1. Turn in the following…. P122-124Problems #48 #51 #52 #65 #78 #87 #88 1

2. MODEL OF THE ATOM ELECTRON CONFIGURATIONS ATOMIC SPECTRA 2

3. Day 1: Review…what is a model? What a model is not… (zoolander: center for kids who can’t read good) Minute 1:06-2:33 Bozeman explains models…(up to 5:06) 3

4. The Atom so far.... Quietly, on your own, use CH 4 to answer the following on a piece of paper (think): What is our “model” of the atom so far? Now talk to your partner and write down in the “pair” box what they say our model is (word for word, not a summary). Come to an agreement on our model and record in the “agree” box. Class Discussion: In the “share” box, write down any parts of our model that you didn’t write down earlier. Think:Pair:Agree: Share: 4

5. Close Reading Read section 5.1 quietly to yourself. When you are done answer the following: What is the purpose of this section? Now turn and talk with your neighbor. Write down what they said the purpose of the section was. Share out…. 5

6. Close Reading Read Section 5.1 a second time and answer the following on your paper: Name one improvement the Bohr model of the atom made to our atomic model. Name one improvement that Schrodinger made to our model of the atom. Whole class discussion: Why were these improvements better or necessary? 6

7. Homework: P132 #1-7 (Prentice Hall Chemistry textbook) 7

8. Day 2: Section 5.2 Orbital Notation For Review: Bozeman video on the Bohr Model Schrodinger and electron “clouds” s and p orbital overlap Bohr told us that electrons occupy different energy levels (n=1 n=2 n=3 n=4) Schrodinger told us where (in general) we could find the electrons in each energy level (s p d f) 8

9. Why do we care if it is “s” or “p”? The location of an electron affects an electron’s stability. The location of electrons is crucial for what bonds an atom will make. Orbital location decides: what other atoms it bonds to Whether it forms a “+” or “-” ion Or if it will just share electrons Let’s learn how to write orbital notations 9

10. Rules Glance through section 5.2 and find the three rules for writing electron configurations. Record the name of the rule Record what the rule states 10

11. Now let’s practice by writing the electron configuration of hydrogen: 11

12. How about Helium? Try lithium: 12

13. More practice… Write the electron configuration for sodium: Now write it for oxygen 13

14. Vocabulary Time! What is an orbital notation? (sentence stem: An orbital notation would look like ___ and shows an atom’s electrons in their _____________) What is an electron configuration? (sentence stem: An electron configuration would look like ______ and used the ____________ from above to create them ) 14

15. Let’s work backwards… What element is represented by the following? A. B. C. D. What is unusual about example C? 15

16. Homework: P135-136 #8-13 (Prentice Hall Chemistry textbook) 16

17. Day 3: Section 5.3 What do these images have in commmon? 17

18. Thinking of images from previous slide….. questions: 1. Is there a pattern to what the images represent? (What do these images have in common?) 2. Is there a cause for this pattern? 3. How do these images relate to CH 5? 18

19. Agree or Disagree???? Review from last year: Get up and move to the appropriate location depending on which of the following statements you agree with: Be ready to DEFEND your decision!!! A. Light is a particle- - -Door B. Light is a wave - - -microwave C. Light is both - - - fridge 19 Let’s watch the following video to find out what these all have in common Spectroscopy

20. Article: Bohr and Atomic Spectra Use “Active Reading” and annotations to read the article. 20

21. ANNOTATIONS

22. Homework: Answer the following about the article: How do the different wavelengths of light manifest themselves? Explain the electromagnetic spectrum. How does this article relate to electron configurations? P149 #30-38 (EVENS ONLY!) of Prentice Hall Chemistry textbook 22

23. Day 4: Lab: Spectroscopy Use the lab handout and the teacher demos to complete the spectroscopy lab Homework is to finish any parts of lab handout not completed in class 23

24. 400 450 500 550 600 650 700 750 Visible Light 24

25. Day 5: Section 5.3 Review lab Read section 5.3 and answer the following: Label the parts of a wave. Explain in your own words how an atomic spectra is created. How would aiming your spectrascope at a distant planet be useful? Draw a picture to demonstrate or show what you mean. Complete the handout: Electron Energy and Light P140-146 #14-21 (Prentice Hall Chemistry textbook) 25

26. Day 6: Writing Imagine you are Neils Bohr. Write a letter to Rutherford and explain to him why your model of the atom is better than his. Make sure you use specific evidence to back up your claims. 1. Create a T-chart with your neighbor comparing the two models. How are they the same and how are they different? Discuss the features of both. 2. With your partner, create bullet points on what key ideas/features you should include in your letter to Professor Rutherford. 26

27. Suggested format for letter: 1. Write your letter to Professor Rutherford using details from your T-chart. 2. Final Draft - Due on Thursday I am looking for: review of Rutherford’s model What you agree with and what is “wrong” with Rutherford’s model explain your “new” model (remember, you are Bohr). Address falling electrons and atomic spectra 27

28. The PSAT is Coming! WHAT: Preliminary Scholastic Aptitude Test For Juniors and Sophomores ONLY Required for ALL AVID Juniors WHY: Practice for the SAT May qualify for the National Merit Scholarship Program WHEN: Wednesday, October 15, 7:45-11:15 am WHERE: HERE at SJHS. Rooms to be assigned. HOW: Sign up at Finance Office, beginning Monday, Sept. 22 Cost is $15.00, CASH ONLY!! (Juniors qualify for fee waiver if receiving free/reduced lunch) Space and fee waivers are LIMITED!! Sign up by Friday, Sept. 26th to guarantee your spot. Questions?? Call the Counseling Office at 971-5120. 28