Tuesday, September 19, 2017

WAC_Letter to the NSF - Liliana Echeverria

Friends,
I understand that you have your doubts about my dear friend Dmitri Mendeleev. You might be convinced that every word of his discoveries are wrong. I have a lot of evidence against you. But before you completely disregard my letter, I have something to tell you. My dear friend Dmitri Mendeleev has made a great scientific achievement. You may be against the fact that he has succeeded. I have evidence against you. Please finish reading this letter before you either rip it up or throw it in the fire.


Dmitri Ivanovich Mendeleev was born February 8, 1834. He was the youngest child out of perhaps a dozen. When he was young, his father went blind. His mother worked at the glass factory as the manager. Alas, my friends, the factory exists no more, but his mother was determined to give young Dmitri an education, even without a job. Exactly ten days after he was enrolled in a local school, she died of tuberculosis. The dreaded disease removed his father and another of his siblings as well. But Dmitri was determined to study science and make an achievement, even in the midst of sorrow and sadness.


Dmitri Mendeleev organized and explained the elements on what is now known as the periodic table, some of which demonstrated a natural order. Dmitri wrote what he knew on cards. He drew the element, the symbol, the mass, and the atomic number. He did this with the 63 known elements at that time. He brought these cards everywhere he went. One day, Mendeleev went to catch a train. As he waited for the train to come, he arranged and re-arranged the cards. He was so caught up in this that he missed the train completely. He stayed doing this for about three days, until he noticed a pattern. Some say that after these three days, Dmitri fell asleep. Later he says that in his dreams, he saw a table with the elements simply falling into place. When he awoke he wrote it down immediately. It was a table, the Periodic table, and the elements were placed in the order of increasing atomic number, the number of protons in the element. There were blank places in the table, and many scorned Mendeleev for leaving it that way, (like you) but Dmitri just predicted not only that there would someday be more elements in the table, but he predicted their reaction, weights and densities.


There was a rough time in Mendeleev’s life where nobody believed him. But a few years later, a French scientist discovered the element Gallium, and it fitted into Mendeleev’s table perfectly and just as he had predicted. A few years later, the element Germanium was discovered and slid into place perfectly. After this, scientists began to look for new elements to fit in. Mendeleev, having died February 2, 1907, did not see all of them placed in, but only a few, which was good enough for him. Soon people began to slightly believe Mendeleev and what he said. Once the elements practically stepped right where they belonged, he began to be believed.


If you were to look at a periodic table, you would see rows and columns. Since you are scientific experts, you know that each of the columns is called a family. They all have similar properties and the same amount of electrons in the outer shell. But they all have different numbers of energy rings in them. The atoms that make up Row 1’s elements all have 1 energy shield. Second row has two, third row has three, and so on and so forth. If you look at the squares, you see numbers. They mean the atomic number. Hydrogen is one, Helium two, Lithium three, etcetera. But they are placed in the rows because of increasing atomic number, but in a way so that they have similar properties and are grouped with elements “of their kind”.
Of the properties, they would be something like this:
  • Are the elements reactant?
  • Are they metal, nonmetal, or gas?
  • What color are they?
  • Do they conduct electricity? How about heat?
  • Weight similarities. Do they weight similarly, or are they unique?
Things like that. All atoms have an atomic mass. They aren’t the same, since each element is different, but they can be similar. The size of the atom matters. Each proton, neutron and electron makes the atom a little bit bigger. Each element has a different atomic mass, so it has a different size that other atoms.  Every element has a different amount of protons, neutrons, and electrons, so that makes them heavier or lighter than others.


Dmitri had some information that other scientists had already discovered. But this is not bad or wrong. Simple elements, like gold, silver, copper, lead, tin, and mercury have been used since the time of the Ancient Greeks, and Dmitri used some other work from his fellow scientists. A German scientist named Hennig Brand discovered Phosphorus, and another German scientist named Johann Pöbereiner grouped some elements by their similarities. A man named Jhon Newlands sorted the 63 known elements by atomic mass. Lothar Meyer even tried to make a table like Mendeleev’s, but Mendeleev’s table was published about a year before Meyer’s, so naturally, he got the credit.


There were other tables drawn before Mendeleev’s, but Dmitri’s was easiest to read and the best one with the best and most information. He had drawn it out with natural patterns to make everything in his table much easier to both read and understand. He basically put in an instruction manual for us to use. In 1789, a French scientist bearing the name Antoine Lavoisier defined what was meant by a chemical element and drew a table that contained the 33 known elements at that time. He grouped them into gases, nonmetals, metals, and earths. Dmitri built on from there. As there became more and more elements, scientists began to understand some patterns that were in there better and better. In 1862, a French geologist Alexandre Beguyer de Chancourtois published a list of all the known elements. He drew on a helical graph wrapped around a cylinder. But since he used geological terms and used ions and compounds, his work was completely ignored until Mendeleev. And, as I am sure, nobody could read the work on his graph because it was wrapped around a cylinder.


So, my friends, I hope for my dear friend’s sake that you believe me. I have listed the sources used to come up with all of this evidence. Please look carefully upon it and make sure you understand what I have told you. Please note that this letter was carefully researched and written in such a way that you either believe me and stop shutting my friend down, or you refuse to stop and remember my words forever. So please rethink your ways, explore my sources, and think over what I have said. I hope to see you soon, and top of the morning to you.

Your Witness,
                                                                
      



                                                                                                      Liliana Echeverria
https://docs.google.com/document/d/1W65TS4N0AmYBDrcCj_PbXPF---2XyfxZ_RzMAijLH9c/edit
https://drive.google.com/file/d/0B3WRSr_TQ5mkR0I2d1ZhTWZzLXc/view
https://prezi.com/i0pp_l24wy8p/the-discovery-of-the-periodic-table/ utm_campaign=share&utm_medium=copy
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Friday, September 15, 2017

The Periodic Table 9/15/17

500px-Periodic_Table_of_Elements_showing_Electron_Shells.svg.png


This is what one square on the periodic table would look like.
To figure out the number of protons in the atom, just look at the atomic number. It should be different for every element. To find out the number of neutrons in the atom, round the atomic mass to the nearest whole number and subtract the number of protons.


The Periodic Table

The periodic table had eight columns and seven rows. In an atom, you can determine where it is on the periodic table by looking at the electrons in the model, and vice versa. This is how:
The groups of elements in the periodic table have names. The elements in the same column are called families, and the elements in the same row (or period as they are scientifically called) are neighbors. The periodic table is something like the chemists alphabet. The elements are set, and they have pretty much memorized the periodic table or know how to find which element is which using the numbers of protons and neutrons. Just like you might interpret directions from a friend, chemists find their way around the periodic table using directions.
Elements are formed into eight groups. They are arranged in order of increasing atomic number. Number 6, number 7, etcetera. Metals are everything to the left of the periodic staircase.


There are gradual changes in the properties occur from one element to another. Changes in the properties occur because the number of protons and electrons increases from left to right along a period. Elements in a family have similar properties because they have the same number of electrons in the outer shell. They are all related somehow.


Types of Elements

Alkali Metals

  • Have one electron in the outer shell
  • Are soft, silvery metals, are incredibly reactive, so reactive they are never found alone, always being bonded to another
  • Conduct electricity


Alkaline earth metals

  • Have two electrons in the outer shell
  • Are white and malleable, very easy to shape, something like clay or play-doh
  • Conduct electricity
  • Reactive (less than Alkali metal, but still)


Transition Metal

  • Conductor of heat and electricity
  • Up to thirty two electrons in the outer shell
  • Bond with other elements
  • Easily form alloys

Boron Family

  • Three electrons in the outer shell
  • Most elements are metal

Carbon Family

  • Four electrons in the outer shell
  • Unreactive
  • Form bonds
Carbon makes up food, us, diamond, coal, plastic, DNA, alcohol

Nitrogen

  • Five electrons in the outer shell
  • Share electrons to make compounds
  • solid s at room temperature
  • Contains metals, nonmetals, and metalloids

Oxygen

  • 6 electrons in the outer shell
  • Reactive
  • Contains metal, nonmetal, and metalloids

Halogens

  • 7 electrons in the outer shell
  • Reative
  • nonmetals

Noble Gases

  • Exist as gases
  • No reaction at all whatsoever
  • Full- there are 8 electrons in the outer shell
  • Nonmetals

S&EP:SP2
We took notes all this week on the periodic table and how it works. We have one to study, and on Friday we had a maze we had to get through. We had to define the element the room was made of and carve the element symbol on the door so we could escape the maze. But we had to use the clues provided. Note taking is definetly good for something like this!

XCC Patterns
The periodic table was drawn first by Dmitri Mendeleev. He had to use patterns to discover which elements went where and why they went there. He needed to use them to draw it out.

Sunday, September 10, 2017

Matter

Working with density

What is density? Some people say that density is whether something sinks or floats. This is not true. What really determines if something is going to sink or float is if the object is more or less dense than the water. Just because something is hollow does not mean it will float. Boats are hollow. You might say, “Oh, the boat had a big hole in it and that was why the boat sank.” This is not true. The water came in through that hole and filled up the boat. The boat became denser and denser until it sank. Below are the densities of water, a marble, and an aircraft carrier.
We had a challenge assigned by King Arthur. Somebody stole his solid gold crown. It was brought back by one of his knights. But four other knights brought back identical crowns. Our job was to discover who brought the right crown, which the right crown was, and why. Here is the link to the letter to which I have written him explaining the details. But we needed to find the density of each crown to determine which one was gold.


Then we were talking about elements, the such on the periodic table.


2000px-Periodic_table_large.svg.png


Elements are substances that are made up of only one type of atom. If the element is not on the periodic table, it is not an element. Elements are the building blocks of all matter. The periodic table lists ALL of the elements. The atomic number of an element is the number of protons the atom has. The element symbol had one uppercase letter, sometimes one other lowercase letter, and ZERO numbers. The atomic mass of the atom is the number of protons plus the number of neutrons in an atoms. Ions (aye-ons) are atoms that  have LOST or GAINED electrons. If they lose electrons, they are positive (cations,because cats have paws!🐾), and if they have gained electrons, they are anions, negative ions. The charge is the protons minus the electrons.


S&EP:SP5: Working with math


This week, we had to use math to find the densities of the crowns and other objects we were discussing. We used simple division, but still, we used it.


XCC: Scale, Proportion, and Quantity

Math is affected by this. If you do not do the math correctly, you will not have the right answer. If you do not have the right answer, then you could have bad results. If you were launching a rocket, and you got the proportions wrong, you would fail miserably.

Wednesday, September 6, 2017

Letter to King Arthur

Dear King Arthur,
I have discovered the correct crown that belongs to you. It is solid gold, brought by your beloved knight Sir Gawain. There were five crowns, all identical, brought by Sirs Lancelot, Percival, Bedivere, Gawain, and Galahad. Each crown is a different substance. I had found your kingly crown that rightfully belongs to you.


You might not be convinced, doubtful even. Before you send me to the gallows, allow me to assure you why I am correct. If my letter does not correctly convince of your crown’s appearance, do with me what you will. My evidence is down below, with a table of substances and their densities. Crown number one was recovered by Sir Lancelot. Unfortunately, this crown is solid silver, not your golden one. The mass of the crown is 1,890 g (grams). The volume of the crown is 180 centimeters3. This is the volume for all of the crowns. I divided the mass by the volume to get a density of 10.5 g/cm3, the density of silver, what this crown was made up of. Crown number two was recovered by Sir Percival. The mass of the crown is 486g (grams). The volume of the crown is 180 centimeters3. I got a density of 2.7g/cm3, the density of aluminum. Crown number three was recovered by Sir Bedivere. The mass of the crown is 1404g (grams). The volume of the crown is 180 centimeters3. I got a density of 7.8g/cm3, the density of steel. Crown number four was recovered by Sir Gawain. The mass of the crown is 3474g (grams). The volume of the crown is 180 centimeters3. I divided the mas by the volume to get a density of 19.3g/cm3, the density of solid honest to goodness gold. Crown number five was recovered by Sir Galahad. The mass of the crown is 2430g (grams). The volume of the crown is 180 centimeters3. I got a density of 13.5g/cm3, the density of lead. The knight whom selected the correct crown was none other than the beloved Sir Gawain. Crown four was the correct crown.


Substance
Density in grams per cubic cm.
Wood (oak)
0.85
Aluminum
2.7
Silver
10.5
Steel
7.8
Lead
13.5
Gold
19.3





I hope most dearly that you, my beloved king believe me and my evidence. I have successfully found your rightful crown. I hope that you believe that I have succeeded and you send the reward. If not, do with me what you will; I will not protest. I wish you well and best of the morning to you.


Sincerely,
Liliana Echeverria

7B Class of 2027

Thursday, August 31, 2017

Matter matters! 8/31/17

gas+plasma.jpg


We started to study chemistry this week. That includes matter, atoms, chemistry, elements, periodic table, all that.


Matter is anything that takes up space and has mass. Mass is how much matter something has. Atoms are the smallest things in all of creation. They are like the building blocks of the world.


Matter
Matter is anything that takes up space and has mass. Air is matter. It takes up space in the atmosphere. Electricity is not matter. It does not take up space and you cannot weigh it. Like love! You cannot weigh emotions like love. They do not take up space and they are not matter. A virus that makes you sick is matter. It stuffs up your nose. It makes you sick. It takes up space.
All matter is composed of atoms.


Atoms
Atoms are the building blocks of matter. Atoms are individual. They group together to make everything in this world. Two or more atoms grouped together in called a molecule. Matter is made up of different types of atoms. You and I are only made up of about 6 different elements. An element is a pure substance made up of only one type of atom. A pure substance is made up of only one type of molecule. Elements are what makes up the periodic table. Elements are materials like gold, silver, graphite, neon, helium, oxygen, carbon dioxide, these are all examples of elements. Atoms are made up of the three particles, protons, neutrons, and electrons. The proton is the positive charge in the atom, the electron is the negative charge, and the neutron is just neutral. Electromagnetic forces are what hold the particles together to create atoms. The nucleus of the atom holds the protons and neutrons. The electrons live outside in the electron shell. The space in between the electron shell and the nucleus is empty.
How small is the atom?
Well, the atom is really really REALLY small. Imagine an atom exploding to the size of a blueberry. If you shrank yourself down to go inside, you would not be able to see the protons and neutrons inside the nucleus. If you made the blueberry the size of a house, you still wouldn’t be able to see the nucleus. You would have to expand the blueberry to the size of a football stadium. Even then, the nucleus would only be the size of a small  marble.
A compound is made of two different types of atoms. All compounds are molecules, but not all molecules are compounds.


Oxygen is a molecule. Carbon dioxide is a compound. An element is a substance that is made up of one type of atom. A pure substance is made up of only one type of molecule. Water is a pure substance. Table salt (sodium chloride) is a pure substance. Salt water (a.k.a. the ocean) is NOT a pure substance.


The properties of matter are mass, volume and density. Mass is how much matter is in the object. (How many atoms.) Volume is how much space an object takes up. The density is hard to define, but is somewhere around the lines of how much stuff is smushed into a given space. Or how much mater stuffed into a certain volume. If you had a post it note, it has mass, volume and density. If you rip it in half, its mass and volume are different, but its density is the same. If you had a post it and smashed up into a ball, its mass, volume, AND density would be different.


S&EP: SP2, using models

I used an online model to help me understand how to find an object’s mass and volume. We used Explorelearning.com to help with the interactives, which were very useful. We found the volume of water, the mass of lightbulbs, and it was like we were in a real laboratory.


XCC: Systems and System Models

In P.E. yesterday, we were doing an excersize. Ten of us were in a circle, and we had a volleyball. We passed around the circle in a pattern. Then, the teacher added balls. He added a football, a baseball, a tennis ball, and even a frisbee. We as a team needed to learn a good system to keep from being overwhelmed.  


Explain how this system connects to other systems.
All other systems need to have some sort of cooperation to keep it running right. Everything needs to work together in just the right way for the outcome to be perfect.
- Explain the limits of the system.
A system is not perfect. There are times when you maybe throw the ball too high to catch and everything falls apart. There might be a time where you need to pull a piece, but you don’t know which one and pull the one that makes the tower fall.
- Explain the advantages of thinking of this as a system.
A system advantage is when you find the right system, the operation runs smoothly and you can move on to higher challenges.


Multiplier: I think I was a Learner this week

I think I was a learner because I took lots of notes and worked hard in class. I wasn’t barely coming by, I was trying to go above expectations!


Friday, August 25, 2017

Correcting the Science and Engineering Practices quiz 8/25/17

There were eight questions on the quiz. I got three questions wrong. I will explain the answer I thought and chose, why it was wrong, the correct answer, and why it was correct.


Question #4: A group of 7th graders creates and analyzes graphs of the data from an investigation about the relationship between a ball's mass and its speed down a ramp.


The answer I chose for this one was SP4: Analyzing and Interpreting Data.


I thought that the answer was SP4 because I didn't read the question right. I read the word analyze and I thought that this must mean that the answer was analyzing data. I didn't pay any attention to the part with the words graph and mass. I saw them, but I wasn't paying attention to their importance.


The correct answer was Using Mathematics and computational thinking. This was the right answer because the group of 7th graders were using graphs to investigate the relationship between a ball's mass and the speed of it down the ramp. Graphing is related to math because when you are graphing, you need to be precise with where you place the points and what numbers you use.


Question #5: The 8th grade class writes explanations about why a light source is needed for a person to see an object. In their explanations students provide evidence from an investigation as well as scientific ideas to explain why this occurs.

The answer I chose was SP6, Planning and Carrying out Investigations.

I thought the answer was SP6 because even though the words writing explanations were there, I also saw providing evidence from and investigation were there. I was torn between answer C  and answer F. I then decided between the two and I chose answer C because I didn't have that one chose and I thought, 'Well, I think that answer C is the correct answer. But what if answer F is right?'  So I re-read the question and settled on answer C

The correct answer was Constructing Explanations. I saw the key word explanations in the question. I thought that this answer was correct, but I also thought another answer was correct. I re-read the question again and I decided on the other answer. I thought that both answers had an equal chance of being correct, since they both had a little key word in the question. I chose the one I thought was correct, but I was wrong.

Question #7: Students in Mrs. Garcia's class use a class chart of what different animals eat and group the animals in different ways based on their food sources. Students then discuss which animals would be affected if changes occurred to different food sources.

The answer I chose was SP7, Engaging in argument from evidence.

I thought that the answer was SP7 because when I read the question, I saw the part, Students then discuss... I tried to use my brain. When students discuss things, they usually tend to argue about their opinions and why they and only they are correct. I happen to know this, being a student myself, so I selected the answer Engaging in Arguement from Evidence.

The correct answer was Analyzing and interpreting data. This was correct because the students in Ms. Garcia's class were using a chart to look at the food chains they were learning about. They were analyzing the data they had collected and they were looking at the chart, interpreting the food sources and animals they were. I wasn't thinking about any of this reasoning when I answered the question, but I see that I was wrong, I see the right answers, and I see and understand why they are correct. 

Monday, August 21, 2017

Why I returned to AdVENTURE 8/21/17

Why I returned to AdVENTURE:


      The reason I returned to AdVENTURE this year is because I really love it here. AdVENTURE was the fourth school I have ever attended, and I love it more than all of my other schools combined. AdVENTURE has teachers that help you and care if you learn or not. They help you to learn and grow. AdVENTURE is fun. They have lots of projects and we are always learning in groups. I like to collaborate with others, but sometimes I like to work alone. We have projects almost every day, and we are always kept busy with fun things to do. AdVENTURE does have rules, but they are limited. I think that these rules make sense and are for the students' safety. Our motto is RRS: Respectful,Responsible, Safe. There are posters with this all over the school: how to be RRS in the classrooms, cafeteria, gym, etcetera. We can be Respectful by listening to the teacher and not talking when someone else is talking. We are Responsible by bringing our own materials and turning in our homework on time. We can be safe by listening to the teacher and obeying the rules of the school. I like to follow the rules, because it makes the school a better place to be. I like AdVENTURE very much, and I love to do all of the projects and learning that they do here. AdVENTURE is the best school I have ever attended, and they have the best teachers I have ever had. I love everything about this school, earning Patriot Bucks, the rewards, ice-cream Fridays, spirit days, everything.

Is There Life in Space? 5/23/19

Link  by NASA Solar System Exploration       We all know the typical sci-fi movie where an alien monster drops out of some unknown pl...