This group activity engages students in the calculation of absorption spectra. It is appropriate for any course covering the baseline mathematical concepts of atomic spectra, including chemistry, physics, astronomy, and related courses.

We will explore the changing political choices and ethical dilemmas of American scientists from the atomic scientists of World War II to biologists in the present wrestling with the questions raised by cloning and other biotechnologies. As well as asking how we would behave if confronted with the same choices, we will try to understand the choices scientists have made by seeing them in their historical and political contexts. Some of the topics covered include: the original development of nuclear weapons and the bombing of Hiroshima and Nagasaki; the effects of the Cold War on American science; the space shuttle disasters; debates on the use of nuclear power, wind power, and biofuels; abuse of human subjects in psychological and other experiments; deliberations on genetically modified food, the human genome project, human cloning, embryonic stem cell research; and the ethics of archaeological science in light of controversies over museum collections.

This is the second of a two-semester subject sequence beginning with Atomic and Optical Physics I (8.421) that provides the foundations for contemporary research in selected areas of atomic and optical physics. Topics covered include non-classical states of light–squeezed states; multi-photon processes, Raman scattering; coherence–level crossings, quantum beats, double resonance, superradiance; trapping and cooling-light forces, laser cooling, atom optics, spectroscopy of trapped atoms and ions; atomic interactions–classical collisions, quantum scattering theory, ultracold collisions; and experimental methods.

Atomic clocks are used onboard GPS satellites that orbit the Earth, but even they must be sent updates two times per day to correct the clocks' natural drift. Those updates come from more stable atomic clocks on the ground that are large (often the size of a refrigerator) and not designed to survive the physical demands of going to space.

Chapter 3, Atoms: Buildings Blocks of Matter3.1 Atomic TheoryLearning Objectives               1.    State the modern atomic theory.        2.    Learn how atoms are constructed.

Chapter 3, Atoms: Buildings Blocks of Matter3.1 Atomic TheoryLearning Objectives               1.    State the modern atomic theory.        2.    Learn how atoms are constructed.

This laboratory manual is an introduction to a standard chemical lab course for Arizona Community Colleges CHEM 130. It covers basic protocols, glassware, and handling techniques. Students will be presented with full immersive experiences to enrich their understanding of basic chemistry.

This course focuses on the latest scientific developments and discoveries in the field of nanomechanics, the study of forces and motion on extremely tiny (10-9 m) areas of synthetic and biological materials and structures. At this level, mechanical properties are intimately related to chemistry, physics, and quantum mechanics. Most lectures will consist of a theoretical component that will then be compared to recent experimental data (case studies) in the literature. The course begins with a series of introductory lectures that describes the normal and lateral forces acting at the atomic scale. The following discussions include experimental techniques in high resolution force spectroscopy, atomistic aspects of adhesion, nanoindentation, molecular details of fracture, chemical force microscopy, elasticity of single macromolecular chains, intermolecular interactions in polymers, dynamic force spectroscopy, biomolecular bond strength measurements, and molecular motors.

Allow your students to relive December 7, 1941 and react to the attack on Pearl Harbor. They will hear first hand accounts from survivors and experience what it was like to be there that day. Further, let them shape their own opinions about the roles Japan and the United States played in the war, and empathize with those left in the atomic aftermath.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"The birth of nanotechnology can arguably be traced back to December 29, 1959, when Nobel laureate Richard Feynman laid down the ultimate scientific challenge to a roomful of colleagues: to control and build matter atom by atom. Though the ability to handle matter at this scale remains elusive, researchers are closer than ever to achieving it. This month’s issue of MRS Bulletin showcases how scientists are using particle beams to meet Feynman’s challenge and, in the process, revolutionizing how we view, understand, and build with atoms. In the decades following Feynman’s lecture, researchers were making significant headway toward atomic-level control of matter—even if they could only see the building blocks themselves at the time . Using a narrow stream of electrons or ions, researchers could resolve individual atoms in a material. Advances in electron microscopy have now made high-resolution imaging of atomic systems routine..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This guided inquiry learning activity is designed to be used in a large introductory chemistry course. By working in small groups to discuss the presented information and question prompts, students will engage in cycles of exploring and analyzing data, inventing new conceptual understandings, and applying those concepts. Students should be tasked with working together to complete the prompts in each section by a set time limit. After each section is completed, the entire class can share their answers via a personal response system, and the instructor can review and explain the correct responses, using the accompanying slide deck, which translates the problems into multiple-choice prompts.Instructional resources include 1) the learning activity (.docx and .pdf) 2) the learning objects (.docx and .pdf) and 3) the slide deck (.pptx).- Atomic Orbitals- Chemical Fuels- Gas Laws- Intermolecular Forces- pKa Trends- VSEPR