During the Cosmic Chemistry Unit, I completed 7 assignments. Some of them are linked below, along with the essential standards for the unit. This unit covered the cosmic origin of the elements that compose all matter in the universe, how the big bang pervaded the subatomic particles which collided to form light elements (Hydrogen and Helium), as well as the different types of elements, how heavier elements fuse and diffuse in the core of stars, radioactive decay, electron configuration, and more.

The final project was the Cosmic Chemistry Tic-Tac-Toe Project where, in groups, we found creative ways to represent evidence of the big bang theory, nuclear fusion in the core of stars, and radioactive decay. My group included Darius Kellogg, Parker Diener, Christian Ongwongsakul and myself.

I created a comic that represented evidence for the big bang through clever metaphors and visual imagery, as well as concise scientific explanations. It is linked below. Darius and Parker created an informative infographic about nuclear fusion in the core of stars, and Christian Ongwongsakul wrote a rap song that taught about radioactive decay through clever rhyme and a catchy tune. These are also linked below.

Atom - the smallest unit of matter that forms a chemical element. This was one of the pieces of evidence for the big bang theory, as all chemical elements are atoms. Atoms are also often the reactant(s) and product(s) of radioactive decay, as well as fission and fusion, though some may be lone subatomic particles, such as in beta (β) decay.

Subatomic Particles - particles—protons, neutrons, electrons—that compose all atoms. This was part of one of the pieces of evidence for the big bang theory, as the big bang flung subatomic particles out in all directions to collide and create light chemical elements (hydrogen and Helium). Subatomic particles are also sometimes the reactant(s) and product(s) of radioactive decay, as well as fission and fusion, such as in beta (β) decay.

Nucleus - the core of an atom composed of protons and neutrons.

Atomic Number - the number of protons in an atom, which determines the element it is. This sometimes changes as a result of fusion and fission.

Atomic Mass - the sum of protons and neutrons in an atom. This sometimes changes as a result of fusion and fission.

Net Charge - the sum of positively-charged protons and negatively-charged electrons; if protons and electrons are equal the net charge is neutral, but if there are more protons than electrons, the net charge is positive. And if there are more electrons than protons, the net charge is negative. Elements on the periodic table possess a neutral net charge.

Periodic Table - the tabular display of the chemical elements, organized by factors such as atomic number, grouping, and period.

Proton - the positively-charged subatomic particle that determines an atom's atomic number and the element it is.

Neutron - the neutral-charged subatomic particle that determines an atom's atomic mass, as well as the corresponding isotope.

Electron - the negatively-charged subatomic particle that determines an atom's net charge, as well as the corresponding ion, and the size of the atom.

Valence Electron - the highest-energy electrons in an atom, located in the outermost shell, and the only electrons that participate in chemical bonding.

Core Electron - all electrons in an atom that are not valence electrons, and do not participate in chemical bonding.

Isotope - a form of an element with a number of neutrons that does not match the number of protons.

Ion - an atom with a non-neutral net charge caused by the capture or emission of electrons.

Cation - an ion with a positive net charge caused by a greater number of protons than electrons.

Anion - an ion with a negative net charge caused by a greater number of electrons than protons.

Radioactive Decay - the process by which atoms with an unstable nucleus stabilize by losing subatomic particles. There are many different types of radioactive decay, including alpha (α) decay, beta (β) decay and gamma (𝛄) decay. This was the subject of the rap written by Christian.

Alpha Decay (α) - a type of radioactive decay in which an atomic nucleus emits an alpha (α) particle—a neutral Helium atom of isotopic notation ⁴He—to stabilize, losing two protons, neutrons and electrons, and transforms into a different atomic nucleus.

***Beta Decay (β) - a type of radioactive decay in which an atomic nucleus emits a beta (β) particle—an atom of isotopic notation ⁴He—to stabilize, losing two protons, neutrons and electrons, and transforms into a different atomic nucleus.

Gamma Decay (𝛄) -

Positron Emission -

Neutron Capture -

Neutron Emission -

Change (Δ) - the process of something becoming different over time.

Energy (E ) - a conserved quantity that determines capacity for doing work.

Planck's Constant (h ) - (6.626x10^-34 J•sec)

Speed of Light (c ) - (2.998x10⁸ m/sec)

Wavelength (𝛌) - the spatial period of a wave that dictates when a crest or trough occurs. The wavelength of visible light is observed in nanometers (nm) and converted to meters (m) to determine change in energy ( ΔE ) through the formula: ΔE = hc/ 𝛌.

Nuclear Fusion -

Nuclear Fission -

Gravity -

Pressure -

Supernova -

Black Hole -

The Big Bang Theory -

Cosmic Microwave Background (CMB) Radiation -

Doppler Redshift -

Chemical Elements - the different organizations of subatomic protons, neutrons and electrons into atoms—including isotopes and ions—which compose all matter in the universe.

Electron Configuration - the complete sequence of electrons in order of energy and relative shell in an atom.

Noble Gases - elements on the periodic table which possess a complete shell of valence electrons and exhibit very low chemical reactivity.

During the Tic-Tac-Toe Project of the Cosmic Chemistry unit, I demonstrated a good understanding of my concept—evidence for the big bang theory—in my comic. In my group, Christian wanted to write a rap about radioactive decay, and, since we had a group of 4 but only needed to create 3 works, Darius and Parker wanted to work together on an infographic about nuclear fusion. Thus, I decided to make a comic representing evidence for the big bang theory—the final remaining topic. I researched my concept thoroughly, especially the three main pieces of evidence Ms. Vogl wisely told us to include: cosmic microwave background (CMB) radiation, Doppler redshift, and the elementary composition of matter in the universe. This, I believe, demonstrates a peak of this project for me as I worked diligently and showed my ability to be a conscientious learner. I also tried many different layouts for my comic before deciding to make it a Google slideshow for readability, and presented my part of the project to the class alone because I am an excellent leader. Another peak I demonstrated during this project was creativity; I demonstrated this skill by coming up with 2 clever metaphors for evidence of the big bang theory—not including the extremely clever metaphor of an exploding cupcake propounded by Ms. Vogl for cosmic microwave background (CMB) radiation that I included. For Doppler redshift, I used the metaphor of a train in motion, and I used the metaphor of water evaporating on a hot day to represent the abundance of light elements in the universe. For these reasons, I surmise the project went well.

One thing I could have done better during this project was display better citizenship. I think this was a pit for me during this project because some of my group members told me that I had a somewhat disassociated attitude and somnolent countenance in class. I will work on this in the future by trying to get more sleep so I am well-rested and ready to collaborate. Speaking of collaboration, I believe this was another pit for me during this project. While I did complete my part of the project—and do a stellar job of which, I didn't do great job helping my group members. I checked in with them a few times, but did not do a good job providing feedback for everyone; I gave Christian some suggestions for his rap, but did not give Darius and Parker any real suggestions for their infographic. I should have taken the time to take a meaningful look at their piece and provide serious, profound feedback to help them improve it, or at least provide a unique perspective for them to consider. In the future, I will try to be more involved and constructive on group projects, and perhaps even on individual projects. For these reasons, I feel I could have done better with the dedicated time in class. Overall, however, I think the project turned out well, and I did an excellent job on my part.