1) Erwin Schrodinger developed quantum mechanics and formulated the Schrodinger equation in 1926, which treats electrons as waves rather than particles.
2) The Schrodinger equation led to the discovery of quantum numbers that describe electron behavior and allowed for a more accurate model of atomic structure.
3) There are four quantum numbers - the principal quantum number (n) describes the electron shell or energy level, the azimuthal quantum number (l) describes the subshell shape, the magnetic quantum number (m) describes spatial orientation, and the spin quantum number (s) describes electron spin.
A detailed presentation about what is MOT. Explaining its principles, sigma and pi bonds, bond order, and molecular stability. A good and knowledgeable presentation to understand these concepts.
This power point work describe about polar and nonn polar compounds and how to find it very easily and it also explain dipole moment and its calculation...this includes some workout problems
A detailed presentation about what is MOT. Explaining its principles, sigma and pi bonds, bond order, and molecular stability. A good and knowledgeable presentation to understand these concepts.
This power point work describe about polar and nonn polar compounds and how to find it very easily and it also explain dipole moment and its calculation...this includes some workout problems
This Presentation was prepared to help the readers to get the basic ideas for learning about the concepts of Quantum Numbers in Elementary Partcles ...
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The branch of chemistry which deals with chemicals and other pollutants in environment
This presentation includes atmospheric pollution, water pollution, waste water treatment method and green chemistry.
d-block elements are those in which the valence electrons enters the d orbital. d- block elements are also called transition elements. Transition elements have partially filled d orbitals.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
2. DRAWBACKS OF BOHR’S
ATOMIC MODEL
• Objections were being made on Bohr’s
atomic model about:
– the movement of electrons in 3D space
– spectra of poly electronic atoms.
• Bohr’s atomic model failed to justify
these objections.
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3. Erwin Rudolf Schrödinger
o In 1926, Erwin Rudolf
Schrödinger, gave the
idea that of wave
motion of electron
o Nobel Prize in Physics
in 1933
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4. Schrödinger Equation
o He formulated an equation called “the
Schrödinger equation”, in which electrons
are treated as moving with wave like
motion in 3D space around the nucleus.
o The solution of Schrödinger Equation
gave a set of numerical values.
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5. “The Quantum Numbers”
o Explained the arrangement and
movement of electrons, spectral lines of
poly electronic atoms and gave an
acceptable model of an atom.
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6. The 4 Quantum Numbers -
An Electron’s Address
oPrincipal Quantum Number (n)
oSpecifies the main energy level (orbit)
oAzimuthal Quantum Number (l)
oInformation about the sub energy level
(orbital)
oMagnetic Quantum Number (m)
oSpatial orientations of an orbital
oSpic Quantum Number (s)
oSpin movement of electrons
Prepared By: Sidra Javed
7. Principal Quantum Number (n)
o Size & Energy of an
orbit/shell
o n=1, 2, 3, 4,….
o Greater value of n
represents Bigger orbits
with high energies
o Distance from the
nucleus also increases.
Prepared By: Sidra Javed
8. Principle Quantum Number (n)
Total No. of Electrons in an orbit = 2n2
Value of n
Name of
Shell
Total No. of Electrons
2n2
n=1 K 2(1)2 = 2
n=2 L 2(2)2 = 8
n=3 M 2(3)2 = 18
n=4 N 2(4)2 = 32
Prepared By: Sidra Javed
9. Azimuthal Quantum Number (l)
o Each energy level is divided into sub
levels.
o l defines the shape of sub energy
level/orbital
l
Sub
level
Name
No. of
electrons
0 s Sharp 2
1 p Principal 6
2 d Diffused 10
3 f Fundamental 14
Prepared By: Sidra Javed
10. Relationship between n & l
l = 0 (n-1)
Orbit n l Orbitals
No. of
electrons
K 1 0 1s 2
L 2 0, 1 2s, 2p 2+6 = 8
M 3 0, 1, 2 3s, 3p, 3d 2+6+10= 18
N 4 0, 1, 2, 3 4s, 4p, 4d, 4f 2+6+10+14=32
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11. n=1 , K shell
n=2 , L shell
n=3 , M shell
n=4 , N shell
1s (2 electrons)
2s (2 electrons)
2p (6 electrons)
3s (2 electrons)
3p (6 electrons)
3d (10 electrons)
4s (2 electrons)
4p (6 electrons)
4d (10 electrons)
4f (14 electrons)
IncreasingEnergy&Size
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n l
12. Magnetic Quantum Number (m)
o Explains the effect of an orbital in
magnetic field i.e. the orientation of an
orbital
o Orbitals split up into degenerate
orbitals (having same energy & size) in a
magnetic field
o Each degenerate orbital can hold up to 2
electrons
Prepared By: Sidra Javed
13. Relationship between l & m
m = -l 0 +l
l m
Degenerate
orbitals
No. of
electrons
l = 0, s 0 1 2
l = 1, p -1, 0, +1 3 2+2+2 = 6
l = 2, d
-2, -1, 0, +1,
+2
5
2+2+2+2+
2 = 10
l = 3, f
-3, -2, -1, 0,
+1, +2, +3
7
2+2+2+2+
2+2+2 =
14
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14. n=1 , K shell
n=2 , L shell
n=3 , M shell
n=4 , N shell
l=0, 1s
l=0, 2s
l=1, 2p
l=0, 3s
l=1, 3p
l=2, 3d
IncreasingEnergy&Size
Prepared By: Sidra Javed
m=0
m=0
m=0
m=0
m=-1 m=+1m=0
m=-1 m=+1m=0
m=-1 m=+1m=0
m=-1 m=+1m=0m=-2 m=+2
m=-1 m=+1m=0m=-2 m=+2
m=-1 m=+1m=0m=-2 m=+2m=-3 m=+3
l=0, 4s
l=1, 4p
l=2, 4d
l=3, 4f
n l m
15. Spin Quantum Number (s)
o Direction of spin of an electron
o Electron which rotates around the
nucleus also rotates around its own axis
o This is called self rotation
o Either Clockwise (50%) or anticlockwise
(50%)
o s = -1/2 (↑) for clockwise
o s = +1/2 (↓) for anticlockwise
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17. Orbital Diagrams
o We often represent an orbital as a square
and the electrons in that orbital as arrows.
o The direction of the arrow represents the spin of
the electron.
Orbital with
1 electron
Unoccupied
orbital
Orbital with
2 electrons
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18. Prepared By: Sidra Javed
IncreasingEnergy
1s2
2s2
3s2
4s2
2p6
3p6
4p6
3d10
4d10
4f14
K shell
N shell
M shell
L shell
19. Orbit
o The circular path of
an electron around
the nucleus is called
an orbit.
o The orbit or shells
are denoted by K, L,
M, N etc
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20. Electron Cloud
A cloud showing
the probability of
finding the
electron in terms
of charged cloud
around the nucleus
is called Electron
Cloud.
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21. Atomic Orbitals: s, p, d, f
o Atomic orbitals are regions of space
where the probability of finding an
electron about an atom is highest.
o s orbital spherical shape
o p orbital dumb-bell shape
o d orbital clover leaf shape
o f orbital double clover leaf
Prepared By: Sidra Javed
22. s orbital - spherically symmetric
l= 0 and m =
0
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23. p orbital - dumbbell shaped
l = 1 m = -1,0,+1
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