Work through the list without notes. If you cannot do a statement, follow its link, then come back. Guide = study guide; Practice = practice questions.
Understanding
- I can describe what photoelectron spectroscopy measures and why it removes electrons from every subshell, not only the outer one. (Guide: “What photoelectron spectroscopy measures”)
- I can say what the position and the height of a peak each tell me. (Guide: “How to read a spectrum”; Practice Q1)
- I can read a spectrum whose binding energy axis increases to the left on a log scale. (Guide: Figure 1)
- I can explain why the lowest-energy peak estimates the first ionization energy, and why the other peaks are not successive ionization energies. (Guide: Worked example 1; Practice Q4, Q5)
Skills
- I can turn a spectrum into a ground-state electron configuration and identify the element. (Guide: Worked example 1; Practice Q1, Q5)
- I can convert raw peak heights into numbers of electrons, using the 1s peak to set the scale. (Practice Q4)
- I can predict the spectrum of a cation or anion from its configuration. (Guide: “Atoms, ions and how spectra change”; Practice Q3)
- I can convert a binding energy between MJ mol⁻¹ and kJ mol⁻¹. (Practice Q4, Q5)
Reasoning
- I can use Coulomb’s law, distance and shielding to explain why core peaks are at much higher binding energy than valence peaks. (Guide: “Explaining peak positions”; Practice Q6)
- I can explain why the same subshell is at higher binding energy in an element with more protons. (Practice Q2, Q5)
- I can compare the spectra of isoelectronic species and rank their peak positions. (Guide: Worked example 2; Practice Q7)
- I can judge whether a model is consistent with a spectrum by citing the number, heights or positions of peaks. (Guide: “Is the model consistent with the data?”; Practice Q6)
All ticked? Move on to Topic 1.7, Periodic Trends, or return to the course roadmap.