1. On your graph paper, label the x-axis as "Atomic Number." Label the y-axis as "Atomic Mass." There are no units for atomic number, but atomic mass has a unit of (u). This stands for atomic mass units. 2. For each of the first 85 elements in the periodic table, plot a point representing the atomic number (x) and the atomic mass (y).
3. Answer the questions on your lab report.
Question:
What is the relationship between the atomic number and atomic mass of an element?
Prediction:
Make a prediction based on the question above. Be sure to give an explanation for your answer. (4 points)

Observations:
The graph you created will be used as your observations and results. Please attach it to this report. (8 points)

Summary:
Use your observations to answer the questions below.
1. Do your observations support your prediction? Explain how they do, or why they do not. (4 points)

2. Describe the shape of your graph. Does it look as you expected? (4 points)

3. Does your graph maintain a consistent pattern? Identify any changes you notice in the pattern. (4 points)

4. How would you describe the relationship between the atomic number and atomic mass of an element? (4 points)

5. Describe any challenges you encountered when making your graph. Could you have done anything differently? (4 points)

6. Why do you suppose the graph behaves as it does toward its right end? (4 points)

7. Radioactivity affects elements that are unstable and tend to break apart easily. These elements often have the largest atomic numbers on the periodic table. Explain how this relates to the behavior of the graph for the heaviest elements (those at the right end of the graph). (4 points)

yes it is   dangerous

explanation:

because that foot is discusting and could get you sick

picture a world where computers are building made-to-order personalized robotic arms and synthetic organs, drones are circulating above mars! due to the rapid growth of technology, the future has never been more unpredictable, and it presents a huge challenge in education: we are teaching students how to work in a future that we have never been unsure of. it is widely predicted that in eight years’ time, there will be more jobs in the fields of science, mathematics, technology and engineering than in any other discipline. and, as the technology continues to develop, it will soon become clear that addressing social problems will involve more innovative thinking, and analytical and technical knowledge than ever before. undeniably, there are no subjects that encourage innovative and creative thinking, deep thought, problem solving and independence more than the stem subjects. while it is widely commented on that there is a need to reimagine the ways stem subjects are taught in schools by embracing a more interactive and innovative approach to appeal to more students, it should come as no surprise that some of the most reputable educational organizations in the world are already implementing changes to embrace stem. harvard, for example, announced in 2014 that they were increasing their computer science faculty by over 50% and has since introduced computer science as a core subject for all freshmen. the urgency of supporting stem subjects at a young age is becoming more relevant than ever, as adopting a keen interest in the curricula needs to happen early. however, beyond the age issue is one of gender.

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