The development of the atomic theory is important for today's generation for the following reasons:
1. It laid the foundation for understanding chemistry and chemical reactions at the molecular level. Understanding the structure of atoms allows us to understand how elements bond together to form molecules and compounds.
2. It enabled the development of modern physics, materials science, electronics and technology. Our understanding of atomic and nuclear physics led to technologies like computers, smartphones, medical imaging devices, solar cells and more.
3. It allowed for the development of new materials. With a deeper understanding of atomic and molecular structures, new alloys, semiconductors and other materials can be engineered for various applications.
4. It helped advance medical science. Applications
The document discusses Lewis dot structures, which use dots to represent valence electrons around an atomic symbol. It explains that ions have Lewis dot diagrams with fewer (for cations) or more (for anions) dots than the corresponding atom due to gaining or losing electrons. The document provides examples of Lewis dot diagrams for various ions, such as Ca2+ and O2-. It also includes practice problems asking students to draw Lewis dot diagrams for additional ions.
J.J. Thomson discovered the electron in 1897 through his cathode ray experiment and proposed the "plum pudding" model of the atom in 1904. Later experiments provided evidence that atoms are made of even smaller subatomic particles. In the 1910s, Rutherford discovered the nucleus through his gold foil experiment and proposed a nuclear model of the atom. In 1932, Chadwick discovered the neutron through experiments bombarding beryllium with alpha particles. Atoms are now understood to have a small, dense nucleus containing protons and neutrons, surrounded by electrons in orbit.
Greek philosopher Democritus first proposed the idea of atoms in 460 BC, reasoning that matter must be divisible into indivisible particles. However, his idea was largely ignored. In the early 1800s, John Dalton performed experiments and developed an atomic theory, stating that elements are made of identical atoms that combine to form compounds. In 1897, Joseph John Thomson discovered the electron and proposed a early atomic model where electrons were embedded in a uniform sphere of positive charge, like raisins in pudding, known as the plum pudding model.
The document summarizes key information about the periodic table of elements, including its organization of elements according to atomic number and properties. Elements are grouped into families with similar properties, and the periodic table can be used to predict chemical reactions and properties of elements. Different areas of the periodic table are described, including alkali metals, transition metals, noble gases, and more.
J.J. Thomson discovered electrons in 1897 using a cathode ray tube, which showed that cathode rays were streams of electrons. He proposed the plum pudding model of the atom, which depicted the atom as a ball of positive charge with negative electrons embedded inside. This contradicted Dalton's model of individual solid spheres, leading Thomson to disprove Dalton's model of atomic structure.
At the end of the 19th century, scientists were able to observe the inner structure of atoms, including electrons, protons, and neutrons. The idea that all matter is composed of indivisible particles called atoms originated with Greek philosophers Leucippus and Democritus in the 5th century BC. Democritus proposed an early atomic model consisting of simply round spheres with no internal structure. Alchemy dominated chemistry for 2000 years, during which some alchemists made discoveries like several chemical elements and acids, while others pursued mysticism. Robert Boyle performed early quantitative experiments relating the pressure and volume of air and disagreed with alchemists' views that metals were not true elements.
The document provides a history of discoveries related to the atom from ancient Greek philosophers to modern quantum mechanics. It describes key contributors such as Democritus proposing atoms, Dalton establishing atomic theory, Rutherford discovering the nucleus, Bohr introducing quantum mechanics, and Heisenberg establishing the uncertainty principle. The development of atomic models progressed from simple spheres to planetary structures to quantum mechanical probability distributions.
Valence electrons are the outermost shell electrons of an atom that are involved in bonding. Elements in the same group on the periodic table have the same number of valence electrons because they exhibit similar chemical properties based on their valence electron configuration. Atoms seek to attain a full outer shell of 8 electrons to achieve stability through gaining, losing or sharing valence electrons in chemical bonds.
The document discusses Lewis dot structures, which use dots to represent valence electrons around an atomic symbol. It explains that ions have Lewis dot diagrams with fewer (for cations) or more (for anions) dots than the corresponding atom due to gaining or losing electrons. The document provides examples of Lewis dot diagrams for various ions, such as Ca2+ and O2-. It also includes practice problems asking students to draw Lewis dot diagrams for additional ions.
J.J. Thomson discovered the electron in 1897 through his cathode ray experiment and proposed the "plum pudding" model of the atom in 1904. Later experiments provided evidence that atoms are made of even smaller subatomic particles. In the 1910s, Rutherford discovered the nucleus through his gold foil experiment and proposed a nuclear model of the atom. In 1932, Chadwick discovered the neutron through experiments bombarding beryllium with alpha particles. Atoms are now understood to have a small, dense nucleus containing protons and neutrons, surrounded by electrons in orbit.
Greek philosopher Democritus first proposed the idea of atoms in 460 BC, reasoning that matter must be divisible into indivisible particles. However, his idea was largely ignored. In the early 1800s, John Dalton performed experiments and developed an atomic theory, stating that elements are made of identical atoms that combine to form compounds. In 1897, Joseph John Thomson discovered the electron and proposed a early atomic model where electrons were embedded in a uniform sphere of positive charge, like raisins in pudding, known as the plum pudding model.
The document summarizes key information about the periodic table of elements, including its organization of elements according to atomic number and properties. Elements are grouped into families with similar properties, and the periodic table can be used to predict chemical reactions and properties of elements. Different areas of the periodic table are described, including alkali metals, transition metals, noble gases, and more.
J.J. Thomson discovered electrons in 1897 using a cathode ray tube, which showed that cathode rays were streams of electrons. He proposed the plum pudding model of the atom, which depicted the atom as a ball of positive charge with negative electrons embedded inside. This contradicted Dalton's model of individual solid spheres, leading Thomson to disprove Dalton's model of atomic structure.
At the end of the 19th century, scientists were able to observe the inner structure of atoms, including electrons, protons, and neutrons. The idea that all matter is composed of indivisible particles called atoms originated with Greek philosophers Leucippus and Democritus in the 5th century BC. Democritus proposed an early atomic model consisting of simply round spheres with no internal structure. Alchemy dominated chemistry for 2000 years, during which some alchemists made discoveries like several chemical elements and acids, while others pursued mysticism. Robert Boyle performed early quantitative experiments relating the pressure and volume of air and disagreed with alchemists' views that metals were not true elements.
The document provides a history of discoveries related to the atom from ancient Greek philosophers to modern quantum mechanics. It describes key contributors such as Democritus proposing atoms, Dalton establishing atomic theory, Rutherford discovering the nucleus, Bohr introducing quantum mechanics, and Heisenberg establishing the uncertainty principle. The development of atomic models progressed from simple spheres to planetary structures to quantum mechanical probability distributions.
Valence electrons are the outermost shell electrons of an atom that are involved in bonding. Elements in the same group on the periodic table have the same number of valence electrons because they exhibit similar chemical properties based on their valence electron configuration. Atoms seek to attain a full outer shell of 8 electrons to achieve stability through gaining, losing or sharing valence electrons in chemical bonds.
This document provides information about the periodic table and its development over time. It discusses how Dmitry Mendeleev discovered a pattern among the elements when arranged by atomic mass in 1869, creating the first periodic table. Later, Henry Moseley arranged the elements by atomic number, producing the modern periodic table. The document then describes the key components and organization of the periodic table, including periods, groups, and the properties of metals, nonmetals, and metalloids.
Chemical bonds- Properties of Ionic and Covalent compoundsSyed Amirul Aiman
This slide was used in the microteaching practice conducted by Dr. Denis Andrew D. Lajium for Teaching Method I (Chemistry) - TK30103.
all right reserve.
This document provides objectives and information about electron configuration. It begins by explaining the unique electron distribution of atoms and comparing orbital energies in hydrogen versus many-electron atoms. It then discusses writing electron configurations using the conventional and noble gas notation. Other topics covered include orbital diagrams, magnetic properties based on configuration, valence configuration/electrons, and how configuration relates to an element's position in the periodic table. Keywords and exercises are also provided.
This document provides an overview of the history and development of the atomic theory. It discusses early Greek philosophers like Democritus who proposed that all matter is composed of indivisible atoms. Later, scientists like John Dalton developed atomic theory further by proposing that atoms are tiny, indivisible particles that combine to form all substances. The document then outlines evidence for subatomic particles like J.J. Thomson's discovery of electrons and Rutherford's discovery of the nucleus. It defines key subatomic particles like protons, neutrons, and electrons and how they combine to form different atoms and isotopes.
John Dalton proposed the atomic theory in 1804, stating that all matter is composed of tiny, indivisible particles called atoms that cannot be divided further. Later discoveries found that atoms consist of even smaller subatomic particles, including electrons discovered by J.J. Thomson in 1897 and the nucleus discovered by Ernest Rutherford in 1910. The quantum mechanical model developed in 1926 by Schrodinger, Heisenberg and others proposed that electrons exist as waves of energy around the nucleus, rather than following fixed orbits as proposed by Niels Bohr's 1913 planetary model of the atom.
This document provides information about electron configuration. It begins by defining electron configuration as the arrangement of electrons in an atom's orbitals, which is described using quantum numbers. It then discusses the three main rules for writing electron configurations: 1) Aufbau principle, which states that electrons fill the lowest available energy levels first, 2) Pauli exclusion principle, which limits each orbital to two electrons of opposite spin, and 3) Hund's rule, which states that degenerate orbitals will fill with one electron each before pairing. The document provides examples of writing full and condensed electron configurations and drawing orbital diagrams for various elements. It includes an activity for students to practice these skills.
The document summarizes the history and development of atomic theory from ancient Greek philosophers to modern quantum mechanics. It describes early theories proposed by Aristotle and Democritus. John Dalton rejected Aristotle's theory and proposed atoms are indivisible, identical for each element, and combine in whole number ratios. Discovery of the electron, proton, and neutron led to new atomic models. Quantum mechanics explains atomic structure as electrons occupying probabilistic orbitals rather than fixed paths. The current model integrates discoveries of subatomic particles and quantum theory.
460 BC - Greek philosopher proposes the existence of the atom
He pounded materials until he made them into smaller and smaller parts
He called them atoma which is Greek for “indivisible”.
8th Grade Integrated Science Chapter 8 Lesson 1 on Electrons and Energy Levels. This lesson gives a brief introduction of the periodic table, periods, and groups. There is an introduction to metals, nonmetal, and metalloids. This also introduces electrons, energy levels, and the basic idea of bonding.
The document discusses electronic configuration, which is the distribution of electrons in atomic or molecular orbitals. It explains that electrons are arranged in shells and subshells around the nucleus, with the subshells labeled s, p, d, and f. The order that electron subshells are filled is provided, with exceptions to a simple ordering. Examples of writing the electronic configuration of different elements are given by asking a series of questions.
Atomic Models: Everything You Need to Knowjane1015
The document traces the development of atomic models from ancient Greek philosophers to modern quantum mechanics. It describes early ideas that atoms were indivisible spheres (Democritus), John Dalton's model of atoms as hard spheres, J.J. Thomson's "plum pudding" model with electrons in a positively charged substance, Ernest Rutherford's discovery of the nucleus from his gold foil experiment, Niels Bohr's model with electrons in specific energy levels around the nucleus, and the modern wave model where electrons exist as probability clouds.
This document provides an overview of electricity and magnetism. It discusses electric and magnetic fields, how magnetic fields are produced by electric currents, and some applications like electromagnets and motors. The key topics covered include electric charge, electric fields, magnetic fields, electromagnetism, and basic electric circuits. Hands-on activities are also included to demonstrate these concepts.
This document is an instructional material for a 7th grade science class that discusses solutions. It defines key terms like solute, solvent, saturated solution, and introduces various examples of naturally occurring and manufactured solutions. Students perform activities to observe the properties of solutions like their ability to pass light, and determine how much of a solute can dissolve in a given amount of solvent before reaching saturation. The document provides guidance for classifying solutions as concentrated or dilute based on qualitative and quantitative assessments of the relative amounts of solute and solvent.
John Dalton developed atomic theory in the early 1800s based on careful chemical measurements. The main postulates of Dalton's atomic theory were that matter is composed of very tiny indivisible particles called atoms, atoms of a given element are identical in mass and properties, and atoms of different elements have different properties and combine in small whole number ratios. While some aspects have been updated, Dalton's atomic theory of atoms as the basic building blocks of matter remains valid in modern chemistry.
Alchemists in the Middle Ages first introduced symbols for elements, which influenced modern chemists' use of symbols for convenience. Jons Jacob Berzelius invented the current system of chemical symbols. Elements' symbols are derived from their names in Latin, English, or the scientists who discovered them. Henry Moseley's work with X-ray spectra showed that atomic number, not mass, determines an element's position in the periodic table. This led to restating the periodic law in terms of atomic number and the modern form of the periodic table.
This document provides information about the periodic table and periodic trends. It discusses the organization of the periodic table into rows (periods) and columns (groups/families) and explains how elements in the same group have similar properties based on their electron configuration. Periodic trends are covered, including how atomic radius decreases across a period as effective nuclear charge increases, and how ionization energy and electron affinity vary periodically. Metals, nonmetals, and metalloids are defined based on their characteristic properties.
The document discusses the electronic configuration of atoms, which is the arrangement of electrons in an atom's orbitals. It defines the key terms of energy levels and sublevels, which are the orbitals where electrons are arranged. Examples of electronic configurations are given for several elements, such as iodine and silicon. Rules for determining electronic configuration, such as Aufbau's principle, Pauli's exclusion principle, and Hund's rule are also outlined.
Description
This infographic presents the theories that have been formulated about the structure of the atom. Each theory is accompanied with a basic description and a comparison is sought between them.
Objectives
After the completion of this lesson, students will be able to:
- Understand the differences between the pre-quantum and quantum theories.
- Understand the experimental data that led to the progress of the theories.
- Describe the structural components of matter as well as their properties.
Activities
1. Democritus’ theory: Students have to think about how small matter can get, to understand the meaning of the word ‘atomos’ and to understand that this specific theory was impossible to prove.
2. Dalton’s theory: Students have to discuss the reason that Dalton is considered as the father of the atomic theory despite the fact that Democritus had the original idea.
3. Thomson’s theory: The teacher introduces the discovery of electrons and challenges students to consider the structure of plum pudding in order to explain the specific theory.
4. Rutherford’s model: The teacher asks students to enlarge the atom to the size of football court in order to understand that the nucleus will be the size of a ping-pong ball. The students watch the animated video of Rutherford’s model.
5. Bohr’s model: Students have to observe images of the last two models and discuss the similarities and differences. Students have to explore the structure of different atoms through the simulation link.
6. Quantum Mechanical model: The teacher asks students to observe specific images with different meanings in order to introduce the double nature of an electron. Students have to understand that electrons exist as ‘probability clouds.’
Erasmus+ Project: Educational Infographics For STEAM
https://steam-edu.eu
This document discusses moles, molar mass, and calculating the number of particles in a mole of a substance. Some key points:
- A mole is 6.02 x 1023 particles of a substance, known as Avogadro's number.
- Molar mass is the mass in grams of one mole of a substance. For elements, molar mass equals atomic mass. For compounds, molar mass equals formula mass, which is the sum of the atomic masses of the elements in the compound.
- Examples are used to demonstrate calculating molar mass for various substances like gold, water, and potassium chloride. The document concludes with a practice problem calculating molar mass for additional compounds.
The document discusses climate change and global warming. It provides questions and activities about key topics related to climate change, including the greenhouse effect, causes of climate change like human activities, and effects like rising sea levels and severe weather. The document emphasizes understanding and preventing climate change through practices like reducing fossil fuel use and promoting organic farming.
This document provides information about the periodic table and its development over time. It discusses how Dmitry Mendeleev discovered a pattern among the elements when arranged by atomic mass in 1869, creating the first periodic table. Later, Henry Moseley arranged the elements by atomic number, producing the modern periodic table. The document then describes the key components and organization of the periodic table, including periods, groups, and the properties of metals, nonmetals, and metalloids.
Chemical bonds- Properties of Ionic and Covalent compoundsSyed Amirul Aiman
This slide was used in the microteaching practice conducted by Dr. Denis Andrew D. Lajium for Teaching Method I (Chemistry) - TK30103.
all right reserve.
This document provides objectives and information about electron configuration. It begins by explaining the unique electron distribution of atoms and comparing orbital energies in hydrogen versus many-electron atoms. It then discusses writing electron configurations using the conventional and noble gas notation. Other topics covered include orbital diagrams, magnetic properties based on configuration, valence configuration/electrons, and how configuration relates to an element's position in the periodic table. Keywords and exercises are also provided.
This document provides an overview of the history and development of the atomic theory. It discusses early Greek philosophers like Democritus who proposed that all matter is composed of indivisible atoms. Later, scientists like John Dalton developed atomic theory further by proposing that atoms are tiny, indivisible particles that combine to form all substances. The document then outlines evidence for subatomic particles like J.J. Thomson's discovery of electrons and Rutherford's discovery of the nucleus. It defines key subatomic particles like protons, neutrons, and electrons and how they combine to form different atoms and isotopes.
John Dalton proposed the atomic theory in 1804, stating that all matter is composed of tiny, indivisible particles called atoms that cannot be divided further. Later discoveries found that atoms consist of even smaller subatomic particles, including electrons discovered by J.J. Thomson in 1897 and the nucleus discovered by Ernest Rutherford in 1910. The quantum mechanical model developed in 1926 by Schrodinger, Heisenberg and others proposed that electrons exist as waves of energy around the nucleus, rather than following fixed orbits as proposed by Niels Bohr's 1913 planetary model of the atom.
This document provides information about electron configuration. It begins by defining electron configuration as the arrangement of electrons in an atom's orbitals, which is described using quantum numbers. It then discusses the three main rules for writing electron configurations: 1) Aufbau principle, which states that electrons fill the lowest available energy levels first, 2) Pauli exclusion principle, which limits each orbital to two electrons of opposite spin, and 3) Hund's rule, which states that degenerate orbitals will fill with one electron each before pairing. The document provides examples of writing full and condensed electron configurations and drawing orbital diagrams for various elements. It includes an activity for students to practice these skills.
The document summarizes the history and development of atomic theory from ancient Greek philosophers to modern quantum mechanics. It describes early theories proposed by Aristotle and Democritus. John Dalton rejected Aristotle's theory and proposed atoms are indivisible, identical for each element, and combine in whole number ratios. Discovery of the electron, proton, and neutron led to new atomic models. Quantum mechanics explains atomic structure as electrons occupying probabilistic orbitals rather than fixed paths. The current model integrates discoveries of subatomic particles and quantum theory.
460 BC - Greek philosopher proposes the existence of the atom
He pounded materials until he made them into smaller and smaller parts
He called them atoma which is Greek for “indivisible”.
8th Grade Integrated Science Chapter 8 Lesson 1 on Electrons and Energy Levels. This lesson gives a brief introduction of the periodic table, periods, and groups. There is an introduction to metals, nonmetal, and metalloids. This also introduces electrons, energy levels, and the basic idea of bonding.
The document discusses electronic configuration, which is the distribution of electrons in atomic or molecular orbitals. It explains that electrons are arranged in shells and subshells around the nucleus, with the subshells labeled s, p, d, and f. The order that electron subshells are filled is provided, with exceptions to a simple ordering. Examples of writing the electronic configuration of different elements are given by asking a series of questions.
Atomic Models: Everything You Need to Knowjane1015
The document traces the development of atomic models from ancient Greek philosophers to modern quantum mechanics. It describes early ideas that atoms were indivisible spheres (Democritus), John Dalton's model of atoms as hard spheres, J.J. Thomson's "plum pudding" model with electrons in a positively charged substance, Ernest Rutherford's discovery of the nucleus from his gold foil experiment, Niels Bohr's model with electrons in specific energy levels around the nucleus, and the modern wave model where electrons exist as probability clouds.
This document provides an overview of electricity and magnetism. It discusses electric and magnetic fields, how magnetic fields are produced by electric currents, and some applications like electromagnets and motors. The key topics covered include electric charge, electric fields, magnetic fields, electromagnetism, and basic electric circuits. Hands-on activities are also included to demonstrate these concepts.
This document is an instructional material for a 7th grade science class that discusses solutions. It defines key terms like solute, solvent, saturated solution, and introduces various examples of naturally occurring and manufactured solutions. Students perform activities to observe the properties of solutions like their ability to pass light, and determine how much of a solute can dissolve in a given amount of solvent before reaching saturation. The document provides guidance for classifying solutions as concentrated or dilute based on qualitative and quantitative assessments of the relative amounts of solute and solvent.
John Dalton developed atomic theory in the early 1800s based on careful chemical measurements. The main postulates of Dalton's atomic theory were that matter is composed of very tiny indivisible particles called atoms, atoms of a given element are identical in mass and properties, and atoms of different elements have different properties and combine in small whole number ratios. While some aspects have been updated, Dalton's atomic theory of atoms as the basic building blocks of matter remains valid in modern chemistry.
Alchemists in the Middle Ages first introduced symbols for elements, which influenced modern chemists' use of symbols for convenience. Jons Jacob Berzelius invented the current system of chemical symbols. Elements' symbols are derived from their names in Latin, English, or the scientists who discovered them. Henry Moseley's work with X-ray spectra showed that atomic number, not mass, determines an element's position in the periodic table. This led to restating the periodic law in terms of atomic number and the modern form of the periodic table.
This document provides information about the periodic table and periodic trends. It discusses the organization of the periodic table into rows (periods) and columns (groups/families) and explains how elements in the same group have similar properties based on their electron configuration. Periodic trends are covered, including how atomic radius decreases across a period as effective nuclear charge increases, and how ionization energy and electron affinity vary periodically. Metals, nonmetals, and metalloids are defined based on their characteristic properties.
The document discusses the electronic configuration of atoms, which is the arrangement of electrons in an atom's orbitals. It defines the key terms of energy levels and sublevels, which are the orbitals where electrons are arranged. Examples of electronic configurations are given for several elements, such as iodine and silicon. Rules for determining electronic configuration, such as Aufbau's principle, Pauli's exclusion principle, and Hund's rule are also outlined.
Description
This infographic presents the theories that have been formulated about the structure of the atom. Each theory is accompanied with a basic description and a comparison is sought between them.
Objectives
After the completion of this lesson, students will be able to:
- Understand the differences between the pre-quantum and quantum theories.
- Understand the experimental data that led to the progress of the theories.
- Describe the structural components of matter as well as their properties.
Activities
1. Democritus’ theory: Students have to think about how small matter can get, to understand the meaning of the word ‘atomos’ and to understand that this specific theory was impossible to prove.
2. Dalton’s theory: Students have to discuss the reason that Dalton is considered as the father of the atomic theory despite the fact that Democritus had the original idea.
3. Thomson’s theory: The teacher introduces the discovery of electrons and challenges students to consider the structure of plum pudding in order to explain the specific theory.
4. Rutherford’s model: The teacher asks students to enlarge the atom to the size of football court in order to understand that the nucleus will be the size of a ping-pong ball. The students watch the animated video of Rutherford’s model.
5. Bohr’s model: Students have to observe images of the last two models and discuss the similarities and differences. Students have to explore the structure of different atoms through the simulation link.
6. Quantum Mechanical model: The teacher asks students to observe specific images with different meanings in order to introduce the double nature of an electron. Students have to understand that electrons exist as ‘probability clouds.’
Erasmus+ Project: Educational Infographics For STEAM
https://steam-edu.eu
This document discusses moles, molar mass, and calculating the number of particles in a mole of a substance. Some key points:
- A mole is 6.02 x 1023 particles of a substance, known as Avogadro's number.
- Molar mass is the mass in grams of one mole of a substance. For elements, molar mass equals atomic mass. For compounds, molar mass equals formula mass, which is the sum of the atomic masses of the elements in the compound.
- Examples are used to demonstrate calculating molar mass for various substances like gold, water, and potassium chloride. The document concludes with a practice problem calculating molar mass for additional compounds.
The document discusses climate change and global warming. It provides questions and activities about key topics related to climate change, including the greenhouse effect, causes of climate change like human activities, and effects like rising sea levels and severe weather. The document emphasizes understanding and preventing climate change through practices like reducing fossil fuel use and promoting organic farming.
The document discusses Lewis electron dot structures, which are diagrams that show the bonding of valence electrons between atoms of elements. It defines Lewis structures, explains how to draw them by determining an element's valence electrons and distributing them in pairs, and gives examples including oxygen. It notes that Lewis structures were developed by American chemist Gilbert Lewis and are important for understanding chemical bonding.
Factors Affecting the Climate (Latitude and Altitude)MissyBalbin
The document discusses factors that affect climate and temperature. It explains that areas near the equator experience warmer temperatures because the sun's rays strike them more directly. Places farther from the equator have cooler temperatures because the sun's rays hit them at a smaller angle. It also mentions that temperature decreases as altitude increases. The document contains questions about climate concepts and asks students to consider the importance of understanding factors that influence climate.
The document discusses electron configuration and atomic orbitals. It provides directions to fill atomic orbitals with the maximum number of electrons each can hold. It then presents multiple choice questions about energy levels, sublevels, and the number of orbitals and electrons in different configurations. Finally, it asks students to relate the concept of electron orbital capacity to restrictions in daily life.
This document discusses codominance inheritance patterns using examples of crosses between red and white carnation flowers and chickens with different feather colors. It provides objectives for solving genetics problems using Punnett squares. The document then presents a scenario where Mang Juan's cows were mingled with a neighbor's bulls after a typhoon and asks students to determine the possible fathers and phenotypes of the resulting calves using Punnett squares.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
1. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
2. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
3. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
4. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
5. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
6. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
7. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
8. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
9. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
10. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
11. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
I am Eugen Goldstein! I
discovered the idea
about the positively
charged particle called
“proton”.
12. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
13. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
14. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
15. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
What is an atom?
The smallest particle of an element.
The smallest amount of a substance
that can take part in any chemical
reaction.
16. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
17. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
He is a Greek
Philosopher who began to search
for a description of matter.
•He named the smallest piece of
matter: “ATOMOS” meaning “not
to be cut”.
DEMOCRITUS
18. Schools Division Office of Cavite City
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They were small, hard
particles that were all made of
the same material but were
different shapes and sizes.
This piece is indivisible.
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DEMOCRITUS
20. Schools Division Office of Cavite City
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JOHN
DALTON
21. Schools Division Office of Cavite City
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In the early 1800s,John Dalton
(English Chemist) performed a number of
experiments that eventually led to the
acceptance of the idea of atoms.
He deduced that all elements are
composed of atoms.
JOHN DALTON
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Atoms of the same element are
exactly alike.
Atoms of different elements are
different.
Compounds are formed by the
joining of atoms of two or more
elements.
23. Schools Division Office of Cavite City
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JOHN DALTON
24. Schools Division Office of Cavite City
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JOSEPH JOHN
THOMSON
I introduced the idea
about the negatively
charged particle called
“electron”.
25. Schools Division Office of Cavite City
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In 1897, J.J. Thomson, an
English Scientist, provided the first hint
that an atom is made of even smaller
particles.
He proposed a model of the atom
that is sometimes called “Plum
Pudding” Model.
JOSEPH JOHN
THOMSON
26. Schools Division Office of Cavite City
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Atoms were made from
positively charged substance with
negatively charged electrons
scattered about, like raisins in a
pudding.
27. Schools Division Office of Cavite City
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PLUM
PUDDING
ATOMIC
MODEL
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ERNEST
RUTHERFORD
29. Schools Division Office of Cavite City
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In 1908, E. Rutherford, an English
Physicist, was hand at work on an experiment.
He reasoned that all atoms that are positively
charged particles were contained in the nucleus.
Negatively charged particles were scattered
outside the nucleus around the atoms edge.
ERNEST
RUTHERFORD
30. Schools Division Office of Cavite City
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ERNEST
RUTHERFORD
31. Schools Division Office of Cavite City
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NIELS
BOHR
32. Schools Division Office of Cavite City
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In 1913, N. Bohr, a Danish Scientist,
proposed an improvement.
He placed each electron in an specific energy level.
Electrons move in definite orbits around the
nucleus, much like planet circles the sun. These
orbits, or energy levels are located at certain
distances from the nucleus.
NIEL BOHR
33. Schools Division Office of Cavite City
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NIEL BOHR
34. Schools Division Office of Cavite City
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ARNOLD
SOMMERFELD
35. Schools Division Office of Cavite City
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A. Sommerfeld, a brilliant
German Physicist, modified Niel Bohr’s
atomic theory to include elliptical orbits.
Electrons are moving around the nucleus.
Assumed that orbits doesn’t have to be
spherical but can also be elliptical
ARNOLD
SOMMERFELD
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ARNOLD
SOMMERFELD
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ERWIN
SCHRODINGER
38. Schools Division Office of Cavite City
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E. Schrodinger, a Physicist and a
Biologist, was considered the Father of
Quantum Mechanics
Today’s atomic model is based on the
principles of wave mechanics.
Electrons do not move around an atom in a
definite path like the planets around the sun.
ERWIN
SCHRODINGER
39. Schools Division Office of Cavite City
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A space in which electrons are likely to be
found.
Electrons whirl about the nucleus billions of
times in one second.
They are not moving around in random
patterns.
Location of electrons depends upon how
much energy the electron has.
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ERWIN
SCHRODINGER
41. Schools Division Office of Cavite City
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42. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
CATEGORY 4 3 2 1
Illustration
The illustration
clearly
communicates the
main idea
The illustration
communicates
some of the
important ideas
The illustration
indirectly
communicates the
idea
The illustration
does not
sufficiently
communicate any
idea
Creativity and
Originality
The illustration
reflects an
exceptional degree
of student ingenuity
in their output
Most of the
illustration reflects
student ingenuity in
their output
The illustration was
made by the
student but were
copied from the
ideas of others
The illustration was
not from their own
ideas.
Accuracy and
Relevance of the
Content
The illustration is
accurate and
related to the topic
Most of the
illustration is
accurate and
related to the topic
Some of the
illustration is
accurate and
related to the topic
The illustration is
neither accurate
nor related to the
topic
Required Elements
The illustration
includes all
required elements
as well as additional
information
The illustration
includes all
required elements
The illustration
includes few
required elements
Required elements
are missing
Rubric:
43. Schools Division Office of Cavite City
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44. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
45. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
1.He proposed the “Plum Pudding
Model”.
A. Ernest Rutherford
B. Niel Bohr
C. John Joseph Thomson
46. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
2. It is a Greek word, means “not
to be cut”
A. Atomos C. Atonos
B. Atamos
47. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
3. He proposed quantum
mechanics.
A. John Dalton
B. Erwin Schrodinger
C. John Dalton
48. Schools Division Office of Cavite City
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4. His theory states that
electrons are moving around the
orbits.
A. Ernest Rutherford
B. Niel Bohr
C. Democritus
49. Schools Division Office of Cavite City
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5. This is the atomic model theory
of Arnold Sommerfeld.
A. Atoms are moving around
elliptical orbits
B. Electrons are contained in the
nucleus
C. Electrons has no definite location
50. Schools Division Office of Cavite City
Ciudad de Cavite: Edukasyong Dekalidad, Serbisyong Dekalibre
Give the importance
of the development of atoms
in today’s generation.
51. Schools Division Office of Cavite City
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References:
LM pages 81 -82
TG pages 97 – 98
https://www.youtube.com/watch?v=7MU
A_yL5GDo