the subsequent experiments by Davisson and Germer

established the wave nature of the electron.

Photoelectric Effect

http://hyperphysics.phy-astr.gsu.edu/hbase/mod2.html

Early Photoelectric Effect Data

Electrons ejected from a sodium metal surface were measured as an electric current. Finding the

opposing voltage it took to stop all the electrons gave a measure of the maximum kinetic energy of the

electrons in electron volts.

The minimum energy required to eject an electron from the surface is called the photoelectric work

function. The threshold for this element corresponds to a wavelength of 683 nm. Using this wavelength

in the Planck relationship gives a photon energy of 1.82 eV.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 15 | P a g e

http://hyperphysics.phy-astr.gsu.edu/hbase/mod2.html#c3

The Planck Hypothesis

In order to explain the frequency distribution of radiation from a hot cavity (blackbody radiation) Planck

proposed the ad hoc assumption that the radiant energy could exist only in discrete quanta which were

proportional to the frequency. This would imply that higher modes would be less populated and avoid the

ultraviolet catastrophe of the Rayleigh-Jeans Law.

The quantum idea was soon seized to explain the photoelectric effect, became part of the Bohr theory of discrete

atomic spectra, and quickly became part of the foundation of modern quantum theory.

Emission /

Absorption

Spectroscopy

http://hyperphysics.phy-astr.gsu.edu/hbase/mod5.html

Quantum Processes

Quantum properties dominate the fields of atomic and molecular physics. Radiation is quantized such

that for a given frequency of radiation, there can be only one value of quantum energy for the photons of

that radiation. The energy levels of atoms and molecules can have only certain quantized values.

Transitions between these quantized states occur by the photon processes absorption, emission, and

stimulated emission. All of these processes require that the photon energy given by the Planck

relationship is equal to the energy separation of the participating pair of quantum energy states.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 16 | P a g e

http://loke.as.arizona.edu/~ckulesa/camp/spectroscopy_intro.html

Spectroscopy pertains to the dispersion of an object's light into its component colors (i.e. energies). By

performing this dissection and analysis of an object's light, astronomers can infer the physical properties

of that object (such as temperature, mass, luminosity and composition).

But before we hurtle headlong into the wild and woolly field of spectroscopy, we need to try to answer

some seemingly simple questions, such as what is light? And how does it behave? These questions may

seem simple to you, but they have presented some of the most difficult conceptual challenges in the long

history of physics. It has only been in this century, with the creation of quantum mechanics that we have

gained a quantitative understanding of how light and atoms work. You see, the questions we pose are not

always easy, but to understand and solve them will unlock a new way of looking at our Universe.

The Nature of Light

To understand the processes in astronomy that generate light, we must realize first that light acts like a

wave. Light has particle-like properties too, so it's actually quite a twisted beast (which is why it took so

many years to figure out). But right now, let's just explore light as a wave.

Picture yourself wading around on an ocean beach for a moment, and watch the many water waves

sweeping past you. Waves are disturbances, ripples on the water, and they possess a certain height

(amplitude), with a certain number of waves rushing past you every minute (the frequency) and all

moving at a characteristic speed across the water (the wave speed). Notice the distance between

successive waves? That's called the wavelength.

Keeping this analogy in mind, let's leave the ocean beach for a while and think about light like a wave.

The wave speed of a light wave is simply the speed of light, and different wavelengths of light manifest

themselves as different colors! The energy of a light wave is inversely-proportional to its wavelength; in

other words, low-energy waves have long wavelengths, and high-energy light waves have short

wavelengths.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 17 | P a g e

The Electromagnetic Spectrum

Physicists classify light waves by their energies (wavelengths). Labeled in increasing energy, we might

draw the entire electromagnetic spectrum as shown in the figure below:

The Electromagnetic Spectrum. Notice how small the visible region of the spectrum is, compared to the

entire range of wavelengths.

Notice that radio, TV, and microwave signals are all light waves, they simply lie at wavelengths

(energies) that your eye doesn't respond to. On the other end of the scale, beware the high energy UV, x-

ray, and gamma-ray photons! Each one carries a lot of energy compared to their visible- and radio-wave

brethren. They're the reasons you should wear sunblock, for example.

When we look at the Universe in a different "light", i.e. at "non-visible" wavelengths, we probe

different kinds of physical conditions -- and we can see new kinds of objects! For example, high-energy

gamma-ray and X-ray telescopes tend to see the most energetic dynamos in the cosmos, such as active

galaxies, the remnants from massive dying stars, accretion of matter around black holes, and so forth.

Visible light telescopes best probe light produced by stars. Longer-wavelength telescopes best probe

dark, cool, obscured structures in the Universe: dusty star-forming regions, dark cold molecular clouds,

the primordial radiation emitted by the formation of the Universe shortly after the Big Bang. Only

through studying astronomical objects at many different wavelengths are astronomers able to piece

together a coherent, comprehensive picture of how the Universe works!

General Types of Spectra

Typically one can observe two distinctive classes of spectra: continous and discrete. For a continuous

spectrum, the light is composed of a wide, continuous range of colors (energies). With discrete spectra,

one sees only bright or dark lines at very distinct and sharply-defined colors (energies). As we'll discover

shortly, discrete spectra with bright lines are called emission spectra, those with dark lines are termed

absorption spectra.

Continuous Spectra

Continuous spectra arise from dense gases or solid objects which radiate their heat away through the

production of light. Such objects emit light over a broad range of wavelengths, thus the apparent

spectrum seems smooth and continuous. Stars emit light in a predominantly (but not completely!)

continuous spectrum. Other examples of such objects are incandescent light bulbs, electric cooking stove

burners, flames, cooling fire embers and... you. Yes, you, right this minute, are emitting a continuous

spectrum -- but the light waves you're emitting are not visible -- they lie at infrared wavelengths (i.e.

lower energies, and longer wavelengths than even red light). If you had infrared-sensitive eyes, you could

see people by the continuous radiation they emit!

Discrete Spectra

Discrete spectra are the observable result of the physics of atoms. There are two types of discrete spectra,

emission (bright line spectra) and absorption (dark line spectra). Let's try to understand where these two

types of discrete spectra.

Emission Line Spectra

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 18 | P a g e

Unlike a continuous spectrum source, which can have any energy it wants (all you have to do is change

the temperature), the electron clouds surrounding the nuclei of atoms can have only very specific

energies dictated by quantum mechanics. Each element on the periodic table has its own set of possible

energy levels, and with few exceptions the levels are distinct and identifiable.

Atoms will also tend to settle to the lowest energy level (in spectroscopist's lingo, this is called the

ground state). This means that an excited atom in a higher energy level must `dump' some energy. The

way an atom `dumps' that energy is by emitting a wave of light with that exact energy.

In the diagram below, a hydrogen atom drops from the 2nd energy level to the 1st, giving off a wave of

light with an energy equal to the difference of energy between levels 2 and 1. This energy corresponds to

a specific color, or wavelength of light -- and thus we see a bright line at that exact wavelength! ...an

emission spectrum is born, as shown below:

An excited Hydrogen atom relaxes from level 2 to level 1, yielding a photon. This results in a bright

emission line.

Tiny changes of energy in an atom generate photons with small energies and long wavelengths, such as

radio waves! Similarly, large changes of energy in an atom will mean that high-energy, short-wavelength

photons (UV, x-ray, gamma-rays) are emitted.

Absorption Line Spectra

On the other hand, what would happen if we tried to reverse this process? That is, what would happen if

we fired this special photon back into a ground state atom? That's right, the atom could absorb that

`specially-energetic' photon and would become excited, jumping from the ground state to a higher energy

level. If a star with a `continuous' spectrum is shining upon an atom, the wavelengths corresponding to

possible energy transitions within that atom will be absorbed and therefore an observer will not see them.

In this way, a dark-line absorption spectrum is born, as shown below:

A hydrogen atom in the ground state is excited by a photon of exactly the `right' energy needed to send it

to level 2, absorbing the photon in the process. This results in a dark absorption line.

How does a spectrometer work?

Many people know how a telescope works, but relatively few have much experience with the innards of a

spectrometer. So let's take apart the Astronomy Camp spectrometer to see how it works! Keep in mind

that there are as many optical designs for spectrometers as there are optical designs for telescopes, and

that this is but one example. Nevertheless, it points out the salient features of most optical spectrometers.

It all starts with the telescope light beam entering the spectrometer. The focal point of the telescope beam

is brought to the slit of the spectrometer. This slit is what is ultimately imaged on the detector. In the

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 19 | P a g e

case of the Camp spectrometer, the slit is arranged at an angle and the slit surroundings are silvered so

that the portion of the telescope beam not passing through the slit can be routed instead to an eyepiece for

easy telescope guiding.

The light passing through the slit then is reflected off a collimating mirror, which parallelizes the beam

of light, before sending it off...

... to the diffraction grating! This optical element disperses the parallel beams of light into their

component colors/wavelengths/energies. Each different wavelength comes off of the grating at a slightly

different angle. So now, we have an image of the slit that is spread out like a rainbow by color.

This new color-dispersed beam of light is then focused and imaged on the detector by the camera lens. A

35 mm camera is the detector in this diagram, but at Camp, we typically use an eyepiece or a CCD array.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 20 | P a g e

So, now let's put all of this together to make a spectrometer!

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 21 | P a g e

There is something interesting to note here -- in spectroscopy, we are not looking at ALL of the light

from an object, just a certain "band" of wavelengths or colors. Furthermore, even that band is dispersed

("smeared out") over the entire detector. This means that the effective brightness, or surface brightness of

an object on the detector is much lower than when simply taking images of an object. This means that it

takes a bigger telescope and/or more integration time to get a good spectrum of a given object than an

image.

The broader you disperse the light and the narrower you make the slit, the better your spectral resolution;

you can see finer and more subtle features in the spectrum. However, there is a stiff price to pay: the

emergent spectrum becomes much dimmer and more diffuse. High resolution spectroscopy therefore

requires large telescopes and fairly bright objects. For very faint objects, some spectral resolution often

must be compromised to even SEE the object.

Bragg’s Law

http://hyperphysics.phy-astr.gsu.edu/hbase/quantum/bragg.html

Bragg's Law

When x-rays are scattered from a crystal lattice, peaks of scattered intensity are observed which

correspond to the following conditions:

1. The angle of incidence = angle of scattering.

2. The pathlength difference is equal to an integer number of wavelengths.

The condition for maximum intensity contained in Bragg's law above allow us to calculate details about

the crystal structure, or if the crystal structure is known, to determine the wavelength of the x-rays

incident upon the crystal.

This calculation is designed to calculate wavelength, crystal plane separation or diffraction angle. After

entering data, click on the symbol of the quantity you wish to calculate in the active graphic above.

Default data will be entered for any unspecified quantity, but all values can be changed.

http://hyperphysics.phy-astr.gsu.edu/hbase/quantum/xrayc.html

Characteristic X-Rays

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 22 | P a g e

Characteristic x-rays are emitted from heavy

elements when their electrons make transitions

between the lower atomic energy levels. The

characteristic x-rays emission which shown as

two sharp peaks in the illustration at left occur

when vacancies are produced in the n=1 or K-

shell of the atom and electrons drop down from

above to fill the gap. The x-rays produced by

transitions from the n=2 to n=1 levels are called

K-alpha x-rays, and those for the n=3->1

transiton are called K-beta x-rays.

Transitions to the n=2 or L-shell are designated as

L x-rays (n=3->2 is L-alpha, n=4->2 is L-beta,

etc. ). The continuous distribution of x-rays which

forms the base for the two sharp peaks at left is

called "bremsstrahlung" radiation.

X-ray production typically involves bombarding a metal target in an x-ray tube with high speed electrons

which have been accelerated by tens to hundreds of kilovolts of potential. The bombarding electrons can

eject electrons from the inner shells of the atoms of the metal target. Those vacancies will be quickly

filled by electrons dropping down from higher levels, emitting x-rays with sharply defined frequencies

associated with the difference between the atomic energy levels of the target atoms.

The frequencies of the characteristic x-rays can be predicted from the Bohr model . Moseley measured

the frequencies of the characteristic x-rays from a large fraction of the elements of the periodic table and

produces a plot of them which is now called a "Moseley plot".

Characteristic x-rays are used for the investigation of crystal structure by x-ray diffraction. Crystal lattice

dimensions may be determined with the use of Bragg's law in a Bragg spectrometer.

Beer’s Law

http://teaching.shu.ac.uk/hwb/chemistry/tutorials/molspec/beers1.htm

Introduction

Many compounds absorb ultraviolet (UV) or visible (Vis.) light. The diagram below shows a beam of

monochromatic radiation of radiant power P0, directed at a sample solution. Absorption takes place and

the beam of radiation leaving the sample has radiant power P.

The amount of radiation absorbed may

be measured in a number of ways:

Transmittance, T = P / P0

% Transmittance, %T = 100 T

Absorbance,

A = log10 P0 / P

A = log10 1 / T

A = log10 100 / %T

A = 2 - log10 %T

The last equation, A = 2 - log10 %T , is worth remembering because it allows you to easily calculate

absorbance from percentage transmittance data.

The relationship between absorbance and transmittance is illustrated in the following diagram:

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 23 | P a g e

So, if all the light passes through a solution without any absorption, then absorbance is zero, and percent

transmittance is 100%. If all the light is absorbed, then percent transmittance is zero, and absorption is

infinite.

The Beer-Lambert Law

Now let us look at the Beer-Lambert law and explore it's significance. This is important because people

who use the law often don't understand it - even though the equation representing the law is so

straightforward:

A=ebc

Where A is absorbance (no units, since A = log10 P0 / P )

e is the molar absorbtivity with units of L mol-1 cm-1

b is the path length of the sample - that is, the path length of the cuvette in which the sample is contained.

We will express this measurement in centimetres.

c is the concentration of the compound in solution, expressed in mol L-1

The reason why we prefer to express the law with this equation is because absorbance is directly

proportional to the other parameters, as long as the law is obeyed. We are not going to deal with

deviations from the law.

Radiation

http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/stefan.html

Stefan-Boltzmann Law

The energy radiated by a blackbody radiator per second per unit area is proportional to the fourth power

of the absolute temperature and is given by

For hot objects other than ideal radiators, the law is expressed in the form:

where e is the emissivity of the object (e = 1 for ideal radiator). If the hot object is radiating energy to its

cooler surroundings at temperature Tc, the net radiation loss rate takes the form

The Stefan-Boltzmann relationship is also related to the energy density in the radiation in a given volume

of space.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 24 | P a g e

http://hyperphysics.phy-astr.gsu.edu/hbase/quantum/raddens.html

Radiation Energy Density

When the electromagnetic radiation in a region of space is at equilibrium with its surroundings, it can be

described by the Planck radiation formula. The total energy radiated from an area in this region of space

is given by the Stefan-Boltzmann law and the energy density associated with the radiation can be related

to that law. In the development of the expression for the radiation from a hot surface, it was found that

the radiated power is related to the energy density by the factor c/4 .

Where does the factor c/4 come from?

The Stefan-Boltzmann law can then be related to the energy density by this factor, and the cumulative

energy density for all wavelengths of radiation can be expressed as

where

Electron Microscopy

http://en.wikipedia.org/wiki/Transmission_electron_microscopy

Transmission electron microscopy (TEM) is a microscopy technique whereby a beam of electrons is

transmitted through an ultra-thin specimen, interacting with the specimen as it passes through. An image

is formed from the interaction of the electrons transmitted through the specimen; the image is magnified

and focused onto an imaging device, such as a fluorescent screen, on a layer of photographic film, or to

be detected by a sensor such as a CCD camera.

TEMs are capable of imaging at a significantly higher resolution than light microscopes, owing to the

small de Broglie wavelength of electrons. This enables the instrument's user to examine fine detail—even

as small as a single column of atoms, which is thousands of times smaller than the smallest resolvable

object in a light microscope. TEM forms a major analysis method in a range of scientific fields, in both

physical and biological sciences. TEMs find application in cancer research, virology, materials science as

well as pollution, nanotechnology, and semiconductor research.

At smaller magnifications TEM image contrast is due to absorption of electrons in the material, due to

the thickness and composition of the material. At higher magnifications complex wave interactions

modulate the intensity of the image, requiring expert analysis of observed images. Alternate modes of use

allow for the TEM to observe modulations in chemical identity, crystal orientation, electronic structure

and sample induced electron phase shift as well as the regular absorption based imaging.

The first TEM was built by Max Knoll and Ernst Ruska in 1931, with this group developing the first

TEM with resolution greater than that of light in 1933 and the first commercial TEM in 1939.

http://en.wikipedia.org/wiki/Scanning_electron_microscope

A scanning electron microscope (SEM) is a type of electron microscope that produces images of a

sample by scanning it with a focused beam of electrons. The electrons interact with atoms in the sample,

producing various signals that can be detected and that contain information about the sample's surface

topography and composition. The electron beam is generally scanned in a raster scan pattern, and the

beam's position is combined with the detected signal to produce an image. SEM can achieve resolution

better than 1 nanometer. Specimens can be observed in high vacuum, in low vacuum, and (in

environmental SEM) in wet conditions.

The most common mode of detection is by secondary electrons emitted by atoms excited by the electron

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 25 | P a g e

beam. The number of secondary electrons is a function of the angle between the surface and the beam.

On a flat surface, the plume of secondary electrons is mostly contained by the sample, but on a tilted

surface, the plume is partially exposed and more electrons are emitted. By scanning the sample and

detecting the secondary electrons, an image displaying the tilt of the surface is created.

http://en.wikipedia.org/wiki/Scanning_tunneling_microscope

A scanning tunneling microscope (STM) is an instrument for imaging surfaces at the atomic level. Its

development in 1981 earned its inventors, Gerd Binnig and Heinrich Rohrer (at IBM Zürich), the Nobel

Prize in Physics in 1986.[1][2] For an STM, good resolution is considered to be 0.1 nm lateral resolution

and 0.01 nm depth resolution.[3] With this resolution, individual atoms within materials are routinely

imaged and manipulated. The STM can be used not only in ultra-high vacuum but also in air, water, and

various other liquid or gas ambients, and at temperatures ranging from near zero kelvin to a few hundred

degrees Celsius.[4]

The STM is based on the concept of quantum tunneling. When a conducting tip is brought very near to

the surface to be examined, a bias (voltage difference) applied between the two can allow electrons to

tunnel through the vacuum between them. The resulting tunneling current is a function of tip position,

applied voltage, and the local density of states (LDOS) of the sample.[4] Information is acquired by

monitoring the current as the tip's position scans across the surface, and is usually displayed in image

form. STM can be a challenging technique, as it requires extremely clean and stable surfaces, sharp tips,

excellent vibration control, and sophisticated electronics, but nonetheless many hobbyists have built their

own.[5]

US4,343,993,[6] written by Gerd Binnig and Heinrich Rohrer is the basic patent of STM.

Quantum Physics

http://en.wikipedia.org/wiki/Quantum_mechanics

Quantum mechanics (QM – also known as quantum physics, or quantum theory) is a branch of

physics which deals with physical phenomena at microscopic scales, where the action is on the order of

the Planck constant. Quantum mechanics departs from classical mechanics primarily at the quantum

realm of atomic and subatomic length scales. Quantum mechanics provides a mathematical description of

much of the dual particle-like and wave-like behavior and interactions of energy and matter. Quantum

mechanics is the non-relativistic limit of Quantum Field Theory (QFT), a theory that was developed later

that combined Quantum Mechanics with Relativity Theory.

In advanced topics of quantum mechanics, some of these behaviors are macroscopic and emerge at only

extreme (i.e., very low or very high) energies or temperatures.[citation needed] The name quantum mechanics

derives from the observation that some physical quantities can change only in discrete amounts (Latin

quanta), and not in a continuous (cf. analog) way. For example, the angular momentum of an electron

bound to an atom or molecule is quantized.[1] In the context of quantum mechanics, the wave–particle

duality of energy and matter and the uncertainty principle provide a unified view of the behavior of

photons, electrons, and other atomic-scale objects.

The mathematical formulations of quantum mechanics are abstract. A mathematical function known as

the wavefunction provides information about the probability amplitude of position, momentum, and other

physical properties of a particle. Mathematical manipulations of the wavefunction usually involve the

bra-ket notation, which requires an understanding of complex numbers and linear functionals. The

wavefunction treats the object as a quantum harmonic oscillator, and the mathematics is akin to that

describing acoustic resonance. Many of the results of quantum mechanics are not easily visualized in

terms of classical mechanics—for instance, the ground state in a quantum mechanical model is a non-

zero energy state that is the lowest permitted energy state of a system, as opposed to a more "traditional"

system that is thought of as simply being at rest, with zero kinetic energy. Instead of a traditional static,

unchanging zero state, quantum mechanics allows for far more dynamic, chaotic possibilities, according

to John Wheeler.

The earliest versions of quantum mechanics were formulated in the first decade of the 20th century. At

around the same time, the atomic theory and the corpuscular theory of light (as updated by Einstein) first

came to be widely accepted as scientific fact; these latter theories can be viewed as quantum theories of

matter and electromagnetic radiation, respectively. Early quantum theory was significantly reformulated

in the mid-1920s by Werner Heisenberg, Max Born and Pascual Jordan, who created matrix mechanics;

Louis de Broglie and Erwin Schrödinger (Wave Mechanics); and Wolfgang Pauli and Satyendra Nath

Bose (statistics of subatomic particles). And the Copenhagen interpretation of Niels Bohr became widely

accepted. By 1930, quantum mechanics had been further unified and formalized by the work of David

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 26 | P a g e

Hilbert, Paul Dirac and John von Neumann,[2] with a greater emphasis placed on measurement in

quantum mechanics, the statistical nature of our knowledge of reality, and philosophical speculation

about the role of the observer. Quantum mechanics has since branched out into almost every aspect of

20th century physics and other disciplines, such as quantum chemistry, quantum electronics, quantum

optics, and quantum information science. Much 19th century physics has been re-evaluated as the

"classical limit" of quantum mechanics, and its more advanced developments in terms of quantum field

theory, string theory, and speculative quantum gravity theories.

Particle Physics

https://en.wikipedia.org/wiki/Particle_physics

Particle physics is a branch of physics that studies the nature of particles that are the constituents of what

is usually referred to as matter and radiation. In current understanding, particles are excitations of

quantum fields and interact following their dynamics. Although the word "particle" can be used in

reference to many objects (e.g. a proton, a gas particle, or even household dust), the term "particle

physics" usually refers to the study of the fundamental objects of the universe – fields that must be

defined in order to explain the observed particles, and that cannot be defined by a combination of other

fundamental fields. The current set of fundamental fields and their dynamics are summarized in a theory

called the Standard Model, therefore particle physics is largely the study of the Standard Model's

particle content and its possible extensions.

ADVANCE PREPARATION:

Be knowledgeable about the material

Check to ensure computer simulation links are still current and working

Check for any updates or newly published material on Prussian Blue research

PROCEDURE AND DISCUSSION QUESTIONS WITH TIME ESTIMATES:

1. Present the lecture, “Prussian Blue and You” (Lsn 1 ~ Prussian Blue Project.pptx). Discussion

questions are embedded. (1 hour)

2. Have students complete the computer simulation exercises in class on classroom netbooks

(Prussian Blue Computer Simulation Exercise.docx). (30 minutes)

3. Assign the Supplementary Reading Activity, “Prussian Blue Analogs” for homework

(different for each class - Pre-DP Supplemental Reading Activity~Prussian Blue Analogs.docx,

IB-Phys-2 Supplemental Reading Activity~Prussian Blue Analogs.docx, IB-Phys-3

Supplemental Reading Activity~Prussian Blue Analogs.docx). (45 minutes)

4. Next class period, each student presents one of the abstracts they summarized and the class

discusses the information in terms of the lecture given and the other abstracts. (45

minutes)

ASSESSMENT SUGGESTIONS:

Objective 1: Understand that most research projects cross the traditional lines of Biology,

Chemistry and Physics in high school subjects.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 27 | P a g e

Assessment: This will primarily be assessed when students present their summaries of the abstract

articles.

Objective 2: Realize that most instrumentation is dependent on physics principles for their

operation.

Assessment: This will primarily be assessed through the computer simulation exercise worksheet.

Objective 3: Understand the importance of collaboration between functional areas in a research

environment.

Assessment: This will primarily be assessed when students present their summaries of the abstract

articles.

Objective 4: Apply the principles learned in this lesson to the topics presented in the upcoming

curriculum.

Assessment: This will primarily be assessed when individual concepts are addressed in class during

the conduct of the curriculum. The assessment will be a subjective analysis of

whether or not the students are better prepared for the new material.

EXTENSIONS:

ACTIVITIES: For more activities, I recommend extending the computer simulation activities

presented. There are multiple avenues that you can pursue with the PhET

simulations and you can create multiple situational problems using the

HyperPhysics equation solvers.

LITERATURE: The twelve abstracts given in the supplemental reading activity are a great

resource for more information about current research done on Prussian Blue

analogs. Obtain the full articles for more information.

RESOURCES/REFERENCES: References for all resources used are given throughout the body of this

lesson plan, the supplementary reading activity and the computer simulation exercise.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 28 | P a g e

PRUSSIAN BLUE COMPUTER SIMULATION EXERCISE ~

1. Magnetism

a. Go to http://phet.colorado.edu/en/simulation/magnet-and-compass and click “Run”. If that

doesn’t work click “Download” and then “Open”.

b. The red and white diamonds are the magnetic field lines. Describe how the field lines run.

The compass is at the “9 o’clock” position (just to the left of the magnet). Move the compass

to the 12 o’clock position (above the magnet) and note the movement of the needle. Move

the compass to the 3 o’clock and 6 o’clock positions and note the needle movement. Write a

general statement to describe why the needle moves the way it does

c. Select “Show Field Meter”.

d. Move the field meter horizontally. At what points are the magnetic fields ( ̅) the strongest?

2. Thermal Expansion

a. Go to http://hyperphysics.phy-astr.gsu.edu/hbase/thermo/thexp.html#c3

b. Tungsten exhibits positive thermal expansion which means it expands when heated. This is

similar to the NiCr Prussian Blue analog. Tungsten has a linear thermal expansion coefficient of

4.3x10-6 /°C. For a Tungsten rod that is 3m long, what will be its change in length going from

20°C to 100°C?

c. Water exhibits negative thermal expansion between 0-4°C which means it contracts when

heated. This is similar to the CuCo Prussian Blue analog. In this temperature range, we can

approximate the linear thermal expansion coefficient of water (ice) to be 3.27x10-5 /°C. For a

block of ice that is 3m long, what will be its change in length going from 0°C to 4°C?

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 29 | P a g e

d. Go to http://phet.colorado.edu/en/simulation/states-of-matter and click “Run”. If that doesn’t

work click “Download” and then “Open”.

e. Ensure “Solid, Liquid and Gas” is selected at the top and “Neon” and “Solid” are selected on the

right.

f. Move the slider down to “Cool” and hold until the temperature reaches 0 K. What happens to

the molecules at 0 K?

g. Move the slider up to “Heat” and hold. What happens to the molecules in terms of their

movement and separation from each other?

h. Does neon exhibit positive or negative thermal expansion? Why?

i. Select “Reset All”. Select “Water” and “Solid”.

j. Vary the temperature to 100K, 200K, and 250K. (Note: You must move and hold the slider to

change the temperature. When you let go, it stops at that temperature.) Is there any

appreciable difference in the separation of the molecules?

k. Vary the temperature between 273K (0°C, the freezing point of water) and 277K (4°C), and

observe the separation of the molecules. What happens?

l. Vary the temperature to 350K (water is in a liquid state) and observe. What happens to the

separation of the molecules?

m. Does water exhibit positive or negative thermal expansion? Why?

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 30 | P a g e

3. Electromagnetic Spectrum

a. Go to http://hyperphysics.phy-astr.gsu.edu/hbase/ems1.html

b. An electromagnetic wave is observed to have a wavelength (λ) of 12 μm (12x10-6m).

i. What is its frequency (in Hz)?

ii. What part of the electromagnetic spectrum does it fall under?

iii. What is its quantum energy (in eV)?

4. Diffraction of Light

a. When a light wave passes through an opening, it bends around the edges. Parts of wave must travel farther than others to reach the screen on the other side which puts it out of phase. Sometimes this causes destructive interference (it blanks out the light) and sometimes it causes constructive interference (it increases the intensity of the light).

b. Go to http://phet.colorado.edu/en/simulation/wave-interference and click “Run”. If that doesn’t work click “Download” and then “Open”. IB Physics-3 students stop groaning.

c. Click on “Light” at the top.

d. Slide the wavelength selector to yellow which is about 580nm (580x10-9 m), the amplitude is in the middle, and the pulse is “On”.

e. On the side, select “One Slit” and place the barrier at 2590.

f. Select “Show Screen” and “Intensity Graph”.

g. Move the “Slit Width” to each of the indexed positions and note the following:

i. At what slit width is the single peak at a maximum?

ii. At what slit width are there two smaller peaks on either side of the central maximum?

iii. At what slit width is the central maximum gone and the two side peaks at a maximum?

h. Set the “Slit Width” to approximately 580nm, the same wavelength as the yellow light. Move the barrier location to each of the indexed positions and note the following:

i. At what barrier location is the single peak at a maximum?

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 31 | P a g e

5. Diffraction of Electrons

a. When we speak of electron diffraction, it is really reflection or deflection of the electrons from the nucleus of an atom.

b. Go to http://phet.colorado.edu/en/simulation/davisson-germer and click “Run”. If that doesn’t work click “Download” and then “Open”.

c. Set the slider under the “Fire” button to the middle and ensure the velocity slider is in the middle as well. Hit the “Fire” button a few times and observe the diffraction pattern.

d. Turn the gun “On” (full auto). Leave the atomic radius at 0.15nm and move the “Atomic

Separation” slider sequentially from 0.4nm through 1.2nm. What happens?

e. At what separation do the electrons penetrate the lattice?

f. Set the atomic separation at 0.6nm and leave it. Move the “Atomic Radius” slider sequentially

from 0.05nm through 0.25nm. What happens?

g. At what radius do the electrons no longer penetrate the lattice?

6. Photoelectric Effect

a. When an electromagnetic wave (in this case light) strikes a metal, the energy may be enough to allow electrons to leave the surface of a metal and move to another conductor which creates an electric current. This is the photoelectric effect.

b. Go to http://phet.colorado.edu/en/simulation/photoelectric and click “Run”. If that doesn’t work click “Download” and then “Open”.

c. Select “Copper” as your “Target” and set the intensity to 100%. Move the slider to determine

the wavelength at which electrons start to be released (Note: move the slider to get you close

and then type in numbers to get the exact value). The maximum wavelength (λ) at which

electrons are released is nm.

d. Determine the wavelength at which the current is the highest (Note: move the slider to get

you close and then type in numbers to get the exact value). The maximum current obtained

was amps at a wavelength (λ) of nm.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 32 | P a g e

e. Leave the wavelength the same as what you got for maximum current. If we use a battery

voltage to create a current in the opposite direction, we can stop the electrons from reaching

the collector. What minimum voltage does it take to prevent all electrons from being absorbed

by the collector (Note: move the slider to get you close and then type in numbers to get the

exact value)?

7. Emission/Absorption Spectroscopy

a. There are many different forms of spectroscopy. In this exercise you will see how electromagnetic energy emitted from a body is related to the body’s thermal energy.

b. Go to http://phet.colorado.edu/en/simulation/blackbody-spectrum and click “Run”. If that doesn’t work click “Download” and then “Open”.

c. Set the temperature to that of the Sun (≈5700 K). The wavelength corresponding to the peak

intensity is μm which is equal to is nm. (Hint: use the ruler to

help you read the graph).

d. Set the temperature to that of a light bulb (≈3000 K). The wavelength corresponding to the

peak intensity is μm which is equal to is nm. (Hint: Zoom in (+) on

both the intensity and the wavelength to get a good reading with your ruler).

e. Set the temperature to that of an oven (≈660 K). The wavelength corresponding to the peak

intensity is μm which is equal to is nm.

f. Set the temperature to that of the earth (≈300 K). The wavelength corresponding to the peak

intensity is μm which is equal to is nm. Bonus: Is this a

representative temperature for St. Petersburg today? Why or why not?

8. Bragg’s Law

a. X-rays have frequencies upwards of 3x1016Hz and wavelengths less than 10nm. X-rays are used to measure relative distances and angles between atoms in a chemical structure. We used this information collected by an X-Ray Photoelectron Spectroscopy (XPS) instrument to build a model of our Prussian Blue analogs.

a. Go to http://hyperphysics.phy-astr.gsu.edu/hbase/quantum/bragg.html

b. Suppose that our XPS generated x-rays with a wavelength (λ) of 0.835nm and an order (n) of 1.

At 300 K the maximum diffraction angle of the NiCr analog was 17.14. What was the lattice

spacing (d)? nm.

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 33 | P a g e

c. At 100 K the maximum diffraction angle of the NiCr analog was 17.20. What was the lattice

spacing (d)? nm.

d. Based on this information, would you say that the NiCr analog demonstrates positive or

negative thermal expansion properties? Why?

9. Beer’s Law

a. The results of the IR spectroscopy were based on absorbance and absorbance is governed by Beer’s Law.

b. Go to http://phet.colorado.edu/en/simulation/beers-law-lab and click “Run”. If that doesn’t work click “Download” and then “Open”.

c. Select “Beer’s Law” at the top. Set concentration to 200 mM. Select “Absorbance”.

d. Go through all the solutions to find the ones that have the highest and lowest maximum

absorption rates (the drink mix doesn’t count).

i. Which solution had the highest absorption rate? What was the rate of absorption?

ii. Which solution had the highest absorption rate? What was the rate of absorption?

e. Select the solution CoCl2: Cobalt Chloride. Find three different wavelengths (at least 50nm

apart) at which the absorbance is 0.60.

10. Radiation

a. Radiation is in three basic forms. In alpha (α) in which a helium atom is emitted. Beta (β) radiation occurs when an electron is emitted. And finally gamma (γ) radiation is when photons are emitted. In the Emission/Absorption Spectroscopy section we looked at gamma radiation as electromagnetic energy released due to heat. Gamma rays can also be emitted by a decaying atom. In the Electron Microscopy section below, we will see how beta radiation is generated to produce x-rays which is a form of gamma radiation. Beta and alpha particles can also be emitted from decaying atoms which is what we will see below.

b. Alpha Decay: Go to http://phet.colorado.edu/en/simulation/alpha-decay and click “Run”. If that doesn’t work click “Download” and then “Open”.

c. Polonium-211 (211Po) decays into what atom?

Lesson 1 Plan ~ Prussian Blue And What It Means To You_HD.Docx 34 | P a g e

d. Select Polonium-211. Select “Add 10” and count the number of particles that decay before and

after the half-life. Run three trials and average your results.

Trial Before After

1

2

3

Avg

a. Beta Decay: Go to http://phet.colorado.edu/en/simulation/beta-decay and click “Run”. If that doesn’t work click “Download” and then “Open”.

b. Carbon-14 (14C) decays into what atom?

c. Select Carbon-14 and drag one atom into the play area. What two particles are emitted when

Carbon-14 decays?

d. Select “Reset All” and then select Carbon-14 again. Select “Add 10” and count the number of

particles that decay before and after the half-life. Run three trials and average your results.

Trial Before After

1

2

3

Avg

DEVIL PHYSICS THE BADDEST CLASS ON CAMPUS

IB PHYSICS

PRUSSIAN BLUE . . .

AND WHAT IT MEANS TO YOU

OR

SUPPOSE WE WANT TO DEVELOP A STRUCTURE THAT MAINTAINS PRUSSIAN BLUE’S PHOTO-MAGNETIC PROPERTIES AT HIGHER TEMPERATURES THROUGH USE OF ANALOGS IN A NANO-FABRICATED CORE-SHELL HETEROSTRUCTURE THAT INCORPORATES COMPENSATING POSITIVE- AND NEGATIVE-THERMAL EXPANSION PROPERTIES IN SEPARATE ANALOGS. HOW DOES THAT RELATE TO WHAT’S GOING TO BE ON THE TEST?

OR

HOW I SPENT MY SUMMER VACATION,

And what it means to you and this year in physics!

CHEMISTRY DEPARTMENT TALHAM GROUP

Devil Physics does Chemistry

So what is a good-looking physics teacher doing in a chemistry lab . . .

other than a really bad Tim Tebow impersonation?

Devil Physics does Chemistry

Science is more than just

Physics

Chemistry

Biology

Prussian Blue Project is a joint effort involving

Physics

Chemistry

Materials Engineering

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Prussian Blue Analogs

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Magnetic Properties of Elements

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Photo-Magnetism

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Core Material: NiCr

Independent, Dependent, Control Variables: Metals used and their oxidation state Solvent used Mixture method Temperature Pressure

Shell Material: CuCo

Independent, Dependent, Control Variables:

Metals used and their oxidation state

Solvent used

Mixture method

Temperature

Pressure

Core-Shell Synthesis

Independent, Dependent, Control Variables:

Metals used and their oxidation state

Solvent used

Mixture method

Temperature

Pressure

Goal: Develop a structure that maintains Prussian Blue’s photo-magnetic properties at higher temperatures through use of analogs in a nano-fabricated core-shell heterostructure that incorporates compensating positive- and negative- thermal expansion properties in separate analogs.

Positive and Negative Thermal Expansion

TESTING WHAT WE MADE . . . TO SEE IF WE MADE WHAT WE WANTED

IR Spectroscopy

Electron Microscopy

Transmission Electron Microscope

Energy Dispersive Spectroscopy

X-Ray Photoelectron Spectroscopy

SQUID

SUMMARY

QUESTIONS?

Supplemental Reading Activity:

Prussian Blue Analogs

Homework

Time to get PhET-UP with lectures!

In-Class Activity

IB-Phys-3 Supplemental Reading Activity~Prussian Blue Analogs.Docx Updated: 11-Mar-14 Page 1 of 2

DDEEVVIILL PPHHYYSSIICCSS BBAADDDDEESSTT CCLLAASSSS OONN CCAAMMPPUUSS

SUPPLEMENTAL READING ACTIVITY

Prussian Blue Analogs

1. Read the abstract(s) assigned to you in class. These abstracts are posted on the website in PDF format.

The abstracts were presented at various times at conferences hosted by the American Physical Society

and can also be found on their website ( http://www.aps.org/ ).

a. Abstract 1~Controlling Magnetism by Light in Nanoscaled Heterostructures of Cyanometallate

Coordination.pdf

b. Abstract 2~Structural and Magnetic Interplay in Molecule-based Magnets.pdf

c. Abstract 3~Photoinduced Magnetism in Nanoscale Heterostructures of Prussian Blue Analogues.pdf

d. Abstract 4~Magnetotransport Properties of Switchable Valence Tautomer.pdf

e. Abstract 5~Pressure-induced local lattice distortions in Co(dca)2.pdf

f. Abstract 6~Persistent Photocontrolled Magnetism in Core-Shell Prussian.pdf

g. Abstract 7~Strain-Mediated Photocontrol in Core-Shell Prussian Blue Analogue Particles.pdf

h. Abstract 8~Effects of Pressure on the Magnetic Properties of Prussian Blue.pdf

i. Abstract 9~Magnetic properties of 3d-metal Prussian Blue Analogs.pdf

j. Abstract 10~Magnetic neutron scattering of a Prussian blue analogue.pdf

k. Abstract 11~Negative thermal expansion in Prussian Blue analogs.pdf

l. Abstract 12~Local Structural Study of Prussian Blue Analog.pdf

2. For each of your assigned abstracts, in your own words write a summary paragraph in standard form

(intro, at least 3 main points, summary).

a. Abstract Number:

b. Abstract Number:

c. Abstract Number:

3. For each of your assigned abstracts, in your own words write definitions for three terms in the abstract

that you did not know the meaning of.

a. Abstract Number:

i. Term 1:

IIBB PPHHYYSSIICCSS--33

Name: __________________________________

Period: ________ Date: ___________________

IB-Phys-3 Supplemental Reading Activity~Prussian Blue Analogs.Docx Updated: 11-Mar-14 Page 2 of 2

ii. Term 2:

iii. Term 3:

b. Abstract Number:

i. Term 1:

ii. Term 2:

iii. Term 3:

c. Abstract Number:

i. Term 1:

ii. Term 2:

iii. Term 3:

4. Rubric:

a. On time (1 pt)

b. Paragraph structure (1 pt per abstract summary)

c. Paragraph content (1 pt per abstract summary)

d. Terms defined (1 pt per abstract assigned)

e. Terms definitions directly relate to context of term in abstract (1 pt per abstract assigned)

f. All work must be in your own words, no points for cut-and-paste.

5. This assignment must be typed. Drawings may be freehand, but try to make use of the ‘Shapes’ or

‘Insert Clipart” functions of MS Word. If you submit this assignment electronically, the filename must

be in the following format, “LastnameFirstinitialPerXPrussianBlue”. You do not need include a copy of

these instructions with the assignment you hand in.