Modern Atomic Structure

Modern Atomic Structure

Entrance Ticket – Section 3.8 homework
In your notebooks, answer the following questions: 1. Name two characteristics of metals 2. In the modern Periodic Table, which way are elements arranged? (choose all that apply.) a. in order of their increasing atomic number b. in order of their increasing atomic mass number c. by groups of ‘families’ which have the same chemical properties d. by rows of ‘families’ which have the same chemical properties. 3. What are metalloids? 4. Where are the metalloids located?

Strategies for Memorization
Flash cards Spartan Memorization Quizlet Song/Lyrics intense Repetition Small Bursts of Power Learning Memorize academy (online)

I bet that bench is really unstable…

Burning Salts Spoon of the following salts with some denatured (poisoned to keep humans from consuming it) ethyl alcohol and a match. Sodium Chloride NaCl Copper II Chloride CuCl2 Strontium Chloride SrCl2 Lithium Chloride LiCl Calcium Chloride CaCl2

What Causes These Distinctive Colors?

What would you need to know, or know about, that would help you explain the demonstration? (2)
What in elements produces the colors? Learn more about fission/fusion Learn more about color Properties of elements when mixed with alcohol How many electrons does each salt have? How much salt dissolved into the alcohol? Was there a chemical reaction between salt and alcohol? Does the color of the element define the color of the flame? Moving electrons and wavelength of light produced How many valence electrons in each atom and what happens when they are given a lot of energy. How do we perceive light?

Which (salt) element gives off which color? How much salt is in the dish? What causes the color? Why do they cause color when burned? How many electrons are transferred in reaction? Which elements gain/lose electrons in the reaction? What atomic structure of elements used? Know unique properties of elements Know electron orbits of elements What chemical compounds are formed after the flame goes out? (products) Why does each compound burn differently. What groups do compounds come from. How many electrons are in the outermost shell of atoms? What was the combustion temperature of each reaction? How our brain perceives color More Wavelengths and colors Do the colors determine the temperature of the flame? Which wavelengths cause which colors?

What is the chemical composition? Does oxygen from air play part in the reaction? How are different atoms structured for each element in fire? What were different gasses that came out when heated? What are other reactants in the reaction? Do different elements/properties in each chemical affect the color? Are there different amounts of neutrons/protons in the chemicals? How do the electrons and the energy they hold affect the outcome of the reaction? Collect DATA, analyze according to element/colors How many electrons did metals lose by the end of the reaction? Do the salts burned smell different from each other? Do they produce a different amount of heat? Is the difference in color because of the different amount of energy released? Heat/Light Light produced during the reaction was at different wavelengths

Do molecule shapes/sizes affect the outcome reaction? Why do colors appear as they do? Know chemical properties of elements Cu, Sr, Li, Na, Ca What are covalent bonds? What determines the color as electrons jump around? What are chemical reactions REALLY? What determines if something is flammable or not flammable? When light enters our eyes what causes us to see specific colors? Does alcohol content affect anything? Does oxide color affect the flame color? What is happening the atom when it is burning? Where are electrons located in shells of atoms? Light goes in eye and we see colors with cones and rod that reflect from object. Anatomy of eye...why do we see what we see? Different types of energy, what defines which type of energy is produced?

Neils Bohr - The Planetary Model 1913

Planetary Model Problems
Although Bohr’s planetary model is: Visual Easy to understand Explains a lot of chemistry It does not explain the flaming salts demonstration. For that we need a new model.

Warm Up Question (2) What is energy? Force that causes something to react, Energy = work x distance, energy gives things the ability to move and work, E=mc2 , makes something do something, the ability to do work, various transformations to provide heat, energy is movement, potential change or influence on the universe. List as many forms of energy you can. Kinetic matter transformed Thermal mechanical Chemical potential energy nuclear Light magnetic Sound gravitational Electricity

Warm Up Question (3) What is energy? Movement of molecules, force that moves molecules, ability to do work, power of movement, power to do task, List as many forms of energy you can. Light (solar) Nuclear radiation Thermal (heat) Radiant Kinetic (wind, hydro) Sound Potential Electrical Chemical Gravitational Mechanical

Warm Up Question (4) What is energy? Power, fuel, form of movement, ability/capacity to move an object, force/power source and/or property that is transferable through objects – push/pull, Energy = force x distance List as many forms of energy you can. Gravitational Sound Kinetic Light (solar) Thermal (heat) Chemical Nuclear (atomic) Electrical Mechanical Matter (E=mc2) Potential

Warm Up Question (7) What is energy? Movement of electrons/powers chemical reactions, can redirect and is used to do things/allows things to happen, force/power that has different forms (properties) List as many forms of energy you can. Kinetic Sound Thermal (Heat) Elasticity Potential Mechanical Light Nuclear (radiation) Chemical (ATP) Electrical/Magnetism Gravitational

Energy In physics, energy is the property that must be transferred to an object in order to perform work on, or to heat, the object. Common forms of energy include: kinetic energy of a moving object, the potential energy stored by an object's position in a force field (gravitational, electric or magnetic), the elastic energy stored by stretching solid objects, the chemical energy released when a fuel burns, the radiant energy carried by light, thermal energy due to an object's temperature.

What do you know about light? (2) Think-Pair-Share/Jigsaw
We know this about light…. Light is faster than sound Different wavelengths of light Sometimes acts like a particle Visible Transforms into heat Produced naturally and artificially Has a constant speed in our universe Speed of light is the upper limit to moving objects

We know this about light…. Comes from sun, UV rays mutate DNA Travels in waves really fast, fastest moving thing, 186,000 miles/second Absorbed/processed in eyes Processed in solar panels and stored as potential electricity Converted in many other forms Radiant energy Many types of light, different frequencies determines kind of light and color Has no mass Emits thermal energy

We know this about light…. Photosynthesis Light is bright Highest (lowest) end is called ultra violet/Low (highest) end is called infra red/Different wavelengths Similar to sound properties, moves faster than sound Rayleigh scattering Colors have different wavelengths which move at different speeds White light through a prism makes a rainbow Gives off thermal energy Moves really fast Can be reflected Can’t see all the light spectrum

We know this about light…. Rayleigh Scattering Helps us see brain processes light Gives off energy aids with photosynthesis Faster than speed of sound has no mass Heat up things (Thermal) Bright Visible/transferable Wave/particle Form of radiation

Warm Up O2- has how many Electrons? Protons? Neutrons?
What is the mass number of the most common isotope? Fe3+ has how many

Warm Up O2- has how many Electrons? 10 Protons? 8 Neutrons? 8
What is the mass number of the most common isotope? 16 Fe3+ has how many Electrons? 23 Protons? 26 Neutrons? 30 What is the mass number of the most common isotope? 56

Big Ideas About Light #1 (2)
What evidence proves that light is energy? Solar panels convert light into electrical energy (which makes a phone work) Electrical energy can transform into light energy We see light transfer to another object without adding mass to the object Plants need light energy to make food Light heats up object Output of chemical reactions

What evidence proves that light is energy? Photosynthesis Solar panels convert sunlight into electricity Heat up objects – thermal energy See evidence of transference

What evidence proves that light is energy? No mass because if light was absorbed and has mass, objects gain mass. Too much sunlight can cause cancer Radiates through a vacuum Can be converted into to other forms of energy, and reverse is true, light can convert into other things….chemical energy from photosynthesis. Vitamin D Light converts to thermal energy

What evidence proves that light is energy? Photosynthesis – transfers light energy to chemical energy Convert to electricity using solar panels Light can heat things up Convert other kinds of energy into light… Supporting idea

History of light history of light stop at 2:28

What evidence proves that light is a wave? Transfer to an object without adding mass…all particles have mass Different colors – rainbow is not a physical object Prism creates rainbows

What evidence proves that light is a wave? Light must be a wave to account for different types of light. If light was not a wave, then all color would be the same. But, since light has multiple colors, this gives evidence that the waves change the colors, so there must be multiple wavelengths. Light can be broken into multiple colors by a prism or a diffraction grating. Rainbows

What evidence proves that light is a wave? Light bends through a prism and produces different colors. Rainbow Light changes when you put it through a magnifying lens. Polarized sunglasses Sunbeams coming through clouds?? Water distorts light If light is energy it can’t be matter Sky would not be blue…light scattering...Rayleigh effect

What evidence proves that light is a wave? We know that light behaves similar to sound, but how do we know that sound is a wave? Light is a wave because different waves produce different colors. Infra red and ultraviolet…. NOT ALL LIGHT IS THE SAME. All light would be the same if light was not a wave that varied in wavelength.

Diffraction When light passes through a small opening and bends around the opening showing a pattern of wave.

Thomas Young’s Double Slit Experiment 1803
young’s double slit original sketch

Young’s results

Young’s Experiment Our Experiment

Big Ideas #1 and #2 Review 1)Light is energy
Evidence: When you stand in the light you get warm 2) Light has wave properties Evidence: When light passes through two slits you see an interference pattern like other forms of waves

Big Idea about Light #3 (2)
How is the frequency of light related to how much energy it has? Blue light has more energy because when you heat metals it goes from red to blue. Blue light has a lower frequency than red light. Higher frequency has more energy

How is the frequency of light related to how much energy it has? Higher frequency is higher energy; lower frequency is lower energy

How is the frequency of light related to how much energy it has? Higher frequency = more energy i.e. gamma rays Lower frequency = lower energy i.e. radio waves

How is the frequency of light related to how much energy it has? Light waves – ultra violet have higher frequency than other forms of light and can cause cancer but most commonly sunburn. Low frequency low energy

Waves The Giant Slinky…... How can we use a slinky to understand

https://academo.org/demos/wave-interference-beat-frequency/ open in chrome

Question… You are stopped at a railroad crossing and watch a long line of coal cars go by. You decide to count them, and you notice that 12 coal cars go by every 10 seconds. Each coal car is 53 feet long. Calculate the speed of the train (in feet per second). Answer:

Solution Speed of train = (frequency of cars)(length of one car)
Speed of train = (12 cars/10 s)(53 ft.) Speed of train = 63.6 ft/s Equation speed of light = (frequency)(wave length) c = (f) (𝝀)

How is a moving train similar to light?
Goes so fast it is hard to know the speed Wavelength is the length of the car Frequency is cars/10 sec….cars/sec Cycle per second...Hertz Difference: not a wave, speed of light in a vacuum is constant, train is not energy

What do we know about light, color and frequency? Blue light has higher frequency since it has higher energy When light is at certain wavelength we can’t see it. Color is different wavelengths of light with different frequencies White light is equal amount of red, green and blue light. White light is a mix of all colors Blue Light bends less than red because it is closer to the white light in the center (diffraction lenses)

What do we know about light, color and frequency? Color (type of light) depends on frequency, some have more energy than others, what we see is in the visible range. Amplitude determines intensity (brightness) All light has frequency, some light is not visible Higher frequency has higher energy.

What do we know about light, color and frequency? Frequency is directly proportional to the amount of energy it has. f ↑ e ↑ Closer to red long the wavelength, lower frequency; blue light short 𝝀, high f Each color has a different frequency Speed of light is a constant and f ↑ 𝝀 ↓ indirectly related Not all light is visible, color spectrum is limited Color is dependent on frequency

What do we know about light, color and frequency?

Parts of the wave…. Frequency – number of waves that pass a particular point per the time it takes….f=waves/time

History of light history of light start at 2:28 photo electric effect

Color and Wavelength Academo
open in chrome Scale of the universe – see the sizes of these light waves

Electromagnetic Spectrum

Big Ideas of Light #1-4 Review
1)Light is energy Evidence: When you stand in the light you get warm 2) Light has wave properties (behavior) Evidence: When light passes through two slits you see an interference pattern like other forms of waves 3) Light has energy Evidence: higher frequency, shorter wavelength has more energy 4) Light frequency and energy determine color Evidence: short wavelengths (blues) have higher energy, long wavelengths (reds) have lower energy

Now… Can you explain the colors given off by the burning salts yet?
Which of your questions have been answered What do you still need to find out to explain the burning salts? IF you could see a flaming salt demo again, would you observe any differently than the first time?

Our Next Questions Li, Cl, Sr, Ca, Mg plus alcohol that burned C, H, O
How many valence electrons are in each element? Atomic properties of salt and how it changes during chemical reaction? What properties of the salt effect the wavelength of light given off? Does this release of light happen with other compounds? How is light released on a molecular level?

Our Next Questions (3) How do the elements ( Li, Na, Ca, Sr, Cu) give off certain colors when energized? Why? How does the salt affect the color of the fire? How do the elements get energized????? (added an accelerant and burned) What are the chemical properties that cause the elements to give off color? How do outer shell and electrons have anything to do with color changing? Do heavier compounds have more stored energy than lighter compounds? (does atom size have anything to do with energy content.)

Our Next Questions (4) What is happening at the sub atomic level that might cause the change in color? Protons, neutrons and electrons of elements. Does the environmental temperature matter to the reaction? Do the number of shells in the atom have an effect on the color produced. When the energy is released from the electrons moving orbitals that a photon? Does chemical composition have anything to do with the color? Which absorb or emit light? (Li, Na, Cu, Sr, Ca) Cl, C, H, O. How much energy is being released in each flaming salt container? High energy/high frequency. What is the frequency of the light emitted from salts.

Our Next Questions (7)

Homework Go to your Google Drive and take the Google Forms Quiz in your Chemistry Folder. Answer All questions.

To the point….. If an object appears a certain color under "white light", it is because it is reflecting (solid object) or transmitting (glass, liquid) the light of that color. All other colors are absorbed. A black object absorbs all colors. A white object reflects all colors. A transparent object transmits all colors.

Color Review: what you see is NOT really what you get..
We can be fooled into thinking that we see colors of light that aren't really there. Our perception of color starts with receptors in our eyes called cones. They are sensitive to color, while the rods are sensitive to light and dark. We have three kinds of cones: red, green, and blue. When blue light enters our eye, the blue cones fire off, and that's what our brain processes. The same thing happens when green light or red light strikes the eye. Those cones fire off, and our brain interprets it accordingly. Every other color is processed by our brain using signals from a combination of cones. Source: Mr. Todd Frederickson, BHS

For Example… For example, yellow light sets off green cones and red cones, and our brain interprets the combination as yellow. The problem is, if red light and green light both hit your eye at the same time, they fire off the green and red sensors, and our brain calls it yellow. But red and green together do not make yellow. They are still red and green light with their own wavelengths and frequencies. But our eyes and our brains see it as yellow. Source: Mr. Todd Frederickson, BHS

Big Ideas of Light #5-6 Review
5)Light is perceived by our brains Evidence: Perceptions of color made with the naked eye can be misleading. 6) Light can confuse our brains Evidence: There is no such thing as white light

What is a Photon? How fast does it travel? Does it have mass?
At the speed of light – because it is light Does it have mass? No – because mass cannot travel at the speed of light. Does it exist in the atom before it is emitted? No – it is emitted as the electrons move about.

Hydrogen Line Emission Spectrum

What Do the Lines Mean? Lines correspond to electrons giving up photons as they cascade down to lower energy levels.

POGIL Electron Energy and Light
Penny will pass out playing cards 1-6 of 4 suits Students will move to the appropriate lab station corresponding to their suit. At your lab station you will find a poster showing group roles for this POGIL activity. If you are a 1 you are the TECHNICIAN If you are a 2 you are the DOCUMENT CONTROL If you are a 3 you are the MANAGER If you are a 4 you are the ENCOURAGER/CHEERLEADER If you are a 5 you are the READER If you are a 6 you are the SPOKESPERSON

Goals for Wednesday Oct 25
Work together on your POGIL assignment until completed. Please use the following norms for group work: A Actively Engage – participate in class; don’t let your group-mates do all the work P Presume Positive Intent – Assume the best from others. L Listen to Understand – If you don’t understand, ask a clarifying question. U Unplug – no technology unless instructed to use by Penny. M Monitor Your Air Time – Don’t hog the conversation; let others participate. B Be Efficient – Use your time wisely, stay on task. I Invite Respectful Debate – respectfully discuss any differences of opinions B Be Kind – be helpful and respectful to others at all times.

Unit 1 test Please look over your test and discuss answers with your group. 5 minutes Miss Penny will go over the test question by question. You will self assess your study habits with the handout. If you did not meet standard, please take a study guide and complete it. Make an appointment to meet with Miss Penny to review it before you take your re-test. *Retests will not be taken unless this step is completed. Retest must be taken before Wednesday, November 22. Miss Penny MUST collect the test. Please take notes on what you need to study.

Homework Thursday Oct 26 Read section 11.2 (pages ) and answer questions 3-8 on page This is due Friday, Oct 27. Be prepared to discuss homework and have a 10 point quiz on the section. This quiz will also include the POGIL activity Electron Energy and Light

Today’s Goals Check Homework/quizes for Friday absences
Do Classroom Survey goo.gl/GkFjBe Phet Emission Spectrum/simulation Conservation of Energy in Atoms during absorption and emission. Fun time review

Hydrogen Emission Spectrum

What’s the Deal About Energy?
Energy cannot be created or destroyed, and what energy an atom absorbs to reach an excited state will also be emitted to reach the ground state. This energy can be calculated by the equation E = h・f h = Planck's constant The amount of energy found in light is directly related to the frequency. The higher the frequency of light, the more energy.

Energy is both absorbed and emitted in discrete amounts
Energy is both absorbed and emitted in discrete amounts. This gives the stair step idea to Bohr’s hydrogen atom. If the photon entering the atom does not get absorbed because it does not contain the same discrete amount of energy that can be absorbed, it passes through.

Atoms ONLY… Absorb the same kind of wavelengths they emit.
And because of the relationship described in the equation with Planck’s constant, they can only absorb the same kind of energy they emit. E = h・f h = Planck's constant

Be The Atom…. In your group, take 10 minutes to develop a skit that explains your understanding of what happens when an atom absorbs a photon and when it releases a photon. You may use props and/or signs and/or have a verbal introduction to your skit.

Homework For Wednesday, November 1 For Thursday, November 2
Prepare for The First 20 Elements Quiz #2 Explain what you can about the flaming salts demonstration. What should be our next step? For Thursday, November 2 Read sections , pages , and do questions 9-20 on page 355

Wednesday, November 1 Quiz 2 First 20 elements
Make up Quiz for those who did not do it last Friday. Solution Demonstration

Atoms EMIT the same amount of energy they ABSORB.
The POGIL activity simplified the hydrogen atom and showed just 4 electron cascades, but in reality, there are several jumps which correspond closely to the same wavelength of light. You do not need to know the names of these series, and we will continue to treat each line as a single line for our purposes, but this explains some questions students posed. Atoms EMIT the same amount of energy they ABSORB.

Homework For Thursday, November 2
Read sections , pages , and do questions 9-20 on page 355

Absorption Spectra The combination of colors that is absorbed by a chemical is called its absorption spectrum. Every chemical has a unique absorption spectrum, like a fingerprint, that can be used to identify it.

Every chemical absorbs a specific set of colors that is different from that of every other chemical. The black lines are the colors that are absorbed by the element when white light passes through it. The colors that you see are those that are transmitted:

The black lines are the colors that are absorbed by the element when white light passes through it. The colors that you see are those that are transmitted

Three Kinds of Spectra

Thursday November 2 Homework Questions
Homework: Read section 11.6 on pages Answer questions 2 and 3 on page 332. UNIT 2 Test Block period Nov 13 & 14

PhET Simulations Models of Hydrogen atom (requires Java) Neon Lights and Other Discharge Lamps (requires Java)

Friday, November 3 Mini lecture to blow your mind!
Homework: Read section 11.7 on pages Answer questions on page 355. UNIT 2 Test Block period Nov 13 & 14

Atoms are to matter as ____________ are to light

Big Idea of Light #7 7)Light has fundamental particles called photons
Evidence: photons have specific amounts of energy and cannot be divided. So, when you absorb or emit a photon of light, you absorb or emit a certain amount of energy all at once, no more and no less. This is what it means to say that light is quantized.

Welcome to Quantum Chemistry!
Atoms must absorb energy in set amounts (each color photon has a set amount of energy). The energy changes in atoms are not continuous but quantized, and atoms absorb and emit energy only in quantum leaps Evidence: Atoms absorb and emit only certain colors of light. Each color of light has a characteristic amount of energy. That amount of energy cannot be broken down. Example: when an atom absorbs a photon it goes from level 1 to 10 without ever being at level 5. This phenomenon of going from one "place" to another without being any place in between is called a quantum leap.

But…you said “Quanta” are small!
A Quantum Leap (singular) is both very small and very large. The leap from the ground state to the excited state is very small when considering the distance. BUT….the fact that the electron moves from the ground state to the excited state INSTANTANEOUSLY makes it very large. Huge Very HUGE

What About the Middle? You can't move an object from point A to point C without going through point B. You can't speed up from 10 miles per hour to 20 miles per hour without, at some instant, going 15 miles per hour. We can’t explain the quantum evidence if we continue to think of electrons as little pebble like objects.

So, we are going to give up drawing atoms and start drawing energy level diagrams!

POGIL Electron Electron Configurations
Penny will pass out playing cards 1-6 of 4 suits Students will move to the appropriate lab station corresponding to their suit. At your lab station you will find a poster showing group roles for this POGIL activity. If you are a 1 you are the TECHNICIAN If you are a 2 you are the DOCUMENT CONTROL If you are a 3 you are the MANAGER If you are a 4 you are the ENCOURAGER/CHEERLEADER If you are a 5 you are the READER If you are a 6 you are the SPOKESPERSON

Tuesday November 7 Finish POGIL Electron Configuration
Return to group and share out/correct activity Exit ticket Homework: Practice the electron configuration of the first 20 elements of the periodic table. Check your answers online.

Tuesday November 7, 7th period.
Start POGIL Cracking the Periodic Table Code Return to group and share out/correct activity Exit ticket Homework For Thursday, 11-9, read the 2 paragraphs at the top of page 343, try these questions on page 356: 43, 44 and 47.

Today’s/Tomorrow’s Goals:
Wed, November 8 Start POGIL Cracking the Periodic Table Code Homework For Thursday, 11-9, read the 2 paragraphs at the top of page 343, try these questions on page 356: 43, 44 and 47. Thursday, November 9 Return to group and share out/correct activity Exit ticket

Yesterday’s/Today’s Goals:
Wed, November 8 Start POGIL Cracking the Periodic Table Code Homework For Thursday, 11-9, read the 2 paragraphs at the top of page 343, try these questions on page 356: 43, 44 and 47. Thursday, November 9 Homework OOPS! Read section to answer the questions. Continue POGIL Cracking the Periodic Table Code If finished, return to group and share out/correct activity Exit ticket if time Complete Study Guide for exam practice. Answers will be posted online Saturday by 5 pm.

Unit 2 Test Modern Atomic Structure
Possible Question Types Multiple Choice True/False/More information needed Short Answer Matching Model (diagram) reading Model (diagram) constructing

Photo of light as a particle AND a wave

Hund’s Rule(s) Hund’s rule 1:
Lowest energy levels fill first, based on the Aufbau principle.

Hund’s Rule(s) Electrons always enter an empty orbital before they pair up. Electrons are negatively charged and, as a result, repel each other. Electrons tend to minimize repulsion by occupying their own orbitals, rather than sharing an orbital with another electron. Unpaired electrons in singly occupied orbitals have the same spins. To avoid confusion, scientists typically draw the first electron, and any other unpaired electron, in an orbital as "spin-up." Once the spin of the first electron in a sublevel is chosen, the spins of all of the other electrons in that sublevel depend on that first spin.

Hund’s Rule(s) For Example:

Quiz Period 2 1. Write the full electron configuration of Yitrium
2. Write the electron configuration of Sulfur using the Noble Gas core method. 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p5 B. 1s22s22p63s23p64s23d104p5 4. Compare the predicted vs. true electron configuration of Palladium: Predicted: [Kr]5s24d8 True: [Kr]4d10 Why do you think this true configuration occurs?

Quiz Period 2 Answers 1. Write the predicted full electron configuration of Yitrium 1s22s22p63s23p64s23d104p65s24d1 2. Write the electron configuration of Sulfur using the Noble Gas core method. [Ne]3s23p4 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p5 Iodine B. 1s22s22p63s23p64s23d104p4 Selenium 4. Compare the predicted vs. true electron configuration of Palladium: Predicted: [Kr]5s24d8 True: [Kr]4d10 Why do you think this true configuration occurs? The 4d shell becomes full and more stable by using the 5s electrons. By doing this the electrons find the lowest energy configuration.

Quiz Period 3 1. Write the full electron configuration of Zirconium 2. Write the electron configuration of Phosphorus using the Noble Gas core method. 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p4 B. 1s22s22p63s23p6 4s23d104p1 4. Compare the predicted vs. true electron configuration of Nickel: Predicted: [Ar]4s23d8 True: [Ar]3d10 Why do you think this true configuration occurs?

Quiz Period 3 Answers 1. Write the predicted full electron configuration of Molybdenum 1s22s22p63s23p64s23d104p65s24d4 2. Write the electron configuration of Phosphorus using the Noble Gas core method. [Ne]3s23p3 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p4 Tellurium B. 1s22s22p63s23p64s23d104p4 Thallium 4. Compare the predicted vs. true electron configuration of Nickel: Predicted: [Ar]4s23d8 True: [Ar]3d10 Why do you think this true configuration occurs? The 3d shell becomes full and more stable by using the 4s electrons. By doing this the electrons find the lowest energy configuration.

Quiz Period 4 1. Write the full electron configuration of Molybdenum 2. Write the electron configuration of Bromine using the Noble Gas core method. 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p2 B. 1s22s22p63s23p64s23d104p Compare the predicted vs. true electron configuration of Palladium: Predicted: [Kr]5s24d8 True: [Kr]4d10 Why do you think this true configuration occurs?

Quiz Period 4 Answers 1. Write the predicted full electron configuration of Molybdenum 1s22s22p63s23p64s23d104p65s24d4 2. Write the electron configuration of Bromine using the Noble Gas core method. [Ar]4s23d104p5 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p2 Tin B. 1s22s22p63s23p64s23d104p6 Xenon 4. Compare the predicted vs. true electron configuration of Palladium: Predicted: [Kr]5s24d8 True: [Kr]4d10 Why do you think this true configuration occurs? The 4d shell becomes full and more stable by using the 5s electrons. By doing this the electrons find the lowest energy configuration.

Quiz Period 7 1. Write the full electron configuration of Niobium 2. Write the electron configuration of Chlorine using the Noble Gas core method. 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p2 B. 1s22s22p63s23p64s23d104p1 4. Compare the predicted vs. true electron configuration of Platinum: Predicted: [Xe] 6s2 4f14 5d8 True: [Xe] 4f14 5d10 Why do you think this true configuration occurs?

Quiz Period 7 Answers 1. Write the predicted full electron configuration of Niobium 1s22s22p63s23p64s23d104p65s24d3 2. Write the electron configuration of Chlorine using the Noble Gas core method. [Ne]3s23p5 3. Which elements do the following electron configurations represent? A. [Kr] 5s24d105p2 Antimony B. 1s22s22p63s23p64s23d104p1 Gallium 4. Compare the predicted vs. true electron configuration of Platinum: Predicted: [Xe] 6s2 4f14 5d8 True: [Xe] 4f14 5d10 Why do you think this true configuration occurs? The 5d shell becomes full and more stable by using the 6s electrons. The full 5d shell is more stable than the full 6s shell.

Pauli Exclusion Principle: The What
In 1913, Bohr had proposed that electrons could occupy only certain quantized orbitals, but there seemed to be no reason why all the electrons in an atom didn’t simply crowd into the one lowest energy state. There was no convincing explanation of the structure of the periodic table. This well-known principle, which states that no two identical electrons can have all the same characteristics, provided for the first time a theoretical basis for the structure of the periodic table of the elements. The Principle in understandable terms: When two electrons occupy the same orbital, they must spin in opposite directions.

Pauli Exclusion Principle: The Why
Electron Spin When scientists analyzed the emission and absorption spectra of the elements more closely, they saw that for elements having more than one electron, nearly all the lines in the spectra were actually pairs of very closely spaced lines. Because each line represents an energy level available to electrons in the atom, there are twice as many energy levels available as would be predicted. Scientists also discovered that applying a magnetic field caused the lines in the pairs to split farther apart. Two like charged particles would repel each other.

The Explanation Yes, Pauli won the Nobel Prize!!
When an electrically charged object spins, it produces a magnetic field, making it behave like a magnet. This magnetic field explains electron spin. In a magnetic field, the electron has two possible orientations: either with the magnetic field or against it. These orientations are designated up and (down) This was verified in the same year Pauli announced it. Yes, Pauli won the Nobel Prize!!

Homework due next class
Read section and do questions 1-6 on page 352

Modern Atomic Structure

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