Name:____________________________________________________________       Homework #5 Ch 6 and 7 – periodic table and chemical structure (worth 14 points) 1. The  work  function  of  potassium  is  3.68  x  10-­‐19  J.   a. What  is  the  minimum  frequency  of  light  needed  to  eject  electrons  from  the   metal?   b. Calculate  the  kinetic  energy  of  the  ejected  electrons  when  light  of  frequency   equal  to  8.62  x  1014    s-­‐1  is  used  for  irradiation.                                             2. Thermal  neutrons  are  neutrons  that  move  at  speeds  comparable  to  those  of  air   molecules  at  room  temperature.  These  neutrons  are  most  effective  in  initiating  a   nuclear  chain  reaction  among  235U  isotopes.  Calculate  the  wavelength  (in  nm)   associated  with  a  beam  of  neutrons  moving  at  7.00  x  102  m/s  (mass  of  neutron  =   1.675  x  10-­‐27  kg)     First  3  letters  of  last  name   3. The  blue  color  of  the  sky  results  from  the  scattering  of  sunlight  by  air  molecules.  The   blue  light  has  a  frequency  of  about  7.5  x  1014  Hz.     a. Calculate  the  wavelength,  in  nm,  associated  with  this  radiation                 b. Calculate  the  energy,  in  joules,  of  a  single  photon  associated  with  this   frequency   4. When  an  intense  beam  of  green  light  is  directed  onto  a  copper  surface,  no  electrons   are  ejected.  What  will  happen  if  the  green  light  is  replaced  with  red  light?   5. The  velocity  of  an  electron  that  is  emitted  from  a  metallic  surface  by  a  photon  is  3.6   x  103  km.s-­‐1.  What  is  the  wavelength  of  the  ejected  electron?   6. Alarm systems employ the photoelectric effect. Typically, a light beam is aimed at a sample of Na, producing a photoelectric current. An intruder blocks the beam, thereby Name:____________________________________________________________       turning off the current, and triggering the alarm. Given that the work function of Na is 4.41 x 10-19 J particle-1, what is the longest wavelength of light (in nm) that can be used in the alarm system?   7. A  certain  cation  Xn+  has  an  electron  configuration  of  [Ar]3d5.  Answer  the  following:   a)  What  type  of  element  is  X?         b)  The  reaction  of  X  with  chlorine  gas  proceeds  as  fo.

1. Name:_______________________________________________
_____________
Homework #5 Ch 6 and 7 – periodic table and chemical
structure (worth 14 points)
1. The
work
function
of
potassium
is
3.68
x
10-­‐19
J.
a. What
is
the
minimum
frequency
of
light
needed
to
eject

2. electrons
from
the
metal?
b. Calculate
the
kinetic
energy
of
the
ejected
electrons
when
light
of
frequency
equal
to
8.62
x
1014
s-­‐1
is
used
for
irradiation.

4. 2. Thermal
neutrons
are
neutrons
that
move
at
speeds
comparable
to
those
of
air
molecules
at
room
temperature.
These
neutrons
are
most
effective
in
initiating
a
nuclear
chain
reaction
among
235U
isotopes.

5. Calculate
the
wavelength
(in
nm)
associated
with
a
beam
of
neutrons
moving
at
7.00
x
102
m/s
(mass
of
neutron
=
1.675
x
10-­‐27
kg)
First
3
letters
of
last

6. name
3. The
blue
color
of
the
sky
results
from
the
scattering
of
sunlight
by
air
molecules.
The
blue
light
has
a
frequency
of
about
7.5
x
1014
Hz.

7. a. Calculate
the
wavelength,
in
nm,
associated
with
this
radiation
b. Calculate
the
energy,
in
joules,
of
a
single
photon
associated
with

8. this
frequency
4. When
an
intense
beam
of
green
light
is
directed
onto
a
copper
surface,
no
electrons
are
ejected.
What
will
happen
if
the
green
light
is
replaced
with
red
light?

9. 5. The
velocity
of
an
electron
that
is
emitted
from
a
metallic
surface
by
a
photon
is
3.6
x
103
km.s-­‐1.
What
is
the
wavelength
of
the
ejected
electron?
6. Alarm systems employ the photoelectric effect. Typically, a

10. light beam is aimed at a
sample of Na, producing a photoelectric current. An intruder
blocks the beam, thereby
Name:_______________________________________________
_____________
turning off the current, and triggering the alarm. Given that the
work function of Na is
4.41 x 10-19 J particle-1, what is the longest wavelength of
light (in nm) that can be used
in the alarm system?
7. A
certain
cation
Xn+
has
an
electron
configuration
of
[Ar]3d5.
Answer
the
following:

11. a)
What
type
of
element
is
X?
b)
The
reaction
of
X
with
chlorine
gas
proceeds
as
following:
2X(s)
+
3Cl2(g)
2XCl3(s)

12. Given
this,
determine
n+
c)
Now
that
you
know
the
charge
of
the
cation,
determine
the
identity
of
X.

13. 8. Draw
the
lewis
dot
structure
give
the
molecular
shape
Moleule
Lewis
structure
Electronic
geometry
Molecular
geometry
(shape)
SeH2
NCl3

14. PCl5
OBr2
CO32-­‐
CCl4
9. Give
the
full
ground
state
electron

15. configuration
and
the
abbreviated
noble
gas)
configuration
for
the
following
elements
and
or
ions:
a)
C
___________________________________
_____________________________
b)
Se2+
___________________________________
_____________________________

16. c)
Fe
___________________________________
_____________________________
d)
P
___________________________________
_____________________________
e)
Tc
___________________________________
_____________________________
Name:_______________________________________________
_____________
f)
Cr
___________________________________

17. _____________________________
g)
Cu
___________________________________
_____________________________
h)
Ho
___________________________________
_____________________________
g)
Cr+
___________________________________
_____________________________
h)
Cl-­‐
___________________________________

18. _____________________________
10. Which
of
the
following
combinations
of
quantum
numbers
are
allowed
for
an
electron?
Which
are
not?
What
would
you
change
to
make
the
ones
that
are
not
possible

19. be
possible?
a. n=2
l=2
ml=1
ms
=1/2
b. n=3
l=1
ml=0
ms
=-­‐1/2
c. n=5
l=1
ml=2
ms
=1/2

20. d. n=4
l=-­‐1
ml=0
ms
=1/2
11. Label
the
orbital
described
by
each
of
the
following
sets
of
quantum
numbers
a. n=4
l=1
orbital
_________________

21. b. n=2
orbital
_________________
c. n=6
orbital
_________________
d. n=5
orbital
_________________
12. What are the principal (n) and orbital angular momentum (l)
for each of the following:
a. 6p n= ________ l= ________
b. 3d n= ________ l= ________

22. c. 2p n= ________ l= ________
d. 5f n= ________ l= ________
e. 2s n= ________ l= ________
f. 6f n= ________ l= ________
g. 4d n= ________ l= ________
h. 5p n= ________ l= ________
13. How many electrons can have the following quantum
numbers in an atom:
a. n = 2, l=1 ____________
b. n = 5, l=3, ml=-1 ____________
c. n = 2, l=1, ml=0 ____________
d. n = 7 ____________
14. The 3 quantum numbers for an electron in a hydrogen atom
in a certain state are n=4, l=2,
ml=1. The electron is located in what type of orbital?

23. Alyazia Alnaqbi
ENGL 1102 - 41
Journal
Journal Entry: “The Order of Things an Archaeology of the
Human Sciences”
This is a book written by Michel Foucault keen on learning
more about the human sciences. The ideas posed in the article is
an analysis of the how the human sciences came into being. The
key theme brought out in the article include; order,
resemblance, episteme and archaeology. Supportive themes
mentioned include wealth, political economy, natural history
and general grammar to name but a few. According to the
writer, order is the hidden inner guidance, it does not exist and
only comes to live at a glance. The argument brought out is
that, order is prominent in every culture. It is the interlink
between things and their identity and is deeply rooted to the
degree of being perceived as a natural phenomenon. In addition,
order is further portrayed as an internal ideology manifested
physically rather than an external one imposed or decided upon.
According to Foucault, when it comes to culture, there are
ordering codes whose job is to ensure there are guidelines
followed by every man through which he is at utmost comfort (
xx). They form the philosophical explanation or theories that
elaborate on the reason for the existence of the order. The
ordering codes are also responsible for explaining the general
law followed by order, the principle behind it and why a
particular order is eminent than others in a given cultural

24. setting. He then concludes that order serves as a governing code
on how we interact and relate to our world and how we perceive
these codes. It is through “order” that Foucault argues that the
language has been spoken, creatures have been understood and
grouped in various classes and the general exchange has been
carried since the 16th century.
The aim of the inquiry is to get a full understanding as stated in
the research on how theory and knowledge came into existence.
Here archaeological investigation is utilized to get a conclusion
on the forces behind the occurrence of the matters and issues
prevailing. It is used as an avenue for understanding the
happening leading to a phenomenon and not an avenue for
stating how the phenomenon came into being. Archaeology is
seen as an avenue of inquiry interested in identifying the force
behind the existence of a particular phenomenon. He states that
in understanding a given phenomenon, we need to try and get to
discover the forces behind the formation of a prevailing
phenomenon. We need to know what was happening in its
inception, he gives an example of the modernity has to be traced
back to its backbone that of Renaissance (xxiv). Another
theme in the article is the Resemblance, it is the freedom that
allows expression, judgment and thought. It is portrayed as “the
space where one speaks” and “the space where one looks”. It is
his argument that it is through this “space” that we able to
differentiate one thing from the other.
Another argument posed is the fact that culture defines what
limit is (xxiv). History order associated with a given
phenomenon will form the history associated with related to
phenomenon and, for this reason, enabling in distinguishing
them and by extension issuing of identities. Basing his
argument on the Veron de Fortbonnais, his view is the fact that
knowledge flourish as an engendering knowledge. This means
the knowledge that portrays itself as the one transforming ideas
and modifying them. It is thus his conclusion that what is at the

25. disposal of the archaeological analysis in by large the classical
thought. It can also take the shape of what constitute the
modernity that which separates us from the classical knowledge.
Conclusion
Michel Foucault argument tries to explain how the body of
knowledge common referred as human sciences came into being.
He comes up with the main elements that helps him to explain
the human behaviors in terms of thoughts and how the humans
distinguish one from the other. He argues that order is a critical
component towards understanding the body of knowledge. He
argues that, order exist in every culture something I conquer
with. He goes ahead and argue that the order is deep rooted in
us a fact that I don’t agree with. In the different eras from the
Agrarian, Evolution and scientific age, order has always been
instilled through rules a phenomenon that is always set
externally. The viable argument could be once we are aware of
terms and expectations of order, we follow it instinctively.
Another argument posed is the fact that culture sets the bar
when it comes to the limit in terms of knowledge. This is also
an argument that I do not agree with, the viable case could have
been the depending on the rigidity of the culture; culture can be
a limiting or empowering phenomenon. In the presence of
cultural interaction, there is a lot of exchange of information
making it impossible to have an exclusive culture that would
have been possible to create a limit. A point well put in the
article is the fact that if when we want to understand a
particular prevailing matter, we need to learn the forces behind
the existence of the phenomenon. If we learn on the pressures
that were present during the time when a body of knowledge
was brought out, we get better understanding compared to just
trying to state the reason for its existence. It is, therefore, clear
that human sciences have always been a continuous journey in

26. attempting to understand the human behavior. It has been an
avenue to understand humanistic traits like order, the ability to
relate different aspects leading to identity formation.
Works Cited
Foucault, Michel. The Order of Things: An Archaeology of the
Human Sciences. London: Routledge, 2002. Print.
English 1102: Critical Reading and Writing
Instructor: Mr. Topper
Email: [email protected]
Location: England
Please recognize timezone difference during correspondence.
Course Description
This course is designed to help prepare you for academic
reading and writing. Through activities
that emphasize both collaborative, process-oriented learning as
well as individual, self-motivated
learning, you will be introduced to the following three skills:
Critical Reading This course is reading-heavy. You
will read multiple essays nearly every
week. Some essays will be challenging to grasp,
but thoughtful writing
begins with thoughtful reading.

27. Critical Writing This course is also writing-heavy.
Like any craft, strong writing is produced
through rigorous practice. You will write every
week, sometimes formally
and sometimes informally, through discussion
board posts, journal entries,
and essays.
Critical Thinking By focusing on reading and writing,
this course is centered around critical
thought. Whether you are responding to an
assigned reading, responding to
a fellow student, or articulating your own
argument, the depth of your
thought will weigh heavily on your grade.
Course Values
Empathy Always consider other points of view, whether
that be from an author or a
classmate.
Honesty Read and write honestly: questioning,
challenging, and developing
your own worldview.
Community This course is a digital community. Play
your part by posting
meaningful contributions to discussion board
conversations.
Close Reading Read meticulously. Move to
generalizations only after you have
lingered over the intricate details of a text.
Clarity Support your claims with evidence,

28. organize your thoughts effectively, and
utilize proper punctuation to write concise,
legible prose.
Rhetoric Always keep in mind your audience, your
purpose, and your overall
rhetorical situation.
1
Idaho State University, Department of English and Philosophy,
Spring, 2015
mailto:[email protected]
mailto:[email protected]
Course Goals and Learning Objectives
Each student should display competence in all three skills
mentioned in the course description:
critical reading, critical writing, and critical thinking. Likewise,
each student’s work should reflect all
six of the course values: empathy, honesty, community, close
reading, clarity, and rhetoric. Each
student’s competence in these three skills will be judged by the
ways in which each student’s work
reflects these six values.
Required Text
The Norton Reader, 13th Edition.
Homework Submission
All assignments will be submitted on Moodle, not via email. All
discussion board posts will be
submitted on the corresponding week’s discussion board. All
assignments are due by 11:55 pm

29. (Mountain Timezone) on the day they are scheduled as due. NO
LATE ASSIGNMENTS WILL BE
ACCEPTED. If you find yourself in an emergency situation,
email me ahead of time and we might
be able to work out a solution.
MLA Format
Essays and journal entries will be formatted according to MLA
standards: one inch margins, double
spaced, size twelve, Times New Roman font. All citations will
be formatted according to MLA
standards, and each essay will include a Works Cited page. For
explanations and examples of
MLA format and style, visit Owl Purdue’s MLA Formatting and
Style Guide. Proper formatting is
your responsibility. If you have questions about anything
demonstrated in the style guide, ask me
for clarification.
Plagiarism
Plagiarism is the improper borrowing of another person's words,
ideas, or methods. If you rely on
another person's material, you must acknowledge your source. If
you plagiarize in an assignment,
you will fail that assignment (including discussion boards and
journal entires). If you plagiarize more
than once, you will fail this course. Likewise, if you plagiarize
on the final essay, you will fail this
course. You know what plagiarism is, so don't play dumb, and
don't try it in this course.
Writing Center
The Writing Center, located in Rendezvous 323, (208) 282-
3662, offers free, one-on-one tutoring
to ISU students. If you struggle with discussion boards, journal
entries, quizzes, or essays, I highly

30. recommend scheduling a session.
Message from ADA Disabilities & Resources Center
Our program is committed to helping all students achieve their
potential. If you have a disability or
think you have a disability (physical, learning disability,
hearing, vision or psychiatric) which may
need a reasonable accommodation, please contact the ADA
Disabilities & Resource Center
located in Gravely Hall, Room 123, (208) 282-3599, as early as
possible.
2
Idaho State University, Department of English and Philosophy,
Spring, 2015
https://owl.english.purdue.edu/owl/resource/747/01/
https://owl.english.purdue.edu/owl/resource/747/01/
http://www.isu.edu/success/writing/
http://www.isu.edu/success/writing/
Assignments and Grading
Essays 60%
This course is organized into three progressive units. At the end
of the first unit, you will write an
argumentative essay in response to one of the assigned readings
from that unit; likewise, at the
end of the second unit, you will write an argumentative essay in
response to one of the assigned
readings from that unit. For example, at the end of the first unit
you could write an essay that
argues against Plato’s “The Allegory of the Cave,” and at the
end of the second unit you could

31. write an essay that agrees with Nicholas Carr’s “Is Google
Making Us Stupid?” The third unit is
solely dedicated to research and writing for your final essay,
which is worth as much as your first
two essays combined, and will be an argumentative essay on
any topic related to this course.
Essays will be graded on quality of thought, clarity and
organization of prose, and fulfillment of that
particular essay’s guideline. Specific guidelines for each essay
can be found on Moodle.
Essay 1: 15%
Essay 2: 15%
Essay 3: 30%
Discussion Board 20%
Every Thursday a discussion board post will be due. The
discussion board is a digital classroom.
Rather than attending in-class lectures and discussing our
assigned readings in person, we will
have discussions every week through online posts. You will be
given a prompt—typically multiple
questions to answer—to which you will respond, and you will
always be required to comment on at
least one other student’s post. If you do not comment on anyone
else’s post, you will receive a 0%
grade on that particular discussion board. Grading is based on
the depth of your thought, the
depth of your interaction with other students, and the depth of
your interaction with assigned
readings. Therefore, simply answering a question does not merit
a decent grade. Quote the
assigned reading, use textual evidence to back up your claims,
raise questions and challenge your
fellow classmates, etc. The discussion board is the heart and
soul of this course, and its success

32. or failure is up to you. There are no minimum or maximum
sentence requirements, but I do
encourage ongoing discussion.
Journal Entries 10%
Journal entries will be due on various Fridays throughout the
semester, each of which is noted on
the course schedule. Each entry must be three to four pages,
double spaced, size twelve, Times
New Roman font, and in some way related to this course.
Journals are intended as a place for you
to reflect on the readings and practice the process of writing, so
be thoughtful and engaging, but
do not worry too much about grammar and mechanics. Entries
are graded as pass or fail, so make
sure to write at least three full pages.
Quizzes 10%
As a student at the English 1102 level, you are expected to
already understand the basic
mechanics of the English language. We will not spend class
discussions on these matters. To
encourage mechanical skills, however, quizzes on grammatical,
linguistic, and formatting topics will
be due on various Fridays throughout the semester. You will
have five minutes to answer five
questions. Once you answer a question, you cannot return to
change your answer. You cannot
retake any quiz.
3
Idaho State University, Department of English and Philosophy,
Spring, 2015

33. Course Schedule
Introduction
Week 1 Jan 12-16 Syllabus (Moodle)
Gerald Graff and Cathy Birkentsein, They
Say/I Say (Moodle)
Jan 15 Due: Discussion Board
Jan 16 Due: Quiz 1: Syllabus
Unit One: Epistemologies
Week 2
Jan 19-23
Plato, “The Allegory of the Cave” (NR)
Jean-Paul Sartre, “Existentialism” (NR)
Jan 22 Due: Discussion Board
Jan 23 Due: Journal Entry 1
Week 3
Jan 26-30
Jacob Bronowski, “The Nature of Scientific Reasoning” (NR)
Michel Foucault, Preface to The Order of
Things (Moodle)
Jan 29 Due: Discussion Board
Jan 30 Due: Quiz 2: Commas
Week 4

34. Feb 2-6
Steven Weinberg, “Without God” (NR)
Wendell Berry, “God, Science, and Imagination” (Moodle)
Feb 5 Due: Discussion Board
Feb 6 Journal Entry 2
Week 5
Feb 9-13
Stephen Hawking, “Is Everything Determined?” (NR)
Friedrich Nietzsche, “On Truth and Lies in a Nonmoral
Sense” (Moodle)
Feb 12 Due: Discussion Board
Feb 13 Due: Quiz 3: In-text Citations
Week 6 Feb 16-20 No Reading
Feb 20 Due: Essay 1
Unit Two: Paradigms of Education and Knowledge
Week 7

35. Feb 23-27
Sir Ken Robinson, “Changing Education Paradigms” (Moodle)
Caroline Bird, “College is a Waste of Time and Money” (NR)
Brent Staples, “Why Colleges Shower Their Students with A’s”
(NR)
Feb 26 Due: Discussion Board
Feb 27 Due: Quiz 4: Works Cited
Week 8
Mar 2-6
Nicholas Carr, “Is Google Making Us Stupid?” (NR)
Mar 5 Due: Discussion Board
4
Idaho State University, Department of English and Philosophy,
Spring, 2015
Mar 6 Due: Journal Entry 3
Week 9
Mar 9-13
Francis FitzGerald, “Rewriting American History” (NR)

36. H. Bruce Franklin, “From Realism to Virtual Reality: Images of
America’s Wars” (NR)
Howard Zinn, “Empire or Humanity?” (Moodle)
Mar 12 Due: Discussion Board
Mar 13 Due: Quiz 5: Colons and Semicolons
Week 10
Mar 16-20
Jane Tompkins, “‘Indians’: Textualism, Morality, and the
Problem of
History” (Moodle)
Mar 19 Due: Discussion Board
Mar 20 Due: Journal Entry 4
Week 11 Mar 23-27 Spring Break
Week 12 Mar 30- Apr 3 No Reading
Apr 3 Due: Essay 2
Unit Three: Composing a Scholarly Argument

37. Week 13 Apr 6-10 Independent Research and Writing
Apr 9 Due: Discussion Board
Week 14 Apr 13-17 Independent Research and Writing
Apr 16 Due: Discussion Board
Apr 17 Journal Entry 5
Week 15 Apr 20-24 Independent Research and Writing
Apr 23 Due: Discussion Board
Week 16 Apr 27-May 1- Independent Research and
Writing
May 1 Due: Essay 3
5
Idaho State University, Department of English and Philosophy,
Spring, 2015