What is the Bohr model of the atom?
A simple explanation is best.
(1 votes)
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Hi.
I will explain the example of sodium how to draw a sodium atom after the drill atom model. I hope you know how to work with the period system.
First you take the information you find on sodium in the Periodic Table and interpret it:
If this happened, you’ll take care of the “Gerüst” of the atom first. This means that you draw the core (the circle in the middle), enter the number of protons and make a + top right to the number. This means that the core consists of 11 protons (and a proton has a charge of +1). Then you draw all bowls:
You see that I’ve written a maximum number of electrons into the shells. In order to understand this, you’d best look at the period system. You see that in the first period only H (i.e. hydrogen) and He (i.e. helium) stand. That means, after two electrons, this shell is full. The next shell can already record eight electrons, since in the series lithium, beryllium etc, up to the neon. This is also the case with the third shell. But why did I write down “18 and 8 + 10”? This is due to the fact that the subgroup elements come in the next period and fill the shell in front of it. This means that the secondary group elements in period 4 fill the third shell. For our purpose, however, it is sufficient for the first time to receive the 8 electrons from the third period.
Now you have 11 electrons. You fill this from the inside to the outside:
If you do this, you have filled your 11 electrons in a matching manner and, as the main group already states, an electron on the outer shell. The drawing of the sodium atom is finished.
In the case of subgroup elements, you have to take care, as already indicated. The penultimate shell or, in the case of lanthanides and actinides, the third last shell is filled.
LG
Oh you saint 😳 with such a good answer I would never have expected… thank you!!
Thanks for the compliment and very happy to happen! I’m glad I could help you.
Actually, this is the shell model…
But this is what is usually taught in class!
Ah, I understand your point. Ultimately, the shell model is derived from the assumptions that drilled: the electrons circle on fixed paths and there are certain energy levels on which the electrons are located and between which quantum jumps can be carried out with the emission of photons. The fact that this is not exactly scientifically at some point and that you need to use other models is also clear to Ourin, but that doesn’t need to interest a pupil in class 8.
How do you know he’s in the 8th grade? But that’s not my point!
In the drill model there are defined energy levels, but no specification for the number of possible electrons! The stages were already before, but drilling could lead them into a closed and predictable model while the BalmerFormel etc. just got drunk!
As a specialistwoman, you should be able to distinguish the different models and not mix them! And if someone asks about the model of drilling this can also explain! You can also make a few ‘critical comments’.
Oh that’s cool haha
Then wish you a lot of fun and success at the Referendariat 🙂
Quasi – I’m still in front of me. Last year, I completed my studies in chemistry. :
Are you a teacher? 😀
In the drill model, the negative electrons circle around the positive core, such as planets around a sun, or moons around a star.
The electrostatic attraction is the centripetal force from which radii and also speeds can be calculated.
With further assumptions and formulae, there are certain energy levels and thus radii (which are neither in planets nor in atoms). However, these energy levels are excellent in terms of hydrogen with spectroscopic data, quantum leaps, which is why it is still very popular after 100 years, although it has several errors!
There are no lanes, no speeds, a fixed radii, …atoms are not flat discs and the energy levels must be ‘adommed’ without real explanation.
Why do we have to learn this if it’s wrong? Ha
This model is simple and helpful. Of course, you can also read the much more accurate and “righter” quantum mechanical model, but you’ll probably say that you didn’t want to know it again.
Let’s call it “unnau.” As with all models, they only apply within certain limits and are used to explain a situation. For your knowledge level, the drill atomic model or the resulting shell model completely to explain corresponding observations from chemistry and physics.
In the upper level you learn why the model is inaccurate and how to describe the atom even more accurately. You don’t need to be interested in that.
It is physically and scientifically interesting! Partly (for H spectra), it is also applicable. In the middle stage, however, it has not been done (in D?) for a long time and even in physics LK it should not be done.
Nevertheless, there are many with the idea of lanes and speeds! Especially Amis(?) and English-speaking countries seem to be common!
Well, in the middle stage there is the particle model, core shell model (Rutherford), then shells model, electron cloud model (EPA)…
Orbitals have long been deleted in the upper stage, Heisenberg gives in physics, but no drill model! You didn’t explain that!
What state are you teaching? In Berlin, this is still taught in class 8 and the orbital model is introduced only in the upper stage via the Heisenbergian blur relation. Was that deleted from your curriculum?