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Showing posts with label life. Show all posts
Showing posts with label life. Show all posts

POEM 3: Spiral of the Uncertain: Embracing the Unseen

Spiral of the Uncertain: Embracing the Unseen

- John Paul 


I. Invocation - Not Cold Mathematics

Not from cold mathematics alone
did the universe loosen into flame
not because mathematics is false,
but because they are lenses, not the same.
a disciplined way of seeing,
not the whole of what is seen.

Equations trace the paths that relate,
yet never exhaust the pulse of the whole;
not from drifting where formulas wait,
nor from frozen calculus void of soul.

Not from blind equation drifting without witness,
nor from frozen calculus turning in vacancy,
but from a depth that thinks
and endures its own thinking;
a source vast enough
to enter fracture,
to enter wound,
so the fragile might learn to stand.

A Logos that breathes through fire and desire,
reason that tenderly loves, not tires.

II. Descent - Layered Fires

We walk through layered fires,
circles of longing, circles of desire,
descending through attachments
we once called love,
we once admired.

Betrayal does not strike like thunder;
it comes as a voice we knew,
speaking differently under the sky,
the hand once trusted slipping through,
the sweetness once shared turning askew.

We are squares in Flatland
arguing about dimensions
we cannot see,
laughing at spheres
until the sky opens
and depth is glimpsed.

Testis interior, Sākṣī;
the silent sky within,
watching anger like shifting weather,
watching ambition rise and fall
like galaxies spinning together.

The invisible confesses itself
through consequence,
revealing the currents
beneath our small certainties.

III. Matter Becoming 

On a silica plate so smooth
it seems almost to deny friction,
a migrating trace separates and resolves.
A single traveling stain confirms completion.

No eye has witnessed
the hidden exchange of electrons,
yet the faint path declares
that bonds have broken,
that new unions hold.

In flasks where carbon rehearses its grammar,
rings open, chains extend,
nucleophiles seek their moment,
electrophiles yield,
intermediates flicker and vanish;
brief, unstable, necessary.

Mechanism is choreography:
arrows drawn to honor
motions we infer but cannot behold.
Some reactions require heat,
some require patience,
some must be quenched
before they shatter the vessel.

Change is not measurement;
it is metamorphosis,
not reduction,
but re-patterning,
true novelty not in smallness
but in transformed response,
a dance of matter,
a pulse of form,
a whisper of becoming,
made manifest.

IV. Fields and Thresholds 

Beyond the flask, the scale expands.
Electrons drift through ordered lattices,
no longer bound to single addresses,
described not as points alone
but as spread, as shimmer, as possibility;
patterns of probability
threaded through structure.

Energy gathers into bands;
permitted regions of motion,
separated by silent intervals
where no state may rest.
When the gap narrows, flow awakens.
When wide, resistance prevails.

Statistical mechanics listens
not to one particle
but to multitudes.
Temperature becomes collective restlessness.
Entropy counts unseen arrangements.

Equilibrium is not stillness;
it is dynamic balance,
a swing, a drift,
a whisper between order and undoing.
Gradual pressure gathers unseen,
until fracture declares itself.

Critical points arrive suddenly,
after seasons of accumulation.
The world is not linear:
a slight perturbation ripples, amplifies,
feedback loops tighten, spiral, coil.
Chaos births pattern;
systems fold into strange attractors.
Predictability survives
only as pattern within unpredictability,
a lattice of possibility
waving across the infinite.

V. The Brain - Repetition and Release

And the brain;
pliant architect of itself;
rewires along repeated pathways.

Fear rehearsed becomes corridor.
Courage practiced becomes bridge.

The depth that thinks
now thinking through neuron,
entering fracture again;
this time in us.

Practice inscribes structure
in living tissue.

Rest, too, obeys law.
In darkness, the mind resets its circuits.
Memory settles into deeper strata.
Without surrender to stillness,
No lasting creation endures.

Act fully and unclench.

VI. Ecologies - Forest and Body

Among trees,
the air is not empty.

Invisible compounds drift from leaves;
molecules that quiet inflammation,
that tune immune vigilance.

The forest does not preach;
it recalibrates.

Our bodies remember green.
Isolation thins resilience.

Love too is ecological.
It is not possession
but mutual flourishing.

A friend who becomes brother without shared blood.
A woman who becomes sister through loyalty.
Standing beside family in crisis
because belonging is chosen.

Like stable molecules sharing electrons
without losing identity,
love balances bond and freedom.

Where chemistry traces pathways
and physics maps fields of possibility,
we ask a further question:

If matter follows patterned relation,
if mind rewires through repetition,
if systems bend toward equilibrium
through cost and release—

might consciousness itself
also admit alignment?

Not imposed from outside,
not interruption of law,
but coherence so complete
that it appears luminous.

The spiral narrows here;
from cosmos
to carbon
to cortex
to character.

And sometimes,
in history,
that alignment takes flesh.

VII. Sacred Embodiments - Alignment in Flesh

Across history, certain lives
embody this pattern vividly.

The Lamb of Logos
born under threat, carried into exile,
trembling in a garden,
yet aligning human will with deeper purpose;
divine in form, yet human in doubt,
facing uncertainty even in whispered prayers,
learning courage in the shadow of fear.

The Blue Child on Peacock
born in captivity, hidden from violence,
speaking clarity amid a battlefield,
playful, human, yet embodying cosmic consciousness;
confused, questioning, testing the path,
yet teaching us that clarity emerges through trial.

The Rose who resists in the green doom
orphaned early, shaken in solitude,
learning to trust the voice that unsettled and summoned him,
divine presence wrestling with human fear,
uncertain from the first breath,
yet showing that steadfastness grows from struggle.

Even gods, clothed in flesh, know the weight of doubt,
and in their hesitation, their trials, their uncertainty,
they show us the way.

Beneath the rituals, beyond the traditions,
lies this deeper meaning;
that courage, like a river, carves its course through shadow,
that alignment is learned in fracture,
and that fragility is not weakness, but passage to transcendence.

Divinity does not erase humanity;
it flows through it.
Not as domination,
but as coherence under strain,
as light emerging through the cracks of doubt,
as faith born in the laboratory of uncertainty.

VIII. Wound and Refinement

Sin is more than surface stain.
It is rupture in alignment,
distortion in relationship.

For distortion left unattended
repatterns the whole field.
And yet;
what can deform
can also be transformed.

It cannot be wiped away by denial;
it must be treated from within.

As infection spreads through tissue,
so concealed fault reshapes the soul
until courage consents to incision
and mercy becomes medicine.

Carbon under pressure becomes diamond.
Consciousness sheds ignorance
through cycles of refinement.

Life is purposeful becoming.

IX. Love (Second Movement)

For love is more than intimacy.
It is understanding before touch,
recognition before embrace.

To know another’s fracture
and guard it, not use it.

To share strength
without creating dependence.

Closeness without suffocation.
Care without control.

As lattices hold structure
without crushing motion,
When the inner gap narrows,
trust conducts again.
When widened by fear,
resistance prevails.

Affection must balance
bond and freedom.

Innocence is not ignorance.
It is knowing one’s capacity for ruin
and choosing restraint.

Wisdom is self-mastery.

X. The Witness

We think,
and then we examine the thinker.

A lantern turned inward
studies the flame that holds it.

Anger passes like weather.
Ambition swells and thins.
Behind them
a wider sky remains.

Witness within the storm.
Sky behind the weather.

We are small;
yet capable of turning awareness upon itself.

Perhaps the real transformation
is not matter shrinking into strangeness,
but consciousness widening
until fear loosens its claim.

The universe expands.
So can we.

XI. Spiral Conclusion

The universe continues outward;
not cold mathematics alone,
but relation widening.

And you;
storm of elements,
maker of models,
witness of your own becoming;

are not asked for certainty,
but for alignment.

Not sterile arithmetic;
but courage entering fracture.

The depth that thinks
now thinks through you.

And in probability and ash,
in exile and awakening,
in fracture and forgiveness,
a deeper order breathes;
unfinished,
yet quietly healing
toward wholeness.



As the spiral of the poem draws to a close, the reader has traversed layers of thought, matter, and feeling through fracture, alignment, and awakening. From the patterns of the cosmos to the inner workings of the mind, and from the bonds of love to the courage of the human spirit, a path has been traced: one that does not seek certainty, but embraces possibility.

It is here, at this threshold between reflection and experience, that the poem offers its final invitation:

The poem invites the reader to move with uncertainty, rather than against it. Fractures, doubts, and challenges are not obstacles, but openings, opportunities for growth, reflection, and courage. By observing the mind and its patterns, we discover the possibility of transformation. Through patience, practice, and careful attention, alignment can emerge, within ourselves, in our relationships, and in the world around us. Life is not a problem to be solved, but a process to be lived. True strength arises when we engage with the unknown, allowing it to shape, guide, and refine us.

UHB1: Common Cold

 Common Cold 

Both doubt and certainty are contagious as the common cold.

- Kathryn Schulz

https://www.youtube.com/watch?v=LsqCA50d7BM

The common cold is something we all experience in our life. It is very uncomfortable and exhausting to experience this. With a reasonable amount of time spent with the common cold, we have our own remedies to treat it. In reality, we do not know what a common cold really is. 

This writing will focus on understanding the common cold with the help of science, it does not give any medical advice. Simply it explains the common cold with the help of known facts. So it will provide an understanding of the common cold and help to act accordingly. 


What is a virus?


A description of human Rhinovirus 
Virus: An Illustrated Guide to 101 Incredible Microbes Front Cover Marilyn J. Roossinck

"A virus is a submicroscopic infectious agent that replicates only inside the living cells of an organism".

Decoding this sentence will provide a lot of information. 

The word virus is originally a Latin word that translates as a thick unpleasant liquid or simply slime. This might give some intuition in this context of the common cold, one can relate "thick unpleasant liquid " to the common cold. So, in a literal way, one can relate a virus as an "unpleasant liquid " from one's body and it is hazardous for fellow humans (This is not entirely true but in some sense it is considerable).

"Submicroscopic refers to something which can't be seen using conventional microscopes which work with a visible light source. So a virus is smaller than the wavelength of light. Which is really small. 

These graphics will give a better understanding of the size of the virus compared to other particles

https://assets.weforum.org/editor/VA3n8eC_pHvbZGL13lARzzkBw7h-xyOBM4E48Mf_yjw.jpg


Infectious or infection is derived from the Latin word "infectious" which means to put in or to dye or to stain. So it is an action to put something in our case the something is a virus. In a more apt manner, infection is an invasion of some disease-causing microorganisms. So an infectious agent is something that can be quickly passed on to another person.

The virus is a confusing and interesting organism because it can only live in a living body and be pseudo-dead outside a living body.  It is like some kind of superpower it can freeze itself outside a living body and can attack once it is inside a living body. 


Understanding the nature of the virus

We human beings are very much capable of creating our own energy, we are not actually creating energy but we transfer energy from our surroundings like plants create their own energy to live from the sun and soil we create it using plants, animals, sun, and soil. The same applies to bacteria, insects, and other living organisms. To put forth assume what will happen if plants do not have soil, sun, and air to live can they live? The answer is no. 

As mentioned earlier viruses are pseudo-dead outside the living body which means they are not capable of making energy on their own but once they find a host which can supply the energy they can then act independently.

Viruses are very intelligent they can reproduce rapidly, they and easily adapt to any environment, they can co-opt with the host and evolve easily, and they can spread easily. This might give you a very overlooked understanding of viruses but that is enough. One important note is that viruses exist since the evolution of cells.


Common cold

The common cold is a viral infection in our nose and throat simply the upper repository tract.  It is the most common human disease. The technically common cold is called "Upper Respository infection (URI)". Then the question will be why it is called the common cold? It will be answered later. 

In a non-technical tone, the common cold can be understood as follows. When a virus or a group of viruses come and live in the lining of the nose, throat, sinuses, and larynx. Basically when the virus chooses the upper respiratory part of our body to live and reproduce. 


What does the common cold cause?

The simple answer to this question is that it causes discomfort to us. Broadly speaking it causes many things. Cough, sore throat, runny nose, sneezing, headache, and fever are some discomforts caused by a cold and this can be considered as a sign or a symptom of a cold. 

<a href="https://www.freepik.com/free-vector/common-cold-symptoms-cartoon-style-infographic_9741943.htm">Image by brgfx</a> on Freepik

What causes the common cold?

As we know the common cold is caused by viruses. There are many kinds of viruses that cause the common cold and the most dominant of them is Rhinovirus which literally means nose in greek. This type causes almost 30% to 60% of the cold along with other commonly implicated viruses including human coronaviruses, influenza viruses adenoviruses, human respiratory syncytial viruses (RSV), enteroviruses other than rhinoviruses, human parainfluenza viruses, and other 200 types. But mostly different variants of the Rhinovirus family.  

It is because Rhinovirus infection increases quickly in temperatures from  33 to 35 °C, which is the average temperature found in the nose. These are one of the smallest viruses. on average, it is 30 nanometers  in comparison an RBC (red blood cell) is 5000 - 8000 nanometers. Which is an advantage for Rhinovirus. 

Rhinovirus along with other viruses is transmitted through various means. They spread via airborne aerosols, respiratory droplets, and contaminated surfaces, including direct person-to-person contact. The viruses may survive for prolonged periods in an environment (over 18 hours for rhinoviruses) and can be picked up by people's hands and subsequently carried to their eyes or nose where infection occurs. So as a consequence of this poor hygiene can also cause the common cold.

https://www.verywellhealth.com/cold-causes-4689139


What  "The common cold" really is?

So far we have some understanding about the common cold that is caused by viruses and other but what is the common cold really? The common cold that we experience is our body's reaction to the habitants a.k.a viruses in our body.

The common cold is caused by viruses but the thing that we experience is the reaction of our body to the virus in our body and the virus does not cause a runny nose rather it is our body's coping mechanism in a defensive mode to survive.


What actually happens

The virus has a very comfy environment inside the lining of our noses and sinus. They enter through various means. 

Now after they enter and take their place our body senses something new and sends a signal to the brain about it.

The brain starts to react. First, our body makes the blood passage wider to increase blood flow. This is the reason we feel and look inflamed (Swollen and sometimes red) during cold

Next, the body releases more white blood cells (WBC) in the blood. WBC is a part of the immune system that prevents us from external and internal attacks of infections and other things. As the blood passage is widened more WBC flows in the blood and reaches the sites of attack (mainly the upper respiratory tract).

Next, our body starts to produce mucus due to the triggering of the chemical called histamine in our body. This caused the overproduction of mucus in the lining of our respiratory tract which can travel to our digestive system, sinus, mouth, and lungs. mucus is like a goo so it is sticky. This mucus can also be triggered due to fine dust (Which is a dust allergy very similar to the discomfort of the common cold). As the mucus is like a goo it traps the virus in the inner linings of the upper respiratory system.

Already the blood passage is inflamed and the overproduction of mucus will cause it to press our sinuses and this caused the headache mainly in the outer four heads. So the compression of the sinus causes headaches. 

The WBC physically fights the viruses and the nucleus flushes out the virus by mouth, nose, or by digestive acids. So this causes runny nose, sneezing, cough, and vomiting. So, what we experience as the common cold is our body's reaction to the virus in our body. 

https://www.pennmedicine.org/for-patients-and-visitors/patient-information/conditions-treated-a-to-z/common-cold

Scientifically what can be done during the common cold?

As WBC is the primary defense mechanism which is made up of protein, taking protein-rich food will be useful as it boosts our immune system, during this discomfort we will also feel fatigue. Basically, protein helps us to build antibodies (like WBC) and helps to maintain strength by which the duration of the common cold might be significantly reduced. 

Taking a lot of fluids without sugar because sugar triggers the production of fatty acids in livers so will cause more discomfort by causing more swelling thus it causes more problems. Including electrolytes in the fluids will help to gain strength. Taking a lot of fluids will help to keep us hydrated and keep mucus production. By taking a lot of fluids mucus can easily come out of our body.


The other scientific thing that our body does is to cough and sneeze, by which the mucus and the virus can physically come out of our body through mouth and nose. Both coughing and sneezing help to relieve the congested airway and help in releasing mucus from the body.  

Taking rest helps to overcome these discomforts. Doing heavy physical work and mental work will cause more discomfort. 


Myths related to the common cold

Applying Vicks during a cold can relieve clogging inside the sinus. The reality is that the odor of menthol tricks us that we are breathing through an unclogged nose.  Menthol is an organic compound that produces a cooling sensation when applied on the skin that can relieve light pain. Naturally, this is found in peppermint.

Eating ice cream can cause a cold. This is not entirely true, it depends on the situation. When you are already infected by the virus eating ice cream which is essentially made up of dairy products and sugar will make the mucus thick and cause more discomfort. When you are not infected by a virus ice cream can't cause a cold. 

Taking antibiotics can speed up the process of recovery. People use mild antibiotics while they have colds thinking that it will provide relief but in reality, it will do nothing because antibiotics are against bacteria they do not affect viruses. 

Over-the-counter, medicines can help to get relief. It is true but always relying on these medicines to overcome the symptoms will be a bad idea in the long run because our body will become resistant to them and will produce no effect in the long run.   

You can catch a cold by wet hair and spending more time in the water (at least in my home). Wet hair can't be a possible reason to catch a cold but spending time in water can cause it because water might contain viruses so it can affect us. 


Why is Upper Repository infection called the common cold?

The name is common cold for the upper repository infection because this infection is mostly observed during cold weather. The reason can be justified using science. 

During cold weather, the air is moist and humid so the possibility of virus trapping in the moist is high and it can persist for more time can be easily transmitted. During cold weather, people tend to stay indoors so the possibility of transmitting the virus is high because we get exposed to it for a longer period of time. 


Why do children get the common cold more often? 

The reason for this is that children do not have fully developed immune systems, they are in the developing stage so they experiment and react with new inhabitants like viruses and bacteria. This is the reason why children are more easily affected by the common cold. Also because of poor hygiene children catch a cold.


In the worst-case scenario, we can expect the body temperature to increase to kill those viruses and any other inhabitants and we call it a fever. The best way to overcome this is to take rest, have hot tea, sleep well, have more fluids, and eat light food and protein-rich food. Even taking a hot bath will help with the symptoms of the common cold. 


https://images.everydayhealth.com/images/your-day-by-day-guide-common-cold-722x406.jpg?w=768



Cure for the common cold

As it is mentioned earlier the virus are intelligent pseudo-living beings. They evolve in every possible environment so any medication that we give to fight it will actually help in the evolution of the virus we can not cure a common cold but can prevent it by having a proper diet to have a good immune system and good hygiene. 

For better understanding, you can watch the video by TedEdu https://www.youtube.com/watch?v=LsqCA50d7BM



Hope this article was useful and I hope you learned something from it.

If you have any theories or questions regarding this, you can express them in comments or chat with me on my Instagram page: https://www.instagram.com/phy.sci/?hl=en.



IF YOU HAVE ANY DOUBTS AND CLARIFICATION YOU CAN COMMENT HERE.
IF ANY INFORMATION IS INACCURATE I AM READY TO CORRECT IT



Hope this article was useful and I hope you learned something from it.


If you have any theories or questions regarding this you are free to express them in the comments or you can chat with me on my Instagram page https://www.instagram.com/phy.sci/?hl=en.

Empiricism and Rationalism

 Empiricism and Rationalism - A connection to Model theory

“I suppose therefore that all things I see are illusions; I believe that nothing has ever existed of everything my lying memory tells me. I think I have no senses. I believe that body, shape, extension, motion, and location are functions. What is there then that can be taken as true? Perhaps only this one thing, that nothing at all is certain.”

 ― Rene Descartes



Why should we know the words Empiricism and Rationalism? People have a very different views of the world. No same person can have the same thought over a thing they observe. The approach to the emergence of thought in the homo mind follows two independent ways of process. Those ways are Empiricism and Rationalism. We humans are concerned with knowledge. Once there was a battle between these two processes but due to the emergence of the human mind now we can use this process to explain how now think and how one can have the grand knowledge of Mundus. It does not judge a mind rather it expands the mind to join with like-minded people and to understand the persona mind.

Empiricism

The word Empirical is the Greek word "empīricus" which means "based on observation". Now many things in a chaotic mind will find a link at least for minds like me. So in simple words the process of Empiricism states we process our knowledge by observation. For better understanding, we can say that we gain knowledge only by the materialistic observations that we make. To make sense of this process we need to go back to our childhood. When something is introduced to a child, the child takes it plays with it, grabs it, sees it, bites it, and does many things until it gets a sense of what it is basically the child scans the thing given to him or her. So when a teddy is given to a child it scans it and forms a model of the teddy in the mind and gets a piece of knowledge about the toy.


Rationalism 

The word rational is the Latin word "rationalis" which means " in accordance with reason and logic". The reason is simple logic and logic is a mind game that everyone performs. This logic makes us the 6 sense living entity. So the criterion of the truth is not sensory but intellectual and deductive. To understand it let us take an example, As a youth, we learn to handle money, we have a piece of prior information about money management from our parents, elders, and books. During a crisis, one can't spend the money just like that so one should make mental calculations and see which result will be suitable for him or her. So this is based on logic it is a rationalist way of linking the information and gaining the knowledge.


A deeper understanding of Empiricism and Rationalism

In the beginning, the Empirical process of gaining information is seen to be correlated with common sense. Since we see and feel the things around us and know about them. It becomes obvious that we gain knowledge from an empirical process. One thing we do know is that our senses sometimes mislead us. White walls can appear yellow in strong sunlight. Surgeons can stimulate one's brain so that one “sees” a patch of red that isn’t there. One can have hippopotamus dreams, and so on. "My sense experiences are at least sometimes created by my mind – or somehow in my mind. These comparatively rare “mistakes” have led many philosophers to insist that all my perceptions are “mediated”. Ultimately there is a greater consequence of this thought process which believes that only we exist and nothing else exists.

Comming to Rasitionlist's way of thinking makes the knowledge very unique. It is not that the rationalist creates knowledge in their mental state rather they join the information through logic and make it a piece of unique information. It seems that rationalism is a process followed by the polymaths and the selected ones but in reality the freedom of logic makes us what we are so, we all have a piece of rationalist thinking. This rationalist process has a blasting negative consequence, As a rationalist is a mental person he or she will gain a god complex out of his or her powerful capacity to link and create knowledge. 


Finally...

This discussion is not over but has started, From this much we should understand how we are. Personally the concept of "unknown knowable mind - consciousness" still remains a private room in each of our minds and the rationalist process of gaining knowledge will help us to gain knowledge about this private room. 

No matter how much we know about wave-lengths of light and human sensory perception, science seems unable to describe or explain the total uniqueness of our perceptual experiences or “qualia”


DO VISIT THE ARCHIVE TO EXPLORE MORE 

Hope this article was useful and I hope you learned something from it.


If you have any theories or questions regarding this you are free to express them in the comments or you can chat with me on my Instagram page https://www.instagram.com/phy.sci/?hl=en.






 

WWAMO 3: Understanding the structure of an atom

 

WHAT  WE  ARE  MADE UP  OF?

Understanding the structure of an atom

“Protons give an atom its identity, electrons its personality.” ― Bill Bryson

Previously we have seen some basic things about the particles present in the atom. This segment will mainly focus on the detailed structure of an atom, the rules governing them, and the parameters to locate the three fundamental particles of an atom. So this segment needs little attention to understand the concept. 


Image shows an electron ptychographic reconstruction of a praseodymium orthoscandate (PrScO3) crystal, zoomed in 100 million times. Credit: Cornell University


How does an atom really look?

In reality, we can't see an atom as we can see the collection of them. This is because the atom is almost 10000 times smaller than the wavelength of light. We are able to see a table because the light is reflected by it as an atom is very small the light will pass through the atom thus we cant see it. 

We get answers by collision 


Image No. 10324719 | This is a Rights Managed image. Inventory No.: 1901-51 Source No.: 1901-0051 Credit © Science Museum / Science & Society Picture Library -- All rights reserved.
The above image is a cathode ray tube. This is one of the original vacuum tubes used by the Cambridge professor of physics Joseph John Thomson (1856-1940) to discover the electron in 1897. Thomson's work contributed enormously to our understanding of the atomic structure of matter, leading to the research fields of atomic and nuclear physics, and marking the birth of the modern electronic age. 

J J Thomson's scattering experiment gave a way to know and imagine the structure of an atom. You can get the exact detail on the internet. After the discovery of this experiment, the image of the atom was developed by many people and now we have a complex structure to understand but still, we can understand it.

The alpha particles were used in the early stages now we use the electrons, x-rays, and more to find out the structure.

Illustration of an atom
The is my imagination so if anything is wrong you can correct me.

Let's start with a primitive image and get an intuitive imagination.


Made by J John Paul using blender
CLASSICAL MODEL
The above is an image of an isolated Helium atom 
(The colors are imaginary, they are provided to distinguish between the particles)

The above illustration gives us much information about the atom. On comparing the size of the fundamental particles we can see that the Protron and neutron are identical in size, So considering them as solids we can say that they have the same mass. By the experiments, it is found that the size of the Protron and neutron is 1.5 femtometer which is quadrillionth (1 followed by 15 zeros) of a meter or we can say 0.00000000000000015 meters. They both have almost the same mass. The mass of a proton is 1.67493 x 10^(-27) Kg and the mass neutron is 1.67262 x 10^(-27) which is very small. From the illustration, we can see that both proton and neutron collectively form the nucleus or the central part of the atom and they contribute almost 99.99% of the mass of the atom.

The electron is very tiny as compared to the above two particles. In terms of quantum mechanics, the electron is size less i.e. a point particle but it has a mass that is 9 x 10^(-31) m again it is very small.

Interestingly all the electrons in the universe are identical and you can't distinguish between two electrons if a cluster of electrons is placed before you. The same case applies to both protons and neutrons in the universe.

Imagining an atom like a scientist.


Made by J John Paul using 3-D Paint
MODERN MODEL


This is how a real scientist would imagine an atom. Previously we saw the two electrons in a definite position but in reality, we can't determine their exact position but we can predict their location in a specified region. Here come boring yet most beautiful reasoning of humans called probability. Probability is not a new word nowadays all the sports from football to cricket this plays an important role and we also involve in it like a modern astronomer. 
So in the illustration, you can see some regions brighter than others. The bright region specifies the position of the electron with the maximum probability and the light region specifies the minimum probability of the position of an electron.

**** Now we have a good image of the electron and now we can proceed with some basic concepts.

New words to things before we dive into a beautiful scientific literature 
  • An isolated atom always consists of an equal number of protons, neutrons, and protons. It is because an isolated atom is natural so all net charges should be zero.
  • Orbits - Orbits are the well-defined paths of the electron around the nucleus.
  • Orbitals - The shape of the probability cloud is called orbitals. 
Understanding orbits and orbitals
See the illustration of the classical model here we can see a very thin circular line that can be considered an orbit. It actually represents the motion of the electron in the 1-D plane. It can be either circular or elliptical. Orbits represent that position and momentum of an electron can be measured simultaneously with certainty.

Orbitals are 3- dimensional space (the real space we live in) around the nucleus where the probability of finding an electron is maximum. So it represents the motion of an electron in 3- dimensions. Orbitals have different shapes. Orbitals are completely a result of Quantum mechanics. So orbitals have many restrictions but it makes our job easy.

The main difference between orbits and orbitals is that in one orbit 2 x n x n electrons can be present (where n is principle quantum number) but in an orbital, only two electrons can be present that too with many restrictions.

To directly say orbitals are mathematical functions the describe wave-like behavior of an electron. The following illustration shows different types of orbitals. The orbitals are observed using spectroscopic techniques and are named after them according to their observed shape (s - sharp, p - principle, d - diffused).




ATOMIC ORBITALS
Illustration made using blender and GIMP by J John Paul


Instead, each electron exists as a probability cloud, more likely to be in one place than another, but not actually in any one place at any given time. The figures below show the various three-dimensional shapes of the probability clouds of electrons around a nucleus. The first type, called an “s” orbital, is totally symmetrical—the electron is not any more likely to be in one direction than another. The second type, called a “p” orbital, has two lobes, meaning the electron is more likely to be found on one side or the other of the nucleus, and less likely to be found in any direction in between. While there is only one “s”-type orbital, there are three “p” types, with lobes pointing in the three orthogonal directions (x, y, z) of space. Similarly, there are five different types of “d” orbitals and seven different types of “f” orbitals, with increasing numbers of lobes. (You may think of these shapes as a bit like three-dimensional standing waves.)

  • Shells - The shell is the principle quantum number. The electrons in an atom are arranged in shells that surround the nucleus, with each successive shell being farther from the nucleus. Electron shells consist of one or more subshells, and subshells consist of one or more atomic orbitals. Electrons in the same subshell have the same energy, while electrons in different shells or subshells have different energies. Shells are named K, L, M, N.. (which are X-ray notations)
  • Subshells - The "subshells" are the orientations and shapes for orbitals, going in order by s,p,d,f.  (will be continued in quantum numbers)

  • Energy levels - Everything in the world possess energy so when we enter into atomic levels we have to be careful with the energy levels. "A quantum mechanical system or particle that is bound—that is, confined spatially—can only take on certain discrete values of energy, called energy levels." In this case, we generally speak about the potential energy so by convention we set the potential energy at infinity is zero. Thus, the bounds electrons have negative potential energy. As the energy levels depend on the principle quantum number (n) these are not continuous rather discrete or quantized which means only a certain set of values can exist and others are forbidden. Quantized energy levels result from the wave behavior of particles, which gives a relationship between a particle's energy and its wavelength. For a confined particle such as an electron in an atom, the wave functions that have well-defined energies have the form of a standing wave (which is illustrated above).
  • Ground state -  When the electron is in the lowest possible energy configuration in a particular orbital it is said to be in its ground state.
  • Exited state -  If the electron is in a higher state than its ground state it is called an excited state. This may occur due to heat, light etc.

Rules for filling electrons in the orbits
  • Aufbau's principle. It states that in the ground state of an atom or ion, electrons fill subshells of the lowest available energy, then they fill subshells of higher energy. For example, the 1s subshell is filled before the 2s subshell is occupied. In this way, the electrons of an atom or ion form the most stable electron configuration possible. Here the 1 in 1s represents the principle quantum number. Simply the electrons according to this rule are filled according to the increasing order of the atomic orbitals.
  • Pauli's exclusion principle. This is one of the famous rule in the physics regime. To simply say it tells that in an isolated atom only two electrons can occupy the same orbital or the quantum state. This is because of the "spin" in electrons. Due to the spin no two electrons can take the same state. This rule help us to calculate the number of electrons that can occupy the given subshell ( it is given as 2(2l + 1) where l is the angular quantum number. It is named as exclusion principle because if two electrons with the same quantum state is present then one electron is excluded.
  • Hund's rule. From previous rules we know that  each orbital can occupy two  electron. So while they are filled first one electron is filled first and then after fill it the 2nd electron is filled. i.e if you have the box and 6 balls first one ball is filled in each box and then the remaining 3 balls are filled in the box.
The four important quantum numbers
Quantum numbers describe the orientation of an atom mainly the location and arrangement. (previously you have encountered two quantum numbers n and l). It is easy to visualize an atom using quantum numbers because of the integer or half-integer values. Understanding quantum numbers will help us to know about the atom in detail.
 
  • Principle quantum number (n): It is the serial numbers of shells starting from the inner lower most shells to the outer shells. Is has the values of 1,2,3,4... or generally represented as K, L, M, N.. shells. In a overall view it gives us the energy configuration of the atom. The set of orbitals with the same n value if often referred as an electron shell.
  • Orbital quantum number (ℓ): It can also be called as angular quantum number because the orbital quantum number of an orbital determines its angular momentum an the shape of the orbitals (See the fig. of atomic orbitals above). It has the values (n-1) so it starts from 0,1,2,3... n-1. It is generally represented as s, p, d, f... which has the shapes spherical, sumblled, doughnut and some other unique shapes respectively. So it represents the number of planar nodes (mid point) passing through the nucleus.
  • Magnetic orbital quantum number (mℓ): The magnetic quantum number specifies the orbitals available within a subshell, and is used to calculate the angular component of the orientation of the orbital in space when placed in an external magnetic field. So it wives two important things first, the projection of the orbital quantum number (ℓ) on the magnetic field direction. Its value renges from l, l-1, l-2 ...0, -1, -2, ... -l i.e. if l is 2 ml can have the values -2, -1, 0, 1, 2. This magnetic orbital quantum number forms the basis of the modern periodic table. s, p, d, f orbitals contains 1, 3, 5, 7 orbitals so the values of ml ranges from 0, +/-1, +/-2, +/-3. Each of these orbitals can accommodate up to two electrons with opposite spin. This quantum number brings the concept of spital quantization which means that if l=3 then ml can have 7 values thus the l or the angular component can take only 7 directions in the space.
  • Magnetic spin quantum number (ms): As already mentioned an electron will have its own spin which is one of the fundamental property of electron. So an electron can have up (+1/2) SPIN or down (-1/2) SPIN, which gives the basic orientation of a electron. The ms give us the projection of the spin vector s along the direction of an external magnetic field. So it can have two values parallel to magnetic field (+1/2) and anti-parallel to the magnetic field (-1/2).
So with the above we can imagine a atom in more systematic and precise manner.



Electronic configuration

Electron configuration was first conceived under the Bohr model (classical model) of the atom, and it is still common to speak of shells and subshells despite the advances in understanding of the quantum-mechanical nature of electrons. 

An electron shell is the set of allowed states that share the same principal quantum number, n (the number before the letter in the orbital label), that electrons may occupy. An atom's nth electron shell can accommodate 2 x n x n electrons, e.g. the first shell can accommodate 2 electrons, the second shell 8 electrons, the third shell 18 electrons and so on. The factor of two arises because the allowed states are doubled due to electron spin—each atomic orbital admits up to two otherwise identical electrons with opposite spin, one with a spin +1/2 (usually denoted by an up-arrow) and one with a spin −1/2 (with a down-arrow). A subshell is the set of states defined by a common azimuthal quantum number, ℓ, within a shell. The value of ℓ is in the range from 0 to n-1. The values ℓ = 0, 1, 2, 3 correspond to the s, p, d, and f labels, respectively. For example, the 3d subshell has n = 3 and ℓ = 2. The maximum number of electrons that can be placed in a subshell is given by 2(2ℓ+1). This gives two electrons in an s subshell, six electrons in a p subshell, ten electrons in a d subshell and fourteen electrons in an f subshell.

For atoms, the notation consists of a sequence of atomic subshell labels  with the number of electrons assigned to each subshell placed as a superscript. For example, hydrogen has one electron in the s-orbital of the first shell, so its configuration is written 1s1. Lithium has two electrons in the 1s-subshell and one in the (higher-energy) 2s-subshell, so its configuration is written 1s2 2s1 (pronounced "one-s-two, two-s-one").