This document provides information about the module on electronic structure of atoms: electron configuration for General Chemistry 1. It discusses that the module will cover writing electronic configurations of elements, illustrating electron distribution using orbital diagrams, and determining magnetic property based on electronic configuration. It also lists the development team who created the module.
This document provides information about plant pigments and their importance. It begins with an activity identifying the colors of different plant leaves. It then discusses that:
1. Pigments absorb different wavelengths of light and determine an object's color. Chlorophyll is the main pigment in leaves and absorbs most wavelengths except green, which it reflects, making leaves appear green.
2. In addition to chlorophyll, plants have accessory pigments that absorb wavelengths chlorophyll cannot, allowing plants to utilize more sunlight. These include chlorophyll b, carotenoids, anthocyanins, and xanthophylls.
3. Chlorophyll is essential for photosynthesis as it absorbs light energy to convert carbon dioxide
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
1) Projectile motion refers to the motion of objects thrown or projected into the air at an angle. It is determined by the object's initial velocity and gravity.
2) A projectile moves horizontally with constant velocity while being accelerated vertically by gravity. This results in a curved parabolic trajectory.
3) Maximum range is achieved when the projectile is launched at an angle of 45 degrees, as the horizontal and vertical motions are balanced at that angle.
The document provides information about ionic and covalent (molecular) bonding:
- Ionic bonds occur between metals and non-metals and involve the transfer of electrons. Covalent bonds occur between two non-metals and involve the sharing of electrons.
- Ionic compounds have high melting and boiling points and conduct electricity when melted or dissolved. Molecular compounds have lower melting and boiling points and do not conduct electricity.
- Ionic compounds exist as crystal lattices of ions, while molecular compounds exist as distinct molecules made of two or more nonmetal atoms bonded together.
This document discusses polar and nonpolar molecules. It defines polarity as separation of electric charge leading to a molecule having a partial positive and negative end. Polar bonds form when electrons are shared unequally between atoms, while nonpolar bonds form when electrons are shared equally. Whether a molecule is polar or nonpolar depends on whether it has any polar bonds and if it has symmetrical charge distribution. Polar molecules are asymmetrical with polar bonds and have higher melting/boiling points, while nonpolar molecules have symmetrical or equal charge distribution. The document provides examples and exercises to classify different types of bonds and molecules.
Chemical bonds form through different types of attractions between atoms. Ionic bonds form when electrons are transferred from one atom to another, creating oppositely charged ions that are attracted to each other. Covalent bonds form when atoms share electrons equally. Ionic bonds are generally stronger than covalent bonds because more energy is required to overcome the electrostatic forces between ions.
1) Moseley's X-ray spectroscopy experiments in 1913 demonstrated that an element's atomic number determines its properties and led to the discovery of gaps in the periodic table.
2) In the 1930s and 1940s, scientists used particle accelerators to synthesize elements by bombarding target elements with subatomic particles, successfully creating new elements like technetium, astatine, neptunium, and plutonium to fill in the gaps.
3) The concept of atomic number and advances in particle accelerator technology enabled scientists to artificially produce heavy transuranium elements that were previously unknown in nature.
Here are the definitions:
1. Electronic configuration is the distribution of electrons of an atom or ion in atomic orbitals of the electron shells.
2. The aufbau principle states that electrons fill atomic orbitals of an atom in order of increasing energy level. Orbitals within a given energy level are filled first before the next energy level is begun.
3. Hund's rule states that when electrons are added to orbitals of the same energy in an atom or ion, they will occupy different orbitals singly, with their spins parallel, before any orbital is occupied by a second electron.
This document provides information about plant pigments and their importance. It begins with an activity identifying the colors of different plant leaves. It then discusses that:
1. Pigments absorb different wavelengths of light and determine an object's color. Chlorophyll is the main pigment in leaves and absorbs most wavelengths except green, which it reflects, making leaves appear green.
2. In addition to chlorophyll, plants have accessory pigments that absorb wavelengths chlorophyll cannot, allowing plants to utilize more sunlight. These include chlorophyll b, carotenoids, anthocyanins, and xanthophylls.
3. Chlorophyll is essential for photosynthesis as it absorbs light energy to convert carbon dioxide
Lighter elements like hydrogen, helium, and lithium were formed during the Big Bang, while heavier elements are formed through nuclear fusion processes inside stars. Elements up to iron are fused in the cores of stars through the triple alpha process, CNO cycle, and alpha ladder. When stars explode as supernovae, even heavier elements are created via the r-process of rapid neutron capture or the s-process of slow neutron capture in red giants.
1) Projectile motion refers to the motion of objects thrown or projected into the air at an angle. It is determined by the object's initial velocity and gravity.
2) A projectile moves horizontally with constant velocity while being accelerated vertically by gravity. This results in a curved parabolic trajectory.
3) Maximum range is achieved when the projectile is launched at an angle of 45 degrees, as the horizontal and vertical motions are balanced at that angle.
The document provides information about ionic and covalent (molecular) bonding:
- Ionic bonds occur between metals and non-metals and involve the transfer of electrons. Covalent bonds occur between two non-metals and involve the sharing of electrons.
- Ionic compounds have high melting and boiling points and conduct electricity when melted or dissolved. Molecular compounds have lower melting and boiling points and do not conduct electricity.
- Ionic compounds exist as crystal lattices of ions, while molecular compounds exist as distinct molecules made of two or more nonmetal atoms bonded together.
This document discusses polar and nonpolar molecules. It defines polarity as separation of electric charge leading to a molecule having a partial positive and negative end. Polar bonds form when electrons are shared unequally between atoms, while nonpolar bonds form when electrons are shared equally. Whether a molecule is polar or nonpolar depends on whether it has any polar bonds and if it has symmetrical charge distribution. Polar molecules are asymmetrical with polar bonds and have higher melting/boiling points, while nonpolar molecules have symmetrical or equal charge distribution. The document provides examples and exercises to classify different types of bonds and molecules.
Chemical bonds form through different types of attractions between atoms. Ionic bonds form when electrons are transferred from one atom to another, creating oppositely charged ions that are attracted to each other. Covalent bonds form when atoms share electrons equally. Ionic bonds are generally stronger than covalent bonds because more energy is required to overcome the electrostatic forces between ions.
1) Moseley's X-ray spectroscopy experiments in 1913 demonstrated that an element's atomic number determines its properties and led to the discovery of gaps in the periodic table.
2) In the 1930s and 1940s, scientists used particle accelerators to synthesize elements by bombarding target elements with subatomic particles, successfully creating new elements like technetium, astatine, neptunium, and plutonium to fill in the gaps.
3) The concept of atomic number and advances in particle accelerator technology enabled scientists to artificially produce heavy transuranium elements that were previously unknown in nature.
Here are the definitions:
1. Electronic configuration is the distribution of electrons of an atom or ion in atomic orbitals of the electron shells.
2. The aufbau principle states that electrons fill atomic orbitals of an atom in order of increasing energy level. Orbitals within a given energy level are filled first before the next energy level is begun.
3. Hund's rule states that when electrons are added to orbitals of the same energy in an atom or ion, they will occupy different orbitals singly, with their spins parallel, before any orbital is occupied by a second electron.
This document discusses photosynthesis in plants. It begins by stating the objectives of understanding the structures, raw materials, and products of photosynthesis. It then describes where photosynthesis takes place inside the chloroplasts in plant leaves. The two stages of photosynthesis are explained as the light-dependent reaction which uses light to produce ATP and NADPH, and the light-independent Calvin cycle which uses those products to fix carbon dioxide into glucose in the chloroplast stroma. Key terms involved in the process are also defined.
The document discusses different types of lenses including convex and concave lenses. It describes key lens features such as focal length and principal plane. Characteristics of images formed by convex and concave lenses are provided, including whether images are real or virtual, upright or inverted, and enlarged or reduced. Examples of optical instruments that use lenses like cameras, telescopes, microscopes and projectors are outlined. Defects in vision and lenses are also summarized.
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
Cellular respiration introduction for 9th grade biologyStephanie Beck
Cellular respiration is the process cells use to release energy stored in glucose and store it in ATP. It occurs in three main stages:
1. Glycolysis breaks glucose into pyruvate, producing 2 ATP.
2. The citric acid cycle in the mitochondria further breaks down pyruvate, producing more ATP, CO2, and electron carriers.
3. The electron transport chain uses oxygen to generate most of the cell's ATP through oxidative phosphorylation as electrons are passed through protein complexes, producing up to 36 ATP per glucose molecule.
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.
All chemical bonds contain potential energy that is changed during chemical reactions when old bonds break and new bonds form. There are several evidences that can indicate if a chemical reaction has occurred, including the emission of light, evolution of a gas, and changes in temperature, color, or the formation of a precipitate. Chemical equations are used to represent chemical reactions, and they must be balanced by ensuring equal numbers of each type of atom on both sides of the reaction.
Thermodynamics is the science of energy, specifically heat and work, and how the transfer of energy affects materials. The first law of thermodynamics states that the internal energy of a system changes due to heat added or removed and work done by or on the system. The second law of thermodynamics states that heat naturally flows from hot to cold and that the entropy of an isolated system cannot decrease. Processes like expansion and compression can involve work being done on or by a system, resulting in changes to its internal energy according to the first law.
This document discusses the polarity of molecules. It defines electronegativity and the VSEPR theory for determining molecular geometry. A molecule's polarity depends on the polarity of its bonds, determined by electronegativity differences, and its geometry. Polar bonds result from unequal sharing of electron pairs between different elements. Molecular geometry is predicted using VSEPR theory to minimize electron pair repulsion. Both factors, bond polarity and geometry, must be considered to classify a molecule as polar or nonpolar. Examples are provided to demonstrate how to determine a molecule's polarity.
First quarterly examination in general biology 2 (1)BobbyPabores1
This document appears to be a biology exam containing multiple choice questions related to genetics concepts studied, including:
1. Mendel's experiments with pea plants and the principles he discovered related to inheritance of traits.
2. Monohybrid and dihybrid crosses, Punnett squares, dominance and recessivity, genotypes and phenotypes.
3. Sex-linked inheritance and traits located on the X and Y chromosomes, including examples like hemophilia and colorblindness.
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.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
The document discusses uniformly accelerated motion and provides examples of calculating distance, displacement, velocity, and acceleration using kinematic equations. It defines terms like motion, distance, displacement, velocity, and acceleration. Sample problems are given applying the equations to situations involving a habal-habal motorcycle and rock being dropped from a building.
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
Importance of Chlorophyll and other pigments in photosynthesis.pptxMAHAZELTEOLOGO3
The document discusses the importance of chlorophyll and other pigments in photosynthesis. It explains that chlorophyll a absorbs red light and stores the most energy, chlorophyll b absorbs blue light and helps chlorophyll a absorb more energy, and carotenoids absorb excess light that the chlorophylls cannot. Together the pigments absorb light across the spectrum to fuel photosynthesis and allow plants to produce food.
The document provides instructions for an activity to label and describe the layers of the Earth - the crust, mantle, outer core, and inner core. Students are asked to draw symbols representing the composition of each layer and answer questions about the properties and materials that make up each of the Earth's layers, including the most abundant element in the crust, the elements that make up most of the mantle, the special feature of the upper mantle, how scientists determined the outer core is liquid, the materials of the inner core, and the phase and forces acting on the inner core.
This document provides an overview of a Teaching Guide for a General Physics 1 course for senior high school. It outlines the course content standards and performance standards, which are mapped to specific learning competencies. The course covers units, measurement, vectors, one-dimensional kinematics including uniformly accelerated motion, and two-dimensional and three-dimensional motion. The Teaching Guide is designed to be highly usable for teachers, providing classroom activities and notes to help develop students' understanding, mastery, and ownership of the content.
Quantum mechanical model of atom belongs to XI standard Chemistry which describes the quantum mechanics concept of atom, quantum numbers, shape and energies of atomic orbitals.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
The document provides information about a self-learning module on rational functions for 11th grade general mathematics students. It introduces rational functions and explains that they can be represented by equations of the form f(x)=p(x)/q(x) where p(x) and q(x) are polynomial functions. The module aims to help students understand rational functions, solve rational equations and inequalities, represent rational functions graphically and numerically, and determine the domain and range of rational functions.
This document discusses photosynthesis in plants. It begins by stating the objectives of understanding the structures, raw materials, and products of photosynthesis. It then describes where photosynthesis takes place inside the chloroplasts in plant leaves. The two stages of photosynthesis are explained as the light-dependent reaction which uses light to produce ATP and NADPH, and the light-independent Calvin cycle which uses those products to fix carbon dioxide into glucose in the chloroplast stroma. Key terms involved in the process are also defined.
The document discusses different types of lenses including convex and concave lenses. It describes key lens features such as focal length and principal plane. Characteristics of images formed by convex and concave lenses are provided, including whether images are real or virtual, upright or inverted, and enlarged or reduced. Examples of optical instruments that use lenses like cameras, telescopes, microscopes and projectors are outlined. Defects in vision and lenses are also summarized.
This document is a daily lesson log for a 4th grade science class. It outlines the objectives, content, procedures, and assessments for lessons taught throughout a week. The lessons cover the following topics:
- Bones and muscles, their functions, common injuries, and first aid treatments.
- Major organs of the body like the brain, heart, lungs, and their functions.
- Taking care of internal organs and practicing proper health habits.
- Body parts that allow animals to adapt to land or water.
The teacher uses various activities, discussions, videos, and assessments to help students understand and master the concepts. Reflection sections address student learning outcomes and ways to improve instruction.
Cellular respiration introduction for 9th grade biologyStephanie Beck
Cellular respiration is the process cells use to release energy stored in glucose and store it in ATP. It occurs in three main stages:
1. Glycolysis breaks glucose into pyruvate, producing 2 ATP.
2. The citric acid cycle in the mitochondria further breaks down pyruvate, producing more ATP, CO2, and electron carriers.
3. The electron transport chain uses oxygen to generate most of the cell's ATP through oxidative phosphorylation as electrons are passed through protein complexes, producing up to 36 ATP per glucose molecule.
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.
All chemical bonds contain potential energy that is changed during chemical reactions when old bonds break and new bonds form. There are several evidences that can indicate if a chemical reaction has occurred, including the emission of light, evolution of a gas, and changes in temperature, color, or the formation of a precipitate. Chemical equations are used to represent chemical reactions, and they must be balanced by ensuring equal numbers of each type of atom on both sides of the reaction.
Thermodynamics is the science of energy, specifically heat and work, and how the transfer of energy affects materials. The first law of thermodynamics states that the internal energy of a system changes due to heat added or removed and work done by or on the system. The second law of thermodynamics states that heat naturally flows from hot to cold and that the entropy of an isolated system cannot decrease. Processes like expansion and compression can involve work being done on or by a system, resulting in changes to its internal energy according to the first law.
This document discusses the polarity of molecules. It defines electronegativity and the VSEPR theory for determining molecular geometry. A molecule's polarity depends on the polarity of its bonds, determined by electronegativity differences, and its geometry. Polar bonds result from unequal sharing of electron pairs between different elements. Molecular geometry is predicted using VSEPR theory to minimize electron pair repulsion. Both factors, bond polarity and geometry, must be considered to classify a molecule as polar or nonpolar. Examples are provided to demonstrate how to determine a molecule's polarity.
First quarterly examination in general biology 2 (1)BobbyPabores1
This document appears to be a biology exam containing multiple choice questions related to genetics concepts studied, including:
1. Mendel's experiments with pea plants and the principles he discovered related to inheritance of traits.
2. Monohybrid and dihybrid crosses, Punnett squares, dominance and recessivity, genotypes and phenotypes.
3. Sex-linked inheritance and traits located on the X and Y chromosomes, including examples like hemophilia and colorblindness.
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.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
Lesson 1 In the Beginning (Big Bang Theory and the Formation of Light Elements)Simple ABbieC
Content: How the Elements Found in the Universe were Formed
Content Standard:
The learners demonstrate an understanding of:
• the formation of the elements during the Big Bang and during stellar evolution
Learning Competency
The learners:
• give evidence for and explain the formation of the light elements in the Big Bang theory (S11/12PS-IIIa-1)
Summary
• The big bang theory explains how the elements were initially formed the formation of different elements involved many nuclear reactions, including fusion fission and radioactive decay
• There are three cosmic stages through which specific groups of elements were formed.
(1) The big bang nucleosynthesis formed the light elements(H, He, and Li).
(2) Stellar formation and evolution formed the elements heavier than Be to Fe.
(3) Stellar explosion , or supernova, formed the elements heavier than Fe.
• Atoms are the smallest unit of matter that have all the properties of an element. They composed of smaller subatomic particles as protons, neutrons, and electrons. Protons have positive charge, neutrons are electrically neutral; and electrons have a negative charge.
• The nucleus, which takes the central region of an atom, is comprised of protons and neutrons, electrons move around the nucleus.
• The atomic number (Z) indicates the number of protons in an atom. In a neutral atom, number of protons is equal to the number of electrons. The atomic mass (A) is equal to the sum of the number of protons and neutrons.
• Isotopes refer to atoms with the same atomic number but different atomic masses.
• Ions, which are positively or negatively charged particles, have the same number of protons in different number of electrons.
The document discusses uniformly accelerated motion and provides examples of calculating distance, displacement, velocity, and acceleration using kinematic equations. It defines terms like motion, distance, displacement, velocity, and acceleration. Sample problems are given applying the equations to situations involving a habal-habal motorcycle and rock being dropped from a building.
Synthesis of the New Elements in the Laboratory Jhay Gonzales
The power point presentation is intended for reporting purposes. Various slides were not defined well and needs to be explained by the reporter during the discussion. The slide started in explaining the objective of the reporting. Explain what a periodic table is. Present the synthetic elements and how they were made. The nuclear reactions presented were only depicted by images and thus, needed to be researched.
1. Stellar nucleosynthesis is the process by which elements are created in stars through nuclear fusion.
2. In the cores of stars, hydrogen is fused into helium, and heavier elements like carbon, oxygen, and iron are created.
3. Different stages of a star's life cycle, like the main sequence, red giant, and supernova phases, produce different heavy elements.
4. Massive stars have shorter life cycles and explode as supernovae, dispersing heavy elements into space, while less massive stars have longer lives and become white dwarfs.
The document discusses the formation and evolution of stars, noting that stars form from the gravitational collapse of clouds of dust and gas in space. It explains that stars initially fuse hydrogen into helium through nuclear fusion, then heavier elements are formed through fusion as the star ages and grows hotter. The document also outlines the different stages of a star's life from main sequence to red giant to supernova.
Importance of Chlorophyll and other pigments in photosynthesis.pptxMAHAZELTEOLOGO3
The document discusses the importance of chlorophyll and other pigments in photosynthesis. It explains that chlorophyll a absorbs red light and stores the most energy, chlorophyll b absorbs blue light and helps chlorophyll a absorb more energy, and carotenoids absorb excess light that the chlorophylls cannot. Together the pigments absorb light across the spectrum to fuel photosynthesis and allow plants to produce food.
The document provides instructions for an activity to label and describe the layers of the Earth - the crust, mantle, outer core, and inner core. Students are asked to draw symbols representing the composition of each layer and answer questions about the properties and materials that make up each of the Earth's layers, including the most abundant element in the crust, the elements that make up most of the mantle, the special feature of the upper mantle, how scientists determined the outer core is liquid, the materials of the inner core, and the phase and forces acting on the inner core.
This document provides an overview of a Teaching Guide for a General Physics 1 course for senior high school. It outlines the course content standards and performance standards, which are mapped to specific learning competencies. The course covers units, measurement, vectors, one-dimensional kinematics including uniformly accelerated motion, and two-dimensional and three-dimensional motion. The Teaching Guide is designed to be highly usable for teachers, providing classroom activities and notes to help develop students' understanding, mastery, and ownership of the content.
Quantum mechanical model of atom belongs to XI standard Chemistry which describes the quantum mechanics concept of atom, quantum numbers, shape and energies of atomic orbitals.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
The document provides information about a self-learning module on rational functions for 11th grade general mathematics students. It introduces rational functions and explains that they can be represented by equations of the form f(x)=p(x)/q(x) where p(x) and q(x) are polynomial functions. The module aims to help students understand rational functions, solve rational equations and inequalities, represent rational functions graphically and numerically, and determine the domain and range of rational functions.
1. The document provides information about a General Mathematics module on rational functions, including the writers and editors involved in developing the module.
2. It explains that the module aims to help learners master key concepts on rational functions such as defining them, representing them graphically and algebraically, and finding their domains and ranges.
3. The module is intended to be used flexibly in different learning situations and presents lessons in a defined outline to follow the standard course sequence.
The document is a module on thermochemistry from the Department of Education of the Philippines. It discusses key concepts in thermochemistry including the first law of thermodynamics which states that energy cannot be created or destroyed. It also explains enthalpy as the heat transferred at constant pressure, and how the enthalpy change of a reaction (ΔH) can indicate whether a reaction is endothermic or exothermic. The module provides examples to illustrate these thermochemistry concepts.
1. The document discusses representing real-life situations using one-to-one functions. It provides examples of how time spent at an amusement park and electricity consumption can be modeled as one-to-one functions.
2. A one-to-one function is defined as a function where each element of the domain maps to a unique element of the range. No two elements of the domain can map to the same element of the range.
3. Examples are provided to illustrate how to write ordered pairs to represent relationships and determine if they represent one-to-one functions. Real-life scenarios like amusement park fees and electricity bills can be modeled as one-to-one functions of time and power consumption.
1. The document discusses representing real-life situations using one-to-one functions. It provides examples of how time spent at an amusement park and power consumption can be modeled by one-to-one functions.
2. A one-to-one function is defined as a function where no two different x-values map to the same y-value. Real-life examples are used to illustrate one-to-one functions and how they can model relationships between variables.
3. The document explains how to determine if a relation represented by ordered pairs, a table, or a graph is a one-to-one function. It provides examples and questions to help readers understand one-to-one functions and
The document provides information about a self-learning module on inverse functions including:
- The module aims to help students master inverse functions of one-to-one functions.
- It contains 5 lessons covering representing real-life situations with one-to-one functions, determining the inverse of a one-to-one function, representing the inverse using a table and graph, determining the domain and range of inverse functions, and solving problems involving inverse functions.
- After completing the module, students should be able to represent situations with one-to-one functions, determine inverses, illustrate inverses using tables and graphs, determine domains and ranges of inverses, and solve inverse function problems.
1. Exponential expressions, equations, inequalities, and functions involve expressions of the form abx-c + d, where b > 0 and b ≠ 1.
2. An exponential equation sets two exponential expressions equal to each other, while an exponential inequality compares two exponential expressions.
3. An exponential function expresses a relationship between two variables, usually of the form f(x) = bx, where b > 0 and b ≠ 1.
1. The module introduces exponential functions and how to represent real-life situations using exponential models. It covers exponential growth and decay, compound interest, and the natural exponential function.
2. The learner is expected to define exponential functions, equations, and inequalities and distinguish between them. They will also learn about exponential growth and decay and how to model real world scenarios exponentially.
3. The module contains examples, explanations, and practice problems to help the learner master representing real situations using exponential functions. It will check their understanding and ability to apply their knowledge.
1. The document is an introduction to a module on rational functions for Grade 11 general mathematics students. It provides an overview of the module contents and instructions for students on how to use the learning materials.
2. The module aims to teach students how to determine the intercepts, zeroes, and asymptotes of rational functions. It consists of two lessons that also cover solving problems involving rational functions, equations, and inequalities.
3. Students are provided guidelines for working through the module independently at their own pace. The document emphasizes that the materials are designed to engage and enable students to learn actively and process the lessons effectively.
1. The document provides information about a Grade 11 General Mathematics Self-Learning Module on rational functions.
2. It includes sections on what the learner needs to know, what they already know through a quiz, lessons on determining intercepts, zeroes and asymptotes of rational functions, and practice exercises.
3. The goal is for learners to master determining intercepts, zeroes and asymptotes of rational functions and solving related problems involving rational functions, equations and inequalities.
1. The document provides information about a Grade 11 General Mathematics Self-Learning Module on rational functions.
2. It includes sections on what the learner needs to know, what they already know through an assessment, lessons on determining intercepts, zeroes and asymptotes of rational functions, and practice activities.
3. The goal is for learners to master determining intercepts, zeroes and asymptotes of rational functions and solving related problems through independent and guided study using this module.
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2. s
General Chemistry I – Grade 11
Self-Learning Module (SLM)
Quarter 2 – Module 2: Electronic Structure of Atoms: Electron Configuration
First Edition, 2020
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the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Printed in the Philippines by Department of Education – SOCCSKSARGEN Region
Office Address: Regional Center, Brgy. Carpenter Hill, City of Koronadal
Telefax: (083) 2288825/ (083) 2281893
E-mail Address: region12@deped.gov.ph
Development Team of the Module
Writers: Karla Mae C. Ballenas
Editors: Celina L. Peralta and Kathy Lyn G. Daga-as
Reviewers: Evelyn C. Frusa PhD., Rolex H. Lotilla and Arvin M. Tejada
Illustrator:
Layout Artist: Michael Angel S. Sajot
Cover Art Designer: Reggie D. Galindez
Management Team: Allan G. Farnazo, CESO IV – Regional Director
Fiel Y. Almendra, CESO V – Assistant Regional Director
Crispin A. Soliven, Jr., CESE – Schools Division Superintendent
Roberto J. Montero, Ed.D., CESO VI – ASDS
Gilbert B. Barrera – Chief, CLMD
Arturo D. Tingson Jr. – REPS, LRMS
Peter Van C. Ang-ug – REPS, ADM
Gilda O. Orendain – REPS, SHS
Belen L. Fajemolin, PhD. – CID Chief
Evelyn C. Frusa PhD. – EPS, LRMS
Bernardita M. Villano – Division ADM Coordinator
Nida Y. Pastor, PhD. – EPS – Science
4. Introductory Message
For the facilitator:
Welcome to the General Chemistry I Self-Learning Module (SLM) on Electronic
Structure of Atoms: Electron Configuration!
This module was collaboratively designed, developed and reviewed by educators
both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
Notes to the Teacher
This contains helpful tips or strategies that
will help you in guiding the learners.
2
5. For the learner:
Welcome to the General Chemistry I Self-Learning Module (SLM) on Electronic
Structure of Atoms: Electron Configuration!
The hand is one of the most symbolized part of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link
the current lesson with the previous one.
What’s New In this portion, the new lesson will be
introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More This comprises activities for independent
practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will
help you transfer your new knowledge or
skill into real life situations or concerns.
3
6. Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given
to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
Answer Key This contains answers to all activities in the
module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing
this module.
4
7. What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Electron Configuration: Magnetic Property of the Atom. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
The module is about:
Lesson 1 – Electronic Structure of Atoms: Electron Configuration
After going through this module, you are expected to:
1. write the electronic configuration of elements;
2. illustrate the electron distribution using orbital diagrams; and
3. determine the magnetic property of an atom based on its electronic
configuration.
5
8. What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. What is the maximum number of electrons can a p-orbital hold?
a. 2
b. 6
c. 10
d. 14
2. Which of the following contains an unpaired electron?
a. Br
b. Ca
c. He
d. K
3. Which of the following elements has the least number of orbitals?
a. N
b. S
c. I
d. Fr
4. How many electrons does the element Silver has?
a. 10
b. 47
c. 107
d. 868
5. How many electrons can the 1st energy level hold?
a. 1
b. 2
c. 8
d. 0
6. An orbital can hold a maximum of how many electrons?
a. 2
b. 6
c. 10
d. 14
7. How many orbitals are in the 4p subshell?
a. 1
b. 3
c. 7
d. 8
8. What does the up and down arrows in orbital diagram represent?
a. Protons and electrons
b. Electron’s magnetic field
c. Electrons with opposite spins
d. Electrons with opposite
charges
9. Which atomic subshell will follow 6s?
a. 7s
b. 6p
c. 5d
d. 4f
10.When can we say that an atom is in ground state?
a. If it generates magnetic field
b. If it is either paramagnetic or diamagnetic
c. If electrons in an atom have the lowest possible energies
d. If electrons are jumping from one energy level to another
6
9. Lesson
1
Electronic Structure of
Atoms: Electron
Configuration
Electrons in atoms are arranged in a certain way which is referred to as
electronic configuration. This electronic structure tells us of the number of
electrons in the atom as well as their distribution around the nucleus and their
energies. Electron configuration summarizes the distribution of electrons around
the atomic orbitals.
What’s In
Directions: Write all the words that you can associate with quantum numbers
then select two (2) words from your constructed mind map and describe or explain
these words in the given space below.
D
• g _____
• h_____
E
• i _____
• j______
F
• k_____
• l_____
A
• a ____
• b____
B
• c ____
• d ____
C
• e _____
• f _____
1. __________________________________________________________________
2. __________________________________________________________________
7
QUANTUM
NUMBERS
10. Notes to the Teacher
This module is composed of different activities about the
magnetic property of the atom based on its electronic
configuration. Utilization of different resources is suggested.
8
11. What’s New
Directions: Hidden in the puzzle are words associated with atomic structure. Find
and encircle the words listed below.
Atomic number
Orbital
Thomson
Democritus
Positive
Nucleus
Subatomic
Negative
Aristotle
Dalton
Atoms
Neutrons
Electrons
Energy levels
Electron cloud
Ion
Element
Bohr
Isotope
Rutherford
Plum pudding
Atomic mass
Protons
9
12. What is It
Electron configurations is the electronic structure of an atom in its ground
state as a listing of orbitals occupied by the electrons. It provides insight into the
chemical behavior of elements by helping determine the valence electrons of an
atom. It allows for the elements to be classified into different orbitals or blocks (such
as the s-block, p-block, d-block, and f-block elements). The four quantum numbers
n, l, ml, and ms are also very useful in determining the location of an electron in an
orbital.
Atomic Orbitals
An atomic orbital can be used to find the probability of location an electron
in a specific region around the nucleus. There are four types of orbitals, s, p, d, and
f. s-orbital is a spherical region of space with high electron density and can hold up
to maximum of 2 electrons. p-orbital is a dumbbell-shaped region of space with
high electron density and can hold a maximum of 6 electrons. d-orbital is a four-
lobed shaped region that can hold up to a maximum of 10 electrons. f-orbital is a
multilobed region of space with high electron density and can hold a maximum of
14 electrons.
The quantum mechanical model of an atom uses three quantum numbers to
describe an orbital: principal quantum number, azimuthal quantum number, and
magnetic quantum number. The collection of orbitals with the same value of n is
called an electron shell. All the orbitals that have n=2 are said to be in the second
shell. The orbitals that have the same n and ℓ values is called a subshell. Each
subshell is designated by a number (the energy level) and a letter (s, p, d, f that
refers to the value of ℓ). Example, the orbitals that have the values of n=2 and ℓ =0
are called 2s orbitals and are in the 2s subshell.
Figure 1.Order of filling up of electrons by energy levels of an atom
Each box represents
one orbital
Each row represents
one shell
Each cluster of boxes
represents one subshell
10
13. Orbital Diagrams
Orbital diagrams are used to represent how electrons are arranged in
an orbital. Orbitals are represented by boxes and electrons are represented
by arrows. Each block can hold a maximum of two (2) electrons of opposing
spins. Take for example the element Hydrogen with electron configuration
1s1 can be represented as:
or
Orbital diagrams can help determine the electron configuration of an
element as electron configuration is simply the arrangement of electrons in
the shells. Filling of atomic orbitals follows a set of rules:
1. Aufbau Principle – the term “aufbau” originates from German word
Aufbauen which means “to build”. In essence, when writing electron
configurations, the lower energy levels are filled up first before the
higher energy levels. According to this principle, electrons are filled
following this order: 1s, 2s, 3s, 3p, 4s, 3d, 4p, 5s, 4d, 5p, 6s, 4f, 5d,
6p, 7s, 5f, 6d, 7p
Figure 2. Filling up of electrons according to Aufbau Principle
2. Pauli’s Exclusion Principle - in 1925, an Austrian physicist named
Wolfgang Pauli discovered how electron spin works and established
the Pauli’s Exclusion Principle. This principle states at no two
electrons can have the same set of four quantum numbers and an
orbital can only hold a maximum of two electrons, which are of
opposing spins. Thus, writing the orbital diagram element of Lithium,
with an atomic number of 3, must be:
And NOT
3. Hund’s Rule – every orbital in a subshell is singly occupied with one
electron before any one orbital is doubly occupied, and all electrons in
11
14. singly occupied orbitals have the same spin. For example, the element
Carbon which 6 electrons (remember, atomic number = number of
electrons), the orbital diagram should look like:
Example:
Element # of
electrons
Orbital Diagram
Beryllium 4
Nitrogen 7
Electron Configuration
Electron configuration summarizes the distribution of electrons
around the atomic orbitals. Electron configuration explains an element’s
chemical behavior by helping determine the valence electrons of an atom. It
is often found in most periodic tables and follows a standard notation. For
example, the electron configuration of Fluorine (9) is 1s22s22p5 as it is
located on the 2nd energy level and 5th element on the p-block. It is also
interesting to note that valence shell (2) in this example corresponds to the
period where to find the element and the valence electron (7) corresponds to
the group (+10) / Family (A elements only) of the said element.
12
15. Figure 3. Periodic Table of Elements
In writing the electron configuration, it must be noted that the total
number of electrons that can be accommodated in a shell is based on the
principal quantum number (n). The subshells, on the other hand, are
determined by the azimuthal quantum number (ℓ). The s, p, d, f subshells
can accommodate up to 2, 6, 10, 14 respectively. If you have observed, the
subshells are the same number of the elements on each block per energy
level. For example, the element Sodium (Na) has 11 electrons and is located
on the 3rd energy level on the s block in the first row, which means that its
electron configuration is 1s22s22p63s1.
Electron Spin
The electronic structure of an atom can be described in terms of
orbitals. So far, we have learned how quantum mechanics can be used to
s
b
l
o
c
k
d block
p
block
f block
Figure 4. Electron configuration displays the identity of an atom
13
16. define an atom. In addition, the nature of orbitals and their relative energies
as well as how the electrons populate the available orbitals must be
considered. But how do electrons really occupy the available orbitals? To
answer this question, we must consider the additional property of the
electron.
In the previous lesson, we have learned about the spin quantum
number which describes the direction in which the electron is spinning
within an orbital.
It is essential to note that understanding how the electron behaves
gives way to comprehend the electronic structure of atoms. It is important to
remember that the electron spin is represented by the possible values of the
spin quantum number.
The spinning of electrons generates magnetic spins whose directions
depends on the direction of the spin, making it an electric charge in motion.
Paramagnetism is the attraction of materials to a magnetic field; it refers to
the magnetic state of an atom with one or more unpaired electrons.
Diamagnetism is the repulsion of materials by a magnetic field; these
materials are characterized by paired electrons. The reason it repels a
magnetic field is because when orbitals are filled with paired electrons, they
are spinning in opposite directions, as stated in Pauli’s Exclusion Principle,
and as a result, the magnetic field of electrons gets cancelled out, thus there
is no magnetic moment.
To determine whether a substance is paramagnetic or diamagnetic,
the electron configuration must be examined. If it has unpaired electrons, it
is paramagnetic. If all electrons are paired, the substance is diamagnetic.
Example:
Element Orbital diagram Paramagnetic
or diamagnetic
# of
unpaired
electrons
He Diamagnetic 0
Na Paramagnetic 1
14
17. What’s More
Excellent work! Now that you have already learned about electron configuration,
you can easily do the next activity.
Activity 1: Orbital Diagram
Objective: Illustrate the electron distribution using orbital diagrams
Direction: Draw the orbital diagram of the following elements
Element # of
electrons
Orbital Diagram
Beryllium 4
Boron
Nitrogen
Fluorine
Neon
Sodium
Activity 2: Paramagnetic or Diamagnetic
Directions: Fill out the information needed for the following elements:
Element # of
electrons
Electronic
configuration
Orbital
diagram
Paramagnetic
or
Diamagnetic
1. Chlorine
2. Calcium
3. Iron
4. Argon
15
18. What I Have Learned
Summarize what you have learned from the very start by answering the questions
below.
1. What the four types of atomic orbital? Describe each.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.
2. How is the electron configuration written?
__________________________________________________________________________
__________________________________________________________________________
_________________________________________________________________________.
3. How does the atom generate a magnetic field?
__________________________________________________________________________
_________________________________________________________________________.
4. What needs to be considered when making an orbital diagram of an element?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
16
19. What I Can Do
Job well done! You are close completing your work. Now is the time you apply
what you have learned in this module.
Apartment Analogy
Imagine you are the landlord of a very strange apartment building. Your job
is to fill the apartments in the most specific and efficient way. The rules you have
to follow in filling this apartment is the same as the rules followed by the electrons
when filling the orbitals. Now how will you fill your apartment up? Describe the
method of filling up the apartment using the rules in filling up the orbitals.
Rules in Filling Up the Orbitals Rules in Filling Up the Apartment
Aufbau Principle:
Hund’s Rule
Pauli’s Exclusion Principle:
17
20. Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following statements about the s, p, and d orbitals are true?
a. 3p orbital has the same energy with a 3s orbital
b. only s orbital can have a maximum of 6 electrons
c. s, p, and d orbitals are of the same shape but of different energy levels
d. a p orbital has a higher energy than the s orbital of the same principal
quantum number
2. What element is element X if it has the following electron
configuration and orbital diagram?
a. Aluminum
b. Boron
c. Neon
d. Phosphorus
3. How many electrons can the p-orbital hold?
a. 2
b. 6
c. 10
d. 14
4. Which is the correct way of writing the orbital diagram of the element
Nitrogen?
a.
b.
c.
d.
18
21. 5. Which of the following elements can generate electromagnetic field?
a. Br
b. Ca
c. He
d. K
6. Which of the following is the correct sequence of increasing energy level?
a. 2s, 3p, 3d, 4s
b. 4s, 3d, 3p, 4p
c. 3s, 3p, 4s, 5f
d. 6s, 4f, 5d, 6p
7. What type of orbital must an electron with principal quantum number n=2
occupy?
a. cone-shaped orbital
b. either an s or p orbital
c. low density region of space
d. the orbital closest to the nucleus
8. Which element is diamagnetic?
a. Antimony
b. Barium
c. Sodium
d. Polonium
9. The total number of unpaired electrons of Cobalt (Co – 27) is ________.
a. 2
b. 3
c. 4
d. 5
10.In a subshell of an atom, the total number of allowed orbitals is equal to:
a. ℓ
b. ℓ + 1
c. ℓ + 2
d. 2ℓ + 1
19
22. Additional Activities
Congratulations! You’ve come this far. I know you’ve learned a lot in Electronic
Structure: Electron Configuration. Do additional reading on the significance of spin
quantum number (ms).
Suppose that the spin quantum number could have three allowed values instead of
two. How would this affect the number of elements in the first four rows of the
periodic table?
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20
24. Answer Key
What’s More
Activity 1:
Activity 2:
What
I
Know:
1.b
2.
d
3.
a
4.
b
5.
b
6.
a
7.
b
8.
c
9.
d
10.
c
Assessment:
1.
d
2.
a
3.
b
4.
c
5.
d
6.
d
7.
b
8.
b
9.
b
10.
d
22
25. References
Pettrucci, Ralph H. General Chemistry: Principles and Modern Applications.
9th. Upper Saddle River: Pearson Prentice Hall, 2007
Sherman, Alan, Sharon J. Sherman, and Leonard Russikoff. Basic Concepts of
Chemistry Fifth Edition. Boston, MA: Houghton Mifflin Company, 1992.
Print. Provided by:
https://chem.libretexts.org/Courses/Mount_Royal_University/Chem_1201
/Unit_2._Periodic_Properties_of_the_Elements/2.07%3A_Magnetic_Propertie
s_of_Atoms_and_Ions
Electron configuration. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Electron_configuration. License: CC BY-SA:
Attribution-ShareAlike
Free High School Science Texts Project, The Atom: Energy Quantisation and
Electron Configuration. August 22, 2020. Provided by: OpenStax
CNX. Located at: http://cnx.org/content/m39967/latest/. License: CC BY:
Attribution
Aufbau principle. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Aufbau_principle. License: CC BY-SA:
Attribution-ShareAlike
Pauli Exclusion Principle. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Pauli%20Exclusion%20Principle. License:
CC BY-SA: Attribution-ShareAlike
Hund's rules. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Hund's_rules. License: CC BY-SA:
Attribution-ShareAlike
High School Chemistry/Orbital Configurations. Provided by: Wikibooks. Located
at: http://en.wikibooks.org/wiki/High_School_Chemistry/Orbital_Configura
tions. License: CC BY-SA: Attribution-ShareAlike
Diamagnetic. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Diamagnetic. License: CC BY-SA:
Attribution-ShareAlike
Paramagnetic. Provided by: Wikipedia. Located
at: http://en.wikipedia.org/wiki/Paramagnetic. License: CC BY-SA:
Attribution-ShareAlike
Periodic Table of Elements. Provided by: viosplatter. Located at:
https://search.creativecommons.org/photos/4a469070-109d-4ff0-ba36-
910f038097ff. License:
23
26. EDITOR’S NOTE
This Self-Learning Module (SLM) was developed by DepEd
SOCCSKSARGEN with the primary objective of preparing for and addressing
the new normal. Contents of this module were based on DepEd’s Most Essential
Competencies (MELC). This is a supplementary material to be used by all
learners of SOCCSKSARGEN Region in all public schools beginning SY 2020-
2021. The process of LR development was observed in the production of this
module. This is Version 1.0. We highly encourage feedback, comments, and
recommendations.
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