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Dr. Eric Scerri from the Chemistry Department at UCLA giving a distinguished invited lecture at the Oscar Peterson auditorium of Concordia University, in Montreal. The topic is the history and iconic nature of the Periodic Table.
"These matrix tables are inspired by the method used by the Peruvian chemist Oswaldo Baca Mendoza (1908-1962).
"The tables are read in this way:
The Law of Formation of nuclei generates all the horizontal series Z, is dependent on n (series of integers numbers) and a constant K = 1. In the step-to-right tables (n) it will be equal to or greater than 0. In Janet's Left-Step table, (n) will be less than or equal to (-1). The values of this series Z will serve as a constant for the second law.
"The Group Formation Law or vertical series. Its generate the numeric values of the columns either from left to right or from right to left. In system A -1: With the first law: n = 0, then Z = 1. The vertical series Zg = 1, 3 11, 19, 37, 55, 87 ... That is: 1H, 3Li, 11Na, 19K, 37Rb, 55Cs, 87Fr, 119, 169 ... Changing the values of n or Z, all the columns of the table will be obtained.
"In system A -2: With the first law: on the left, n = -1, then Z = 0. The vertical series Zg will be: 2He, 10Ne, 18Ar, 36Kr, 54Xe, 86Rn, 118Og, 168, 218. .. Similarly, changing the n or Z values, we can fills the columns of the table.
In system B -1: With the first law: for n = 0, then Z = 1. The vertical series Zg will be; 1H, 3Li, 5B, 13Al, 21Sc, 39Y, 57La, 89Ac, 121, 171 ... By varying the values of n or Z, the entire table is filled.
In system B -2: (Its mathematizes the Janet system). With the first law: on the left, for n = -1, then Z = 0.
"The vertical series Zg will be; 2He, 4Be, 12Mg, 20Ca, 38Sr, 56Ba, 88Ra, 120, 170, 220 ... By varying the values of n or Z, the entire table is filled.
The third law of the limiting the periods or periodic law, appears graphically, by comparison between rows: For example: in table B -1, in column Z = 3, after 1H and 2He, en of the first horizontal line, the value 3 appears, which is already entered in the first column as 3Li, therefore, that part of the first horizontal row (from 3 to 50) is deleted.
"The same happens with the number 5 in column 3, which is already in the first column as 5B, therefore it will be deleted in the second row from 5 to 52. The same applies to pair 13, 21 of the column Z = 9, same, with the pair 39, 57 of the column Z = 19 and of the pair 89, 121 of the column Z = 33. For that reason the periods: P are duplicated function: 2 (1 ^ 2), 2 (1 ^ 2), 2 (2 ^ 2), 2 (2 ^ 2), 2 (3 ^ 2), 2 (3 ^ 2) .... = 2, 2, 8, 8, 18, 18, 32, 32 ... and the forms are exact and staggered.
The colors represent the quantum functions: s (red), p (orange), d (yellow), f (green), g (blue)."
"What is unique to my Periodic Table is the fact that any Elements Electron Spin can be identified for Orbital Diagrams using a technique I have called 'Element Shifting'.
"Elements with an Up spin Valence Electron are shifted up and Elements with a down spin are shifted down. Also, the Hund's rule Exceptions are Highlighted in the Transition Metals so their orbital diagrams can also be identified easily.
"In addition, an accurate numbering system can be applied to all the elements with Helium placed in Group 2 instead of Group 18. I believe that quantitative data should take priority when giving elements their position, but this system is meant to be dynamic rather than static. In my Periodic Table System, (1-8) corresponds to Valence Electrons in the s and p orbitals and then the 9-18 and 19-32 corresponds to core electron in d and f orbitals
I believe that it is important to begin by showing students the first 20 Elements FIRST because they all add Outer Valence Electrons which makes the Periodic Table logic easy to follow. Also explaining that Hydrogen and Helium are anomalies with more than one logical position, can really help clear up confusion for new students.
"After element 20, the Transition Elements such as scandium 21 begin adding core electrons in the d orbital the current standard (1-18) numbering system does not reflect this. One of the reasons why I prefer keeping the s and p block elements on the outside of the table and the f and d block elements on the inside is because of how they add electrons to their orbitals.
"I have been developing a curriculum based on this system that I believe will help students learn and understand the logic and trends of The Periodic Table more efficiently than the standard. Rather than memorizing Element information, Students will truly be able to follow the logic based on the location of the Elements, simple counting and using the numbering system."
A Collection of Essays by Chemists, Philosophers, Historians, and Educators
Edited by Eric Scerri and Elena Ghibaudi published by Oxford University Press
A collection of 14 edited papers from historians of chemistry, philosophers of chemistry, and chemists with epistemological and educational concerns
Contains educational debates concerning how to teach and present the concept of elements
Provides a beneficial, scholarly, unique, and understandable overview of the current debate on the chemical elemen.
The concept of a chemical element is foundational within the field of chemistry, but there is wide disagreement over its definition. Even the International Union for Pure and Applied Chemistry (IUPAC) claims two distinct definitions: a species of atoms versus one which identifies chemical elements with the simple substances bearing their names. The double definition of elements proposed by the International Union for Pure and Applied Chemistry contrasts an abstract meaning and an operational one. Nevertheless, the philosophical aspects of this notion are not fully captured by the IUPAC definitions, despite the fact that they were crucial for the construction of the Periodic Table. Although rich scientific literature on the element and the periodic table exists as well as a recent growth in the philosophy of chemistry, scholars are still searching for a definitive answer to this important question: What is an element?
Eric Scerri and Elena Ghibaudi have teamed up to assemble a group of scholars to provide readers an overview of the current state of the debate on chemical elements from epistemological, historical, and educational perspectives. What Is A Chemical Element? fills a gap for the benefit of the whole chemistry community-experimental researchers, philosophers, chemistry educators, and anyone looking to learn more about the elements of the periodic table.
CHAPTER 1: The many questions raised by the dual concept of 'element' Eric R. Scerri
CHAPTER 2: From simple substance to chemical element Bernadette Bensaude-Vincent
CHAPTER 3: Dmitrii Mendeleev's concept of the chemical element prior to the Periodic Law Nathan M. Brooks
CHAPTER 4: Referring to chemical elements and compounds: Colourless airs in late eighteenth century chemical practice Geoffrey Blumenthal, James Ladyman, and Vanessa Seifert
CHAPTER 5: The Changing Relation Between Atomicity and Elementarity: From Lavoisier to Dalton Marina P. Banchetti-Robino
CHAPTER 6: Origins of the Ambiguity of the Current Definition of Chemical Element Joseph E. Earley
CHAPTER 7: The Existence of Elements, and the Elements of Existence Robin F. Hendry
CHAPTER 8: Kant, Cassirer, and the Idea of Chemical Element Farzad Mahootian
CHAPTER 9: The Operational Definition of the Elements: A Philosophical Reappraisal Joachim Schummer
CHAPTER 10: Substance and Function: The case of Chemical Elements Jean-Pierre Llored
CHAPTER 11: Making elements Klaus Ruthenberg
CHAPTER 12: A formal approach to the conceptual development of chemical element Guillermo Restrepo
CHAPTER 13: Chemical Elements and Chemical Substances: Rethinking Paneth's Distinction Sara N. Hjimans
CHAPTER 14: The dual conception of the chemical element: epistemic aspects and implications for chemical education Elena Ghibaudi, Alberto Regis, and Ezio Roletto
Appendix: Reference list on the philosophy of chemistry