Pure Substances 4/2

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Groups of atoms that are bonded together are called molecules. More specifically, molecules are made up of atoms that are held together by chemical bonds. When atoms come together to form molecules, it is a chemical change. A chemical change occurs when a substance combines with another to form a new substance. This process is also called chemical synthesis. In contrast, a physical change are changes affecting the form of a chemical substance, but not its chemical composition. Pure substances are defined as substances that are made of only one type of atom or only one type of molecule. They are samples of matter that have definite chemical and physical properties. You may have seen examples of pure substances on the periodic table. If you didn't already know, the periodic table is a table of the chemical elements arranged in order of atomic number, usually in rows, so that elements with similar atomic structure appear in vertical columns. The pure substances that are present on the periodic table are called elements. Elements are pure substances containing only one kind of atom, that cannot be separated in any physical or chemical means. They can't be chemically inter converted or broken down into simpler substances and are primary constituents of matter. Another pure substance is called a compound. A compound is a pure substance containing two or more kinds of atoms. Compounds are two or more different elements joined by chemical bonds. Compounds can't be separated. These bonds form as a result of the sharing or exchange of electrons among the atoms. In addition, another pure substance is called a mixture. A mixture occurs when two or more pure substances are not chemically combined. This means that they can be separated by physical means. 

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I answered and filled out a packet of worksheets about elements, compounds, and mixtures, providing the notes that I took in my notebook based off of the slideshow that my teacher put together as evidence. I formulated evidence based on solid data when I stated that elements, compounds, and mixtures are all made up of pure substances, using the fact that elements are pure substances containing only one type of atom, compounds are pure substances containing two or more types of elements that are chemically bonded, and mixtures are when two or more pure substances are together but not chemically combined, as evidence. I examined my own understanding in light of the evidence. I used to think that compounds and mixtures weren't made up of pure substances, but because of the slideshow presentation that my teacher showed my class and I, now I think that compounds and mixtures are definitely made up of two or more pure substances. I collaborated with my peers in searching for the best explanation. I did some research on elements, compounds, and mixtures which I discussed with my class and classmates at my table. Together we figured out that the basic details of the composition of elements, compounds, and mixtures.

XCC: Patterns

As I filled in the packet of worksheets about elements, compounds, and mixtures, I noticed a pattern. I used this pattern to help me fill out a certain activity in the packet, where I had to label if the different listed objects were elements, compounds, mixtures, or none of the above. The pattern that I found to help me identify what pure substance combination each object was, was a pattern in each of the object's formula. For example, the chemical formula of elements is distinctive because it should only contain a single capitol letter. I knew that an object was a mixture when it contained two or more capitol letters in its chemical formula. For instance, I know that a diamond is an element because its formula is C. Even though a diamond element isn't listed on the periodic table, it is made up of only one type of atom which is carbon. As well as I know that something is a compound if its chemical formula contains two or more capitol letters. I know that sugar in particular is a compound because its formula, C6H12O6, contains more than one capitol letter.

Periodic Table 3/26

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The periodic table is an arrangement of chemical elements, ordered by their physical properties, chemical properties, and atomic number. If you didn't already know, a chemical element is something that is composed out of only one type of atom and can not be broken down further into any simpler substances. A physical property is the color, weight, or size of an object or substance and a chemical property is how one type of atom reacts when introduced to another type of atom. The elements of the periodic table are organized in order of increasing atomic number. The atomic number of an element, is the number of protons that each atom contains in its atomic nucleus. The periodic table arrangement is very specific, each element has several reasons for its location on the periodic table. 80% of the periodic table are metals, this consists of the whole left side of the table. The other sections of the periodic table, such as the staircase, consists of only metalliod elements. To the right of this staircase, are all non-metals. The organization of the periodic table doesn't just stop there, the table is also organized in rows and columns. For the rows of the periodic table, also known as periods, all of the elements in the same horizontal line are related by the number of electron shells in their atom. As you go down each row of the periodic table, the amount of electron shells increase in the elements. For the columns of the periodic table, also known as families, all of the elements in the same vertical line are related by sharing similar properties. There are eight different families of the periodic table.

S&EP - SP7: Engaging in argument through evidence

I used evidence to defend my explanation. I took notes on the arrangement of the periodic table, providing the slideshow lecture that my teacher presented to my class as evidence. I formulated evidence based on solid data when I stated that elements in the same column or family share the same properties, however elements in the same row or period do not, using the saying that my teacher stated, "I share the same properties with my family and not with my neighbor" as evidence. She mentioned this saying to us to help us remember this very important fact about the element arrangement of the periodic table. I examined my own understanding in light of the evidence. I used to think that the periodic table was just organized by increasing atomic number of atoms, but because of the information that my teacher shared with my class and I in her slideshow, now I think that the periodic table is not only organized by atomic number but by physical properties and chemical properties as well. I collaborated with my peers in searching for the best explanation. I did some research on how the periodic table is arranged which I discussed with my class and table group. Together we figured out how to read the periodic table correctly.

XCC: Patterns

The patterns that occur in the periodic table are the different arrangements of elements in the periodic table. There are many rules in how the periodic table is organized. One pattern that takes place in the periodic table is that all of the elements in the same row/period have the same number of electron shells in their atom. For example, the third row/period of the periodic table contains Sodium, Magnesium, Aluminum, Silicon, Phosphorus, Sulfur, Chlorine, and Argon. All of these elements have three electron shells in their atom. Another pattern that is noticed in the periodic table is that all of the elements in the same column/family have the same properties. Such as the same number of electrons and the same chemical reaction, as well as the same behaviors. For instance, the first column/family of the periodic table contains Hydrogen, Lithium, Sodium, Potassium, Rubidium, Cesium, and Francium. This family of elements are called Alkali Metals. All of these elements have only one electron in their outer shell, all are metals and are highly reactive with other elements, and don't occur freely in nature. Lastly, all of the elements are organized in increasing atomic number in the periodic table. As your go through each element of the periodic table, the elements have increasing atomic number.

Atoms 3/19

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Everything you see has one thing in common. Everywhere you look, there is one similarity in everything around us. However, you don't necessarily see this certain trait physically in plain sight. Everything is made of atoms. Atoms are the basic unit of a chemical element. Although they are everywhere, they are so tiny that you can't even see them with a microscope. If you want an idea of how small an atom is, just imagine that an atom is a million times smaller than the thickest human hair. In addition, the diameter of the atom ranges from about 0.1 to 0.5 nanometers. There are many different types of atoms. An atom in itself is made of three tiny kinds of particles called subatomic particles; protons, neutrons, and electrons. The protons and the neutrons make up the center of the atom, which is known as the nucleus. The amount of protons in an atom's nucleus determines the type of atom, the atom is. As the protons and neutrons make up the nucleus of the atom, they also make up the atomic number of the specific type of atom. On the other hand, the electrons float around the nucleus of the atom. The number of electrons determines the net charge of the atom. If there are more electrons than protons, the atom will have a negative charge. If there are less electrons than protons, the atom will have a positive charge. Lastly if there is a n equal number of protons and neutrons in the atom, the atom will have a neutral charge. The protons, neutrons, and electrons are bonded together into an atom by electricity. Did you know that although atoms are known to have this formation of subatomic particles, scientist have never seen an actual atom physically. So this formation of the atom is actually an educated guess made by scientists, of what an atom most likely looks like.

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I answered and filled out a worksheet packet about different types of atoms and elements providing the video that was provided to my classmates and I about atoms and an online simulation about different types of atoms as evidence. I formulated evidence based on solid data when I stated that the Carbon atom is made up of six protons, six neutrons, and six electrons using the online simulation as evidence. I examined my own understanding in light of the evidence. I used to think that the atomic mass of an atom was the amount of all of the subatomic particles present in the specific atom added together, but because of using and testing out the online simulation for the worksheet packet, now I think that the atomic mass of an atom is just the added number of protons and number of neutrons that are in the specific type of atom. However not the number of electrons. I collaborated with my peers in searching for the best explanation. I did some research on atoms, their function, what they are made up of, and different types of atoms which I discussed with my table group. Together we figured out the formation of subatomic particles of the atom and a couple of different types of atoms/elements.

XCC: Patterns

The pattern that is present in atoms is the formation of the subatomic particles of the atom. These subatomic particles include the protons, neutrons, and electrons that are apart of the atom. In every type of atom, the protons and neutrons always take place inside the nucleus of the atom or the center of the atom. The protons and neutrons are usually bonded together and make up the nucleus of the atom. The electrons of the atom float outside the nucleus and orb around it. In each and every type of atom, the protons, neutrons, and electrons stay in this orderly fashion. However, in different types of atoms, there are different amounts of subatomic particles.

Project Blog 3/12

(This is a screenshot of the infographic my team and I created.)

Summary

        Over the course of the week, my class has been working on projects that encourage us to learn and research about either an endangered species or an invasive species. I was personally working in a triad so my group had to pick an endangered species from the IUCN red list, to execute our project around. We chose to research about the Indian Roofed Turtle, also known as the Pangshura tecta. This turtle is native to the fresh waters of Pakistan, India, Nepal, and Bangladesh. However this species has been on the IUCN red list since the year of 2000. For the triad project there are three different roles for each of the group members to fulfill, including the Conservationist, Zoologist, and the Ecologist. I was chosen to take the part of the Conservationist. For this role, I researched and learned about the endangerment of the species. For example, from research I learned about how the Indian Roofed Turtle became endangered and the reasons for their endangerment. In their case, the Indian Roofed Turtles became threatened because of humans. This species was illegally captured, traded, and transported from the freshwater of Pakistan to China. In China, they were used on the menu of Chinese restaurants and helped in preparation of traditional Chinese medicines. They were mainly traded for their meat, which is rich in vitamin D. As well as their meat has quite a pleasant taste and is treated as a delicacy. This has resulted in the killing of several hundreds and thousands of these turtles and their numbers dwindled to such an extent that the international community proclaimed them an “endangered species”. In addition to this, I created a timeline for their endangerment and researched major events in their conservation/preservation history, studied their importance to humans, researched their current population, and looked over how their local government has intervened to help save this species.

Backward-Looking

      One of the major problems my group and I ran into while researching the background information of this species was that this species is very rare. That meant that there wasn't much information about the Indian Roofed Turtle provided on the internet. This made it very hard to research certain topics and questions about the turtles. At first we did the best we could to research through each and every website that popped up under out search. Trying to get as much information as we could. However we quickly realized that this method would take way too long especially under the circumstances of having to finish in a matter of a couple days. So we tried to think of other ways to get the information we desperately needed to complete this major part of the project. After much thought, our final solution was to find a couple of dependable websites that provided in depth information about our species. We ended up finding about four websites that included much information about the Indian Roofed Turtle. This information was general and did not specify on individual topics, instead it provided general information about the Indian Roofed Turtle and its endangerment. With these websites, we tried to base most of our research on the information that was provided.

Inward-Looking

       I feel pretty satisfied with this piece of work that my team and I put together. I particularly liked our final task for the project. This task was to create an infographic that presented the work that each member of my group did for their role. Including specific topics that we all researched about the Indian Roofed Turtle and the subjects about this species that we focused on. It really displayed and distributed our work nicely together. I really enjoy the end result. In addition, it was really fun to create with all of the icons and designs. The part of this project that I particularly disliked was the part that my group and I didn't get to execute. This was the presentation part of the project. This situation occurred because none of my group members, including myself, remembered to turn in the final infographic that we needed to present. So of course we did not have the opportunity to have a presentation in class. The thing that I enjoyed about our entire project is that I feel it is very organised. The information is accurate and executed well. As well as the infographic we made is organised as the information isn't bundled together and there is a good proportion of facts to icons. The icons make sense to the information that is paired with it. 

Outward-Looking

       I would give this project the exact grade we got for it. I agree with this grade because I think it was fairly given. We got a B on this project, which makes sense. This is because we didn't get to present. So we did get points off for the presentation part of this project. This happened because we didn't turn in the final product of the infographic in time. However, for the rest of the project we got full credit. I believe we deserved full credit for the other parts of the project because each one of our members worked hard to try to get the most accurate information about our species which was quite a challenge, considering that the Indian Roofed Turtle is a rare species talked about on the internet. We displayed the information as easy to understand as we could and had clear ideas/thoughts. In addition, we organised our information well. We made an extra document to hold all of the background information that was put on our infographic. We did this to ensure that the information we provided on the infographic could be viewed elsewhere in case it was hard to see on the infographic. On the infographic, the different topics were separate and divided. As well as the icons that were used were correctly matched up with the information that was provided. There was also a good ratio between the amount of information and the amount of icons used.

Forward-Looking

      If I had the chance to do this piece over again, I would only do one thing. I would be careful to make sure that I turn in any parts of the project no matter what. I would even ensure to turn in the different parts right before doing anything else. This will make sure to have it turned in, in case I happen to forget afterwards. This is important because most times when we present the project, our teachers get our work off of who turned in the project. So this strategy allows us to have the chance to present and get those points even if we didn't happen to finish the project. I wouldn't change anything else about our work. Such as the actual information or final product, because I think that my team and I executed that as best we could. Putting our best work into the different parts of the project.

Symbiotic Relationships 3/5

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Imagine that one afternoon you decide to sit on the couch and watch TV. As you turn the power button on, you realize that the Animal Planet channel happens to be playing. After watching the brutal world of the animal kingdom on television, you'd probably wish to forget ever wanting to be an animal part of any biodiversity ecosystem. Especially not the prey. But what does it mean to be prey exactly? To be prey means to be hunted and killed to provide as a food resource to other animals. So if you aren't a prey animal, then what type of animal are you? To be on the other side of the scenario means that you are the predator. If you didn't already know, a predator is an animal that naturally preys on others. Simply, a predator is the animal that hunts and kills the prey for food. The way animals interact with each other on television is often portrayed as only being predator vs. prey. However there is so much more! Many different relationships occur between these organisms. These interactions are called symbiotic relationships. Symbiotic means when two organisms survive together and alter how the other one lives. The symbiotic relationship that is mostly shown on TV is called Predation. Predation is when one organism consumes all or part of another for food. Another symbiotic relationship that is also shown on television is Competition. Competition is when two organisms are competing for resources. In contrast, there are two other symbiotic relationships that are somewhat opposite to Predation and Competition and aren't commonly shown on TV. These two relationships are called Mutualism and Commensalism. In Mutualism and Commensalism, the two organisms do not harm each other. Unlike Predation, where the predators potientally kill the prey and unlike Competition, where one organism harms the other by taking away their resources for survival. These resources include water, food, shelter, and protection. Mutualism is when both organisms benefit or get something good from the relationship. Commensalism is when one organism benefits while the other neither benefits nor is harmed. The fifth and final symbiotic relationship that occurs in wildlife is Parasitism. Parasitism is much like Predation where one organism (usually a tiny animal) gets its energy from another organism while harming it. However in Parasitism, the organism that is harmed usually isn't killed.

S&EP - SP7: Engaging in argument from evidence

I used evidence to defend my explanation. I filled out a note taking worksheet about all five symbiotic relationships and answered another worksheet where I had to find out what type of relationship was present in certain situations and explain how I know, providing the note taking worksheet that I filled out previously, as evidence. I formulated evidence based on solid data when I stated that the interaction between the ants and the acacia tree, where the ants use the tree as shelter and the tree uses the ants as protection, is the relationship Mutualism. Using the information that Mutualism is when both organisms benefit from the relationship from the note taking sheet, as evidence. I examined my own understanding in light of the evidence. I used to think that a symbiotic relationship was another type of interaction that was apart of the five different relationships, but because of watching a couple of videos that were provided to my classmates and I, now I think that symbiotic relationships is the general idea of what these five relationships are. It is the sort of topic that these relatioships are categorized under. I collaborated with my peers in searching for the best explanation. I did some research on symbiotic relationships which I discussed with the classmates located at the table I sit in. Together we figured out that there are five different symbiotic relationships that describe the different interactions that occur between two organisms in the wild.

XCC: Cause and effect

The cause and effect relationship that occurs in symbiotic relationships are mainly seen in Predation, Competition, and Parasitism. The cause and effect relationship in Predation is between the predator and the prey. In this case, the predator usually effects the prey. This is because the natural instincts of the predator to hunt down the prey for food and consume it, effects the prey by tremendously harming it. This action potientally kills the prey or injures parts of its body. The cause and effect relationship that happens in Competition is between either two organisms from different species or two organisms in the same population and species. In Competition, the effect of one organism to the other can happen either way. More specifically, either this organism can effect the other or the other organism can effect this organism. The actions that one organism takes to compete for resources such as water, food, or shelter, effects the other by harming it. This harms the other organism by taking away a key resource it needs to survive. Once again, this can happen both ways. Lastly, the cause and effect relationship that occurs in Parastism is between the very small organism, usually parasites or insects, and the other organism that is normally much larger. In this situation, the parasite or insect always effects the other organism. The parasite or insect effects the other organism by harming it with its actions of getting its energy from the other organism. These actions usually include biting the other organism and taking some of its blood, or entering the organism and taking its food. These different actions effect and harm the other organism by irritating it or making it sick. However, this doesn't usually kill the other organism unless taken to an extent.