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Bringing out the Dead Alison Abbott Reviews the Story of How a DNA Forensics Team Cracked a Grisly Puzzle
BOOKS & ARTS COMMENT DADO RUVIC/REUTERS/CORBIS DADO A forensics specialist from the International Commission on Missing Persons examines human remains from a mass grave in Tomašica, Bosnia and Herzegovina. FORENSIC SCIENCE Bringing out the dead Alison Abbott reviews the story of how a DNA forensics team cracked a grisly puzzle. uring nine sweltering days in July Bosnia’s Million Bones tells the story of how locating, storing, pre- 1995, Bosnian Serb soldiers slaugh- innovative DNA forensic science solved the paring and analysing tered about 7,000 Muslim men and grisly conundrum of identifying each bone the million or more Dboys from Srebrenica in Bosnia. They took so that grieving families might find some bones. It was in large them to several different locations and shot closure. part possible because them, or blew them up with hand grenades. This is an important book: it illustrates the during those fate- They then scooped up the bodies with bull- unspeakable horrors of a complex war whose ful days in July 1995, dozers and heavy earth-moving equipment, causes have always been hard for outsiders to aerial reconnais- and dumped them into mass graves. comprehend. The author, a British journalist, sance missions by the Bosnia’s Million It was the single most inhuman massacre has the advantage of on-the-ground knowl- Bones: Solving the United States and the of the Bosnian war, which erupted after the edge of the war and of the International World’s Greatest North Atlantic Treaty break-up of Yugoslavia and lasted from 1992 Commission on Missing Persons (ICMP), an Forensic Puzzle Organization had to 1995, leaving some 100,000 dead. -
Chapter 12: Phenomena
Chapter 12: Phenomena Phenomena: Different wavelengths of electromagnetic radiation were directed onto two different metal sample (see picture). Scientists then recorded if any particles were ejected and if so what type of particles as well as the speed of the particle. What patterns do you see in the results that were collected? K Wavelength of Light Where Particles Ejected Speed of Exp. Intensity Directed at Sample Ejected Particle Ejected Particle -7 - 4 푚 1 5.4×10 m Medium Yes e 4.9×10 푠 -8 - 6 푚 2 3.3×10 m High Yes e 3.5×10 푠 3 2.0 m High No N/A N/A 4 3.3×10-8 m Low Yes e- 3.5×106 푚 Electromagnetic 푠 Radiation 5 2.0 m Medium No N/A N/A Ejected Particle -12 - 8 푚 6 6.1×10 m High Yes e 2.7×10 푠 7 5.5×104 m High No N/A N/A Fe Wavelength of Light Where Particles Ejected Speed of Exp. Intensity Directed at Sample Ejected Particle Ejected Particle 1 5.4×10-7 m Medium No N/A N/A -11 - 8 푚 2 3.4×10 m High Yes e 1.1×10 푠 3 3.9×103 m Medium No N/A N/A -8 - 6 푚 4 2.4×10 m High Yes e 4.1×10 푠 5 3.9×103 m Low No N/A N/A -7 - 5 푚 6 2.6×10 m Low Yes e 1.1×10 푠 -11 - 8 푚 7 3.4×10 m Low Yes e 1.1×10 푠 Chapter 12: Quantum Mechanics and Atomic Theory Chapter 12: Quantum Mechanics and Atomic Theory o Electromagnetic Radiation o Quantum Theory o Particle in a Box Big Idea: The structure of atoms o The Hydrogen Atom must be explained o Quantum Numbers using quantum o Orbitals mechanics, a theory in o Many-Electron Atoms which the properties of particles and waves o Periodic Trends merge together. -
Introduction to Chemistry
Introduction to Chemistry Author: Tracy Poulsen Digital Proofer Supported by CK-12 Foundation CK-12 Foundation is a non-profit organization with a mission to reduce the cost of textbook Introduction to Chem... materials for the K-12 market both in the U.S. and worldwide. Using an open-content, web-based Authored by Tracy Poulsen collaborative model termed the “FlexBook,” CK-12 intends to pioneer the generation and 8.5" x 11.0" (21.59 x 27.94 cm) distribution of high-quality educational content that will serve both as core text as well as provide Black & White on White paper an adaptive environment for learning. 250 pages ISBN-13: 9781478298601 Copyright © 2010, CK-12 Foundation, www.ck12.org ISBN-10: 147829860X Except as otherwise noted, all CK-12 Content (including CK-12 Curriculum Material) is made Please carefully review your Digital Proof download for formatting, available to Users in accordance with the Creative Commons Attribution/Non-Commercial/Share grammar, and design issues that may need to be corrected. Alike 3.0 Unported (CC-by-NC-SA) License (http://creativecommons.org/licenses/by-nc- sa/3.0/), as amended and updated by Creative Commons from time to time (the “CC License”), We recommend that you review your book three times, with each time focusing on a different aspect. which is incorporated herein by this reference. Specific details can be found at http://about.ck12.org/terms. Check the format, including headers, footers, page 1 numbers, spacing, table of contents, and index. 2 Review any images or graphics and captions if applicable. -
Atomic Physicsphysics AAA Powerpointpowerpointpowerpoint Presentationpresentationpresentation Bybyby Paulpaulpaul E.E.E
ChapterChapter 38C38C -- AtomicAtomic PhysicsPhysics AAA PowerPointPowerPointPowerPoint PresentationPresentationPresentation bybyby PaulPaulPaul E.E.E. Tippens,Tippens,Tippens, ProfessorProfessorProfessor ofofof PhysicsPhysicsPhysics SouthernSouthernSouthern PolytechnicPolytechnicPolytechnic StateStateState UniversityUniversityUniversity © 2007 Objectives:Objectives: AfterAfter completingcompleting thisthis module,module, youyou shouldshould bebe ableable to:to: •• DiscussDiscuss thethe earlyearly modelsmodels ofof thethe atomatom leadingleading toto thethe BohrBohr theorytheory ofof thethe atom.atom. •• DemonstrateDemonstrate youryour understandingunderstanding ofof emissionemission andand absorptionabsorption spectraspectra andand predictpredict thethe wavelengthswavelengths oror frequenciesfrequencies ofof thethe BalmerBalmer,, LymanLyman,, andand PashenPashen spectralspectral series.series. •• CalculateCalculate thethe energyenergy emittedemitted oror absorbedabsorbed byby thethe hydrogenhydrogen atomatom whenwhen thethe electronelectron movesmoves toto aa higherhigher oror lowerlower energyenergy level.level. PropertiesProperties ofof AtomsAtoms ••• AtomsAtomsAtoms areareare stablestablestable andandand electricallyelectricallyelectrically neutral.neutral.neutral. ••• AtomsAtomsAtoms havehavehave chemicalchemicalchemical propertiespropertiesproperties whichwhichwhich allowallowallow themthemthem tototo combinecombinecombine withwithwith otherotherother atoms.atoms.atoms. ••• AtomsAtomsAtoms emitemitemit andandand absorbabsorbabsorb -
Nobel Prize Physicists Meet at Lindau
From 28 June to 2 July 1971 the German island town of Lindau in Nobel Prize Physicists Lake Constance close to the Austrian and Swiss borders was host to a gathering of illustrious men of meet at Lindau science when, for the 21st time, Nobel Laureates held their reunion there. The success of the first Lindau reunion (1951) of Nobel Prize win ners in medicine had inspired the organizers to invite the chemists and W. S. Newman the physicists in turn in subsequent years. After the first three-year cycle the United Kingdom, and an audience the dates of historical events. These it was decided to let students and of more than 500 from 8 countries deviations in the radiocarbon time young scientists also attend the daily filled the elegant Stadttheater. scale are due to changes in incident meetings so they could encounter The programme consisted of a num cosmic radiation (producing the these eminent men on an informal ber of lectures in the mornings, two carbon isotopes) brought about by and personal level. For the Nobel social functions, a platform dis variations in the geomagnetic field. Laureates too the Lindau gatherings cussion, an informal reunion between Thus chemistry may reveal man soon became an agreeable occasion students and Nobel Laureates and, kind’s remote past whereas its long for making or renewing acquain on the last day, the traditional term future could well be shaped by tances with their contemporaries, un steamer excursion on Lake Cons the developments mentioned by trammelled by the formalities of the tance to the island of Mainau belong Mössbauer, viz. -
Heisenberg's Visit to Niels Bohr in 1941 and the Bohr Letters
Klaus Gottstein Max-Planck-Institut für Physik (Werner-Heisenberg-Institut) Föhringer Ring 6 D-80805 Munich, Germany 26 February, 2002 New insights? Heisenberg’s visit to Niels Bohr in 1941 and the Bohr letters1 The documents recently released by the Niels Bohr Archive do not, in an unambiguous way, solve the enigma of what happened during the critical brief discussion between Bohr and Heisenberg in 1941 which so upset Bohr and made Heisenberg so desperate. But they are interesting, they show what Bohr remembered 15 years later. What Heisenberg remembered was already described by him in his memoirs “Der Teil und das Ganze”. The two descriptions are complementary, they are not incompatible. The two famous physicists, as Hans Bethe called it recently, just talked past each other, starting from different assumptions. They did not finish their conversation. Bohr broke it off before Heisenberg had a chance to complete his intended mission. Heisenberg and Bohr had not seen each other since the beginning of the war in 1939. In the meantime, Heisenberg and some other German physicists had been drafted by Army Ordnance to explore the feasibility of a nuclear bomb which, after the discovery of fission and of the chain reaction, could not be ruled out. How real was this theoretical possibility? By 1941 Heisenberg, after two years of intense theoretical and experimental investigations by the drafted group known as the “Uranium Club”, had reached the conclusion that the construction of a nuclear bomb would be feasible in principle, but technically and economically very difficult. He knew in principle how it could be done, by Uranium isotope separation or by Plutonium production in reactors, but both ways would take many years and would be beyond the means of Germany in time of war, and probably also beyond the means of Germany’s adversaries. -
22. Atomic Physics and Quantum Mechanics
22. Atomic Physics and Quantum Mechanics S. Teitel April 14, 2009 Most of what you have been learning this semester and last has been 19th century physics. Indeed, Maxwell's theory of electromagnetism, combined with Newton's laws of mechanics, seemed at that time to express virtually a complete \solution" to all known physical problems. However, already by the 1890's physicists were grappling with certain experimental observations that did not seem to fit these existing theories. To explain these puzzling phenomena, the early part of the 20th century witnessed revolutionary new ideas that changed forever our notions about the physical nature of matter and the theories needed to explain how matter behaves. In this lecture we hope to give the briefest introduction to some of these ideas. 1 Photons You have already heard in lecture 20 about the photoelectric effect, in which light shining on the surface of a metal results in the emission of electrons from that surface. To explain the observed energies of these emitted elec- trons, Einstein proposed in 1905 that the light (which Maxwell beautifully explained as an electromagnetic wave) should be viewed as made up of dis- crete particles. These particles were called photons. The energy of a photon corresponding to a light wave of frequency f is given by, E = hf ; where h = 6:626×10−34 J · s is a new fundamental constant of nature known as Planck's constant. The total energy of a light wave, consisting of some particular number n of photons, should therefore be quantized in integer multiples of the energy of the individual photon, Etotal = nhf. -
Atomic Theory - Review Sheet
Atomic Theory - Review Sheet You should understand the contribution of each scientist. I don't expect you to memorize dates, but I do want to know what each scientist contributed to the theory. Democretus - 400 B.C. - theory that matter is made of atoms Boyle 1622 -1691 - defined element Lavoisier 1743-1797 - pioneer of modern chemistry (careful and controlled experiments) - conservation of mass (understand his experiment and compare to the lab "Does mass change in a chemical reaction?") Proust 1799 - law of constant composition (or definite proportions) - understand this law and relate it to the Hydrogen and Oxygen generation lab Dalton 1808 - Understand the meaning of each part of Dalton's atomic theory. - You don't have to memorize the five parts, just understand what they mean. - You should know which parts we now know are not true (according to modern atomic theory). Black Box Model Crookes 1870 - Crookes tube - Know how this is constructed (Know how cathode rays are generated and what they are.) J.J. Thomsen - 1890 - How did he expand on Crookes' experiment? - discovered the electron - negative particles in all of matter (all atoms) - must also be positive parts Lord Kelvin - near Thomsen's time Plum Pudding Model - plum pudding model Henri Becquerel - 1896 - discovered radioactivity of uranium Marie Curie - 1905 - received Nobel prize (shared with her husband Pierre Curie and Henri Bequerel) for her work in studying radiation. - Name the three kinds of radiation and describe each type. Rutheford - 1910 - Understand the gold foil experiment - How was it set up? - What did it show? - Discovered the proton Hard Nucleus Model - new model of atom (positively charged, very dense nucleus) Niels Bohr - 1913 - Bohr model of the atom - electrons in specific orbits with specific energies James Chadwick - 1932 - discovered the electron Modern version of atom - 1950 Bohr Model - similar nucleus (protons + neutrons) - electrons in orbitals not orbits Bohr Model Understand isotopes, atomic mass, mass #, atomic #, ions (with neutrons) Nature of light - wavelength vs. -
Heisenberg and the Nazi Atomic Bomb Project, 1939-1945: a Study in German Culture
Heisenberg and the Nazi Atomic Bomb Project http://content.cdlib.org/xtf/view?docId=ft838nb56t&chunk.id=0&doc.v... Preferred Citation: Rose, Paul Lawrence. Heisenberg and the Nazi Atomic Bomb Project, 1939-1945: A Study in German Culture. Berkeley: University of California Press, c1998 1998. http://ark.cdlib.org/ark:/13030/ft838nb56t/ Heisenberg and the Nazi Atomic Bomb Project A Study in German Culture Paul Lawrence Rose UNIVERSITY OF CALIFORNIA PRESS Berkeley · Los Angeles · Oxford © 1998 The Regents of the University of California In affectionate memory of Brian Dalton (1924–1996), Scholar, gentleman, leader, friend And in honor of my father's 80th birthday Preferred Citation: Rose, Paul Lawrence. Heisenberg and the Nazi Atomic Bomb Project, 1939-1945: A Study in German Culture. Berkeley: University of California Press, c1998 1998. http://ark.cdlib.org/ark:/13030/ft838nb56t/ In affectionate memory of Brian Dalton (1924–1996), Scholar, gentleman, leader, friend And in honor of my father's 80th birthday ― ix ― ACKNOWLEDGMENTS For hospitality during various phases of work on this book I am grateful to Aryeh Dvoretzky, Director of the Institute of Advanced Studies of the Hebrew University of Jerusalem, whose invitation there allowed me to begin work on the book while on sabbatical leave from James Cook University of North Queensland, Australia, in 1983; and to those colleagues whose good offices made it possible for me to resume research on the subject while a visiting professor at York University and the University of Toronto, Canada, in 1990–92. Grants from the College of the Liberal Arts and the Institute for the Arts and Humanistic Studies of The Pennsylvania State University enabled me to complete the research and writing of the book. -
Chapter 11: Modernatomictheory 105
CHAPTER 11 Modern Atomic Theory INTRODUCTION It is difficult to form a mental image of atoms because we can’t see them. Scientists have produced models that account for the behavior of atoms by making observations about the properties of atoms. So we know quite a bit about these tiny particles which make up matter even though we cannot see them. In this chapter you will learn how chemists believe atoms are structured. CHAPTER DISCUSSION This is yet another chapter in which models play a significant role. Recall that we like models to be simple, but we also need models to explain the questions we want to answer. For example, Dalton’s model of the atom has the advantage of being quite simple and is useful when considering molecular- level views of solids, liquids, and gases and in representing chemical equations. However, it cannot explain fundamental questions such as why atoms “stick” together to form molecules. Scientists such as Thomson and Rutherford expanded the model of the atom to include subatomic particles. The model is more complicated than Dalton’s, but it begins to explain chemical reactivity (electrons are involved) and formulas for ionic compounds. But questions still abound. For example, why are there similarities in reactivities of elements (periodic trends)? To begin our understanding of modern atomic theory, let’s first discuss some observations. For example, you have undoubtedly seen a fireworks display, either in person or on television. Where do the colors come from? How do we get so many different colors? It turns out that different salts, when heated, give off different colors. -
Some Famous Physicists Ing Weyl’S Book Space, Time, Matter, the Same Book That Heisenberg Had Read As a Young Man
Heisenberg’s first graduate student was Felix Bloch. One day, while walking together, they started to discuss the concepts of space and time. Bloch had just finished read- Some Famous Physicists ing Weyl’s book Space, Time, Matter, the same book that Heisenberg had read as a young man. Still very much Anton Z. Capri† under the influence of this scholarly work, Bloch declared that he now understood that space was simply the field of Sometimes we are influenced by teachers in ways that, affine transformations. Heisenberg paused, looked at him, although negative, lead to positive results. This happened and replied, “Nonsense, space is blue and birds fly through to Werner Heisenberg1 and Max Born,2 both of whom it.” started out to be mathematicians, but switched to physics There is another version of why Heisenberg switched to due to encounters with professors. physics. At an age of 19, Heisenberg went to the University As a young student at the University of Munich, Heisen- of G¨ottingen to hear lectures by Niels Bohr.4 These lec- berg wanted to attend the seminar of Professor F. von tures were attended by physicists and their students from Lindemann,3 famous for solving the ancient problem of various universities and were jokingly referred to as “the squaring the circle. Heisenberg had Bohr festival season.” Here, Bohr expounded on his latest read Weyl’s book Space, Time, Matter theories of atomic structure. The young Heisenberg in the and, both excited and disturbed by the audience did not hesitate to ask questions when Bohr’s abstract mathematical arguments, had explanations were less than clear. -
Presentation Slides
How Did We Find Out About Quantum Mechanics? Dan Styer Department of Physics and Astronomy Oberlin College Max Planck (age 42 in 1900) Albert Einstein (age 26 in 1905) Einstein’s four 1905 papers: Quantum mechanics of light (heuristic photoelectric effect) Brownian motion (atoms exist!) On the Electrodynamics of Moving Bodies Does the Inertia of a Body Depend on its Energy Content? (E = mc2) Einstein’s four 1905 papers: Quantum mechanics of light (heuristic photoelectric effect) “is very revolutionary” Brownian motion (atoms exist!) On the Electrodynamics of Moving Bodies “a modification of the theory of space and time” Does the Inertia of a Body Depend on its Energy Content? (E = mc2) Niels Bohr (age 28 in 1913) Werner Heisenberg (age 24 in 1925) Werner Heisenberg (age 24 in 1925) Helgoland Göttingen Wolfgang Pauli (age 25 in 1925) Louise de Broglie (age 31 in 1923) Louise de Broglie Erwin Schrödinger (age 38 in 1925) Arosa, Switzerland Arosa, Switzerland Arosa, Switzerland Erwin Schrödinger (age 38 in 1925) Erwin Schrödinger Crater Schrödinger Matrix Mechanics (Heisenberg, Born) versus Wave Mechanics (Schrödinger) Matrix and Wave Mechanics proven equivalent in 1926 by Schrödinger, Pauli, and Carl Eckert (age 24) Carl Eckert (photo 1948) Paul A. M. Dirac (age 24 in 1926) Paul A. M. Dirac Satyendra Bose 1924-25: quantum mechanics applied to large number of particles (with A. Einstein) (age 31 in 1925) Satyendra Bose 1925: predicted a new phase of matter – solid, liquid, gas, and “Bose condensate” Michael Fisher 1970s: extended this work Experimental verification! 1995 Experimental verification! 1995 by Carl Wieman and Eric Cornell Experimental verification! extended to “fermionic condensate” by Deborah Jin in 2003 Linus Pauling (age 30 in 1931) Linus Pauling and family Linus Pauling Linus Pauling gave his name to Linus Torvalds who gave his name to Linux Maria Goeppert Mayer nuclear shell theory, 1950 Crater Goeppert Mayer on Venus Maria Goeppert Mayer 1950: nuclear shell theory 1960: appointed professor at U.