Chemistry Atom First

[Tadeo Lentz]

AtomsFirst Introduction to Chemistry is the perfect foundation for the student who needs a refresher on high school chemistry before enrolling in college-level general chemistry. It starts with the atomic-structure, the fundamental building block of matter, and uses it as a base to introduce more complex chemistry topics. It presents a complete story of basic chemistry, beginning with the atom.

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The purpose of this study was to investigate the difference between the "atoms first" and the "traditional" curricula. Specifically focusing on which curriculum better aligns to curricular expectations, leads to higher student success when students are grouped together, and when students are differentiated based on several factors. The main difference between the two approaches being the sequence of topics presented in the first semester general chemistry course. This study involves more than 9,500 general chemistry I and II students over 7 semesters with about half of them being taught using the "atoms first" approach. Student success was measured using the American Chemical Society's (ACS) final examination scores and the final letter grades. Alignment to curricular expectations was determined via a qualitative review of textbooks written for each of the approaches. This showed that the "atoms first" approach better aligns to research supported best practices. An analysis of covariance (ANCOVA) was performed to determine if there is a significant difference between the "atoms first" and the "traditional" curricula. The "traditional" approach was found to lead to higher student achievement for both measures of student success in both chemistry I and II courses. Lastly, multiple linear, multinomial logistic, and binary logistic regressions were run using all of the subgroups---gender, race/ethnicity, major, ACT composite, math ACT, overall GPA, and classroom size---as predictor variables to determine if any significant interactions between the curricular methods and the different subgroups existed. Results found that the relationship between gender, GPA, and classroom size groupings significantly impact student achievement in general chemistry. Specifically, the "traditional" approach lead to higher student success compared to the "atoms first" approach for males, females, below average GPA students, above average GPA students, and students in large classroom settings. However, there are several factors---final examination content, new teacher impact, teacher's view of science, and withdrawal rate and timing---that need to be taken into account when implementing these findings. Overall, the results of this study provides a cautionary reminder of the many impacts affecting curriculum implementation and the importance of professional development and training during a curriculum transitional period.

Atoms are the basic particles of the chemical elements. An atom consists of a nucleus of protons and generally neutrons, surrounded by an electromagnetically bound swarm of electrons. The chemical elements are distinguished from each other by the number of protons that are in their atoms. For example, any atom that contains 11 protons is sodium, and any atom that contains 29 protons is copper. Atoms with the same number of protons but a different number of neutrons are called isotopes of the same element.

Atoms are extremely small, typically around 100 picometers across. A human hair is about a million carbon atoms wide. Atoms are smaller than the shortest wavelength of visible light, which means humans cannot see atoms with conventional microscopes. They are so small that accurately predicting their behavior using classical physics is not possible due to quantum effects.

More than 99.94% of an atom's mass is in the nucleus. Protons have a positive electric charge and neutrons have no charge, so the nucleus is positively charged. The electrons are negatively charged, and this opposing charge is what binds them to the nucleus. If the numbers of protons and electrons are equal, as they normally are, then the atom is electrically neutral as a whole. If an atom has more electrons than protons, then it has an overall negative charge, and is called a negative ion (or anion). Conversely, if it has more protons than electrons, it has a positive charge, and is called a positive ion (or cation).

The electrons of an atom are attracted to the protons in an atomic nucleus by the electromagnetic force. The protons and neutrons in the nucleus are attracted to each other by the nuclear force. This force is usually stronger than the electromagnetic force that repels the positively charged protons from one another. Under certain circumstances, the repelling electromagnetic force becomes stronger than the nuclear force. In this case, the nucleus splits and leaves behind different elements. This is a form of nuclear decay.

Atoms can attach to one or more other atoms by chemical bonds to form chemical compounds such as molecules or crystals. The ability of atoms to attach and detach from each other is responsible for most of the physical changes observed in nature. Chemistry is the science that studies these changes.

The basic idea that matter is made up of tiny indivisible particles is an old idea that appeared in many ancient cultures. The word atom is derived from the ancient Greek word atomos,[a] which means "uncuttable". But this ancient idea was based in philosophical reasoning rather than scientific reasoning. Modern atomic theory is not based on these old concepts.[1][2] In the early 19th century, the scientist John Dalton found evidence that matter really is composed of discrete units, and so applied the word atom to those units.[3]

In the early 1800s, John Dalton compiled experimental data gathered by him and other scientists and discovered a pattern now known as the "law of multiple proportions". He noticed that in any group of chemical compounds which all contain two particular chemical elements, the amount of Element A per measure of Element B will differ across these compounds by ratios of small whole numbers. This pattern suggested that each element combines with other elements in multiples of a basic unit of weight, with each element having a unit of unique weight. Dalton decided to call these units "atoms".[4]

For example, there are two types of tin oxide: one is a grey powder that is 88.1% tin and 11.9% oxygen, and the other is a white powder that is 78.7% tin and 21.3% oxygen. Adjusting these figures, in the grey powder there is about 13.5 g of oxygen for every 100 g of tin, and in the white powder there is about 27 g of oxygen for every 100 g of tin. 13.5 and 27 form a ratio of 1:2. Dalton concluded that in the grey oxide there is one atom of oxygen for every atom of tin, and in the white oxide there are two atoms of oxygen for every atom of tin (SnO and SnO2).[5][6]

Dalton also analyzed iron oxides. There is one type of iron oxide that is a black powder which is 78.1% iron and 21.9% oxygen; and there is another iron oxide that is a red powder which is 70.4% iron and 29.6% oxygen. Adjusting these figures, in the black powder there is about 28 g of oxygen for every 100 g of iron, and in the red powder there is about 42 g of oxygen for every 100 g of iron. 28 and 42 form a ratio of 2:3. Dalton concluded that in these oxides, for every two atoms of iron, there are two or three atoms of oxygen respectively (Fe2O2 and Fe2O3).[b][7][8]

As a final example: nitrous oxide is 63.3% nitrogen and 36.7% oxygen, nitric oxide is 44.05% nitrogen and 55.95% oxygen, and nitrogen dioxide is 29.5% nitrogen and 70.5% oxygen. Adjusting these figures, in nitrous oxide there is 80 g of oxygen for every 140 g of nitrogen, in nitric oxide there is about 160 g of oxygen for every 140 g of nitrogen, and in nitrogen dioxide there is 320 g of oxygen for every 140 g of nitrogen. 80, 160, and 320 form a ratio of 1:2:4. The respective formulas for these oxides are N2O, NO, and NO2.[9][10]

In 1897, J. J. Thomson discovered that cathode rays are not a form of light but made of negatively-charged particles because they can be deflected by electric and magnetic fields.[11] He measured these particles to be at least a thousand times lighter than hydrogen (the lightest atom).[12] He called these new particles corpuscles but they were later renamed electrons since these are the particles that carry electricity.[13] Thomson also showed that electrons were identical to particles given off by photoelectric and radioactive materials.[14] Thomson explained that an electric current is the passing of electrons from one atom to the next, and when there was no current the electrons embedded themselves in the atoms. This in turn meant that atoms were not indivisible as scientists thought. The atom was composed of electrons whose negative charge was balanced out by some source of positive charge to create an electrically neutral atom. Ions, Thomson explained, must be atoms which have an excess or shortage of electrons.[15]

The electrons in the atom logically had to be balanced out by a commensurate amount of positive charge, but Thomson had no idea where this positive charge came from, so he tentatively proposed that this positive charge was everywhere in the atom, the atom being in the shape of a sphere. Following from this, he imagined the balance of electrostatic forces would distribute the electrons throughout the sphere in a more or less even manner.[16] Thomson's model is popularly known as the plum pudding model, though neither Thomson nor his colleagues used this analogy.[17] Thomson's model was incomplete, it was unable to predict any other properties of the elements such as emission spectra and valencies. It was soon rendered obsolete by the discovery of the atomic nucleus.

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