26 results in CHY1201  Spectroscopy  search across all projects.

QuestionQuestion requires students to themselves calculate how many electrons are in the conjugated system for the molecules included in this question. As is standard for applications of the "particle in a box" model, the embedded assumption is that one electron is donated to the pisystem by each carbon within the conjugated chain. Students instructed to assume that there are 22 conjugated electrons in Betacarotene.

Exam (23 questions)A set of questions about spectroscopy used for formative assessment purposes.

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

QuestionThe reduced masses are precalculated for this question and included in a list. It would be more elegant to program Numbas to permute atoms together to generate diatomic molecules while constraining the permutations to those which are chemically/physically reasonable, so as to allow calculation of each reduced mass directly from the atomic masses but organising this with high computational efficiency might be a significant programing task (add to "to do" list).

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Question requires students to interchange units of Hz with MHz, GHz, THz. Question is not very efficient at present frequencies spanning many orders of magnitude are generated by variables in a clumsy way. Could be improved by having frequency generated by a 10^((random(1000..4000)/1000) variable instead, for example.

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QuestionQuestion requires students to interchange units of Hz with MHz, GHz, THz. Question is not very efficient at present frequencies spanning many orders of magnitude are generated by variables in a clumsy way. Could be improved by having frequency generated by a 10^((random(1000..4000)/1000) variable instead, for example.

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Use two points on a line graph to calculate the gradient and $y$intercept and hence the equation of the straight line running through both points.
The answer box for the third part plots the function which allows the student to check their answer against the graph before submitting.
This particular example has a positive gradient.