6) TYT Kimya - Atomun Yapısı - Görkem ŞAHİN - 2027

The dark paradox of science. History is filled with heroes and monsters. Often, you can tell who is a hero and who is a monster at a single glance. But what if both lived within the same body? What if I told you that the great genius who saved millions of people on Earth from starvation—the very reason the bread on your table exists—is the same man who caused thousands of soldiers to die in the trenches, coughing up their own lungs? Behold the darkest paradox of science. I will talk about a man who produced bread from nitrogen in the air and death from his laboratories. Fritz Haber, the early 1900s. The world population was growing at an incredible rate, and scientists made a terrifying prediction. The soil would no longer be able to feed humanity. Fertilizer was running out, fields would dry up, and millions would unfortunately starve to death. We needed nitrogen for plants to grow. 78%of the air we breathe is nitrogen gas. But those nitrogen atoms were held together by that legendary triple bond so tightly and stubbornly that plants could not break it to use the nitrogen. Humanity was dying of thirst in an ocean of nitrogen in the air. That is when Fritz Haber achieved what was considered impossible. He managed to shatter that supposedly unbreakable triple nitrogen bond under immense pressure and temperature, combining it with hydrogen to create the ammonia synthesis we use today. Today, all of the synthetic fertilizer in the world is produced using this method. If 8 billion people are not starving to death on this planet today, we can say the nitrogen in your veins was synthesized in Haber's lab back then. This invention also brought him the Nobel Prize in Chemistry. Naturally , he was now the savior of humanity. But then, 1914 arrived. The World War broke out. Haber was a fanatical German nationalist. This man was ready to do anything for his country. He was even ready to turn science into a weapon. The German army was stalled at the front. Haber offered them a solution. It wasn't just an explosive. It was a gas. Chlorine gas. On April 22, 1915, as the sun was setting in the Belgian town of Ypres, the wind shifted and Haber gave the order. Thousands of steel cylinders were opened at the same time. A 168-ton, yellow-green cloud of death began creeping toward the trenches. Do you know why I say " creeping"? Because the density of chlorine gas is approximately 2.5 times greater than that of air. The gas didn't fly into the sky. It flowed like water directly into the trenches where the soldiers were hiding. What do you think happened when those soldiers inhaled the chlorine gas? The chlorine instantly reacted with the moisture in their respiratory tracts and lungs, and in that very second, hydrochloric acid —what we know as muriatic acid— began to form inside the soldiers ' lungs. The soldiers were suffocating on land. The acid forming in their own lungs began to dissolve them from the inside. Exactly 10,000 soldiers died in those trenches that day, blood pouring from their mouths. Haber was there that day. He watched them and returned to Berlin as a hero to celebrations. But his wife, Clara Immerwahr, who was waiting at home, did not join these celebrations. Clara was a brilliant chemist. She could not bear her husband turning science into an instrument of murder. She begged Haber for days. " Don't do this.""Science is meant to give life," she said. And Haber...He branded her a traitor. The night the chlorine gas attack was celebrated, the morning of that night. Clara took her husband's service pistol. She went out to the garden and committed suicide by shooting herself in the heart. Do you know what Haber did after that? While his wife's blood was not yet dry, he boarded a train to the Eastern Front that same morning to oversee a new gas attack. The end history had in store for Fritz Haber was, in fact, as painful as a Greek tragedy. Years later , the Nazis came to power in Germany. All those services Haber did for his country, the wars he won, the ammonia he discovered meant nothing to them. Because Haber was a Jew. He was expelled from his country. He was sent into exile as a nobody and died of a heart attack in a hotel room in Switzerland. But this was not the greatest tragedy. Of course, scientists at Haber's institute had developed a cyanide-based pesticide called Zyklon years earlier for agricultural pests. The Nazis changed the formula of this pesticide during World War II and named it Zyklon B. The concept of gas warfare that Haber invented and the pesticide his institute developed were used years later in the gas chambers of Auschwitz and other concentration camps. Among the millions of people suffocated in those rooms were Haber's own relatives. What makes a person a hero, do you think? Their intelligence, their inventions? Or what they use that intelligence for? Haber could create bread from air, but the moment he surrendered his soul to the darkness of war, he lost not only his own family's innocence but also the innocence of science forever. Dear young friends, hello again to everyone. What will we talk about in this lesson? We have already seen the atom. We have learned its models. Let's examine it a little bit more. Meaning, we will see the structure of the atom. I think it's an enjoyable topic. Now, someone wrote something last year. "You explain the lesson as if it's very easy.""We struggle when it comes to the question bank." That's normal. Why? Because there are terms here you will learn for the first time. There are patterns you will encounter for the first time. To reinforce these patterns a bit more, I am including tests at the end this time . I am solving the tests this time as well. That's why, when you look at the video duration, you might think, "What is this?""Can a lesson be taught for this many hours?" I hear you saying "I wish they were all memories," but the anecdotes here are in minimized form. There are plenty of examples at the end . I want you to make very good use of the examples at the end. I don't think we should waste any time. What do you say? Come on. Our lesson is starting. Now, teacher, what is the basic part of the atom, what is this atom? First, there is a nucleus. There are electrons orbiting around it. We said there are positive charges and neutral particles, that is, neutrons, inside the nucleus. In that case, when I say nucleus, protons and neutrons will come to my mind. And when I say orbit, electrons will come to life. So teacher, what do we call it as a symbol? We symbolize the proton with P. We know its charge is +1. Its mass is approximately one amu—what is amu, teacher? It appears to us as atomic mass unit. Similarly, we symbolize the neutron with n. It is a neutral particle. Its mass is also approximately 1 amu. Pay attention to my sentence here, what am I saying? Approximately. Actually, the mass of a proton and a neutron are not exactly equal. We use the expression that both are approximately equal to each other. But the real detail here is this. When we put a minus sign over the letter E, it will represent an electron. The only thing we will trade is the electron. By the way, we will never touch the proton and the neutron. We will always be taking or giving electrons. All right? This is our rule. It will be a particle with a -1 charge. Its mass is 1/1840 amu. What is that, teacher? If 1840 electrons come together, it equals one proton. So, that is why I do what with its mass? I neglect it. The reason for neglecting it becomes clear right here. So, we can refer to the positively charged particle in the nucleus as the proton, the neutral particle in the nucleus as the neutron, and the negatively charged particles in the orbits as the electron. Now, they will give us an atomic number. They represent the atomic number with the letter Z. What is the atomic number, teacher? For example, I drew an element atom. We will call this number written at the bottom left corner of the element atom the atomic number. It is an element's identity feature. Teacher, you've mentioned something here. What is this? The atomic number can also be called the proton number or nuclear charge. All three expressions represent the same thing. They are used interchangeably. For instance, what is its name normally? It is the proton number. Why do we call it nuclear charge? It is the only charged particle in the nucleus. And why did I call it atomic number? Just like your ID number . Each element's atomic number is unique to itself. Since no other element has it, it is referred to as the atom's number. For example, if I say 1, it represents hydrogen directly, and if I say 2, it represents helium. There is no other that is 1 or 2 like that. There are no different elements with the same atomic number. Because every element's atomic number is unique to it. Therefore, the number of protons in an element's nucleus is called the atomic number and is denoted by the letter Z. Each element's atomic number will be different from the others. I will write it at the bottom left corner of the element symbol. In a neutral atom, the atomic number is equal to the number of electrons. What did I mean? For instance, I talked about sodium. The atomic number is written at the bottom left corner. Sodium had 11 protons. If it is not an ion—meaning there is no plus or minus charge at the top right corner—it is considered neutral. The number of protons in every neutral atom is equal to the number of electrons. So, if the proton is written at the bottom left, where is the electron written? We have seen that it is written at the bottom right corner. What else will I talk about? Mass number. Look, isn't the bottom left corner of the element the atomic number or proton number? We were writing the proton number like this. Are we in agreement? We said the number of electrons at the bottom right corner just a moment ago. Okay. In the same context, we mentioned the ion charge. We also write the ion charge at the top right corner. And now we come to the mass number. The mass number of an atom is a structure written at the top left corner. All right? We will show it here as the mass number or the capital letter A. Now, why do we call it the mass number? It forms the mass of the atom. Wait a minute, wait a minute. Didn't we already say this? The atomic mass. Teacher, weren't protons and neutrons formed? Yes. Okay. The proton is here. Where is the neutron then? We will write the neutron in this space. If you add the proton and the neutron, the number you get is what we call the mass number. So, since the mass of an electron in an atom is negligible, the nucleus makes up the mass of an atom. The sum of the number of protons and neutrons in the nucleus of an element is called the mass number. The mass number is written at the top left corner of the element, and it is also called the nucleon number. Then, the sum of the protons and neutrons will be expressed as the nucleon number. Now, what is this thing we call an ion? We mentioned it a little while ago. I wrote it in the top right corner of the element. For example, if you write it with a plus charge, you call it a cation. For example, if you say a negative charge, you call it an anion. Plus or minus shows how many electrons it has given or taken. Now, isn't the event here normally about electrons? Now pay attention to the electron. It is a negatively charged thing. What happens if you give something negatively charged? You move up to a plus. What happens if you take something negatively charged? You drop to a minus. Moving up to a plus. Dropping to a minus. How do you move up to a plus? If I decrease the electron count, meaning if I give away an electron, I move up to a plus. If I take an electron, I drop to a minus. If I move up to a plus, my name is cation. Think of the' t 'in the middle. Cation is a positively charged ion. If it is negatively charged, we have named it an anion. Well teacher, also the neutron count, we said, I took the element. Who was I writing in the bottom left corner ? The proton count. In the middle, the neutron count. At the top, teacher, the mass number. In the top right corner, the ion charge. In the bottom right corner, the electron count is what appears. Write this on a full note. Let it come to your mind as you see it. To this issue you have solved. Now our neutron is located between the atomic number and the mass number. The hydrogen element has no neutrons. So, a question might come to you like this. If it says every element must have a neutron, that is false. Why? Because the hydrogen element has no neutrons, youngsters. Hydrogen's atomic number is 1. It has no neutrons. Its mass number also comes out to be 1. Therefore, its proton count appears to be equal to the mass number. Well teacher, now I come to that event we mentioned. We said ion charge, electron count, proton count, neutron count, and mass number. An inverted U logic works in an element. Inverted U. How so? If you add the ion charge to the electron count, you get the proton. If you add the proton and the neutron, you get the mass number. Our path will always be like this. The solution to all questions is hidden here. That's why, as I said, this is the structure you will write on a note. If you get this, we will solve it very easily. For instance, when I show another example, if a +1 charged sodium atom has 10 electrons, when I add the two, it makes 11. If I add 11 to the neutron count of 12, it makes 23. It is always like this. Look, what happened? Reverse, one of these, let's say it gave an electron, it will ask what the electron count is. You'll say, "What do I add to 1 to get 11?" but it won't give the 10 or the neutron. You'll say, "What do I add to 11 to get 23?" It's 12. We will have found those in between by deduction. All right? We are going to talk about these here. So, in a neutral atom, the number of protons equals the number of electrons. Now for cations, don't memorize anything about cations. Just think of this. Take an atom called X. You said 11, right? Is it +1 to be a cation? What does that come out to here? It came to 10. So, in a cation, the number of protons is greater than the number of electrons. Well, what if it were an anion, for example? I'm just guessing, what did it come to? It came to 9. Well, this part became 10. This time, the number of electrons is greater than the protons. That is why they will tell you this as an interpretation. They will say, if the number of protons in a given atom is greater than the electrons, if protons are more than electrons, this is a cation. Or if they say for atom Y that electrons are more than protons, it means it has gained electrons. Meaning you will conclude that it must be an anion. Now, let's get to my sweet solutions. Look, we've opened our black-bound notebook, guys. What am I going to discuss here? Let me pick my orange color. It says the electron count of the X +2 ion is 28. What is the neutron count of this ion with a nucleon count of 65? First, we write our X in a big way to represent this. What does it say here? It talks about the X +2 ion, meaning it has given away two electrons. That its electron count is 28. Did I write the electron count 28 here? Look, don't I know this? If I add these two, who will I find? I get the proton count. Right? I don't know the proton count. The professor says the nucleon count is 65. Doesn't the nucleon count of 65 correspond to here? Well, that's it. I can easily find the rest. How will I find it? If I add +2 to 28, you see what this is? I saw it's 30. Professor, what do I add to 30 to get 65? 35. What is it asking of me? What is the neutron count of this guy? You will have found the neutron count to be 35. Are we in agreement? Look, the issue is actually that simple. What it wants from you and how you can get there. We act according to that. For instance, it says the electron counts of the X -2 ion and Y +2 ion are equal. I paused. Now I'm coming back. First, I write these in a big way. It talks about X -2. On the other side, there is Y. What is Y? It talks about +2. I'm writing down the given information. Look, it gave its mass number as 40. It also gave its proton count as 16. It says the electron counts of these two are equal. Meaning, are the electron counts of these two equal to each other ? It says these two are equal to each other. I don't know anything else remaining. Now I've come. I ask, where can I find whom? Professor, what do I add to -2 to get 16? 18. Professor, this is 18. If this is 18, then this is also 18. If this is 18, when I add +2 to 18, what does it come to? It comes to 20. Teacher, I'll say, what should I add to 20 to get 40? When we add 20 to 20, it becomes 40. I mean, this is like something, like a puzzle, it's quite sweet. Teacher, does OSYM ask it like this? It does. In fact, many question patterns related to this appear. The number of protons is greater than the number of neutrons. It's equal to the neutrons. Question patterns like, what is the proton count, have come up very often. That's why we need to pay attention here too. I came, teacher; for the neutral state of the chlorine element, chlorine minus, and chlorine plus 2 ions, wait, I said, let me talk about this first. They gave me a chlorine element. The neutral state means it's asking for the one that is zero, right? Also, teacher, it's talking about chlorine -1 and chlorine +2. It's talking about chlorine +2. For these, which of the blah-blahs are correct? Now, I don't know anything. You don't know the chlorine one either, but there is one thing you know, teacher. No matter what, look, no matter what, since the element is chlorine, the proton count must be the same. All three have the same number of protons. So teacher, here is A, this is A, this is A. Normally, chlorine's proton is 17, but you don't have to memorize it. Let it be A. Well then, if this is A, shouldn't the electron count for this come out to be A? Why? When I add these two, I will get this. Because I discovered this part. So, to get A when I add to this, what does this part need to be, teacher? I said it needs to be A + 1. Because when I add them, it will result in A. This part needs to be A-2 so that when I add these two, I get A. Super. Anything else? I don't know any other properties. Now I came to which of the expressions is correct. The one with the most protons. Wait a minute, teacher. All three have the same number of protons. So I said this statement is wrong. The one with the most electrons is neutral chlorine. Is that right? No. It's the -1 chlorine. So that statement is out too. The nucleon number of all three is the same . Teacher, what was the thing we call the nucleon number? Isn't it the sum of protons plus neutrons? Now, the chlorine element with its neutral state , it's talking about the same element. It's talking about its -1 and +2 states . So should I write them down? Let me write it in green. If this is B, since it's the same element atom, this is B. Since it's the same, this is B. Now, normally, teacher, you could say it might be an isotope, true, but since it gives the electron-gained and lost states of the chlorine element, it's talking about the same element. Then what do the nucleons of all of these come out to be? It came out as A + B. What did this one come out as? It came out as A + B. What did this one come out as? It has appeared as A + B. So, is the nucleon number of all three the same? The nucleon number of all three is the same. It asked which one is correct. So we say the answer appeared as option C. Well teacher, it says the electron count of the x e-ion is 36. Shall we do it like this immediately, teacher? I am writing my X element. I am talking about -2. I am saying the electron count here is 36. I know that if I add these two, I will find this. Okay. In atom X, the number of neutrons is 8 more than the number of protons. Wait. Now let's continue. When we add these two, did you see what this value is? Did you see that it's 34? This is 34. Now it says the number of neutrons is 8 more than the proton count. Teacher, will we find the number of neutrons when we add 8 to 34? So, how much does that make? When we add 8, does it come to 42? It came to 42. Teacher, if I add both of them, what will this total be? You will have captured that the nucleon number is 76. So, what is it asking us? What is the mass number, meaning the nucleon number ? We say that our answer will be 76. Well teacher, it said the sum of the electrons of the x + 2 and x + 3 ions. Oh, teacher, this time it asked for the sum. Now, what do you have on hand? There is one x + 2. Anything else? I also have one x + 3. Okay. Now it mentions the sum of the electrons of these two. Are these the same element? The same element. Well, do I know their proton numbers? For example, if I call this' a ', then this must also be' a '. Well, can I extract their electrons? Couldn't I do it like this, teacher? What do I add to +2 to get' a '? a-2. And what do I add to +3 to get' a '? I said, if I add a-3, it equals' a '. When I add these two, didn't it make 2a -5? And this became the total electron count. Did it say that was how much? Did it say it came out to be 47? When we move it to the other side, what did 2a become? This turned into 52. If I divide both sides by 2, my answer should come out as 26 for' A '. What do you want from me? What is the nuclear charge of X? Oh, teacher, look, pay very close attention to this too. It could ask for X's electron count, or something else. What did you find? You found' A '. What do you want from me? Nuclear charge. Teacher, since that is also' A ', what will you say directly? You will say our answer is option Bolivia. Well teacher, we said the X + ion and Y-1 ion, X gave 2 electrons, and after this event, it took one electron from the Z + 2 ion. Look, write this down step by step. Otherwise , the probability of you making a mistake is very high. Now, I have arrived, teacher, I have an ion called x + 1. x + 1 ion. Then it said it gave 2 electrons to this y-1 ion. If I transfer two electrons from here, if I send 2 electrons, after giving 2 more electrons, what state will it turn into ? Let me show it like this, teacher. It turns into X 3+, right? Why? It had already given one. If it gives 2 more, it turns into having given 3, which is +3. This person had taken one. Naturally, if two more come, who will this person turn into? When we add 2 to 1, we turned it into 3 minus. This is the state we first converted to. Then it says that after this event, it took 1 electron from the Z +2 atom. Oh, so now Z is involved in the process, right ? An electron moved from Z, from Z +2, over to X this time. One electron. In that case, what should Z turn into, teacher? Z must turn into 3 plus. When this one electron arrives, what should X turn into? Into 2 plus, teacher, no one touched that one. Then this appears in the form of y3-. I will see what the final states are. I will see that X remained at +2. I will see that Y is at -3 and Z is at +3. So our answer appears to be option E. It is actually a very simple question, but you need to be careful. Perform the operations step by step. First, you say what it became after passing through this. Then you need to express what they became after these moved to those. I'm here, teacher . Now we are doing an exercise related to this. By the way, doing these is very valuable for you. By practicing, you will get to know their places well. Okay? For instance, in the first exercise, it said, uh, what should the ion charge be? 6. 6. If the proton equals the electron, teacher, we proved this is neutral. Actually, let me write it like this. Let's write it in orange, or let's write it in yellow. We proved this is 0. If I add 0 and 6, I get 6. If I add 6 and 6, what should this part come out to? 12, I said it in a way. If I add -2 and 10, teacher, it's 8. When we add 8 to what, did it make 16, teacher? It was 8. So the number of neutrons also became 8. If I add -3 and 10, what did I get? I got 7. The number of protons is 7. If I add 7 and 7, if I add the neutron, it said it has a mass number of 14. Teacher, if I add +2 to what, would it make 12, teacher? 10. The number of electrons is 10. Then if I add 12 to what, will 24 come out? 12. So both the proton and neutron appeared to be 12. Let's look, for example, when we come here, if I add 18 to what, should 16 come out? To -2. By the way, teacher, it is written backwards. You say -2, you write 2-as an addition. Why ? Uh, for atoms, we do it this way. To interpret that it gave two and took two , the pluses and minuses come at the end. So this is actually not math, it expresses giving and taking. What should I add to 16? To make it 32, it brought it to us as 16. The same thing is here too. Look, if I add -1 and 18, I got 17, teacher. If I add 17 and 18, it appeared as 35. Teacher, I added +1 and 18, I got 19. If I add 19 to what, should it make 40? If I add 21, it made 40. Look, again, uh, this time it doesn't come from here. It will come from here. Look, to make it 40, who should I add to 20? I need to add 20. We will add 20 and 20. For it to make 20, what should this part be? It should appear to us as +2. When you add 2 and 18, you get 20, and adding 20 to 20 gives us 40. So, you need to clearly know the positions of electrons, protons, and neutrons, guys. It is valuable for us. Well, teacher, it says fill in the blanks in the table below for some elements with the given atomic number, neutron count, and mass number values. Now, if you get confused when you see these like this for hydrogen, do the following. For example, I saw the hydrogen element. Atomic number means proton count. It is written at the bottom left. The neutron count, teacher, will be written in the middle. It will come here. If the mass number is 1, what should the neutron count be? It should come out as 0. When you think of the same thing for beryllium, look, I wrote beryllium. I don't know the atomic number. If the neutron count is 2 and the mass number is 4, what do I expect the proton count to be? It must come out as 2. When I want to talk about nitrogen, I saw that nitrogen's proton count is 7. I saw that the neutron count is 7. I say that when I add the two, the mass should come out as 14. I will talk about sodium in the same way. Look, I said the proton count for the sodium element is 11. And I said the mass number is 23. Then I saw what the neutron count came out to be. We say it must have come out as 12. I continued. Look, I came here for sulfur . It wrote that the proton count of the sulfur element is 16. It wrote that the mass number is 32. Then what will the neutron count be? To make it 32 when added, it will come out as 16. Well, for the phosphorus element, it said the neutron count is 16. Okay, it said the mass number is 31. Then what should the proton count come out to be? It should have come out as 15. I am examining calcium. It said the proton count of calcium is 20. And the neutron count is 20. Then what should the mass number have come out to be? I said it should come out as 40 here. I came to talk about cobalt. I am examining cobalt. It showed that the proton count is 27. What did this become? It came out as 59 . Then what should this be? It should come out as 32. So actually, think of this like something, like a sudoku. You are placing the pieces of a puzzle. We can also think of it like placing the pieces of a sudoku. Now I came here. It gave the atoms here. Like X, Y, Z, T, Q , R. It says write the anions and cations. The logic was actually this. You can even write it individually. No problem at all. For example, while examining the X element, what is the proton count? It is 7. If the electron count is 10, teacher, if electrons are more than protons, what should this be? It should come out as an anion. So, teacher, X3 -1 is an anion. I continued . Let me examine the atom I call Y. When examining Y, the proton is 10, and the electron is 10. Teacher, if the proton is 10 and the electron is 10, what is this? A neutral structure. Then I wrote down that Y is neutral. I am looking at Z, teacher. Z's proton is 11 , what did the electron come out to be? It arrived as 10. Then this must be a +1 charged cation. So I have shown that Z is a +1 charged cation. I am examining T, teacher. For T, the proton is 16. And I came to E. Since the electron count is 18, I will mention that this is a -2 charged anion. I have stated that T is a -2 charged anion. I am talking about Q, teacher. What is this guy we call Q? It's 18 to 18. Look , if the proton is equal to the electron, what should it be? It must be neutral. Then I showed that Q would be neutral. Finally, I came to R. For the particle R, I said the proton is 20. If I see the electron count is 18, I will see that this is a +2 charged cation. Then the thing we call R has also become a +2 charged cation. We already said something like this. If the electron is more than the proton, you are an anion. If the proton is more than the electron, we were already showing that it is a cation. Well, teacher, I came and it says the mass number of the neutral x4a particle is 8a + 2. Now, shall we write down these values first? What is the mass number of the particle we call X? It is 8a + 2 . It says this part is 4a in the neutral state. Then can I find this part directly? Teacher, what is the difference here? It also has 4a + 2 neutrons. Good. The neutron number is 4a + 2. We could have found it anyway without writing it down, just by adding . I also took X's shell electron. Let's take the shell electron as well. What? It means I have this many electrons. There are 2, 10, 16 electrons. So it has 16 electrons. And you are talking about a neutral particle. Then if 4a equals 16, what does a turn out to be here? Doesn't it come out as 4, teacher ? Since a is 4, let's write the others then. In X, there were 16 electrons. And I stated that this place is also 16 . How much did 16 + 2 make? It became 18. Then how much did this part become? It came out to us as 34. What does it ask us? What did nuclear charge mean? Then the number of protons came out to us as 16. How much did the neutron number come to, teacher? It came out to us as 18. I came. Total number of particles in its nucleus. Oh, wait a minute. What is this, teacher? What is it talking about? Who is in the nucleus , guys? Aren't there protons plus neutrons in the nucleus? Yes. Then the total number of particles in the nucleus is actually the mass number. What is the mass number? 34. Then this guy comes out to us as 34. Well, teacher, the nucleon number is the mass number, which will come to 34 again. Then I stated that this place will also come to 34. Well, total number of particles, wait, who comes to mind when I say particle? Proton. Okay. Neutron. Okay. But isn't an electron a particle too? Yes. Then proton plus neutron was 34. When we add 16 more electrons, how much did it come to? Does it come to 50? I will say that there are 50 total particles. Did you pay attention to the sentence? For instance, if it says total particles in the nucleus, I can take protons and neutrons. Because those are what's in the nucleus. But if it says total particles in general, you have to include protons, neutrons, and electrons. We must include all three. Well teacher, I've come to a few more terms. OSYM has been very fond of these lately. They’ve appeared in both MSU and YKS exams frequently. Isotope. What is an isotope, teacher? Pardon? You will say that particles with the same number of protons but different neutrons are called isotopes. How so? Hydrogen, deuterium, tritium. But teacher, you wrote hydrogen for all of them. Yes. Because all three have a proton number of one. However, normal hydrogen has no neutrons. Deuterium is said to have one neutron, and tritium has two. How come, teacher? What are these? Actually, isotopes are one of the structures that led to the collapse of Dalton's atomic model. You know, what did we call those particles with same protons but different neutrons? We called them isotopes, and these are those isotopes. We say that neutral atoms that are isotopes have the same chemical properties but different physical ones. Because for chemical properties, proton and electron counts must be the same. Teacher, all three have the same number of protons and electrons. Then you say that their chemical properties are the same. But their physical ones are different. Why? Because their neutrons are different. How does that make a difference? Let me put it this way. Water you form with hydrogen, for instance, reacts with oxygen to form H2O. When it reacts with the oxygen element, it forms H2O. But for the sake of clarity, we call this D2O. Deuterium water, that is, heavy water. What is the difference anyway? Look, let me explain the difference like this. During World War II, it was one of the liquids the Germans sought most. So, what was the use of heavy water? Heavy water was one of the materials used to cool nuclear reactors . You know, the Germans were incredibly ambitious during World War II. Because they had been defeated in the previous World War. In fact, guys, that defeat was quite a dramatic one. Hitler is even known as the man who took the first selfie in history. The reason is this. Well, Hitler during that period. He was subjected to incredible reparations during the World War. They started printing money without any backing. Their money became so worthless that people were carrying wheelbarrows full of marks. They couldn't even buy a loaf of bread. Because there was no real value behind it. They printed money without any backing. Their economy was completely devastated. Then they said the only way out was this. They had to fight, and quite interestingly, they managed to complete their industrial revolution. They revealed amazing engineering marvels. Work on engineering was carried out during that period. Here's the reason; look, these guys attacked France. They bypassed France's famous Maginot line. They used to say no one could pass the Maginot line. Passing it was a completely tragic event. The Maginot line. Well, when the Germans sent troops, the French said, "Oh, the Germans are coming our way.""Let's move to the defense line immediately." They sent their entire army there. What they sent there was actually a fake army. Because they were circling behind with the real army. There is a photo of Hitler under the Eiffel Tower in France . So, here is what happened. Do you know what it means to have your photo taken in the capital of a country you are at war with? It means that country has fallen. France is falling, guys. The world is in shock. In fact, the photo taken in front of the Eiffel Tower goes down in history as the first selfie. Something like this happens there. In the World War, these people are subjected to incredibly heavy reparations. At that time, they bring the French head of state. They bring the same train carriage. On the same table, with the same pen, he makes the French head of state sign the reparations there. It is one of the most tragic events. During that period, the Germans are still continuing their attacks. They start nuclear research. They need heavy water, not normal water , to cool the nuclear reactor. They discover heavy water somewhere off the coast of Poland and send a battalion. They say, go and bring the heavy water. They are traveling by train. They are about to get the heavy water, but British intelligence hears about it. Intelligence says that if these men can cool the reactors and accidentally discover the atomic bomb, everyone you see around you who is not blonde and blue-eyed would have died. Why? Because their superior race, Nazi ideology was at the forefront, and they say we must stop them, we must prevent them, and they place what on one of the viaducts the train will pass? They place a bomb. And they actually get the heavy water off the coast of Poland. Just as they are heading towards Germany, the viaduct blows up. They lose all the heavy water there and fail to carry out the reactor cooling operations. Look, can you imagine? Teacher, where do we encounter isotopes? We can encounter them everywhere. So, what are their properties then? Look, we will say they are structures with the same physical properties but different chemical properties. Well, teacher, let the word at the end remind you of isotopes ( izoton). They have the same number of neutrons and a different number of protons. In that case, how many neutrons does this guy have? 2. How many neutrons does this one have? 2. These two are isotones of each other. This guy has 20 neutrons. This guy has 20 neutrons. The two are isotones of each other. Well, teacher, the physical properties of isotone atoms are different. Chemical ones are also different. We say they will exhibit different physical and chemical properties. Well, isobar. What is bar, teacher? Bar is mass. So, this should come to your mind. Different number of protons and neutrons. It is the name given to particles with the same mass numbers. Isobar. Now we say that the proton number is the same. Different neutron number. Wait, different proton and neutron numbers. I call particles with the same mass number isobars. For example, when I examine these two particles, this one has 20 neutrons, and this one has 21. Proton is different, neutron is different, but their mass numbers are the same. Then these two are isobars of each other. I even came here. I said 22. The protons are different for all three, the neutrons are different for all three, but the mass numbers are the same for all three. Then we call these isobaric particles. Well, the physical property of an isobar is different, and its chemical property is different. Anyway, don't forget this. If the number of protons is different, we will definitely say that its physical and chemical properties will show differences. Well, isoelectronic; this isoelectronic part doesn't pose a problem for TYT. There is a big problem for AYT. But in isoelectronics, it says if the electron count and configuration are the same, it is isoelectronic. Now, since the TYT curriculum is based on the first 20 elements, for any structure with a proton number not exceeding 20, you only look at this. What is the electron count? 10. How many electrons? 10. What is the electron count? 10. If the electrons are the same, the configurations turn out the same. That is why all three of these turn out to be isoelectronic to one another. It poses a problem above 20. This does not concern TYT right now . Are we agreed? I will talk about that in AYT anyway. So, teacher, I've come. What happens to the nucleus's attractive force when an atom gains or loses an electron? Look, they will ask us about this a lot. For example, a person gained an electron. What happens to the nucleus's attractive force, teacher? It doesn't change. How does it not change? Think of it this way. I am a nucleus, I have two arms. Naturally, I also have two protons that I am holding. Meaning, I have pens. I said, I gave away the electron. What happened to my attractive force? Oh, teacher, it increased. But I still have two arms. The attractive force I exert per electron changes. Pay attention. The nucleus's attractive force does not change. The attractive force applied per electron changes. Or think of it this way. There were two pens. One more pen came. I am holding these three. What changed? I still have two arms. Still. So what is the thing that changed for me? I changed the attractive force I apply per electron. We are paying attention here. So, the thing that changes is the attractive force the nucleus applies per electron. If it gains an electron, the attractive force applied per electron decreases. If it loses an electron, the attractive force applied per electron increases. But it said the nucleus's attractive force does not change. Put a star here too. You know how we say chemical property, physical property. You are comparing two particles. For example, x and y, two particles came. I said, teacher, are the chemical properties of these two particles the same? For two particles to have the same chemical property, the first rule is that the protons must be the same. Also, their electrons must be the same. If the proton and electron are the same, you say their chemical properties are the same. Look, I am not saying similar. I am saying the same. Teacher, what about the physical? For physical, you look at this. If their neutrons are also the same, their physical are also the same, but if one neutron is different, you say the chemical is the same and the physical is different. You are very confused about this. Teacher, isn't chemical a deep property? You will ask why the physical turns out different when the chemical is the same . Remember, think of chemical property as an internal property. For example, you have a heart and I have a heart. You have a stomach and I have a stomach . You have an intestine and I have an intestine. Our internal properties turned out the same. However, our physical appearance is not the same. Why? We need one more property. We can think of that as the neutron. Therefore , if two properties, meaning proton and electron, are the same, then the chemical is the same. If the neutron also turns out the same, teacher, then the physical property also turns out to be the same. Look, pay attention to my sentence; the word "same" keeps coming up. Because when we do configurations later, we will say this. In the periodic system, if they were in the same group, you can make this exact statement for particles in the same group. Uh, the phrase "chemical properties are similar" comes up, but not "the same." What do we say for "the same"? I will say that if the proton and electron numbers are the same, the chemical properties are the same; if the proton, electron, and neutron numbers are all the same, then the physical properties are the same. Okay, teacher, now we've arrived here; we will reinforce this well, guys. We will solve plenty of examples. All right? In our first example, it gave us two atoms . Which of these statements is true for them? Teacher, shall I do it this way? What did its neutron number come out to ? It came to 6. Well, what did the neutron number of this one come out to? 7. If the protons are the same but the neutrons are different, what do I call them? Aren't they isotopes of each other? These turned out to be isotopes of each other. All right. Yeah. Let's take it back. They are isotone particles. False. The chemical property is different. Wait a minute. Aren't these two neutral? Then the electrons are the same. If the protons and electrons are the same, the chemical properties are the same. It said different. Wrong again. The physical property is the same. Wait a minute. Protons are the same, electrons are the same, chemical properties are the same. If the neutrons had come out the same, the physical properties would be the same. Well, they aren't the same. The statement that the physical property is the same is incorrect. The atomic numbers are the same, teacher. The atomic number of both is 6. Therefore, the structure that is equal for both is the atomic number. The nucleon number is the same. One is 13, one is 12. So that one is also out. My answer turned out to be option D. Okay, teacher. Aha, here we go. Look, do you know what to do in these kinds of questions? There is no rote method. You go right to the side here. Teacher, I drew a huge x particle. After drawing the x particle, you look at the layers of x. Look, the red one is the proton count. What did the proton of x turn out to be? It came to 12. The blue one is the neutron, teacher. That also came to 12. I said that when you add these two, it would come to 24. The one written in yellow is the electron count. I said that this is 12. I showed that this would come to 0. Now let me clear this part. I'm here . I'm doing the same thing for the Y particle. Look, I'm doing it for the Y particle. What is the proton count for the Y particle? 19. What is the neutron count? It came to 20. This part is 19. This part is 20. This part will come out to 39, teacher. Why? When you add them, you get 39. The one written in yellow is the electron count. That is 18. Oh, wait a minute, teacher. I haven't turned back to the negatively charged particle. So, I have stated that it is an anion. I immediately came to examine the Z particle. For the Z particle, what was the red proton count given, teacher? It was given as 12. Uh, what was the neutron count given? It was given as 11. So this came to 23. What did the electron count come to? It came to 10. Teacher, this is also a +2 charged ion. So we have shown that it is a cation. It's over, I threw the graph in the trash. Now it says that X and Z are neutral. Teacher, X is neutral but Z is not neutral. Then I won't continue with this statement. It's gone. Neutral, Y and Z have the same chemical properties. Wait a minute . For chemical properties to be the same, their protons must first be exactly the same. If the protons are different, I would say nothing, neither chemical nor physical, can be the same. It said X and Z particles are isotopes. Teacher, do these guys have the same protons? They do. Wait a minute. Are their neutrons different? They are. Protons are the same. If neutrons are different, they are isotopes of each other. So I caught the correct statement. Y and Z particles are isobars. 39 23. There is no such thing as isobarism. It's gone. The total particle count of Y is 39. Teacher, isn't it 39? Wait a minute. It doesn't say in its nucleus, it says total particles. Proton plus neutron. When these two come as 39 + 18, what is it? Does it come to 57? It should have been 57. That's why this part turned out to be wrong. So, our correct answer appeared as option C, youngsters. Well, 3rd. The question says, in the graph given below, I showed you the mass numbers of X, Y, Z ions. Look, what did we say right away? I will examine X. For X, I said the proton is 19. I came right away. I said the mass number came out as 39. Then I continue. I am examining Y. Y's proton is 19. What did this come to? It came to 40. I am immediately examining Z. I said Z's proton is 20, what did its mass come to ? I said it came to 40. Now I am moving on to the details. Teacher, what does this come to? Not 20. Hold on, let me change the color. What will this come to? It will be 20 so that the total neutron number is 39. Its neutron number must be 20, teacher, so that it comes to 40. We said its neutron number must be 20 so that it comes to 40. Since I didn't indicate otherwise, I'm thinking of the neutral one. Can I mention that this is 19, this is 19, and this is 20? Now it says X and Y particles are isotopes of each other. Are their protons the same and neutrons different? No. Wait, where did you do that? We did this wrong. How did we add ? You didn't warn me at all. If you had said, "Teacher, you added wrong." This becomes 21. Ah. Now it worked. Now I'm reading again. X and Y particles are isotopes of each other. Proton same, neutron diff? Yes. Then they are isotopes of each other. Correct. Y and Z particles are isobars of each other. Are the masses the same? Yes. Are the protons and neutrons different? Yes. Then they are isobars of each other. Neutral X and Z particles have the same physical properties. Look, I'm looking at X and Z. Teacher, is the proton the same? No. Then nothing is the same. It's gone, so it went in the trash. Well, I'll ask you one more thing. A question came to you. It said, "Brother ," it said, "these two," it said, " their electron counts are the same." Even if it said they are isoelectronic with each other, let me write it like this. These iso electronic, would I accept it as correct if it said? I wouldn't. Why, teacher? The electron count is the same. Listen, protons are the same because they are the same element. The same element cannot be isoelectronic. You are already the same . It is not looked for in the same element. Pay attention. To be isoelectronic, the number of protons must be different. You check for isoelectronic if protons are different and electrons come out the same. In the same element, the electron count will already be the same. Therefore, the term isoelectronic is not used. We pay attention to this as well. Okay, teacher, I'm here. Look, this was a question asked by ÖSYM in previous years, guys. Actually, the question shows this. It says you were given a graph. It asks who these represent. For example, the one shown with number 1, with the same number of protons but different neutrons, what is that particle, teacher? Isn't it an isotope? The particle shown with 1 actually shows an isotope. Number 2, look, neutrons same, protons different, that's an isotone. Look, you couldn't eliminate it from here. See that, teacher? What about 3? The situation with 3 is this. For example, I'm just guessing, I came like this. If you pick this point at 3, what is this point? Let's assume it's 3 to 8. Now, if you count this point, what is it? Do you know what this point comes out to be? It comes out as 3 to 8 again. Oh, teacher, since the sum of protons and neutrons at any point I choose for these two will always be the same, what do these two particles turn out to be for each other? Isobars, right? These are the isobaric particles. In that case, my answer comes out as option A. Well, teacher, in a neutral atom, the number of protons is definitely equal to which of these quantities? Look, you say a neutral atom. A neutral atom. This part is 0. You are talking about the number of protons. Let's assume, for example, hydrogen. 0. Definitely, because it is neutral, is the number of electrons 1? Is the number of electrons definitely 1? Look, definitely. Is there any other possibility? No. Let me tell you something. Could this be 1? It could be. It could be 0, or it could be 2. Why? Are we talking about hydrogen, deuterium, or tritium? All of them are possible. Teacher, how would I know? Then, is this equal to each other? No, teacher. If this is not equal, will the mass number when I add them be the same ? It won't be that either. In that case , it is not equal to the number of neutrons. The number of electrons is definitely equal. The mass number is not equal. In that case, my answer appeared as the Bolivia option. I'm here, teacher. It asks which of the statements about the fundamental particles of an atom is correct. Protons are positively charged particles located in the nucleus. Teacher, who was in the nucleus? We said protons and neutrons. So, protons are the positively charged particles in the nucleus. And neutrons in the orbits around the nucleus? Wait, teacher, electrons were in the orbits around the nucleus. So the statement here turned out to be false. The mass of an electron is negligibly small compared to the mass of a proton and neutron. Because when we calculate the mass of an element, we calculate the mass number from the sum of protons and neutrons. I don't care about this part. Why? The mass of a proton and neutron is very, very large compared to the mass of an electron. So, we said this is correct too. Which ones became correct? Was it 1 and 3? So, I'll say my answer turned out to be option D. I continued. Shall we look at what happens when a neutral atom becomes a cation? We are talking about a neutral atom. Take X, for example; you can pick whatever you want. If I take 11 and it becomes a cation, since it’s +1 charged, where does it fall? It drops to 10. But how much was it at the start ? It was 11. So, we saw that the electron count of both has decreased. Then it says the sentence: the number of electrons decreases. Correct. The number of particles in the nucleus decreases. No. Where is the electron? Outside the nucleus. It doesn't touch the proton. Look, we will never touch the nucleus. That's why this is wrong. The attractive force per electron increases. Before, 11 protons were holding 11 electrons, now 11 protons are holding 10. So the attractive force per electron has increased. Correct. For example, if it had said the nucleus's attractive force increased instead. That would be wrong. Why? Because you'd say the attractive force doesn't change. So my answer came out to be option C. Sir, regarding the basic parts of the atom, the statement that protons and neutrons are in the nucleus is correct. The nucleon number comes as the sum of protons and neutrons. We said correct. When an atom exchanges electrons, its chemical property does not change. No, sir, how could it not change? For chemical properties to be the same, the proton and electron count would have to be the same. When it exchanges electrons, the electron count becomes different. So the chemical property changes. So my answer came out as option B. Sir, for an atom's particles, if the electron count is more than the proton count, look, if electrons are more than protons, say this is 10 and this is 9. Then you'd call this a -1 charged anion . So it is called an anion. Absolutely correct. The number of protons is equal to neutrons. How should I know, sir? It could be equal, it could be different. There is no certainty about this. The total number of particles is higher than its neutral state. Don't you say this for total particles? Didn't we say proton plus neutron plus electron? And since electrons are added from outside, what should happen to the total particle count? You expect it to increase. So my answer will come out as option C. Sir, if an element becomes an ion, I don't know if it's an anion or a cation. Let's say it's a cation here. And let's say X is an anion here. Just guessing. Let the electron count be, for example, how much? Uh, let's assume it's 9. If it were a cation, what would this have to be? 8. If it were an anion , what would this have to be? You'd say it has to be 10. Which one is definitely correct? Does its chemical property change, sir? For chemical properties, if my electron count has moved, my chemical property definitely changes. The electron count increases. Wait a minute. It can either decrease or increase. Did you specify anion or cation? No. Then this sentence was wrong. The total number of particles in the nucleus does not change. We didn't touch the nucleus; the exchange is on the outside. The protons and neutrons in the nucleus are still the same. So I say it definitely does not change. Which one was definitely correct? My answer is 1 and 3. It appeared as option D. Well teacher, let's examine the terms related to the atom. What else will we talk about? 1. In the section on terms related to atoms, which quantities can be the same for different x and y atoms? Now, if the atoms are different, did you mention x and y? Then if this is A, does this have to be b? Because it said they are different. Is there a possibility that the nuclear charge is the same? There isn't even a chance. This cannot be the same. Well, can the nucleon number be the same? Could it turn out to be isobaric? Well, teacher, protons are different, neutrons are different, masses are the same. There is a possibility of this being the same. The number of neutrons can be the same, teacher. It is isotone. Since protons are different and neutrons are the same , this can also be the same. So, which one can be the same? 2 and 3 can be the same, but I said the nucleus definitely cannot be. I have arrived. It asks which of the statements regarding two different particles belonging to element X is correct. Now, two different particles belonging to element X. I said X, I said X. Now it says, "if the nucleon numbers are different, they are isotopes." Look, since it says they belong to element X, their protons are definitely the same. What does it mean if the nucleon count is different? If the neutrons are different, these are isotope particles. It comes out as a correct statement. If the total particle count in the neutral state is different, it is isotone. Well , that can't be. Isotone, neutron is the same but protons are different. Teacher, if you are talking about a specific element X, the proton must be the same. Since the proton must be the same, I said there is not even a chance of them being isotones. If the number of electrons is different, at least one of them is an ion. Is that correct? It is correct. Why? The proton must be the same, but if the electron count is different, you expect one of them to be an ion. Then I said correct. So my answer came out as 1 and 3, option C. Teacher, I gave the proton, neutron, etc., of atoms X, Y, Z, and T. I'm writing it down right away, youngsters. What was it talking about for X? 6 to 6 given. This is also 6. I said this came out to 12. I came right away. For Y, teacher, it gave 6 and 7. I said this was 13. I'm continuing. For Z, 19 to 20 came up. For Z, this is 19. I said this was 20. I'm continuing. Uhh, for T, 20 to 20 came up. For T, 20 came. 20 came. It showed this was 40. Wait, we wrote this Z in the wrong place. One minute. 19 to 20. Heh. 19 to 20. It says this is 39. Now the process is done. When we look at the details after this, it says X and Y are isotopes. Isotope, proton is the same. Okay. If the neutrons are different, what is it? Its isotope. Correct. Z and T are isotones. Z and T. Teacher, the neutron is the same. If the protons are different, it is an isotone. Teacher, correct. The nuclear charges of X and Y are the same. The nuclear charge, i.e., the proton, of X and Y is the same. Then it's correct. The chemical properties of Z and T are the same. Wait a minute, teacher. If the proton is different, physical and chemical properties turn out different. So I said this part was wrong. I am continuing. Z's nuclear charge is smaller than T's. Z's nuclear charge is 19. T's is 20. Then the statement that it is smaller than T turned out to be correct. Which one was wrong? My answer turned out to be option D. I continued. Look, for hydrogen, deuterium, tritium particles. Look, what were their properties? This one had no neutrons. This one had one neutron. This one had two neutrons. All three have a nuclear charge of 1. So it turned out the same. Can their chemical properties be different in a neutral state? Wait a minute. Aren't the protons and neutrons , uh, electrons the same in a neutral state? If the proton and electron are the same, the chemical properties turn out the same. That's why the sentence " it can be different" is gone. The neutron count turned out different in all three. That's why this is also gone . Which one is correct? My answer will turn out to be option A. Well, teacher, shall we look at the transformation of the X-ion to the X + ion? Let's transform it like this, teacher. There is an ion called X -1. What are we turning X into? What does it need to do to turn into +1? It will give an electron. If it gives one, it's X 0; if it gives two, it's X +2. So I should say it gives 2 electrons, right? It gives. What does it mean to give 2 electrons? The X-1 ion transforms not by giving 1 electron, but by giving 2 electrons. Gone. Nuclear charge means the number of protons. And I did an electron exchange. I'm not touching the protons. So the statement that it doesn't change. Correct. The attractive force the nucleus applies per electron increases. Wait a minute. So what's the situation? Normally, let's say. If this , uh, for example, was 3 to 4, what happened here? It turned from 3 to 2, right? And the attractive force per electron, 3 protons were holding 4. Now 3 protons are holding 2. So I have increased the attractive force applied per electron. Therefore, the statement here turned out to be correct. So our answer turned out to be option D. Well, teacher, when a complex structure comes up, our rule is always the same. I wrote down X, teacher. What did it say the mass number of X is? It said 15. Then it said the electron count is 8. A neutral particle. Then I'd say the proton count turns out to be 8. When we add neutrons to this, it will be 15. I said the neutron count must also turn out to be 7. What is the atomic number? Wait. The atomic number was the question. We got it as 8. Okay. Because it asks for the atomic number. It wasn't the neutron. I arrived. It talks about the Y particle. I said Y -2. I don't know what the electron count is. Uh, I said the mass number is 16, uh, and the proton count is 8. The neutron count comes out to 8, but this time it asks for the electron count. What should I add to -2 to get 8, teacher? 10. So what should the electron count of this place turn out to be? It should come out to 10. I came to the Z particle, teacher. A particle with a +2 charge on the Z particle. I said this place is 10. When I added them up, it became 12 here. For the mass number to be 24, what should this be? I stated that it must be 12 again. Now the guy says that X and Y are isotopes of each other. If the proton is the same and the neutron is different, what was it? It was an isotope. Then that is a correct statement. Y and Z are isoelectronic to each other. Now, is the electron count the same, and are the protons different? They are different. Then these are isoelectronic to each other. The relationship between neutron numbers, look: Z is 12, Y is 8, X is 7. So this relationship also came out correct. My answer came out as option N. Let me draw your attention to something. When a table is given, pull the table out immediately. Analyze it. After analyzing it, whatever it asks of you, whether it's a premise or a regular multiple-choice, it doesn't matter. Once you solve the table, there is nothing left to fear. Okay teacher, let's look at the magnesium ion immediately. Look, it said magnesium + 2. It showed that this is 12 and this is 24. Then what does this turn out to be? It came out to 12. Teacher, what did this come out as? It appeared to us as 10. The nuclear charge is +2, teacher. It is +2. Don't you ever say that's correct. Why? Well, it says nuclear charge. Nuclear charge does not mean ion charge. Nuclear charge is the proton number. What is the proton number? 12. That's why it's gone. This is a question designed to catch the gullible. The number of electrons is 10 . Well, that's correct, it came out to 10. The proton number turned out to be equal to the neutron number, teacher. That is also correct. What was the answer? 2 and 3. So it came out as option D. Teacher, since the number of electrons of the fluorine particle is 10, I came immediately. Look, I wrote F. -1, electron count is 10. When I add them, what do I expect it to equal? I expect it to be 9. The atomic number is 9. Correct. Atomic number, proton number, nuclear charge are the same thing. If the neutron number is one more than the proton number, if the neutron is one more than this, this should come out to 10. When I add them, I expect this to be 19. The nucleon number is 19. Then that is a correct statement. If the neutron number is 9, I have now returned the neutron to 9. Difficult. Now, if this comes out to 9, when you add 9 and 9, you said what this turned out to be. 18. The number of particles is 27. Look, isn't the total number of particles this? Proton, neutron, electron. I said the proton and neutron are 18. What is the electron count? It came out as 10. Does that make 28 for you? Now, if the neutron number is 9 in the neutral state. Look, if it said in the ion state, it would be 28. Because it said in the neutral state, you got confused here, didn't you? I have to think of this as 9 again. Shall I repeat it like this? 9, this zeroed out. This is 9. If this is also 9, this became 18. It will come out as 9, 18, 27. Then the total number of particles is 27. The statement is correct, youngsters. So, what was our answer? 1, 2, 3? We say it appeared to us as option E. I continued , teacher. Another table. What did I do immediately when I saw the table? It mentioned X + 2. The electron count is 10. When you add them, what did the proton come out to? I said it came to 12. Well, the mass number is 24. So, I said this ratio would come to 12. I am continuing. I am talking about Y. It gave Y in a neutral state. It gave the proton count as 10. It showed the mass number is 20. So, the neutron count is 10. Since it is neutral, it also showed the electron count as 10. It talks about Z. A particle with a -2 charge. If the proton is 8 and the mass is 16, what did the neutron come out to? It came to 8. Then how many electrons did it come to? It came to 10. Which I said should result in this when I add them up. Look, it solved it. Now I returned to the question stem. The relationship between neutron counts is 12, sir, 20. It seemed like Y's was higher. Then the expression here is gone. Z -2 and Y + 2 are isoelectronic, sir. Both of them, uh, wait, I looked at 2 incorrectly. If the electron count of these two is the same but the protons are different, these are isoelectronic particles. I said correct. The nuclear charge of X + 2 is 12. Correct. Nuclear charge means the number of protons. That also came to 12. So it says my answer appeared as option D. Okay, I came to the other one . Look, it says the nucleon count is 39 for you. I brought an X particle immediately. Nucleon count is mass, isn't it? We said 39. Neutron count is 20. Okay, I wrote it down. So what should this part be? It should come as 19. Regarding atom X, the nuclear charge of its isotope is 19. Now, for the isotope, we will say the proton count is the same, right? So the proton count must be 19 in the ground state. Meaning, when neutral, it has 19 electrons, sir. It has 19 electrons. I said correct. The x + 1 ion has a noble gas electron configuration. If I say +1 , this will be like 18 argon. So I said it has a noble gas electron configuration. My answer is 2 and 3, option D. Sorry, not 2 and 3, we also approved 1. It appeared as 1, 2, 3, option E. Okay, sir, I came to 11. It says which of the pairs given below is not isoelectronic? Now, I expect the electron count to be the same, right? What is the electron count? 2. What is the electron count? 2. Isoelectronic. Electron count is 2. Electron count is 2. Isoelectronic. Electron count is 10. Electron count is 10. Isoelectronic. Electron count is 18. Electron count is 18. Isoelectronic. Electrons are 18, electrons are 10. The electrons are not the same. Then it is not isoelectronic. Why? What was the rule? If the electron count and configuration are the same, it turns out to be isoelectronic. Okay, sir, it says for the ions in the table above, in which of the options below are the A and B values given correctly? Let's look immediately. Sir, it gave aluminum, said 3+. Okay. It called the mass number of this guy A. It said the neutron count is 14. It said the electron count is 10. Sir, if I add the ion and electron, I find that this place is 13, and if I add 13 and 14, I find that the number I called A is 27. I came for potassium, it says K +. It says its mass is 40. It says its neutron number is B. If the electron number is 18, I found that the proton count is 19 when I add them up. Since it's 19, I learned that for the total to be 40, this must be 21. So the value I called A is 27, and what I called B is 21. It said my answer should be option D. I came to the 13th. question. It asks which of the following is wrong regarding the basic particles of an atom. Particles with the same number of protons are the same element. If the protons are the same, it's the same element. That's it. Because we said it's the element's identity feature. In positively charged ions, the number of protons is greater than electrons. Look , you forgot, it didn't come to mind. Say E, like this, if protons are 3 and electrons are 2, what should this be? Positive. Then this became a cation. So , in positively charged particles, protons are more than electrons. Protons and neutrons are in the nucleus of the atom. Electrons were in the orbit. Correct. If a neutral atom gives an electron, the nuclear charge increases. Wait a minute. Nuclear charge means the number of protons. Whether I take or give an electron, protons don't change. Because what's its name? Is it an electron? It's not the nuclear charge. So this statement is false. As a result of electron exchange, the chemical property of the atom changes. Because protons and electrons must be the same. If the electron changes, your chemical property changes. The answer we are looking for will be option D. Teacher, atomic number is 26, mass number is 56. Let's write it down now. It mentioned the iron element. Atomic number 26, mass number 56, it caught that the neutron number would be 30. If it is a +2 charged ion, what should this be for the total to be what it says? It must be 24. So I will say that the electron number is 24 and the neutron number is 30. So my answer will appear as option A. I came to another question of mine. 15. The question says, "Did the X +1 ion turn into X-1?""Shall we turn it?" When X + 1 turns into X-1, we had seen this before. What do I need to do to turn +1 into minus? This time, what should happen with two electrons? I have to say it took them. Why? If I take one, it's neutral, if I take 2, I turn into -1. The +1 ion doesn't turn by taking one electron. It turns by taking 2 electrons. It's gone. The nuclear charge of both ions is the same . Because the proton number is the same . Nuclear charges come out the same. The total number of particles has increased. Since it will take electrons , the total number of particles increases because the number of electrons increases. The answer I am looking for appears as option D. Well, teacher, we said that you gave us some graphs showing the proton and neutron numbers belonging to some element atoms below. Now, look at the graphs. If the proton is the same and the neutron is different, it becomes an isotope, right ? Then the first one must be an isotope . Teacher, if the neutron is the same here and the protons are different, it will be an isotone, right? This one must also be an isotone. The answer actually came out. So what is this? Look, when I add them up, how much did these two make? 40. If I add these two, how much? 40. If the protons and neutrons are different but the mass is the same, what do we call this particle ? It turns out to be an isobar particle . Alright teacher, I’ve come to my next question. x + 2 and y-2 ions are isoelectronic particles. Oh teacher, did they say x + 2 and y-2? Should I explain isoelectronic like this? I put 10 here, teacher. And I put 10 here as well. For instance, if I add them up, what does this come to? 12. If I add them up, what does this come to? 18. And we were expecting the protons to be different and the electrons to be the same anyway. Now it says that the relationship between nuclear charges, x > y, is definitely a correct statement. Their chemical properties, teacher, since their protons are different, they can't be the same, so that's out. The total number of particles is the same. It might be, by the way, but is it certain? No. That’s why we crossed it out. So we concluded that our answer is option A. Yes. Now, whose turn is it? The real bombshell, the OSYM question. Wait, let me get the green color so we can see what they are asking. In this year's 2026 exam question, they said something like this. I have provided you with the information regarding the atomic and mass numbers of X, Y, and Z element atoms in the table, it says. What were we going to do immediately, teacher? I brought X. What was the atomic number given? 11. What was the mass number given? 23. Then what will the number of neutrons be? It came out to be 12. Okay. I came right away. I am examining the Y particle. What was the atomic number given for the Y particle? 12. What was the mass given? 24. What did this come to? I immediately got it as 12. I came right away. I am examining the Z particle. Teacher, this came out to be 12 and this to be 23. What will this come to? It came out to be 13. Now, what is the question stem? X and Y element atoms are isotones of each other. X and Y. If my neutrons are the same and protons are different, they are isotones of each other. That is a correct statement, teacher. Y and Z element atoms are isobars of each other. Y and Z. Oh, Y and Z are not isobars. What was needed for an isobar? Uh, the mass numbers had to be the same , and the proton and electron numbers had to be different. So, the statement here became incorrect. In the Z element atom, the number of electrons and neutrons are the same. When we look at Z, are the electrons and neutrons the same, teacher? The number of electrons is 12, the number of neutrons is 13. So the statement here also became incorrect. Wait, it asks us which one is correct anyway. Let's cross out the incorrect ones. We already found that it's A. Wait. X and Z element atoms are isotopes of each other. Teacher, X and Z are not isotopes of each other. Their proton numbers are different. So that’s out. X and Y element atoms are isoelectronic, teacher. X12 their electron numbers are different, so they don't turn out to be isoelectronic. Our answer is option. See? Did you see? The exact same questions. Are we in agreement? Did anything different come up? It didn't. Questions are coming in the same patterns. Come, let's examine a bit more. According to the Rutherford atom model, which of these statements is correct? They asked about Rutherford . It says, "Positive charges are collected in the nucleus of the atom." Didn't this guy introduce the concept of the nucleus for the first time? Then the statement here turned out to be correct. Is there an orbital concept for electrons in the atom in Rutherford's model? In this modern atomic theory, guys, there is no such concept. It's gone. The one who first said that most of the atomic volume is empty space, so the answer is 1 and 3. So, option D, that's it. It was a question you could answer in 3 seconds. I'm here. It says I have two structures , look. It gave an X and said this part is a. This part is 12. It gave a Y and said this part is 11. It showed this part is 23. Then it said these two are isotones of each other. Aha, the solution has started. Teacher, did you catch that its neutron is 12? I caught it. Since it is an isotone, this must also be 12. When I add 12 to 12, I discovered that this part must also be 24. Okay, this job is done. The question asks about this element atom, that is, x 12 24 12, I even said this part is 12 when neutral. The statement that the mass number is 23 became incorrect. I caught the 24. It says it is an isotope with this. One minute. How many neutrons? 14. The proton is the same. If the neutrons are different , they are isotopes of each other. Correct. It says it is isoelectronic with X and Y +. How many electrons in Y + 1? 10. And how many are in this one? 12. Are the electron counts of both the same? They are not. Then these are not isoelectronic to each other. Which one became correct? My answer came out as option B. Well, teacher. It says I gave information about the X element atom. Look, it says it is an isotone with sodium. How many neutrons does sodium have? 12. To be an isotone, what do you expect the neutron of this x to come out as? 12. It continued. It says it is an isotope with magnesium. There is probably a typo here. This needs to be 24. Heh. For it to be an isotope, what does this need to be, which I don't need the top for anyway. It comes in the form of 12. I saw that this part is 12. Uh, it says electron, proton, neutron to us, right? Let me show you the trap here. 12. You came here and said 24. You came here. Normally 12. Aa 12 12, 90%of people fell for option A. What does the question ask? Look at the root of the question. It says about the X + 2 ion, teacher. What does + 2 mean? If I give two electrons, who did this turn into? It turned into ten. Right? Neutron 12. Okay. Proton 12. Okay. But what should the electron come out as? It should come out as 10. That's why my answer is option C. This question tripped up many people. What is the reason? They didn't read the question root and jumped straight in when it said electron, proton, neutron. But since it asked for the electron of the ion here, it tripped up many people. We need to be careful with this question. Well, teacher, look at the neutron count in the neon atom, how did it come out? It comes as 12, right? How many electrons? It came in the form of 10. Now it says it contains the same number of neutrons as sodium. How many neutrons does this have? It came as 12. Since both are 12, the neutron numbers turned out the same. It contains the same number of protons as the sodium +1 ion. Now it gave the +1 ion acidity. I was going to say it's 10 to 10 here, but it doesn't ask you that. It says proton content. Where is the proton? Right here. But the elements aren't the same, so the protons can't be either. Incorrect. It contains the same number of electrons as the fluorine ion. Now look, this is 10, and this is 10. In that case, you'd call this one correct. So, your answer appears as 1 and 3, option C. Now let's move on to the next one, take a look. I'm talking about hydrogen and deuterium. This guy's neutron is 0. I said this guy's neutron is 1. The atomic number indicates the proton count for both. It has to be the same anyway, they are isotopes. Neutron numbers are 0 and 1. The neutron numbers turned out different, teacher. As for electron numbers, since they were given in neutral form, both had one electron each. That is also correct . So, your answer appeared as 1 and 3. See how enjoyable these questions are, right? That's why, as we said, guys, learning the subject is one thing, but you need to reinforce it. You will do this with questions. The more questions you solve, the more you improve. So, here comes your homework immediately. You are heading straight to the question bank. You are going to solve all the tests related to atoms there. And after that, we meet again in the next video. So, take very good care of yourself. Hope to see you in the next lessons.