module 1 electronic structure of matter.pptxMaryroseBudhi1
Module 1: Electronic Structure of Matter
Objectives: Know atom and its sub - particles
determine the characteristics colors that metal salts emit
what is atom?
atom is the basic unit of chemical element
it composes three subatomic particle
proton with a positively electric charge
electron with a negatively electric charge
neutron no electric charge
What minerals produce the color in fireworks?
Mineral elements provide color in fireworks. Barium produces bright greens; strontium yields deep reds;' copper produces blues/ and sodium yields yellow. other colors can be made by mixing elements; strontium and sodium produce brilliant orange; titanium, zirconium, and magnesium alloys make silvery white; copper and strontium make lavender. gold sparks are produced by iron fillings and small pieces of charcoal. bright flashes and loud bangs come from aluminum powder.
My notes for 9th grade, 2nd Quarter. Consists of multiple lessons in Science from the History of the Atomic Model to Electron Dot Structure. To be honest, I got lazy in making this halfway there. Sorry. ^^u
A PowerPoint Presentation for Grade 9 teachers. This presentation is ONLY suggested guide for teachers to assist them on the discussion after the activities as suggested in the Learner's Module were performed. Please feel free to add comments and suggestions. Thanks!
module 1 electronic structure of matter.pptxMaryroseBudhi1
Module 1: Electronic Structure of Matter
Objectives: Know atom and its sub - particles
determine the characteristics colors that metal salts emit
what is atom?
atom is the basic unit of chemical element
it composes three subatomic particle
proton with a positively electric charge
electron with a negatively electric charge
neutron no electric charge
What minerals produce the color in fireworks?
Mineral elements provide color in fireworks. Barium produces bright greens; strontium yields deep reds;' copper produces blues/ and sodium yields yellow. other colors can be made by mixing elements; strontium and sodium produce brilliant orange; titanium, zirconium, and magnesium alloys make silvery white; copper and strontium make lavender. gold sparks are produced by iron fillings and small pieces of charcoal. bright flashes and loud bangs come from aluminum powder.
My notes for 9th grade, 2nd Quarter. Consists of multiple lessons in Science from the History of the Atomic Model to Electron Dot Structure. To be honest, I got lazy in making this halfway there. Sorry. ^^u
A PowerPoint Presentation for Grade 9 teachers. This presentation is ONLY suggested guide for teachers to assist them on the discussion after the activities as suggested in the Learner's Module were performed. Please feel free to add comments and suggestions. Thanks!
This lesson will help you know how atoms of each element are arranged in an orbital and where atoms are exactly located that give distinct characteristics to the element.
DEMAND
-Ito ay tumutukoy sa dami ng produkto at serbisyo na kaya at handing bilhin ng mga konsyumer sa alternatibong presyo sa isang takdang panahon.
BATAS NG DEMAND
-Ang konsepto ng batas demand ay mayroong inverse o magkasalungat na ugnayan ang presyo sa quantity demanded ng isang produkto. Kapag tumaas ang presyo Mababa ang demand quantity. At kung Mababa ang presyo tataas ang quantity demand o tinatawag na ceteris paribus.
AND DALAWANG KONSEPTO BAKIT MAGKASALUNGAT ANG PRESYO AT DEMAND
CETERIS PARIBUS
-Ito ay nangangahulugang ipinagpaplagay na ang presyo lamang ang salik na nakakaapekto sa pagbabago ng quantity demanded, habang ibang salik ay hindi nagbabago o nakakapekto.
SUBSTITUTION EFFECT
- – sa konseptong ito, ang mamimili ay naghahanap ng kapalit na mas mura kapag ang presyo ng isang produkto ay tumaas ang presyo. Halimbawa, imbes na bumili ng softdrinks sa isang tindahan ay bibili na lamang ng tubig na di hamak na mas mababa ang presyo kaysa sa softdrinks.
Income effect
-– ipinahahayag rito na mas mataas ang halaga ng kinikita kapag mas mababa ang presyo ng isang produkto.
This lesson will help you know how atoms of each element are arranged in an orbital and where atoms are exactly located that give distinct characteristics to the element.
DEMAND
-Ito ay tumutukoy sa dami ng produkto at serbisyo na kaya at handing bilhin ng mga konsyumer sa alternatibong presyo sa isang takdang panahon.
BATAS NG DEMAND
-Ang konsepto ng batas demand ay mayroong inverse o magkasalungat na ugnayan ang presyo sa quantity demanded ng isang produkto. Kapag tumaas ang presyo Mababa ang demand quantity. At kung Mababa ang presyo tataas ang quantity demand o tinatawag na ceteris paribus.
AND DALAWANG KONSEPTO BAKIT MAGKASALUNGAT ANG PRESYO AT DEMAND
CETERIS PARIBUS
-Ito ay nangangahulugang ipinagpaplagay na ang presyo lamang ang salik na nakakaapekto sa pagbabago ng quantity demanded, habang ibang salik ay hindi nagbabago o nakakapekto.
SUBSTITUTION EFFECT
- – sa konseptong ito, ang mamimili ay naghahanap ng kapalit na mas mura kapag ang presyo ng isang produkto ay tumaas ang presyo. Halimbawa, imbes na bumili ng softdrinks sa isang tindahan ay bibili na lamang ng tubig na di hamak na mas mababa ang presyo kaysa sa softdrinks.
Income effect
-– ipinahahayag rito na mas mataas ang halaga ng kinikita kapag mas mababa ang presyo ng isang produkto.
Secondary Education
Chemistry
Chapter 1
Lesson 1
if you have any question don't hesitate to contact me
join the facebook group
http://www.facebook.com/#!/group.php?gid=17663120872&v=info
Best of luck
Mr.Ehab Mohamed
Atomic models are useful because they allow us to picture what is in.docxjaggernaoma
Atomic models are useful because they allow us to picture what is inside of an atom, something we will never be able to actually see. We're going to talk about two models, the Bohr model and the Quantum model. While we know that the Quantum model is the correct way to represent atoms, the Bohr model is still useful for a very basic understanding. Think of it as a stick figure sketch of an atom. The parts are all there, its just not quite filled in all of the way.
Bohr Model
The Bohr model of the atom was developed in 1914 by Niels Bohr. In this model, electrons move around the nucleus in fixed, concentric circles. Picture the planets orbiting the Sun. These circles are called energy levels and electrons must have a specific amount of energy to be in each level. The energy levels closest to the nucleus require the least amount of energy. In order for an electron to move further from the nucleus (or move up an energy level) they must gain energy. If they lose energy they fall down to an energy level closer to the nucleus.
Drawing the Bohr model for an atom gives you valuable information about the atom's valence electrons. The
valence electrons
--
those in the outermost energy leve
l--are the ones that determine the chemical properties of an atom. In order to draw a Bohr model you must first use the periodic table to tell you the number of protons, neutrons, and electrons in an atom. For Bohr models we usually draw what the "average" atom for that element looks like and just round the average atomic mass to a whole number and use that for the mass number.
Steps for Drawing a Bohr Model:
1. Count the number of protons, electrons, and neutrons for that atom.
2. Draw the nucleus. Indicate the correct number of protons and neutrons in the nucleus.
3. Draw energy levels around the nucleus, starting with the energy level closest to the nucleus. Fill up each energy level before moving on to the next.
Each energy level in a Bohr model can only hold a specific number of electrons, as shown in the table below.
Energy Level
Max # of electrons
1
2
2
8
3
18
4
32
For example, here is a Bohr model for the average oxygen atom:
Here is one for phosphorus:
You try drawing one for Magnesium (Mg) and for Boron (B). Count the number of electrons on the outermost energy level to find the number of valence electrons. Check your answers by looking at the handout.
Quantum Model
In 1925 the Quantum model of the atom was developed after it was determined that electrons can behave like a wave and a particle at the same time. In addition, you can't know the precise location of an electron. Instead of traveling in orderly circles around the nucleus, we describe the electrons as existing in a three-dimensional
electron cloud
--a shape surrounding the nucleus. You will learn more about the Quantum model in chemistry.
These are some of the orbital shapes possible in the first two energy levels of an atom.
Draw a Bohr model for elements wi.
This would enable students to explain the emission spectrum of hydrogen using the Bohr model of the hydrogen atom; calculate the energy, wavelength, and frequencies involved in the electron transitions in the hydrogen atom; relate the emission spectra to common occurrences like fireworks and neon lights; and describe the Bohr model of the atom and the inadequacies of the Bohr model.
A presentation on atomic structure and chemical bond. Here you can find the full details of atomic structure and 5 types of chemical bond. This is for the course of Inorganic Pharmacy, Course code is PHAR-1103. This can be also used for Biochemistry students and other.
Thank you. Like, Commen, Share
#be like boss
This pdf is written to describe structure of atom for school students of grades 9 to 10. In this the basics of atomic structure has been described. Starting from Dalton's atomic model to Rutherford's scatering of alpha particles, JJ Thomson and Bohr's models with photos.
Students can download and use it for studying atomic structure.
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Science Grade 9 Second Quarter (1st and 2nd activity only)
1. Overview
In Grade 8, you have learned the Rutherford’s atomic model which pictures the atom
as mostly empty space and its mass is concentrated in the nucleus, where you find the
protons and the neutrons. This model has worked well during his time, but it was only able
to explain a few simple properties of atoms. However, It could not explain why metals or
compounds of metals give off characteristic colors when heated in a flame, or why objects–
when heated to much higher temperatures first glow to dull red, then to yellow, and then to
white. A model different from Rutherford’s atomic model is necessary to describe the
behavior of atoms
Niels Bohr refined Rutherford’s model of an atom. Based on his experiments, Bohr
described the electron to be moving in definite orbits around the nucleus. Much later,
scientists discovered that it is impossible to determine the exact location of electrons in an
atom. In Activity 1, you will learn about the evidence that Bohr used to explain his model of
the atom. In Activity 2, you will do a task that will help you understand that there is a certain
portion of space around the nucleus where the electron is most likely to be found.
In addition, you will know more about the present model of the atom, which is called
the quantum mechanical model of the atom. It is important for you to understand that the
chemical properties of atoms, ions and molecules are related to how the electrons are
arranged in these particles of matter. You will find out the answers to the following
questions as you perform the activities in this module.
How does the Bohr atomic model differ from Rutherford’s model? What is the
basis for the quantum mechanical model of the atom? How are electrons arranged
in the atom?
2. Activity 1: The Flame Test
Objectives:
o determine the characteristic colors that metal salts emit; and
o relate the colorsemittedbymetal saltstothe structure of the atom.
Materials:
o 0.50 grams of each of the following metal salts:
o Calcium chloride 6 pcs watch glass
o Sodium chloride 1 pc 10-ml graduated cylinder
o Copper(II) sulfate 1 pc dropper
o Potassium chloride safety matches
o Boric acid
o 100 mL 95% Ethanol (or ethyl alcohol)
o 100 mL 3 M hydrochloric acid
Procedure:
1. Place eachmetal salton a watch glassand add 2 to 3 drops of 3 M hydrochloricacid.
2. Pourabout 3 - 5 mL or enoughethyl alcohol tocoverthe size of a 1 peso-coininthe firstwatchglass.Light
witha match and observe the colorof the flame.(Thiswill serveasreferenceforcomparisonof the flame
color).Waitfor the flame tobe extinguishedorputout onits own.
3. Repeatprocedure No.2 foreach salt.Observe the colorof the flame.
3. 4. Write your observation in a table similar to the one below.
Table 1. Color of flame of metal salts
Metal salt tested
Element
producing color
Color of the flame
Boric acid boron
Calcium chloride calcium
Sodium chloride sodium
Potassium chloride potassium
Copper(II) sulfate copper
Q1. Why do you think are there different colors emitted?
Q2. What particles in the heated compounds are responsible for the production of the colored light?
Q3. How did the scientists explain the relationship between the colors observed and the structure of
the atom?
________________________________________________________________
You have observed that each of the substances you tested showed a specific color of the flame. Why do certain
elements give off light of specific color when heat is applied? These colors given off by the vapors of elements
can be analyzed with an instrument called spectroscope. See Figure1.
Precautions:
1. Wear goggles, gloves and a safety apron while performing the
activity.
2. Do this activity in a well-ventilated area.
3. Handle hydrochloric acid with care because it is corrosive.
4. Ethyl alcohol is flammable.
5. Be careful to extinguish all matches after use.
4. A glass prism separates the light given off into its component wavelength. The spectrum produced appears
as a seriesof sharp bright lineswith characteristic colors and wavelength on a dark background instead of
being continuous like the rainbow. We call this series of linesthe atomic spectrum of the element.The
color, number and position of linesproduced is called the “fingerprint” of an element.These are all
constant for a given element.See Fig. 2.
How did Bohr explain what you observed in Activity 1 and the findings about the elements in a
spectroscope? Individual lines in the atomic spectra of elements indicate definite energy
transformations within the atom. Bohr considered the electrons as particles moving around the
nucleus in fixed circular orbits. These orbits are found at definite distances from the nucleus. The
orbits are known as the energy levels, n where n is a whole number 1, 2, 3…and so forth.
Electrons in each orbit have a definite energy, which increases as the distance of the orbit from the nucleus
increases. As long as the electron stays in its orbit, there is no absorption or emission of energy. As shown
in Figure 3, when an electron of an elementabsorbed extra energy (from a flame or electric arc), this
electron moves to a higher energy level.At this point the electron is at its excited state. Once excited, the
atom is unstable. The same electron can return to any of the lower energy levelsreleasingenergy in the
form of light with a particular color and a definite energy or wavelength. Bohr’s model explainedthe
appearance of the bright line spectrum of the hydrogen atom but could not explainfor atoms that has
more than one electron.
5. Q4. Explain how your observation in Activity 1 relates to Bohr’s model of the atom. You can explain using an
illustration.
Q5. Which illustration below represents the energy of the electron as described by Bohr? Explain your answer.
The energy levelsof electrons are like the steps of a ladder. The lowest step of the ladder corresponds to the lowest
energy level.A person can climb up and down by going from step to step. Similarly,the electrons can move from one
energy level to another by absorbing or releasing energy. Energy levelsinan atom are not equally spaced which means
that the amount of energy are not the same. The higher energy levelsare closer together. If an electron occupies a
higher energy level,itwill take lessenergy for it to move to the nexthigher energy level.As a result of the Bohr model,
electrons are described as occupying fixedenergy levelsat a certain distance from the nucleus of an atom.
However, Bohr’s model of the atom was not sufficientto describe atoms with more than one electron.
The way around the problem with the Bohr’s model is to know the arrangement of electrons in atoms in terms of the
probability of finding an electron in certain locations within the atom. In the next activity, you will use an analogy to
understand the probability of findingan electron in an atom.
Activity 2:
Predicting the Probable Location of an Electron
Objective:
o Describe how it is likely to find the electron in an atom by probability.
Materials:
o One sheet of short bond paper or half of a short folder
o pencil or colored marker with small tip
o compass
o graphing paper
o one-foot ruler
o Procedure:
o 1. Working with your group mates, draw a dot on the center of the sheet of paper or folder.
o
o 2. Draw 5 concentric circles around the dot so that the radius of each circle is 1.0 cm, 3 cm, 5 cm, 7
cm and 9 cm from the dot
6. 3. Tape the paper on the floor so that it will not move.
4. Stand on the opposite side of the target from your partner.(Target is the center which
represent the nucleus of an atom). Hold a pencil or marker at chest level above the center of
the circles you have drawn.
5. Take turns dropping the pencil or marker so that it will leave 100 dots on the circles drawn
on paper or folder.
6. Count the number of dots in each circle and record that number on the data table.
7. Calculate the number of dots per square centimeter (cm2).
8. Using a graphing paper, plot the average distance from the center on the x-axis and
number of dots per sq.cm on the y-axis.
7. Data Table:
Circle
Number
(A)
Average
Distance
from
Center
cm
(B)
Area of
Circle,
cm2
(C)
Difference of
Areas of the
Two
Consecutive
Circles, cm2
(D)
Number of
Dots in
Circle
(E)
Number of
Dots per
cm2
(E)/(D)
(F)
Percent
Probability
of Finding
dots,
%
(G)
1 1.0 3.14 25.13 5 0.1920 19.20
2 3.0 28.27 50.27
3 5.0 78.54 75.40
4 7.0 153.94 100.53
5 9.0 254.47 125.66
Q1. What happens to the number of dots per unit area as the distance of the dots go farther from the
center?
Q2. Determine the percent probability of finding a dot in each of the circle drawn on the target by
multiplying No. of dots /cm2 (column D) by the total number of dots (100). For example: In circle 1(A)
Percent probability = No. of dots /cm2 X 100
= [0.1920 / 100 ] X 100 = 19.20%
Q3. Based on your graph, what is the distance with the highest probability of finding a dot? Show this
in your graph.
Q4. How many dots are found in the area where there is highest probability of finding dots?
Q5.How are your results similar to the distribution of electrons in an atom?
Activity 1 is an analogy to show you that it is notpossible to know the exact position of the electron. So, Bohr’s idea that
electrons are found in definite orbits around the nucleus was rejected. Three physicistsled the development of a better model
of the atom. These were Louie de Broglie,Erwin Schrodinger,and Werner Karl Heisenberg. De Broglieproposed that the
electron (which is thought of as a particle) could also bethought of as a wave. Schrodinger used this idea to develop a
mathematical equation to describethe hydrogen atom. Heisenberg discovered that for a very small particlelikethe electron,
its location cannotbe exactly known and how it is moving. This is called the uncertainty principle.
Instead,these scientists believed that there is only a probability thatthe electron can be found in a certain volume in space
around the nucleus.This volume or region of spacearound the nucleus where the electron is most likely to be found is called
an atomic orbital.Thus,we could only guess the most probablelocation of the electron at a certain time to be within a certain
volume of spacesurroundingthe nucleus.
The quantum mechanical model of the atom comes from the mathematical solution to the Schrodinger equation.
The quantum mechanical model views an electron as a cloud of negative charge havinga certain geometrical shape. This model
shows how likely an electron could be found in various locationsaround thenucleus.However, the model does not give any
information abouthow the electron moves from one position to another.