Spectroscopy Definition and Difference vs Spectrometry

Spectroscopy Definition and Difference vs Spectrometry Spectroscopy is the analysis of the interaction between matter and any portion of the electromagnetic spectrum. Traditionally, spectroscopy involved the visible spectrum of light, but X-ray, gamma, and UV spectroscopy also are valuable analytical techniques. Spectroscopy can involve any interaction between light and matter, including absorption, emission, scattering, etc. Data obtained from spectroscopy is usually presented as a spectrum (plural: spectra) that is a plot of the factor being measured as a function of either frequency or wavelength. Emission spectra and absorption spectra are common examples. How Spectroscopy Works When a beam of electromagnetic radiation passes through a sample, the photons interact with the sample. They may be absorbed, reflected, refracted, etc. Absorbed radiation affects the electrons and chemical bonds in a sample. In some cases, the absorbed radiation leads to the emission of lower-energy photons. Spectroscopy looks at how the incident radiation affects the sample. Emitted and absorbed spectra can be used to gain information about the material. Because the interaction depends on the wavelength of radiation, there are many different types of spectroscopy. Spectroscopy Versus Spectrometry In practice, the terms spectroscopy and spectrometry are used interchangeably (except for mass spectrometry), but the two words dont mean exactly the same thing. Spectroscopy comes from the Latin word specere, meaning to look at, and the Greek word skopia, meaning to see. The ending of spectrometry comes from the Greek word metria, meaning to measure. Spectroscopy studies the electromagnetic radiation produced by a system or the interaction between the system and light, usually in a nondestructive manner. Spectrometry is the measurement of electromagnetic radiation to obtain information about a system. In other words, spectrometry can be considered a method of studying spectra. Examples of spectrometry include mass spectrometry, Rutherford scattering spectrometry, ion mobility spectrometry, and neutron triple-axis spectrometry. The spectra produced by spectrometry arent necessarily intensity versus frequency or wavelength. For example, a mass spectrometry spectrum plots intensity versus particle mass. Another common term is spectrography, which refers to methods of experimental spectroscopy. Both spectroscopy and spectrography refer to radiation intensity versus wavelength or frequency. Devices used to take spectral measurements include spectrometers, spectrophotometers, spectral analyzers, and spectrographs. Uses Spectroscopy can be used to identify the nature of compounds in a sample. It is used to monitor the progress of chemical processes and to assess the purity of products. It can also be used to measure the effect of electromagnetic radiation on a sample. In some cases, this can be used to determine the intensity or duration of exposure to the radiation source. Classifications There are multiple ways to classify types of spectroscopy. The techniques may be grouped according to the type of radiative energy (e.g., electromagnetic radiation, acoustic pressure waves, particles such as electrons), the type of material being studied (e.g., atoms, crystals, molecules, atomic nuclei), the interaction between the material and the energy (e.g., emission, absorption, elastic scattering), or specific applications (e.g., Fourier transform spectroscopy, circular dichroism spectroscopy).

How to Write a Creative Assignment

How to Write a Creative Assignment Writing Effective Assignments Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Often it is necessary to make explicit for students the process or steps necessary to complete the assignment because many students tend to treat assignments as though they were step-by-step instructions. Instructors can use that tendency to help students write more effective papers. For example, explicit descriptions of assignments on the syllabus or on an assignment sheet tend to produce the best results. Such assignment sheets should detail the kind of writing expected, the scope of acceptable subject matter, the length requirements, formatting requirements, documentation format, the amount and type of research expected (if any), the writers role, and deadlines for the first draft and its revision. Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis. The following areas should help you create effective writing assignments. Examining Your Goals for the Assignment How exactly does this assignment fit with the objectives of your course? Should this assignment relate only to the class and the texts for the class, or should it also relate to the real world? What do you want the students to learn or experience from this writing assignment? Should this assignment be an individual or a collaborative effort? What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study? Defining the Writing Task Is the assignment sequenced so that students write a draft, receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and then revise it? Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the papers main focus should be? Can you reduce the number of sub-questions? What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? What is the required form (e.g., expository essay, lab report, memo, business report)? What mode is required for the assignment (e.g., description, narration, analysis, persuasion)? Defining the Audience for the Paper Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students. What is the probable attitude of the intended readers toward the topic itself? toward the student writers thesis? toward the student writer? What is the probable educational and economic background of the intended readers? Defining the Writers Role Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a professional in training who uses the assumptions, the perspective, and the conceptual tools of the discipline. Defining Your Evaluative Criteria If possible, explain the relative weight in grading assigned to the quality of writing and the assignments content: organization focus critical thinking original thinking use of research logic appropriate mode of structure and analysis (e.g., comparison, argument) format correct use of sources grammar and mechanics professional tone correct use of course-specific concepts and terms the depth of coverage professionals are ready to help you at any stage of the writing process. Feel free to place your request here!