De Broglie wavelength. Bohr atom (1)

Physics: Quantum mechanics--wave/particle duality and quantization. Photons: wavelength, energy, frequency (E=hf). Electrons and other particles with mass: de Broglie wavelength, momentum, energy. The Bohr model of the atom

This is a recording of a tutoring session, posted with the student's permission.

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http://www.youtube.com/watch?v=x0US9BjJ410&feature=PlayList&p=9132B2F...

(1) Classical vs. modern physics. Wave-particle duality; quantized vs. continuous
(2) A flowchart for photons: wavelength, frequency, energy. Electron volts
(3) Continued. E=hf
(4) Continued. Energy quantization in photons
(5) A flowchart for electrons and other particles with mass: de Broglie wavelength, momentum, velocity, kinetic energy
(6) Continued. Potential energy, potential difference
(7) A de Broglie wavelength problem
(8) Another problem
(9) Continued
(10) The Bohr model of the atom
(11) Continued
(12) Continued
(13) A problem

Category:

Education

Tags:

• physics
• quantum
• mechanics
• de
• broglie
• wavelength
• photon
• energy
• frequency
• bohr
• model
• atom
• momentum

[jelpike]

Go to 0:36 to skip the irrelevant intro.

[garimshukla]

What's the sound behind ?!

[DanFrederiksen]

I know what you're saying and a personal tutor situation will be different as one caters to the speed of the student in realtime. but for video I think there is a very significant opportunity for refinement. I might try to use the sense of speedy empowerment of the student as motivation in that if significant knowledge is conveyed time effectively the perceived value to the student will be motivating. I can't say for certain that an ultra refined high speed form exists but it's worth pursuing

[tubeboy8]

You make some good points, but I personally feel that a great teacher will not just convey information, but will do so by keeping the student engaged and up to speed before moving forward.

:)

[tubeboy8]

I appreciate your suggestions, however, I've been teaching for a number of years and I've found that the overstating of certain concepts, particularly those that would generally be viewed as new and somewhat abstract, tends to yield significantly better results regarding the student's ability to comprehend such concepts. Yes, the video age does allow students the 'freedom of reiteration', however, in my opinion, that process can often be a distraction and result in a loss of interest.

[DanFrederiksen]

another example is that you labor the notions of discrete vs continuous for 3 minutes. if one is to learn physics one should be able to handle such notions in short order. 5-10seconds or even assume it's known.

and by no means see this as negative reinforcement. video physics is a great concept, I'm just offering suggestions on how to make it downright awesome. physics is quite esoteric but isn't harder than it could easily be conveyed through video lectures so it could be hugely important.

[DanFrederiksen]

I would suggest that rather than the good introduction of comparing relativity's speed emergence with quantum's scale emergence, just cut to the chase. it's a good enough point, just not worth 3 minutes in an internet era. I would recommend you try a far more terse style and skip reiteration. video itself offers the freedom of reiteration rather than forced. in other words you can convey the same in a tenth of the time and that would be great. might not work for tutoring though