2. LO 1.5 The student is able to explain the distribution of electrons in an atom or ion based upon data. (Sec 7.12)
LO 1.6 The student is able to analyze data relating to electron energies for patterns and relationship. (Sec 7.12)
LO 1.7 The student is able to describe the electron structure of the atom, using PES (photoelectron spectroscopy) data, ionization energy data, and/or Coulomb’s Law to construct explanations of how the energies of electrons within shells in atoms vary. (Sec 7.12)
LO 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model. (Sec )
LO 1.10 Students can justify with evidence the arrangement of the periodic table and can apply periodic properties to chemical reactivity. (Sec )
LO 1.12 The student is able to explain why a given set of data suggests, or does not suggest, the need to refine the atomic model from a classical shell model with the quantum mechanical model. (Sec )

3. LO 1.13 Given information about a particular model of the atom, the student is able to determine if the model is consistent with specific evidence. (Sec 7.11)
LO 1.15 The student can justify the selection of a particular type of spectroscopy to measure properties associated with vibrational or electronic motions of molecules. (Sec 7.1)

4. AP Learning Objectives, Margin Notes and References
LO 1.15 The student can justify the selection of a particular type of spectroscopy to measure properties associated with vibrational or electronic motions of molecules.
Additional AP References
LO 1.15 (see APEC #1, “Energy Levels and Electron Transitions”)
LO 1.15 (see Appendix 7.4, “Molecular Spectroscopy: An Introduction”)

5. Different Colored Fireworks
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6. Questions to Consider Why do we get colors?
Why do different chemicals give us different colors? 
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7. Electromagnetic Radiation
One of the ways that energy travels through space.
Three characteristics:
Wavelength
Frequency
Speed 
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8. Characteristics
Wavelength ( ) – distance between two consecutive peaks or troughs in a wave. 
Frequency ( ) – number of waves (cycles) per second that pass a given point in space
Speed (c) – speed of light (2.9979×108 m/s)
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9. The Nature of Waves

10. Classification of Electromagnetic Radiation
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11. AP Learning Objectives, Margin Notes and References
LO 1.12 The student is able to explain why a given set of data suggests, or does not suggest, the need to refine the atomic model from a classical shell model with the quantum mechanical model.

12. Ground state – lowest possible energy state (n = 1)
Electron in a hydrogen atom moves around the nucleus only in certain allowed circular orbits.
Bohr’s model gave hydrogen atom energy levels consistent with the hydrogen emission spectrum.
Ground state – lowest possible energy state (n = 1)
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13. Electronic Transitions in the Bohr Model for the Hydrogen Atom a) An Energy-Level Diagram for Electronic Transitions
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14. Electronic Transitions in the Bohr Model for the Hydrogen Atom b) An Orbit-Transition Diagram, Which Accounts for the Experimental Spectrum
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15. For a single electron transition from one energy level to another:
ΔE = change in energy of the atom (energy of the emitted photon)
nfinal = integer; final distance from the nucleus
ninitial = integer; initial distance from the nucleus
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16. The model correctly fits the quantized energy levels of the hydrogen atom and postulates only certain allowed circular orbits for the electron.
As the electron becomes more tightly bound, its energy becomes more negative relative to the zero-energy reference state (free electron). As the electron is brought closer to the nucleus, energy is released from the system.
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17. Bohr’s model is incorrect. This model only works for hydrogen.
Electrons move around the nucleus in circular orbits.
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18. Which transition results in the longest wavelength of light?
EXERCISE!
What color of light is emitted when an excited electron in the hydrogen atom falls from:
n = 5 to n = 2
n = 4 to n = 2
n = 3 to n = 2
Which transition results in the longest
wavelength of light?
blue, λ = 434 nm
green, λ = 486 nm
orange/red, λ = 657 nm
For each transition, use ΔE = hc / λ = (–2.178×10–18)[(1/nf) – (1/ni)]. Solve for λ in each case.
a) blue (λ = 434 nm)
b) green (λ = 486 nm)
c) orange/red (λ = 657 nm)
The longest wavelength of light is from transition n = 3 to n = 2 (letter c).
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19. AP Learning Objectives, Margin Notes and References
LO 1.12 The student is able to explain why a given set of data suggests, or does not suggest, the need to refine the atomic model from a classical shell model with the quantum mechanical model.

20. We do not know the detailed pathway of an electron.
Heisenberg uncertainty principle:
There is a fundamental limitation to just how precisely we can know both the position and momentum of a particle at a given time.
Δx = uncertainty in a particle’s position
Δ(mν) = uncertainty in a particle’s momentum
h = Planck’s constant
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21. Physical Meaning of a Wave Function (Ψ)
The square of the function indicates the probability of finding an electron near a particular point in space.
Probability distribution – intensity of color is used to indicate the probability value near a given point in space.
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22. Probability Distribution for the 1s Wave Function
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23. Radial Probability Distribution
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24. Relative Orbital Size Difficult to define precisely.
Orbital is a wave function.
Picture an orbital as a three-dimensional electron density map.
Hydrogen 1s orbital:
Radius of the sphere that encloses 90% of the total electron probability.
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25. AP Learning Objectives, Margin Notes and References
LO 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model.
LO 1.10 Students can justify with evidence the arrangement of the periodic table and can apply periodic properties to chemical reactivity.
LO 1.13 Given information about a particular model of the atom, the student is able to determine if the model is consistent with specific evidence.

26. Aufbau Principle
As protons are added one by one to the nucleus to build up the elements, electrons are similarly added to hydrogen-like orbitals.
An oxygen atom has an electron arrangement of two electrons in the 1s subshell, two electrons in the 2s subshell, and four electrons in the 2p subshell.
Oxygen: 1s22s22p4
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27. Hund’s Rule
The lowest energy configuration for an atom is the one having the maximum number of unpaired electrons allowed by the Pauli principle in a particular set of degenerate (same energy) orbitals.
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28. Orbital Diagram
A notation that shows how many electrons an atom has in each of its occupied electron orbitals.
Oxygen: 1s22s22p4
Oxygen: 1s 2s p
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29. Valence Electrons
The electrons in the outermost principal quantum level of an atom.
1s22s22p6 (valence electrons = 8)
The elements in the same group on the periodic table have the same valence electron configuration.
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30. The Orbitals Being Filled for Elements in Various Parts of the Periodic Table
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31. EXERCISE!
Determine the expected electron configurations for each of the following. a) S 1s22s22p63s23p4 or [Ne]3s23p4 b) Ba [Xe]6s2 c) Eu [Xe]6s24f7
a) 16 electrons total; 1s22s22p63s23p4 or [Ne]3s23p4
b) 56 electrons total; [Xe]6s2
c) 63 electrons total; [Xe]6s24f7
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32. AP Learning Objectives, Margin Notes and References
LO 1.5 The student is able to explain the distribution of electrons in an atom or ion based upon data.
LO 1.6 The student is able to analyze data relating to electron energies for patterns and relationship.
LO 1.7 The student is able to describe the electron structure of the atom, using PES (photoelectron spectroscopy) data, ionization energy data, and/or Coulomb’s Law to construct explanations of how the energies of electrons within shells in atoms vary.
LO 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model.
LO 1.10 Students can justify with evidence the arrangement of the periodic table and can apply periodic properties to chemical reactivity.

33. Periodic Trends
Ionization Energy
Electron Affinity
Atomic Radius

34. Ionization Energy
Energy required to remove an electron from a gaseous atom or ion.
X(g) → X+(g) + e–
Mg → Mg+ + e– I1 = 735 kJ/mol (1st IE)
Mg+ → Mg2+ + e– I2 = 1445 kJ/mol (2nd IE)
Mg2+ → Mg3+ + e– I3 = 7730 kJ/mol *(3rd IE)
*Core electrons are bound much more tightly than valence electrons.

35. Ionization Energy
In general, as we go across a period from left to right, the first ionization energy increases.
Why?
Electrons added in the same principal quantum level do not completely shield the increasing nuclear charge caused by the added protons.
Electrons in the same principal quantum level are generally more strongly bound from left to right on the periodic table.

36. Ionization Energy
In general, as we go down a group from top to bottom, the first ionization energy decreases.
Why?
The electrons being removed are, on average, farther from the nucleus.

37. The Values of First Ionization Energy for the Elements in the First Six Periods

38. CONCEPT CHECK!
Explain why the graph of ionization energy versus atomic number (across a row) is not linear. electron repulsions Where are the exceptions? some include from Be to B and N to O
The graph is not linear due to electron repulsions. Some exceptions include from Be to B and N to O.

39. Which atom would require more energy to remove an electron? Why? Na Cl
CONCEPT CHECK!
Which atom would require more energy to remove an electron? Why? Na Cl
Cl would require more energy to remove an electron because the electron is more tightly bound due to the increase in effective nuclear charge.

40. Which atom would require more energy to remove an electron? Why? Li Cs
CONCEPT CHECK!
Which atom would require more energy to remove an electron? Why? Li Cs
Li would require more energy to remove an electron because the outer electron is on average closer to the nucleus (so more tightly bound).

41. CONCEPT CHECK!
Which has the larger second ionization energy? Why? Lithium or Beryllium
Lithium has the larger second ionization energy because then a core electron is trying to be removed which will require a lot more energy than a valence electron.

42. Successive Ionization Energies (KJ per Mole) for the Elements in Period 3

43. Electron Affinity
Energy change associated with the addition of an electron to a gaseous atom.
X(g) + e– → X–(g)
In general as we go across a period from left to right, the electron affinities become more negative.
In general electron affinity becomes more positive in going down a group.

44. Atomic Radius
In general as we go across a period from left to right, the atomic radius decreases.
Effective nuclear charge increases, therefore the valence electrons are drawn closer to the nucleus, decreasing the size of the atom.
In general atomic radius increases in going down a group.
Orbital sizes increase in successive principal quantum levels.

45. Atomic Radii for Selected Atoms

46. Which should be the larger atom? Why? Na Cl
CONCEPT CHECK!
Which should be the larger atom? Why? Na Cl
Na should be the larger atom because the electrons are not bound as tightly due to a smaller effective nuclear charge.

47. Which should be the larger atom? Why? Li Cs
CONCEPT CHECK!
Which should be the larger atom? Why? Li Cs
Cs should be the larger atom because of the increase in orbital sizes in successive principal quantum levels (to accommodate more electrons).

48. Which is lower in energy?
CONCEPT CHECK!
Which is larger?
The hydrogen 1s orbital
The lithium 1s orbital
Which is lower in energy?
The hydrogen 1s orbital is larger because the electrons are not as tightly bound as the lithium 1s orbital (lithium has a higher effective nuclear charge and will thus draw in the inner electrons more closely).
The lithium 1s orbital is lower in energy because the electrons are closer to the nucleus.

49. Atomic Radius of a Metal
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50. Atomic Radius of a Nonmetal
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51. EXERCISE!
Arrange the elements oxygen, fluorine, and sulfur according to increasing:
Ionization energy
S, O, F
Atomic size
F, O, S
Ionization Energy: S, O, F (IE increases as you move up a column and to the right across a period.)
Atomic Size: F, O, S (Atomic radius increases as you move to the left across a period and down a column.)

52. AP Learning Objectives, Margin Notes and References
LO 1.9 The student is able to predict and/or justify trends in atomic properties based on location on the periodic table and/or the shell model.
LO 1.10 Students can justify with evidence the arrangement of the periodic table and can apply periodic properties to chemical reactivity.

53. The Periodic Table – Final Thoughts
It is the number and type of valence electrons that primarily determine an atom’s chemistry.
Electron configurations can be determined from the organization of the periodic table.
Certain groups in the periodic table have special names.
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54. Special Names for Groups in the Periodic Table
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55. The Periodic Table – Final Thoughts
4. Basic division of the elements in the periodic table is into metals and nonmetals.
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56. Metals Versus Nonmetals
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57. The Alkali Metals Li, Na, K, Rb, Cs, and Fr
Most chemically reactive of the metals
React with nonmetals to form ionic solids
Going down group:
Ionization energy decreases
Atomic radius increases
Density increases
Melting and boiling points smoothly decrease
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