Atomic Theory & Brownian Motion: Connecting Observations

1. Chem1 - Atomic Theory • Lesson: Brownian Milk • Explain what atomic theory attempts to describe • Summarize the development of Atomic Theory • Connect observations made while mixing water and • ethanol with Atomic Theory • Connect obervations of Brownian Motion to Atomic • Theory

3. Chem6: I can use indirect observations to formulate logical inferences. LESSON: In the Know & Brownian Milk - make or identify indirect observations - differentiate between observation and inference - discuss the role of observation and inference in the development of scientific theory. - formulate a logical inference supported by observations.

4. About 500 BC - Leucippus and Democritus - atomos: tiny particles make up all mater - Plato and Aristotle - no particles - 4 elements: fire, earth, air and water - their ideas prevailed because they had more influence at the time Scientific Revolution 1450-1850 - increased in evidence-based conclusions - development of Atomic Theory - Lavoisier - LOCM 1700s - Robert Brown - Brownian Motion 1827 - John Dalton early 1800s - Rutherford earth 1900s

5. If the “plum-pudding” model of atomic structure was accurate, what would • be observed when • alpha particles (+ charge) were directed at a thin sheet of gold foil? • Rutherford’s results lead to the development of Nuclear Theory: • most of the atom’s mass, and all of its positive charge is concentrated in a • small core called • the nucleus • Most of the volume of the atom is empty space, throughout which tiny, • negatively charged • electrons are dispersed • There are as many negatively charged electrons outside the nucleus as • there are positively • charged particles within the nucleus, thus the atom is electrically • neutral.

6. Did you volunteer at the Science Circus? 1. When were you there? Days/times/hours? 2. What did you do while there? 3. Who did you work with?

7. LOCM Data Analysis 1. Keep the LOCM in mind during analysis. 2. Do these results align with the LOCM? - error?? 3. What do you think this lab activity is supposed to demonstrate? 4. Provide quantitative information for comparing Trial 1 to Trial 2. - balloon vs. no balloon (What was the purpose of the balloon?)

9. Chem 9 - I can describe evidence that • supports the Law • of Conservation of Matter/Mass. • Lesson: As a Matter of Fact - Matter can’t be created or destroyed • Summarize the Law of Conservation of Matter and provide evidence to support it. • Define Matter and Mass • Balance a chemical equation • Explain how mass is conserved during a chemical reaction

11. Chem 2 - Bohr Modeling • Lesson: Periodic Table - Big Blue • Identify an element represented by a Bohr model • atomic mass) • Describe what the components of a Bohr Model represent • Create a Bohr model for elements 1-20 • Describe the limitations of the Bohr Model • Chem 3 - Quantify Elements • Lesson: Periodic Table - Big Blue • identify the correct number of protons for an element • identify the correct number of electrons for an element • identify the correct number of neutrons for an element • identify and use basic trends from the periodic table • Chem8 - Bonding • Lesson: Why do atoms bond? (and questions 1-3 from periodic table) • define or identify valence shell and valence electrons • Define covalent bond (between two non-metals) • explain why bonding increases stability • identify what elements tend to form bonds based on their location on • the periodic table

13. Chem5 - Molecular Models • Lesson: Dots, Tinker Toys and Other Fun Stuff - How are molecules modeled? • Derive the molecular formula of a molecule based on a model of the compound or its • structural formula • structural formula • Model a compound based on its molecular formula • Model a compound based on its molecular formula • Model a chemical change • Model a chemical change • Model a physical change • Model a physical change • Molecule: Two or more atoms joined chemically in a specific geometrical arrangement. • Molecular formula: a chemical formula that shows the actual number of each element in a • molecule or compound • Structural Formula: a molecular formula that shows how the atoms in a molecule are • connected or bonded to eachother.

16. Chem 7 • Lesson: Recognizing Chemical Change • Define chemical and physical change • List indicators of chemical change • Differentiate between a chemical and physical change • Represent a chemical or physical change using a chemical • equation.

22. Chem 10 • Lesson: Too Hot....Too Cold....Just Right • Define/describe diffusion • Describe the relationship between temperature and • reaction rate • Explain, on the atomic/molecular level, why • temperature affects the • rate of chemical reaction. • Discuss how diffusion relates to reaction rate.

26. Chem 11: I can demonstate the conversion of chemical • potential energy (CPE) to kinetic energy (KE). • Lesson: Lots of Potential • Define/describe CPE and TKE • Explain how CPE can be transferred to KE • Calculate the % energy transfer from CPE to KE • Describe the theory behind measuring CPE with • watercalorimetry.