Blue Science Portfolio

Blue Science
Portfolio

By Alyson Hennessey

Scientific Discoveries Presentation

Steps of the Scientific Method

What is the Scientific Method?

The scientific method is a process for experimentation that is used to explore observations and
answer questions. Does this mean all scientists follow ​exactly​ this process? No. Some areas of
science can be more easily tested than others. For example, scientists studying how stars change
as they age or how dinosaurs digested their food cannot fast-forward a star's life by a million
years or run medical exams on feeding dinosaurs to test their hypotheses. When direct
experimentation is not possible, scientists modify the scientific method. In fact, there are probably
as many versions of the scientific method as there are scientists! But even when modified, the
goal remains the same: to discover cause and effect relationships by asking questions, carefully
gathering and examining the evidence, and seeing if all the available information can be combined
in to a logical answer.
Even though we show the scientific method as a series of steps, keep in mind that new
information or thinking might cause a scientist to back up and repeat steps at any point during the
process. A process like the scientific method that involves such backing up and repeating is
called an iterative process.
Whether you are doing a science fair project, a classroom science activity, independent research,
or any other hands-on science inquiry understanding the steps of the scientific method will help
you focus your scientific question and work through your observations and data to answer the
question as well as possible.

Metric Measurement

1. Research the history of the Metric System.

-Gabriel Mouton: “founding father” of the metric system
-Started in 1670
http://www.us-metric.org/origin-of-the-metric-system/#

2. What are the Base Units for Length, Mass, Volume and Temperature?

The SI unit for length is meters(m), for mass is kilograms(kg), for volume is cubic meter
(m^3), for density kilogram per cubic meter(kg/m^3), for time is seconds(s), and for
temperature is kelvins(K)

Why is the Metric System easier to use?
-It goes by 10s, 100s, 1000s, and so on

3. Measure the Length and Width of your desk in m, cm, and mm. Construct a Data Table
to record the information.

Desk Measurements Meters Centimeters Milometers
130 1300
Length 1.3 160 1600

Width 1.6

4. What is the area of your desk in square cm? Include in the data table.
130 times 160 is 20,800 cm squared

5. Measure the height of 3 classmates in meters. Record on a data table.

Classmates Height in Meters
Charlie 1.57
Justin 1.67
Alyson 1.70

6. What is the area of a cabinet door in square cm?
2700 square centimeters

7. How many km is it from NY to LA? How many meters?
3944 kilometers or 3944000 meters

8. How many km from the Earth to the Sun? How many meters?
150 million kilometers or 150 billion meters

9. What is the length of 3 objects of your choice in the classroom?

Object Centimeters Meters
Cart 129 1.29
Poster 143 1.43
Sink 60 0.60

10. How many meters long was the Titanic? How many kilometers?
269 meters or .269 kilometers

QUIZ: Scientific Method

Scientific Method

Directions: R​ ead the following description of an experiment and complete the
components of the scientific method.

Experiment:
Option #1: P​ atrick believed that fish would become smarter and complete a maze
faster if they ate food that was placed in a microwave first. He had 100 fish that he
could use for the experiment. He evaluated their intelligence based on their time to
complete the maze.

Option #2:​ Mr. Smithers believed that Caffeine may make people more alert. Mr.
Smithers tested 1​ 00 people​ by using their scores in the ​same video game.​ Devin had 3​
different brands of drinks ​with 1​ 0 g, 20 g,​ and ​30 g​ of caffeine respectively. He
measured their scores on a video game that had a r​ ange of 0-1000 points.​ ​Some​ of the
players were​ not given caffeine drinks.​ on the game

*Help Mr. Smithers design an effective experiment and write a conclusion that analyzes
your results.

Problem Statement
WIll drinking caffeine make people more alert when playing a video game?

Hypothesis

If you give 20 grams of caffeine to peop​le, than t​he score will go up the most on the
video game.

Independent Variable 20 g 30 g
Amount of caffeine 10 g

Dependent Variable
Score on video game

Constants​ (Pick 2)

The same game Same range of points on game

Control
No caffeine

Basic Procedures​:
(List 5-8 steps)

1. Observe
2. Question
3. Hypothesis
4. Design an experiment
5. Test out methods
6. Organize data
7. Design graph
8. Conclusion

Data Table:​ (Place data table here)

amount of caffeine averaged score
10 g
20 g 5.75
30 g 6.75
None
5.5
7

Graph:​ (Place graph here)

Conclusion:
Purpose, Hypothesis, Description, Data or evidence, Improvements, Conclusion
In conclusion​, I fo​und that according to my graph that it was in fact the non-caffeine drinks group
that scored the highest points with a score of 7 average. This did not support my hypothesis of if
you give 20 grams of caffeine to people,​ than t​he score will go up the most on the video game,
but the 20 grams group of caffeine came up with a close second of 6.75 average points.

Reflection

This year in science class so far we have learned about the scientific
method. Since we learned it last year, we just reviewed it. This year I finally
learned the difference between the independent and dependent variables,
which I did not fully grasp last year. I also practiced more with making a
graph, which helped me a lot. I got a good grade on my quiz, (A), so I think
that I fully understand the concept of the scientific method.

Science Articles: Cassini Spacecraft
In the article “Back to Saturn? Five missions proposed to follow Cassini” by Kenneth

Chang it stated NASA sent a spacecraft to space 13 years ago and it has finally landed its
mission on Saturn’s moon. One of the reasons to send out the spacecraft called Cassini was to
find or see if life is possible on Saturn’s moon, Titan. This was now possible to explore and
discover because the advancement of technology and drones in the last 10 years. For example,
Elizabeth Turtle once said, “Ten years ago, they were kind of rare things that only enthusiasts
experimented with. Now everyone can have a drone.” (Chang). What they discovered, was
fascinating. They found that the air is thick, (thicker than earth), the land is bumpy like
mountains, and there is rivers, lakes, and seas of liquid methane, (which is highly poisonous).
Finally, Cassini got demolished from some factors that are still unknown in Saturn’s atmosphere,
although scientist expected it and could and guessed a few factors of what it could be that
destroyed it. NASA is thinking about sending out another spacecraft for further research and
exploration. To conclude, life on Titan may happen one day to a new species, and scientists are
still diving deeper into the research of Saturn’s atmosphere.
http://www.post-gazette.com/news/science/2017/09/17/Back-to-Saturn-Five-missions-proposed-
to-follow-Cassini/stories/201709170162

Density Lab Report
Name: Alyson Hennessey
Class: S3
Teacher: Lopez
Date: 9/27/17

Investigation Title:

I. Investigation Design
A. Problem Statement:

How do you use density to identify types of unknown metals?

B. Hypothesis:

If density is known then unknown metals can be correctly identified because every metal has
its own specific density.

C. Independent Variable: x
Levels of IV

Copper Tin Bronze Brass Zinc Aluminum

D. Dependent Variable:y
Density (g/cm3)

E. Constants: balance procedures
water

F. Control:
water

G. Materials: (List with numbers)
1. Graduated cylinder
2. Beaker
3. Triple-beam balance
4. Ruler
5. Water
6. Metals
7. Pipette

H. Procedures: (List with numbers and details)

1. Balance the triple-beam balance at 0
2. Fill the graduated cylinder with 50 ml of water from the beaker, level out with pipette if

needed
3. Measure the mass of the metal on the balance, record the data
4. Drop the metal in water and measure the change in ml in the cylinder, record data(for the

big square metal, use the ruler to measure the volume)
5. Find the density

II. Data Collection
A. Qualitative Observations: what the metals look like

1: long sphere, short, bronze color, middle-heavy
2: long sphere, a little longer than 1, middle-heavy, silver
3: biggest out of 8, square, bronze color, heavy
4: rectangle, heavy, gold color
5: long sphere, same height as 2, around same height as 2, silver
6: longest/long sphere, light, silver
7: rectangle, darker bronze,same shape as 4, heavier/heavier than 4
8: rectangle, light, silver

B. Quantitative Observations: (Key data)
1. Data Table

Volume Before Volume After Volume Object Density

Object Mass (g) (mL) (mL) (cm3) (g/cm3)

A 68 50 59 9 7.6

B 267 50 77 27 9.9

C 72 50 58 8 9

D 28.4 50 53 3 9.47

E 28.6 50 54 4 7.15

F 29.1 50 53 3 9.7

G 21.7 50 57 7 3.1

H 29 50 60 10 2.9

Unknown Volume Volume Volume Density
Objects Mass (g) Before After Object (g/cm3)

2. Graph 1 28.7 50 54 4 7.18

2 29 50 55 5 5.8

3 267 50 77 27 9.9

4 68.8 50 58 8 8.6

5 28.9 50 54 4 7.23

6 29.6 50 60 10 2.9

7 72.3 50 59 9 8

8 22 50 58 8 2.75

3. Calculations

Show 3 Math Examples

Copper

D = m/v

D= 27 g
3 cm3

D = 9 g/cm3​

1. D= m/v D= 68 g/9 cm3 D=7.6 g/cm3
2. D= m/v D=267 g/27 cm3 D=9.9g/cm3
3. D=m/v D=72 g/8 cm3 D=9 g/cm3

III. Data Analysis/Conclusion

The purpose of this experiment was to use density to identify types of unknown metals. Likewise,
The results of our data was that it did support our hypothesis of that If density is known then unknown
metals can be correctly identified because every metal has its own specific density. Correspondingly, we
were able to compare and contrast the letter metals, (A-H), to the number metals, (1-8), by knowing their
density. For example, by we following the basic procedures, we were allowed to figure out specific density
of each metal. Firstly, after balancing out the triple beam balance to 0 grams, we put the metal on the
balance and recorded the mass. Then, we filled the graduated cylinder to 50 milliliters of water.
Furthermore, we dropped the metal, (or in the case of metal B, measured length, width, and height with a
ruler), into the water and recorded how much the water had risen. Next, using math, we subtracted the
water milliliters that had risen from the 50 milliliters of water originally to find the volume of that metal.

Lastly, to find the density, we took our data and did the density math equation of D=m/v, (multiply mass
and volume of metal to find density) and recorded the density to our data chart. In conclusion, we then
took all our data to make the graph, and made our analysis of how our hypothesis supported of how with
known densities we were able to discover the specific densities of the unknown metals in our experiment.
IV. Research and Applications
5 6-8 sentences about your topic
*How does Density relate to Plate Tectonics?
Density and Plate Tectonics relate in various ways. Density is what causes plate tectonics to
happen. Plate tectonics is when we have the theory that the earth’s outer shell, (lithosphere), is
divided into plates over the mantle that can move under or over each other because the earth is
always moving. This is what creates mountains, hills, earthquakes, volcanoes, and the
continental drift. Density is above average on the inside of our earth’s core, sense the earth's
core is made of flaming hot iron, a dense metal. The density of the inner core cause force
towards the less dense outer cores, that leads to the plates moving in different directions,
known as plate tectonics. This relates back to our sink or float theory with density.
V. References and Citations

● 2 or 3 web links
http://www.indiana.edu/~geol105/1425chap3.htm
https://www.khanacademy.org/partner-content/amnh/earthquakes-and-volcanoes/plate-tectonic
s/a/plates-on-the-move

QUIZ: Density





Reflection
I think i did fairly well on the density quiz. I got a 10/16, which is a 62.5%. That is about a

C+. I definitely think I could have done better, though, despite the score that I got. I could have
studied more on the parts I didn’t understand. To study, I looked over my notes to make sure I
could comprehend them, and I also did some of the quizlet that was on classroom. I could have
done more of that quizlet though, and put more effort and time into my studying by finding a
more quiet place to study, for about 30 extra minutes. The problems I got wrong that I could
work on in the future are the metric units conversions, and the problems that I am good at are
the mathematical equations.

Phase Change Images and Diagrams

3. Activity: Phase Change of Water

Directions:
● Melt the ice water and record the temperatures every 30 seconds until you reach the
boiling point of water.
● Record the temperatures on the following data table:
​ C​ onstruct a graph of your results. *U​ se Link on Classroom
● Respond to the Critical Thinking Questions

Graph:

Critical Thinking Questions:

1. When did the temperatures stay the same on the graph? Why did the
temperatures stay the same at 2 points during the lab?
The temperature stayed relatively the same when the ice was still melting. Between
0 minutes to 7 minutes, the ice’s temperature ranged from 0 degree celsius to -3
degree celsius. The temperature stayed the same because the ice cubes were
going through a phase change.

2. How would the graph be different if we tried this experiment with Gold?
Explain:
The graph would be different if we tried it with gold. The x axis on the graph would
have a higher temperature and more numbers because gold’s melting point is 1064
degree celsius.

3. What is the role of energy during the phase changes?

The role of energy during phase changes is to break the bonds between the
molecules of the substance when heat is coming into that substance.

4. Describe the motion of the molecules throughout the experiment. Find
diagrams that show the motion.
Throughout the experiment, the molecules start breaking up from the kinetic energy
heat and move faster, causing the heat to rise in celsius.

5. How does the Average Kinetic Energy change throughout the experiment?
(Be specific)
The average kinetic energy of the molecules in the hotter object decreases, while
the average kinetic energy of the molecules in the cooler object increases. But
when an object changes phase, its temperature does not change, even though heat
is added or removed. The energy started changing when it was going through the
phase change.

6. Suppose you had 200 mL of ice in one beaker and 400 mL of ice in another
beaker. Compare and explain the following in the beakers after they have
reached the boiling point:

A. Heat Energy
B. Temperature
C. Average Kinetic Energy
D. Specific Heat
E. Latent Heat (Define it)

Firstly, the boiling point of water is 100 degree celsius. The temperature of the 200
ml of ice would be melted to water, and would be a higher temperature than the 400
ml of ice because the 400 ml of ice would take slower to melt because there is more
of it than the 200 ml of ice.

7. Why do we put water in a car’s engine? Explain:
We put water in a car’s engine because the heat from the engine makes the water
evaporate and turn into steam to power the car.

Mixture Project

Textbook: Chapter 15 (448-473)

Due:
Vocabulary
Directions: ​Write the definition and master the words on Vocab.com.
Include a screenshot on google drive showing your mastery of the words.
Include a picture that represents each word.
https://quizlet.com/240183065/mixture-project-vocab-list-flash-cards/

Substance Heterogeneous Solubility Solvent
Mixture

Element Homogeneous Atom Saturated
Mixture

Compound Solution Solute Unsaturated

Mixture Concentration Suspension Supersaturated

2. Classification of Matter
*Provide Examples of each form of matter. Include a picture.

Heterogeneous Homogeneous Element Compound

Mixture Mixture

Salt and pepper Water Oxygen Water

Ice and Cola Blood plasma Hydrogen Sugar

Chocolate Chip Coffee Sodium Bleach
Cookies

Cement and Vinegar Iron Glucose
Water

Cereal with milk Laundry Lead Carbon Dioxide
detergent

Critical Thinking:
● How are the examples for Heterogeneous and Homogeneous
MIxtures different?

Homogeneous mixtures have only one phase, or have a uniform appearance
throughout, and any portion of the sample has the same properties and composition. ...
A Homogeneous mixture has the same uniform appearance and composition
throughout. A Heterogeneous mixture consists of visibly different substances or phases.

● How are Elements and Compounds similar and different?

A compound contains atoms of different elements chemically combined together in a fixed
ratio. An element is a pure chemical substance made of same type of atom.Compounds
contain different elements in a fixed ratio arranged in a defined manner through chemical
bonds.

Experiment

Categories Mass g

skittles 16
15
pretzel m&ms 6.5
22.9
marshmallows

m&ms

total 54.5

M&Ms = 360 * 0.379 = 136.44°
Marshmallows = 360 * 0.108 = 38.88°
Skittles = 360 * 0.265 = 95.4°
Pretzel m&ms = 360 * 0.248 = 89.28°

QUIZ Review: Classifying Matter

Research Heterogeneous and Homogeneous Mixtures and write down characteristics and
examples in the chart below:

Heterogeneous Mixtures Homogeneous Mixtures

A combination of two or more pure A solid, liquid or gaseous mixture that has
substances in which the original the same proportions of its components
substances retain their chemical throughout a given sample (or multiple
properties samples of different proportion)
-salad -coffee
-chocolate chip cookies -kool aid and water
-sand and sugar -milk

Determine the Mass % of each component within the following Mixtures and Make Pie Charts:

25 grams of Large Rocks 36 grams of Fine Grained Sand
125 grams of Small Rocks 3 grams of Salt
75 grams of Coarse Grained Sand 19 grams of Copper (Cu)

175 grams of Large Rocks 23 grams of Fine Grained Sand
35 grams of Small Rocks 11 grams of Salt

89 grams of Coarse Grained Sand 53 grams of Copper (Cu)

Determine the Mass % of each element in the following compounds: (Choose 4 Compounds)

Positive Ions Negative Ions

Sodium +1 23% Phosphate PO4​ -​ 3

Calcium +2 8% Carbonate CO3​ ​-2

Potassium +1 39% Sulfate SO4​ ​-2

Lithium +1 7% Nitrate NO3​ ​-1

Conclusion: *Explain the difference between Mixtures and Compounds using evidence (Data)

from your charts.

*How did you separate the Salt from the Sand? Discuss the role of Solute and solvent as well

as Heat Energy. You should also discuss IONS.

QUIZ: Classifying Matter

I. Directions: ​Identify the following as either a Heterogeneous Mixture, Homogeneous Mixture,

Element or Compound. Write the following letters in Column B for your choices:

A. Heterogeneous

B. Homogeneous

C. Element

D. Compound

Column A Column B

Salad A

Copper C

Lemonade B

Rocks, sand, gravel A

Salt Water B

Gold C

Sodium Chloride (​ NaCl) D

Air (Oxygen, nitrogen, carbon monoxide…) C

K​2​SO​4 D
Twix, snickers, pretzels, popcorn in a bag A

II. Directions:​ Determine the Mass % of each mixture and construct the appropriate graphs.

Mixture A Mass (g) %

Large Rocks 125 52

Small Rocks 75 31

Coarse Sand 32 13

Iron 9 4

Mixture B Mass (g) %
Large Rocks 205 53
Small Rocks 58 15
Coarse Sand 97 25
Iron 29 7

Calculation Examples (​ Provide 2 Examples showing how you determined the Mass %)
125 + 75 + 32 + 9 = 241 g
125/241 = 52%
205 + 58 + 97 + 29 = 389 g
205/389 = 53%
Graphs:
Mixture A

Mixture B

Part III.​ Determine the Mass % of Elements in each Compound:

K​2​SO4​ ​ - Potassium Sulfate
(Show Math Here)
K(2)39 = 78/174 = 45%
S(1)32 = 32/174 = 18%
O(4)16 = 64/174 = 37%

Na​3​PO​4​ - Sodium Phosphate
(Show Math Here)
Na(3)23 = 69/164 = 42%
P(1)31 = 31/164 = 19%
O(4)16 = 64/164 = 39%

Graphs:

IV. Conclusion:
1. Explain the difference between Mixtures and Compounds using data. Compare the pie

charts.
There is a difference between mixtures and compounds. A mixture has different amounts of
elements all together, while a compound is just a pure substance. As you can see in the pie
charts, the compounds seem to have a bigger mass per grams percentage such as the Large
Rocks in Mixtures A and B.

2. ​Explain how you separated the Salt from the Sand. Use as much new vocabulary as you
can.
Firstly, the salt and sand start off as a homogeneous mixture. Then, you have to put the mixture
of substances in a draining tool, that breaks down the substances into a solute. The salt and
sugar have a different texture and weight, so those differs might help as well.

Reflection
I think I did surprisingly really good on the Classifying Matter Quiz! For the Content and Math, I
got an A+, and for the writing portion I got a B+. I found this well. However, i would need to work
on my writing and scientific writing as the quiz showed. I am very good a writing, except when it
starts applying it to science, I have to make sure I really know how to put the experiments into
words and know all my new vocabulary. To prevent this in the future, I need to study more of my
quizlet that I would either make or use somebody else’s. All in all, I think this quiz turned out
pretty successful.

Name: Alyson Hennessey Class: S3

QUIZ:​ Solubility and Naming Compounds

Part I. Charge
Directions:​ Write the symbol of the element with the charge.

Formula

1. Sodium Na +1

2. Neon Ne 0

3. Nitrate NO​3 -1
4. Chlorine Cl -1

5. Magnesium Mg +2

6. Silver Ag +1

7. Sulfur S -2

8. Phosphorus P -3

9. Aluminum Al +3

10. Calcium Ca +2

Part II.
Directions:​ Write the name for the compounds:

11. Na3​ ​PO4​ Sodium Phosphate
12. Li​2​(SO​4)​ Lithium Sulfate
13. (NH4​ ​)​2​CO​3 Ammonium Carbonate
14. MgCl2​ Magnesium Chloride
15. Ca(NO3​ ​)2​ Calcium Nitrate
16. BeF​2 Beryllium Fluoride

Part III.
Directions:​ Write the chemical formula for the following compounds (Use your ions):
17. Calcium carbonate
Ca(CO​3​)2​

18. Ammonium phosphate
(NH​4)​ ​3P​ O4​

19. Magnesium hydroxide
Mg(OH)2​

20. Potassium sulfate
K2​ ​SO1​

Part IV.

Directions:​ Determine the Mass % of Oxygen in A​ l​2​(SO​4​)3​ ​ or AgNO3​
Atomic Mass: A​ l (27) S (32) O (16) Ag (108) N (14)

Ag = 63.5%
N = 8.3%
O = 28.2%

Part V.
Directions:​ Write an essay about the graph below. ​Use data!
Vocabulary:​ Unsaturated, saturated, supersaturated, Ions, Heat, Temperature, grams,
solubility, chemical formula

The graph represents the solubility curve of Potassium Nitrate or KNO​3​. As
shown on the graph, the solubility of Potassium Nitrate increases as more heat is

added, causing the temperature to increase as well. On this graph, the water represents
the solvent and the Potassium Nitrate represents the solute. The solubility of Potassium
Nitrate at 15 degrees Celsius is 25 g/100 cm3​ .​ This also means that a solution of 25
grams of Potassium Nitrate is saturated at 15 degrees Celsius. However, a solution of
25 grams of Potassium Nitrate is unsaturated at 38 degrees Celsius, which means 45
more grams of Potassium Nitrate can be added to create a saturated solution.
Additionally, the solubility of Potassium Nitrate at 38 degrees is 70 g/100 cm3​ ​, which
also means a solution of 70 grams of Potassium Nitrate ​ i​ s saturated at 38 degrees
Celsius. A solution of 70 grams of Potassium Nitrate is supersaturated at 15 degrees
Celsius and there will be 45 grams of KNO3​ ​ at the bottom of the beaker.

I decided to pick barium nitrate, Ba(NO3)2, as my compound to help me analyze the 
graph given: 
 
Ba(NO3)2 is a salt powder composed of barium and the nitrate ion. As you can see 
from the graph, a solution of 25 grams is saturated at 15℃, and to make this 
supersaturated, the amount of solute in the solution can be increased, or the 
temperature level can be decreased. In this case, the solute is barium nitrate, so an 
increase in the amount of 25 grams to 50 grams and a decrease in temperature like 
from 15℃ to 9℃ will make the solution supersaturated. Another example of this is a 
solution of 70 grams of Ba(NO3)2 that is saturated at 38℃. This specific amount is 
also supersaturated at a change of temperature to 15℃ or a change in mass to 85 
grams. Moving on, att 15℃, there will be 45 grams of Ba(NO3)2 at the bottom of 
the beaker. Given the points above, there are many observations that can be made 
from the solubility graph given.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 

Law Of Conversion Of Mass Presentation 









Atomic Portfolio 

By Alyson hennessey 

History Of The Atom

What is matter made of? Atoms were created after the Big Bang 13.7 billion
years ago. Let’s now take a look of the brief history of how these atoms
were interpreted and expressed over time and got to where they are today.

Timeline:
● 2500 years ago-5th and 4th centuries B.C.E
○ Created by Democritus and Leucippus
○ Early Ideas
■ Atoms came from “Atom” meaning
uncuttable
● 1808
○ Dalton’s Model Of The Atom
○ Created by John Dalton
■ Matter consists of indivisible
atoms
■ Atoms arrange in different
combinations to make different
compounds
● 1904
○ Plum Pudding Model
○ Created by J.J. Thompson
■ Claimed atoms are not
invisible-made up of electrons
■ Compared splitting up an atom
to splitting up a blueberry muffin
■ Claimed a positively charged
substance with negatively
charged substances stuck in/to it
● 1911
○ Nuclear Model

○ Created by Ernest Rutherford

■ Discovered the nucleus

■ Proven not like dough, rather positive substances were

concentrated in the center (nucleus)

● 1913

○ Bohr Model

○ Created by Niels Bohr

■ Discovered that the

electrons were instead on

circular, orbital rings around the

nucleus

■ Believed they were spinning in a

circle constantly

● 1920s

○ Quantum Mechanical Model

○ Created by Erwin Orbital

■ Proven the way electrons moved

around, but not in a circle

(changed)

■ Didn’t spin in circles, but rather

buzzed around randomly

■ Still had orbitals (differed as well)

Structure Of The Atom

Now that we know some brief history of the atom and have some background on it, let’s
see the structure of the atom by knowing its properties and substances in the ions.

● Particles that make up the ion
○ Nucleus
■ Large membrane that is bounded
organelle that contains genetic
material, takes form of multiple
linear DNA molecules These are
then organized into structures which
are known as chromosomes
○ Protons
■ Positively charged elementary
particles; this is the fundamental constituent of all the atomic nuclei
○ Neutrons
■ Atomic particle that has no electrical charge whatsoever
○ Electrons
■ Stable, subatomic particle which has the charge of negative
electricity. This is found in all the atoms, acting as the primary
carrier of electricity in solids

● Atomic mass
○ The mass of the atom that is of a chemical element expressed in atomic
mass units

● Charge
○ Coserved property of certain subatomic particles which determines their
electromagnetic interaction which eachother

● Valence electrons
○ The outer shell electron which is associated with the atom, which can
participate in formations of chemical bonds if the outer shell is not closed
off yet

The difference between​ Magnesium Chloride​ and S​ odium Chloride

Magnesium Chloride has to give away two electrons to have two chlorides,
while Sodium Chloride only has to give away that one electron, thus
making it only need one chloride.

Isotopes and Atomic Mass

Definition:​ ​each of two or more forms of the same element that contain
equal numbers of protons but different numbers of neutrons in their nuclei,
and hence differ in relative atomic mass but not in chemical properties; in
particular, a radioactive form of an element.

These diagrams show that each element is still hydrogen even
though there is more neutrons added. The adding neutrons don’t affect the
element into turning different of its charge, but rather changes the atomic
mass of that element, which you can see is either stable or unstable.

Scientists will use the method of Isotopes by discovering more life
findings over time. For example, stable isotopes can be used to record
climate change, as well as be used in medical imaging and even cancer
treatment. The stability can also differ an affect different findings of even
the universe itself, such as using the atomic mass.

Families of the Periodic Table

The life of Mendeleev and how he created the Periodic Table:

There were many problems with the original periodic table, such as
we did not know enough elements, there was information wrong about the
first 60 we know, (which we now know 100 plus), and overall there was just
pieces missing. Mendeleev first discovered the table concept when he
decided to to write the properties of the elements on playing cards, (playing
the game patience) and realizing that arranging the cards in order from of
increasing atomic weight that the certain types of element occurs regularly
in the game. These ideas were then shared and eventually published. This
is how we got the order and correct places on the periodic table. Further
findings would be that elements are similar with their sharing charges and
some trends may be the electron pattern in the atom molecules.
Source:
http://www.rsc.org/education/teachers/resources/periodictable/pre16/develo
p/mendeleev.htm

● Alkali (Earth) Metals
○ Found with beryllium,
magnesium, calcium
strontium, barium, and radium
in column two
○ Soft and shiny
○ Reactive and electropositive
○ Reacts with water to make
substances insoluble

● Halogens
○ With group consisting of fluorine, chlorine, bromine, iodine,
astatine, and tennessine
○ Produces wide range of salt
○ Highly reactive and may be harmful

● Noble Gases
○ (group 0 or 18) elements placed are helium, neon, argon, krypton,
xenon, and radon

○ Most stable due to maximum number of electrons outer shell can
hold

○ Unreactive with other elements, conduct electricity, odorless,
colorless, used for safe purposes and effective

Article Summary

https://www.livescience.com/37206-atom-definition.html

While scientists have been working on fitting more protons into the
nuclei to create atoms with larger atomic numbers, some wonder if it’s
possible to make an atom with no protons? The chemist Andreas von
Antropoff has done research with “Element Zero”, and has been decided to
be named as a neutronium. While there has not been a pure neutronium
that has been discovered or created yet, a similar substance has also been
given the same name. Neutronium is a gaseous substance found in
neutron stars, which are known as the densest and smallest stars in
existence. Neutron stars are known for their density because they are
almost purely composed of neutrons clumped together due to extreme
gravity. Scientists are debating about whether this neutronium truly fits the
name “Element Zero”.

Quiz: Atomic Structure (Example)