The Difference Between an Element Group and Period

Groups and periods are two ways of categorizing elements in the periodic table. Periods are horizontal rows (across) the periodic table, while groups are vertical columns (down) the table. Atomic number increases as you move down a group or across a period. Element Groups Elements in a group share a common number of valence electrons. For example, all of the elements in the alkaline earth group have a valence of two. Elements belonging to a group typically share several common properties. The groups in the periodic table go by a variety of different names: IUPAC Name Common Name Family Old IUPAC CAS notes Group 1 alkali metals lithium family IA IA excluding hydrogen Group 2 alkaline earth metals beryllium family IIA IIA Group 3 scandium family IIIA IIIB Group 4 titanium family IVA IVB Group 5 vanadium family VA VB Group 6 chromium family VIA VIB Group 7 manganese family VIIA VIIB Group 8 iron family VIII VIIIB Group 9 cobalt family VIII VIIIB Group 10 nickel family VIII VIIIB Group 11 coinage metals copper family IB IB Group 12 volatile metals zinc family IIB IIB Group 13 icoasagens boron family IIIB IIIA Group 14 tetrels, crystallogens carbon family IVB IVA tetrels from the Greek tetra for four Group 15 pentels, pnictogens nitrogen family VB VA pentels from the Greek penta for five Group 16 chalcogens oxygen family VIB VIA Group 17 halogens fluorine family VIIB VIIA Group 18 noble gases, aerogens helium family or neon family Group 0 VIIIA Another way to group elements is based on their shared properties (in some cases, these groupings do not correspond to the columns in the periodic table). Such groups include  alkali metals, alkaline earth metals, transition metals (including  rare earth elements or lanthanides and also actinides), basic metals, metalloids or semimetals, nonmetals, halogens, and noble gases. Within  this classification system, hydrogen is a nonmetal. The nonmetals, halogens, and noble gases are all types of nonmetallic elements. The metalloids have intermediate properties. All of the other elements are metallic. Element Periods Elements in a period share the highest unexcited electron energy level. There are more elements in some periods than others because the number of elements is determined by the number of electrons allowed in each energy sub-level. There are seven  periods for naturally occurring elements: Period 1: H, He (does not follow the octet rule)Period 2: Li, Be, B, C, N, O, F, Ne (involves s and p orbitals)Period 3: Na, Mg, Al, Si, P, S, Cl, Ar (all have at least 1 stable isotope)Period 4: K, Ca, Sc, Ti, V, Cr, Mn, Fe, Co, Ni, Cu, Zn, Ga, Ge, As, Se, Br, Kr (first period with d-block elements)Period 5: Rb, Sr, Y, Zr, Nb, Mo, Tc, Ru, Rh, Pd, Ag, Cd, In, Sn, Sn, Te, I, Xe (same number of elements as period 4, same general structure, and includes first exclusively radioactive element, Tc)Period 6: Cs, Ba, La, Ce, Pr, Nd, Pm, Sm, Eu, Gd, Tb, Dy, Ho, Er, Tm, Yb, Lu, Hf, Ta, W, Re, Os, Ir, Pt, Au, Hg, Tl, Pb, Bi, Po, At, Rn (first period with f-block elements)Period 7: Fr, Ra, Ac, Th, Pa, U, Np, Pu, Am, Cm, Bk, Cf, Es, Fm, Md, No, Lr, Rd, Db, Sg, Bh, Hs, Mt, Ds, Rg, Cn, Uut, Fl, Uup, Lv, Uus, Uuo (all elements are radioactive; contains heaviest natural elements)

Zone of Proximal Development Definition, Examples

The zone of proximal development is the gap between what a learner has mastered and what they can potentially master with support and assistance. This concept, highly influential in educational psychology, was first introduced by Russian psychologist Lev Vygotsky in the 1930s. Origins Lev Vygotsky, who was interested in education and the learning process, felt that standardized tests were an inadequate measure of a childs readiness for further learning. He contended that standardized tests measure the child’s current independent knowledge while overlooking the child’s potential capability to successfully learn new material. Vygotsky recognized that a certain amount of learning happens automatically as children mature, a notion championed by developmental psychologists like Jean Piaget. However, Vygotsky also believed that in order to advance their learning even further, children must engage in social interaction with more knowledgeable others. These more knowledgeable others, like parents and teachers, introduce children to the tools and skills of their culture, such as writing, math, and science. Vygotsky passed away at a young age before he could fully develop his theories, and his work wasn’t translated from his native Russian for a number of years following his death. Today, however, Vygotskys ideas are important in the study of education—especially the process of teaching. Definition The zone of proximal development is the gap between what a student can do independently and what they can potentially do with the help of a more knowledgeable other. Vygotsky defined the zone of proximal development as follows: â€Å"The zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.† In the zone of proximal development, the learner is close to developing the new skill or knowledge, but they need assistance and encouragement. For example, imagine a student has just mastered basic addition. At this point, basic subtraction may enter their zone of proximal development, meaning that they have the ability to learn subtraction and will likely be able to master it with guidance and support. However, algebra is probably not in this students zone of proximal development yet, as mastering algebra requires an understanding of numerous other fundamental concepts. According to Vygotsky, the zone of proximal development offers learners the best chance to master new skills and knowledge, so the student should be taught subtraction, not algebra, after mastering addition. Vygotsky noted that a childs current knowledge is not equivalent to their zone of proximal development. Two children might receive equal scores on a test of their knowledge (e.g. demonstrating knowledge of at an eight-year-old level), but different scores on a test of their problem-solving ability (both with and without adult help). If learning is taking place in the zone of proximal development, only a small amount of assistance will be required. If too much assistance is given, the child may learn only to parrot the teacher rather than mastering the concept independently. Scaffolding Scaffolding refers to the support given to the learner who is attempting to learn something new in the zone of proximal development. That support might include tools, hands-on activities, or direct instruction. When the student first begins to learn the new concept, the teacher will offer a great deal of support. Over time, the support is gradually tapered off until the learner has fully mastered the new skill or activity. Just as a scaffold is removed from a building when construction is complete, the teachers support is removed once the skill or concept has been learned. Learning to ride a bike offers an easy example of scaffolding. At first, a child will ride a bike with training wheels to ensure that the bike stays upright. Next, the training wheels will come off and a parent or other adult may run alongside the bicycle helping the child to steer and balance. Finally, the adult will step aside once can ride independently. Scaffolding is typically discussed in conjunction with the zone of proximal development, but Vygotsky himself did not coin the term. The concept of scaffolding was introduced in the 1970s as an expansion of Vygotskys ideas. Role in the Classroom The zone of proximal development is a useful concept for teachers. To ensure that students are learning in their zone of proximal development, teachers must provide new opportunities for students to work slightly beyond their current skills and provide ongoing, scaffolded support to all students. The zone of proximal development has been applied to the practice of reciprocal teaching, a form of reading instruction. In this method, teachers lead students in executing four skills—summarizing, questioning, clarifying, and predicting—when reading a passage of text. Gradually, students take over the responsibility for utilizing these skills themselves. Meanwhile, the teacher continues to offer assistance as needed, reducing the amount of support they provide over time. Sources Cherry, Kendra. â€Å"What is the Zone of Proximal Development?† Verywell Mind, 29 December 2018. https://www.verywellmind.com/what-is-the-zone-of-proximal-development-2796034Crain, William. Theories of Development: Concepts and Applications. 5th ed., Pearson Prentice Hall. 2005.McLeod, Saul. â€Å"Zone of Proximal Development and Scaffolding.† Simply Psychology, 2012. https://www.simplypsychology.org/Zone-of-Proximal-Development.htmlVygotsky, L. S. Mind in Society: The Development of Higher Psychological Processes. Harvard University Press, 1978.

The Legacy Of Abraham Lincoln - 813 Words

you are going to learn a lot about five of the president that this country has had.The five presidents are Abraham. John Kennedy. Ronald Reagan George washignton Anytime before 1778 Lincolns dad wasn t born but, In 1778 Lincolns dad was born(Abraham,Lincoln). he was the 16th president and is on the penny. do you know him if not you will soon. he is Abraham Lincoln. he was born on febuary 12 in 1809. and in 1811 moved to a 230 acre farm in kentucky. and his brother tomas died in 1812. Three years later he moved to indiana.in 1817 he shot his first and last turkey because he didn t want to kill animals. in 1818 he got kicked in the head by a horse and was thought to be dead at age 15 he liked to be called abe. in 1820 to 1824 he went†¦show more content†¦in 1960(john.F.kennedy) At age 24 he was the youngest president kennedy faced a difficult battle against his republican opponent he ran for president and he got it. Then he sent peace corps they were young volunteers. john was one of the most popular presidents. john became a international icon. everybody wanted to be like him.in 1963 he was assassinated by lee harvey and he would be known as a communist he was arrested for the killing but he was shot by jack ruby while he was being led into the jail. John Kennedy and Ronald Reagan Are connected for being presidencies. Ronald reagan he was born 2/16/1911 he fought more military operations than any other presidents. his nickname was dutch. as a kid he worked as a life guard. After he signed. A contract with warners and for the next 3 decades he appeared in more than 50 movies. he adopted a son in 1948. then Ronald and Patricia Reagan had 2 kids. In the middle east Reagan sent 800 troops marines(Ronald,Reagan). The marines were supposed to be peace keeping but they kept it just under control no more riots or fights. In 1984 ronal was re elected beating his opponent by a landslide. Reagan had 44 out of the fifty states votes. that election is the biggest landslide the U.S has ever seen. Ronald Reagan and George Washington are connected by being presidents. George Washington was known for a lot but he s not known for being leader of the continental army.(Washington,George)George Washington

Early Child Education and Care Psychological and Cognitive Developmen

Question: Discuss about theEarly Child Education and Carefor Psychological and Cognitive Developments. Answer: Introduction Physical, psychological and cognitive developments of a child play a significant role in the upbringing of a child. Development delays and disabilities can at times impact negatively during the whole learning process of a child and should be recognized early, and appropriate interventions are taken to prevent further deterioration as well as promote recovery. Equally, the causative and risk factors should be identified early in the effort of enhancing the health of a child. Various factors influence development of a child across lifespans such as environmental factors, malnutrition, sociocultural factors, heredity, socioeconomic factors and health issues The environment in which children grows in influence their early learning significantly. The environment can be a home surrounding, school, daycare or any place where a child spends a considerable amount of time. The people with whom a child interacts contribute in the shaping of their personality. The child learns by observing how people interact with each other and if the skill is nurtured through motivation and reward, they and develop well cognitively, mentally and psychologically. Other factors that impact on the development of a child within their environment are the size of the family, family structure and friendliness of the school environment can determine the success in the acquisition of essential life skills. Additionally, accidents and hazards to which a person if exposed can prevent healthy growth (Cutter-Mackenzie, Boyd, Moore, Edwards SpringerLink, 2014). Malnutrition is another factor that affects the wellbeing of a child. Malnutrition predisposes a child to infection due to reduced immunity. Therefore the general health of a child is affected, a phenomenon that leads to altered interaction between the environment and learning of skills. It may also lead to poor neurocognitive development and maturation due to lack of the essential requirements that are necessary for the establishment of a healthy nervous system. Poor physical development may also affect the childs ability to learn various life skills (Gonzalez-Mena Eyer, 2012). Sociocultural factors such as the cultural beliefs, practices, values, norms and the society interaction at large influences ones development from childhood to adulthood. It also results in discrepancies in the proper development from one place to another due to the variation in the cultural aspects of different communities. According to Termini (2015), social discriminations associated with gender, age, social status and physical disability among others impact on the childs intellectual and social development negatively. This can be due to the anxiety and reduced self-esteem associated with the discrimination. Heredity and genes determine the physical characteristics of an individual such as gender, race, physique, cognitive abilities and interests (Gonzalez-Mena Eyer, 2012). Consequently, these features also determine how a child interacts with the environment. They also contribute significantly to the shaping of ones personality. Since hereditary factors cannot be altered, disability related to it cannot be treated, but supportive strategies can be used to help the affected children assume a normal development process. Socioeconomic status of the family one is brought up and the entire society influences interaction with other people, activities one involves themselves in and the facilities to which they have access. Financial capability of a family determines the kind of neighborhoods, educational and health institutions and services a person received which in extension have a direct impact on their general development. Moreover, it also determines nutrition of a developing child beside also affecting self-confidence, self-perception, self-consciousness, and self-esteem. Health issues and factors affect growth and development of a person across the life span. Mental health problems can lead to emotional and behavioral health problems and the general interaction with other people. Reaction from the environment can also impact on the child in all aspects of health-physical, mental, spiritual and mental health. Anxiety, stress, and depression due to health issues may lead to drug abuse and dependence which has detrimental effects on personal growth and development. Certain chronic medical conditions such as hypertension, diabetes and cardiovascular conditions that require frequent prolonged hospitalization may affect the childs intellectual and social development due to lack of attending school (Gonzalez-Mena Eyer, 2012). Developmental delay is a lack of milestone achievement by a child within the expected age ranges leading slow growth and development and even disability. Language and speech delay is characterized by the inability to effectively communicate with people through verbal expressions within the appropriate age ranges (Petty, 2016). It symptomatically presents with failure to exhibit verbal expression by the age of more than two years. It may also be identified when a child of more than four years speech id usually incomprehensible and incoherent. Use of gestures by the end of gestures and imitation by 18 months is expected in a healthy child whereby the contrary indicates delayed development or disability. Motor delay includes the inability of a child to balance, ambulate, and making use of various body parts including upper and lower limbs and coordination of the eyes. Children usually have difficulty in assembling items, walk, sit or stand. Furthermore, they express extreme reactions in response to mild pain or touch. Motor delays can be associated with poor neurocognitive development that affects the nervous system (Petty, 2016). Social and emotional delays involve the reduced or later achievement of ability to have meaningful relationship and interaction with other people including peers in a socially acceptable manner. Children with social and emotional delayed milestones display play skills that are inappropriate for their age. They may not correctly read and interpret social cues and hence resulting in inappropriate behavior. In the same way, they have emotional problems while relating with peers (Ritblatt, 2016). Cognitive delays are observed through assessment of a childs ability to learn, memorize and display age appropriate thinking skills. Signs of delayed milestone achievement may be through lack of following simple instructions by above the age of 2 years. Children may also find it difficult to imitate actions and speeches. In most cases, early detection can be made through realizing a child of 1 year not searching for hidden items while they are seeing (Gonzalez-Mena Eyer, 2012). Dyslexia is a learning disability that presents with difficulties and problems with accurate or fluent word recognition, poor decoding and poor spelling abilities (Luby, 2016). Children with this disability may be generally intelligent but read at a level lower than their peers. As stipulated by Marjanovic?, Kranjc, Fekonja and Bajc (2016), some of the known causes are heredity of traits that affect the auditory and visual processing and physical agents such as infections and chemical exposure during language development. Low birth weight, child exposure to nicotine and positive family histories are risk factors of disorder. Therefore, the auditory and language processing as well as visual interpretation of objects and words may be affected. Anxiety may also contribute in the worsening of the condition. The signs and symptoms that are observed are challenges in spelling words, rapid uncoordinated visual-verbal responding and challenges in the manipulation of sounds, reduced reading, fluency and comprehension. On the other hand, dyspraxia which is also known as developmental coordination disorder affects the physical and motor coordination of a person (Luby, 2016). It, therefore, results in restriction in the performance of physical activities. It can be observed as clumsy behavior. Furthermore, performance in daily activities and sports does not meet expectations of their age. It can be caused by a premature delivery which leads to poor development of nervous system, low birth weight, alcohol exposure of a child during pregnancy and consumption of other illicit drugs. Heredity and a positive family history of the condition are the primary risk factors (Britto, Clure, Stansbery Fenn, 2014). References Britto, P. R., Clure, C. M., Stansbery, P., Fenn, T. (July 01, 2014). Early childhood development.Health issues,28. Cutter-Mackenzie, A., Boyd, W., Moore, D., Edwards, S., SpringerLink 2014).Young Children's Play and Environmental Education in Early Childhood Education. (Springer eBooks.) Cham: Springer International Publishing. Gonzalez-Mena, J., Eyer, D. W. (2012).Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based, care and education. New York: McGraw-Hill. Luby, J. L. (2016).Handbook of preschool mental health: Development, disorders, and treatment. New York: Guilford Press. Marjanovic?, U. L., Kranjc, S., Fekonja, U., Bajc, K. (January 01, 2016). Quality of the preschool and home environment as a context of children's language development.European Early Childhood Education Research Journal,14,1, 131-147. Petty, K. (2016).Developmental milestones of young children. St. Paul, MN: Redleaf Press Ritblatt, S. N. (March 14, 2016). The Early Childhood Socio-Emotional and Behavior Regulation Intervention Specialist (EC-SEBRIS) training model: a crossroad of mental health and early childhood education.Journal of Mental Health Training, Education and Practice,11,1, 48-60. Termini, A. M. (January 16, 2015). Preschool Development.Cooperative Parenting Blog,1, 4-26.