- The document provides information about atoms and molecules for a Year 10 science lesson. It describes the structure of atoms including protons, electrons, and neutrons. It also discusses Bohr's early atomic model.
- Students are asked to identify the number of protons, electrons, and neutrons that determine an element. They are given a worksheet to calculate neutrons.
- The document also introduces molecules as two or more atoms chemically bonded together and defines what a molecule is. It discusses different energy levels that electrons can occupy in an atom.
- The second part of the lesson introduces the law of conservation of mass, which states that mass is constant in a closed system and can only change forms through chemical reactions.
Grade 9 CAPS-aligned. The grade 9's are expected to know the symbology involved in chemsitry. This is the introduction of formulae, symbols and atoms and molecules and elements and compounds. This is also a handy tool for grade 8 chemistry.
Information about how an elements position on the periodic table will communicate it's ability to bond and form compounds. A chart of valence electrons is included.
Biology 1406 Chapter 2 Worksheet - exam 1 chapter 2. By Sydney Oberheiden of Dallas TX. https://www.pinterest.com/nycsydney/ and http://sydneyoberheiden.blogspot.com/
Grade 9 CAPS-aligned. The grade 9's are expected to know the symbology involved in chemsitry. This is the introduction of formulae, symbols and atoms and molecules and elements and compounds. This is also a handy tool for grade 8 chemistry.
Information about how an elements position on the periodic table will communicate it's ability to bond and form compounds. A chart of valence electrons is included.
Biology 1406 Chapter 2 Worksheet - exam 1 chapter 2. By Sydney Oberheiden of Dallas TX. https://www.pinterest.com/nycsydney/ and http://sydneyoberheiden.blogspot.com/
Description
This infographic presents the theories that have been formulated about the structure of the atom. Each theory is accompanied with a basic description and a comparison is sought between them.
Objectives
After the completion of this lesson, students will be able to:
- Understand the differences between the pre-quantum and quantum theories.
- Understand the experimental data that led to the progress of the theories.
- Describe the structural components of matter as well as their properties.
Activities
1. Democritus’ theory: Students have to think about how small matter can get, to understand the meaning of the word ‘atomos’ and to understand that this specific theory was impossible to prove.
2. Dalton’s theory: Students have to discuss the reason that Dalton is considered as the father of the atomic theory despite the fact that Democritus had the original idea.
3. Thomson’s theory: The teacher introduces the discovery of electrons and challenges students to consider the structure of plum pudding in order to explain the specific theory.
4. Rutherford’s model: The teacher asks students to enlarge the atom to the size of football court in order to understand that the nucleus will be the size of a ping-pong ball. The students watch the animated video of Rutherford’s model.
5. Bohr’s model: Students have to observe images of the last two models and discuss the similarities and differences. Students have to explore the structure of different atoms through the simulation link.
6. Quantum Mechanical model: The teacher asks students to observe specific images with different meanings in order to introduce the double nature of an electron. Students have to understand that electrons exist as ‘probability clouds.’
Erasmus+ Project: Educational Infographics For STEAM
https://steam-edu.eu
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
This presentation explores a brief idea about the structural and functional attributes of nucleotides, the structure and function of genetic materials along with the impact of UV rays and pH upon them.
Deep Behavioral Phenotyping in Systems Neuroscience for Functional Atlasing a...Ana Luísa Pinho
Functional Magnetic Resonance Imaging (fMRI) provides means to characterize brain activations in response to behavior. However, cognitive neuroscience has been limited to group-level effects referring to the performance of specific tasks. To obtain the functional profile of elementary cognitive mechanisms, the combination of brain responses to many tasks is required. Yet, to date, both structural atlases and parcellation-based activations do not fully account for cognitive function and still present several limitations. Further, they do not adapt overall to individual characteristics. In this talk, I will give an account of deep-behavioral phenotyping strategies, namely data-driven methods in large task-fMRI datasets, to optimize functional brain-data collection and improve inference of effects-of-interest related to mental processes. Key to this approach is the employment of fast multi-functional paradigms rich on features that can be well parametrized and, consequently, facilitate the creation of psycho-physiological constructs to be modelled with imaging data. Particular emphasis will be given to music stimuli when studying high-order cognitive mechanisms, due to their ecological nature and quality to enable complex behavior compounded by discrete entities. I will also discuss how deep-behavioral phenotyping and individualized models applied to neuroimaging data can better account for the subject-specific organization of domain-general cognitive systems in the human brain. Finally, the accumulation of functional brain signatures brings the possibility to clarify relationships among tasks and create a univocal link between brain systems and mental functions through: (1) the development of ontologies proposing an organization of cognitive processes; and (2) brain-network taxonomies describing functional specialization. To this end, tools to improve commensurability in cognitive science are necessary, such as public repositories, ontology-based platforms and automated meta-analysis tools. I will thus discuss some brain-atlasing resources currently under development, and their applicability in cognitive as well as clinical neuroscience.
Professional air quality monitoring systems provide immediate, on-site data for analysis, compliance, and decision-making.
Monitor common gases, weather parameters, particulates.
The ability to recreate computational results with minimal effort and actionable metrics provides a solid foundation for scientific research and software development. When people can replicate an analysis at the touch of a button using open-source software, open data, and methods to assess and compare proposals, it significantly eases verification of results, engagement with a diverse range of contributors, and progress. However, we have yet to fully achieve this; there are still many sociotechnical frictions.
Inspired by David Donoho's vision, this talk aims to revisit the three crucial pillars of frictionless reproducibility (data sharing, code sharing, and competitive challenges) with the perspective of deep software variability.
Our observation is that multiple layers — hardware, operating systems, third-party libraries, software versions, input data, compile-time options, and parameters — are subject to variability that exacerbates frictions but is also essential for achieving robust, generalizable results and fostering innovation. I will first review the literature, providing evidence of how the complex variability interactions across these layers affect qualitative and quantitative software properties, thereby complicating the reproduction and replication of scientific studies in various fields.
I will then present some software engineering and AI techniques that can support the strategic exploration of variability spaces. These include the use of abstractions and models (e.g., feature models), sampling strategies (e.g., uniform, random), cost-effective measurements (e.g., incremental build of software configurations), and dimensionality reduction methods (e.g., transfer learning, feature selection, software debloating).
I will finally argue that deep variability is both the problem and solution of frictionless reproducibility, calling the software science community to develop new methods and tools to manage variability and foster reproducibility in software systems.
Exposé invité Journées Nationales du GDR GPL 2024
1. LESSON 1 YR 10 SCIENCE
-describe and identify the structures within an
atom
-identify elements using information about the
numbers of protons electrons and neutrons
2. DO NOW
List all the things you can
remember about atoms and
molecules
3. ATOMS ARE NOT BOHR….ING
Quick revision
Bohr- Chadwick Model
Atom was mostly empty space
Atoms contained Protons, Electrons and Neutrons
Atoms had invisible rings of force that held these
things in place
That the electrons in these rings can change their
positions when they are part of a chemical reaction.
4. TEENY TINY INCY WINCEY
THINGS
Other wise known as ATOMS
What is smaller than an atom?
Structure of an atom
Protons (protons)
electrons (negative)
Neutrons ???? YOU TELL ME.
7. STRUCTURE OF ATOM
Depending on their energy they are locked into a
certain area in the cloud.
Electrons with the lowest energy are found
in the energy level closest to the nucleus
Electrons with the highest energy are found
in the outermost energy levels, farther from
the nucleus.
8.
9.
10.
11. The Atom
All matter is made up of atoms.
The atom is the smallest particle of a matter. It
cannot be broken down anyfurther by chemical
means.
12. What is a molecule?
A molecule is a particle with two more
atoms chemically joined together, but not
necessarily of different elements. The
physical particle of a compound is called
a molecule.
13. Work sheet time.
Calculating neutrons
Complete this worksheet now and finish for
homework.
Fredo’s for those that can complete the WHOLE
sheet correctly.
16. CONSERVATION OF MASS
What’s wrong with Harry Potter??
You can’t make something from nothing.
Why do we learn this?
17. THE LAW
Antoine Lavoisier'
Discovered the law
The mass of a closed system
must remain constant over
time.
Mass can not be created or
destroyed only rearranged .
Example:
H22 + 0+ 022 2 H2 H2200
18. CONSERVATION OF MATTER
EQUATIONS
Balancing equations
So we know that
when chemical reactions take place
chemicals are changed into new compounds.
We show this symbolically using a chemical
equation.
19. Balance it and make it
Model experiment
Aim:
To understand the structure of compounds.
You will be physically balancing the equation.
Method:
Each station will have a task card with a chemical
formula and a large arrow.
1. Fill in the table before you start.
2. You are to make the structure of the formula
3. Keep the formula models on separate sides
of the arrow
4. Using the conservation of mass theory try
and balance the equation by building more
elements .
20. Complete the organiser for each task
Compound Name Number of each
element
NaNO3 Sodium nitrate Na
N
O
PbO Lead Oxide Pb
O
Editor's Notes
By 20th Centery they knew that atoms were mostly empty space----draw circle with tiny dot
They knew that atoms were made of stuff.
All of this weighs something bc everything has mass. Protons and Neutrons weigh about the same but electrons are soooo light they are about 1800 times lighter than electrons.
An atom on its own has a neutral charge of energy
We know that they are made up of all these little things which all carry a charge
It is the number of protons in the middle that determine what the atom is. Every atom has a different number of protons in the middle. The number of protons is called the atomic number
Protons and electrons are equal so the element is stable and neutral. If the atomic number is the number of PROTONS in an atom. Atomic mass is the number of protons AND neutrons
So you know about the structure of the atom now why do we even need to know this?
Discuss what you need to create things
What do you get when you make a reaction?
Why do we learn this? Chemistry is really cooking in the lab. If I was to bake a cake all the ingredient I put in would equal the mass of the cake I got out of the oven. If I pulled the cake out and there was just this tiny cake I’d know that 1) I’m a terrible cook 2) that there has been a reaction of the ingredients and some have changed into gas or in this case probably a lot of smoke and ash.
Chemistry is just like this I put in some ingredient and see what I get out on the other side. If what I get out doesn’t equal what I put in then what has happened to the other bits.
As part of chemistry you need to be able to demonstrate what is happening in an equation so we can see that you are understanding the reactions that are taking place.
Discuss example- write as a word equation
Hydrogen plus oxygen equals dihydrogen oxide
Draw the atoms out