Modeling Chemical Reactions with the Gaussian Gun

Abstract

In this article, we describe how the Gaussian Gun, a simple configuration of magnets and ball bearings, can be leveraged to connect ideas from physics to representations and ideas that are central to chemistry and challenging for students to learn. In particular, we show how the Gaussian Gun, an arrangement of ball bearings and magnets, models much of the physics behind chemical bonds and exothermic reactions, and develops students' understanding of reaction maps.

Addressing Misconceptions Related to Mass–Matter Conservation and Bond Energetics with a Modified Gauss Accelerator

“…Differences in the potential energies of the reactants and products lead to net energy release that is easily recognizable in the kinetic energy gained by the products. 18 Comparisons of the number and type of each object present before and after the demonstration allow observers to investigate atomic theory, including a few of its postulates and mass laws such as the conservation of mass. This largely visual demonstration was developed as part of our annual Children's Chemistry Show, which is modeled after the Faraday Christmas Lectures.…”

“…We have adapted the Gauss Accelerator demonstration to model the basic properties of non-nuclear chemical reactions and to confront misconceptions of the energetics of bond breaking in reactants and bond making in products. Differences in the potential energies of the reactants and products lead to net energy release that is easily recognizable in the kinetic energy gained by the products . Comparisons of the number and type of each object present before and after the demonstration allow observers to investigate atomic theory, including a few of its postulates and mass laws such as the conservation of mass.…”

Board 44: Engineering Design in Scientific Inquiry

“…The sudden appearance of kinetic energy is surprising and offers a rich context for exploring potential energy and serves as a context for modeling energy for a range of disciplines. In physics, this arrangement provokes critical questions about modeling potential energy, potential wells and escape velocity (Atkins Elliott, Bolliou, Irving, and Jackson, in review); in chemistry, this generates questions regarding the nature of exothermic reactions, SN-AR reactions, and metastable states (Atkins Elliott, Sippola & Watkins, 2018); and in biology, the core biological transition of ATP to ADP. The class of eight students, working in three lab groups, developed a range of ideas to explain the phenomenon.…”