Structure of Atoms

CHEMISTRY
CLASS XI
UNIT - 2
CBSE-i
STRUCTURE
OF ATOM
TEACHERS' MANUAL
CENTRAL BOARD OF SECONDARY EDUCATION
Shiksha Kendra, 2, Community Centre, Preet Vihar, Delhi-110092 INDIA
Teachers Manual
on
Structure of Atom
Class XI
Unit 2
Central Board of Secondary Education

Shiksha Kendra, 2 Community Centre, Preet Vihar, Delhi-110092
he CBSE-International is grateful for permission

to reproduce and/or translate copyright material
used in this publication. The acknowledgements have
been included wherever appropriate and sources from
where the material may be taken are duly mentioned.
In case any thing has been missed out, the Board will
be pleased to rectify the error at the earliest possible
opportunity.
All Rights of these documents are reserved. No part
of this publication may be reproduced, printed or
transmitted in any form without the prior permission
of the CBSE-i. This material is meant for the use of
schools who are a part of the CBSE-International
only.
Contents
Preface.....................................................................................vi
Acknowledgement..................................................................viii
Syllabus Coverage....................................................................ix
Learning Outcomes..................................................................x
Lesson Plan Matrix.................................................................xii
Cross-Curricular Links............................................................xv
Pre-Requisites........................................................................xvi
MindMap............................................................................xvii
Teachers Notes...................................................................114
Student Worksheets.................................................................15
Crossword Puzzle....................................................................21
Rubrics of Assessment for Learning.......................................24
Common Misconceptions.......................................................27
Additional Resource Links......................................................28
Preface
ducation plays the most important role in acquiring professional and social
skills and a positive attitude to face the challenges of life.Curriculum is a
comprehensive plan of any educational programme. It is also one of the means of
bringing about qualitative improvement in an educational system. The Curriculum
initiated by Central Board of Secondary Education -International (CBSE-i) is a
progressive step in making the educational content responsive to global needs. It
signifies the emergence of a fresh thought process in imparting a curriculum which
would restore the independence of the learner to pursue the learning process in
harmony with the existing personal, social and cultural ethos.
The CBSE introduced the CBSE-i curriculum as a pilot project in few schools
situated outside India in 2010 in classes I and IX and extended the programme to
classes II, VI and X in the session 2011-12. It is going to be introduced in classes
III, VII and for Senior Secondary classes with class XI in the session 2012-13.
The Senior Secondary stage of education decides the course of life of any student. At
this stage it becomes extremely important for students to develop the right attitude,
a willingness to learn and an understanding of the world around them to be able
to take right decisions for their future. The senior secondary curriculum is expected
to provide necessary base for the growth of knowledge and skills and thereby
enhance a students potential to face the challenges of global competitiveness. The
CBSE-i Senior Secondary Curriculum aims at developing desired professional,
managerial and communication skills as per the requirement of the world of work.
CBSE-i is for the current session offering curriculum in ten subjects i.e. Physics
Chemistry, Biology, Accountancy, Business-Studies, Economics, Geography, ICT,
English, Mathematics I and Mathematics II. Mathematics at two levels caters to
the differing needs of students of pure sciences or commerce.
The Curriculum has been designed to nurture multiple intelligences like linguistic
or verbal intelligence, logical-mathematical intelligence, spatial intelligence, sports
vi
Unit 11: Structure of Atom
intelligence, musical intelligence, inter-personal intelligence and intra-personal

intelligence.
The Core skills are the most significant aspects of a learner's holistic growth and
learning curve. The objective of this part of the core of curriculum is to scaffold
the learning experiences and to relate tacit knowledge with formal knowledge.
This involves trans-disciplinary linkages that would form the core of the learning
process. Perspectives, SEWA (Social Empowerment through Work and Action), Life
Skills and Research would be the constituents of this 'Core'.
The CBSE-i Curriculum evolves by building on learning experiences inside
the classroom over a period of time. The Board while addressing the issues of
empowerment with the help of the schools' administering this system strongly
recommends that practicing teachers become skilful and lifelong learners and also
transfer their learning experiences to their peers through the interactive platforms
provided by the Board.
The success of this curriculum depends upon its effective implementation and it
is expected that the teachers will make efforts to create better facilities, develop
linkages with the world of work and foster conducive environment as per
recommendations made in the curriculum document.
I appreciate the effort of Dr. Sadhana Parashar, Director (Training), CBSE, Dr.
Srijata Das, Education Officer, CBSE and their teams involved in the development
of this document.
The CBSE-i website enables all stakeholders to participate in this initiative through
the discussion forums. Any further suggestions on improving the portal are always
welcome.
Vineet Joshi
Chairman, CBSE
vii
Acknowledgements
Advisory
Shri Vineet Joshi, Chairman, CBSE
Dr. Sadhana Parashar, Director
(Training), CBSE
Conceptual Framework
Shri G. Balasubramanian, Former Director (Acad), CBSE
Ms. Abha Adams, Consultant, Step-by-Step School, Noida
Dr. Sadhana Parashar, Director (Training), CBSE
Ideators: Classes XI and XII

Prof. A K Bakshi
Ms. P Rajeshwari
Dr. Niti Nandini Chatnani
Ms. Neeta Rastogi
Dr. N K Sehgal
Ms Gayatri Khanna
Dr. Anil K Bali
Dr. Anshu
Prof. Kapil Kapoor
Mrs. Anita Makkar
Dr. Preeti Tewari
Dr Rajesh Hassija
Ms. Renu Anand
Prof. Biswajit Nag
Dr. Deeksha Bajpai
Mr. Mukesh Kumar
Dr. Barkatullah Khan
Dr. Jacqueline Symss
Mr. S K Agarwala
Dr. Om Vikas
Ms. Avnita Bir
Ms. Usha Sharma
Material Production Groups: Classes XI and XII

English:
Ms Gayatri Khanna
Ms Renu Anand
Ms. P Rajeshwary
Ms. Sandhya Awasthi
Ms. Manna Barua
Ms. Veena Bhasin
Ms. Urmil Guliani
Ms. Sudha Ravi
Mr. Anil Kumar
Ms. Vijaylaxmi Raman
Ms. Neerada Suresh
Ms. Himaal Handoo
Chemistry:
Dr. G S Sodhi
Dr. Vimal Rarh
Dr. Shalini Baxi
Dr. Vinita Arora
Dr. Vandana Soni
Ms. Charu Maini
Ms. Rashmi Sharma
Ms. Kavita Kapoor
Biology:
Dr. Ranjana Saxena
Dr. Neeraja Sood
Dr. P Chitralekha
Ms. Mridula Arora
Ms. Lucy Jad
Ms. Priyanka Choudhury
Ms. Prerna Gosain
Ms. Malini Sridhar
Physics:
Dr. B. Biswal
Ms. Namrata Alwadhi
Mr. Dhirender Sharma
Ms. Vandana Banga
Mr. Vivek
Mathematics:
Dr. Sushil Kumar
Mrs. Monica Talwar
Mrs. Charu Dureja
Mrs. Seema Juneja
Dr. H L Bhatia
Mrs Neeru Aggarwal
Dr. Saroj Khanna
Dr Sushma Bansal
Geography:
Ms. K Jaya
Dr. Preeti Tewari
Ms. Rupa Das
Ms. S Fazal Daoud
Firdausi
Ms. Neena Phogat
Ms. Sujata Sharma
Ms. Deepa Kapoor
Ms. Bharti Malhotra
Ms. Isha Kaushik
Mr. Riyaz Khan
Economics:
Mr. S K Agarwala
Ms. Ambika Gulati
Ms. Nidhi Singh
Ms. Malti Modi
Ms. Sapna Das
Ms. Ingur Agarwal
Ms. Shankar Kulkarni
Mr Sandeep Sethi
Accountancy:
Mr. S S Sehrawat
Dr. K Mohna
Dr. Balbir Singh
Mr. Bhupendra
Kriplani
Dr. Shipra Vaidya
Mr. Sandeep Sethi
Business Studies:
Dr. S K Bhatia
Ms. Meenu Ranjan
Arora
Mrs. Shegorika
Mr. Sandeep Sethi
Ms. Usha Sharma
Ms. Komal Bhatia
Ms. Ravisha Aggarwal
ICT:
Mr. Mukesh Kumar
Ms. Nancy Sehgal
Ms. Purvi Srivastava
Ms. Gurpreet Kaur
Chief Co-ordinator: Dr. Srijata Das, EO

Co-ordinators
viii
Ms. Sugandh Sharma,

EO
Dr Rashmi Sethi, EO
Ms. S. Radha
Mahalakshmi, EO
Ms. Madhuchhanda,
RO (Inn)
Mr. Navin Maini, RO

(Tech)
Ms. Neelima Sharma,

Consultant (English)
Shri R. P. Sharma,
Consultant (Science)
Shri Al Hilal Ahmed,

AEO
Shri R.P Singh, AEO
Ms. Anjali Chhabra,

AEO
Ms Reema Arora,
Consultant (Chemistry)
Mr. Sanjay Sachdeva,

SO
Syllabus Coverage
2.1 Introduction to structure of atom
2.2 Atomic Models
2.2.1 Thomson Model
2.2.2 Rutherford Model
2.2.3 Bohr Model
2.2.4 Dual Behaviour
2.3 Quantum mechanical model
2.3.1 Concept of orbitals
2.3.2 Heisenbergs uncertainty principle
2.3.3 Quantum numbers
2.4 Shapes of atomic orbitals
2.4.1 Shape of s, p and d orbitals
2.4.2 Node and nodal surface
2.4.3 Shielding effect
2.5 Rules for filling electrons in orbitals
2.5.1 Aufbau principle
2.5.2 Paulis exclusion principle
2.5.3 Hunds rule
ix
2.5.4 Electronic configuration of atoms
2.5.5 Stability of completely filled and half-filled orbitals
Learning Outcomes
At the end of this unit, students would be able to:
Recall the existence of sub atomic particles namely electrons, protons

and neutrons in an atom.
Know about the Thomson and Rutherford models of atom and list their
limitations.
Recall the meaning of terms atomic number, mass number, isotopes

and isobars.
Appreciate the developments which led to Bohr model.
Understand the characteristics of Bohr model as well as the causes of its

failure.
Comprehend the Plancks quantum theory and Black body radiation

phenomenon.
Appreciate that radiation and matter show dual behaviour.
Solve problems based on De Broglie relation.
Understand the concept of quantization of electronic energy levels.
Distinguish between orbit and orbital.
State the Heisenbergs uncertainty principle and solve problems based

on the same.
List the important features of quantum mechanical model.
Designate an orbital by n, l and m quantum numbers.
Recognize the various permissible values for each quantum number.
xi
Understand the origin of electron spin quantum number.
Plot the orbital wave functions for s, p and d orbitals.
Draw the probability density plots of s, p and d orbitals.
Understand the terms: Node and Nodal surface.
Calculate the number of nodes for any given orbital.
Arrange various orbitals in order of increasing energies and plot their

energy level diagrams.
Understand the concept of shielding and define effective nuclear

charge.
Understand and apply Aufbau principle.
Understand the (n+l) rule.
Predict order of energies of orbitals.
State and apply Paulis exclusion principle as well as Hunds rule of

maximum multiplicity.
Represent the electronic configuration for any given atom.
Calculate the number of valence electrons for any given element.
Recognize the causes of stability of completely filled and half-filled sub

shells.
Understand the concept of exchange pair formation and exchange

energy.
Comprehend the contribution of symmetrical distribution of electrons

towards stability.
Lesson Plan Matrix

Content
Steps to be followed
Teachers Tip
A. Warm up
To get the students

engaged with the
Unit contents:
Ice breaker:
conduct a learning
activity.
Establish relevance
of what has been
learnt
Tell students what
they should expect
to cover in this unit
Please refer to the
Warm-Up section
below for details.
2.1 Introduction In this introductory
to structure topic, it is very
of atom
important to
establish prior
knowledge and
lay down the
expectations. It is
also critical to get the
students thinking
in a structured,
scientific manner.
Start with the
historical evolution
of atomic structure
and trace the brief
history of the
scientists involved
Recapitulate the
concepts like atomic
number and mass.
Student Activity 1
Student Worksheet 1
xii
Students Tip
You will be asked
to participate in
warm up activities
conducted by the
teacher. Participate
actively and let your
thoughts and beliefs
be known openly.
Skill
Developed
Learning Skills:
Recall, Contrast
Distinguish,
give examples
(Comprehension),
Demonstration
(Application),
Life Skills:
adaptability, selforganization, selfefficacy, flexibility
Observe critically
and understand the
various milestones
in the evolution of
atomic structure.
Get acquainted
with the scientists
involved with the
development of the
atomic structure.
Learning Skills:
Recall, Description
(memory),
Distinguish, Infer,
give examples
(Comprehension),
Construction,
Demonstration
(Application),
Distinguishing,
Breaking down
Solve problems based (analysis)
on atomic number
and atomic mass
Life Skills:
adaptability, selforganization,
dealing with
uncertainty,
flexibility
2.2 Atomic
models
2.3 Quantum
mechanical
model
xiii
In this topic the

The students
salient features
should try and
and drawbacks of
understand the
the various atomic
central ideas of the
models (Thomson,
various models
Rutherford and
and theories put
Bohr) is discussed.
together in this
A brief look at the
section.
electromagnetic
The
students
theory , Plancks
should
theory, blackbody
comprehend the
radiation and
successes and
photoelectric effect failure of each
is also done
attempt and how it
The concept of
paved the way for
spectra (adsorption development.
and emission) is
also undertaken
Student Worksheet 2
In this section

the development
of the quantum
mechanical model
is undertaken.
The link between
duality and the
development
of quantum
mechanics is
explained
The difference
between the
classical approach
and quantum
approach is also
undertaken
The various
quantum numbers
are introduced
Student Activity 2
Student Worksheet 3
Learning Skills:
Recall,
Identification,
Description
(memory),
Distinguish, Infer,
give examples
(Comprehension),
Demonstration
(Application),
Distinguishing,
Breaking down
(Analysis),
Compare and
Contrast
Life Skills:
adaptability, selforganization,
dealing with
uncertainty,
flexibility
Students should try Learning Skills:
and comprehend
Recall,
the quantum
Identification,
approach
Description
The students
(memory), Infer,
should also
give examples
understand
(Comprehension),
the evolution
Applies, Solves,
of quantum
Generalizes
mechanics
(Application)
Students should
learn to understand
the applications of
quantum numbers
2.4 Shapes
of atomic
orbitals
2.5 Rules for

filling
electrons in
orbitals
xiv
The concept of
Students should
probability of
clearly understand
finding electron
the difference
in a given space is
between the
discussed.
meanings of orbit
The various shapes
and orbital
of atomic orbitals is The students
discussed
should also learn to
Student Worksheet 4 draw and represent
the different shapes
on paper
Learning Skills:
Recall,
Identification
(memory), Infer,
give examples
(Comprehension),
Applies, Solves,
Generalizes
(Application)
The various rules

The students
(Paulis exclusion
should be able to
principle, Hunds
write the electronic
rule of maximum
configurations
multiplicity and
based on the given
Aufbau Principle)
rules
is discussed.
The students
The configuration
should be able to
based on the
give the quantum
various rules is
numbers of any
written
electron within the
The extra stability
atom
of half filled and
The students
fully filled orbitals
should be able
is discussed
to modify the
Student Worksheet 5 configuration of
certain elements
based on extra
stability of half
filled and fully
filled orbitals
Learning Skills:
Identification
(memory),
Infer, give
examples
(Comprehension),
Applies, Solves,
Generalizes
(Application)
Life Skills:
adaptability,
self-organization,
dealing with
uncertainty,
flexibility
Life Skills:
adaptability,
self-organization,
dealing with
uncertainty,
flexibility
Cross Curricular Links

The origin of life, the origin of the earth and the solar
system and ultimately, the origin and development of the
entire Universe comes from the building blocks.
These are the ultimate, the very fundamental building
blocks that emerged at the very origin of the universe,
the big bang. So, in the end it should be realized that
everything we can see in the universe, whether a star,
a planet, sun, moon, cloud, mountain, tree, man is all
made out of two kinds of building blocks: quarks and
electrons.
The destruction caused due to atomic bombs and
the peaceful use of atomic energy comes from the
understanding of the atomic structure. An activity is
suggested where Student groups should research and
present on destruction caused by the nuclear bombs and a
brief outline on how they work. After each group has had
a turn presenting, allow time for students to give feedback
on each others work and make content corrections on
presentations before they are submitted for grading.
xv
Pre-Requisites
Recall the following concepts already learnt in previous
classes.
xvi
An atom is divisible and consists of charged particles.
The atom consists of subatomic particles.
The negative subatomic particle is known as the electron.

Electron is represented by e-The mass of an electron is
considered to be negligible and its charge is minus one.
The positive subatomic particle is known as the proton. The

proton is represented as p+. The mass of a proton is taken
as one unit and its charge as plus one.
The neutron is a subatomic particle with no charge and mass

nearly equal to that of a proton. It is represented by n.
The mass of an atom is given by the sum of masses of

protons and neutrons present in the nucleus.
Mind-Map
Structure of the Atom
xvii
Teachers Notes
2.1 Introduction
Prerequisites
Help the students recall the following concepts already learnt in previous
classes:
An atom is the smallest particle of the element that can exist
independently and retain all its chemical properties.
A molecule is the smallest particle of an element or a compound capable
of independent existence under ordinary conditions. It shows all the
properties of the substance.
A chemical formula of a compound shows its constituent elements and
the number of atoms of each combining element.
The chemical formula of a molecular compound is determined by the
valency of each element.
Warm up activity
1. Ice-breaker:

(a) All matter consists of particles called atoms.
(b) Atoms cannot be divided using chemicals. They do consist of parts,

which include protons, neutrons, and electrons, but an atom is a basic
chemical building block of matter.
(c) Each electron has a negative electrical charge.
(d) Each proton has a positive electrical charge. The charge of a proton
and an electron are equal in magnitude, yet opposite in sign. Electrons
and protons are electrically attracted to each other.
(e) Each neutron is electrically neutral. In other words, neutrons do not

have a charge and are not electrically attracted to either electrons or
protons.
(f) Protons and neutrons are about the same size as each other and are
much larger than electrons.
(g) The mass of a proton is essentially the same as that of a neutron. The
mass of a proton is 1840 times greater than the mass of an electron.
(h) The nucleus of an atom contains protons and neutrons. The nucleus
carries a positive electrical charge.
(i) Electrons move around outside the nucleus.
(j) Almost all of the mass of an atom is in its nucleus; almost all of the
volume of an atom is occupied by electrons.
(k) The number of protons (also known as its atomic number) determines
the element. Varying the number of neutrons results in isotopes.
Varying the number of electrons results in ions. Isotopes and ions
of an atom with a constant number of protons are all variations of a
single element.
(l) The particles within an atom are bound together by powerful forces.
In general, electrons are easier to add or remove from an atom than a
proton or neutron. Chemical reactions largely involve atoms or groups
of atoms and the interactions between their electrons.
What is the Importance of Atomic Structure?

Some properties of solid materials depend on geometrical atomic arrangements
and interactions among the atoms, which eventually are controlled by the
subatomic structure of the materials. Therefore, we will learn about the
subatomic structure, elctronic configurations, and major bondings holding
the atoms together.
For example: Carbon (pure) can exist as graphite and diamond. Graphite
is soft and greasy feel to it, Diamond is the hardest known material. This
difference is because of the type of interatomic bonding in graphite and
diamond.
Instructions for Teachers: Study the periodic table and let the students revise
the symbols of the elements and their atomic number and masses of elements
(atomic number 1-30).
Divide the students into groups and quiz them on atomic numbers and
atomic masses of various elements.
Recall the existence of sub atomic particles namely electrons, protons and
neutrons in an atom.
Student Activity 1
Take the help of a demonstration.
Demonstrate the following activity.
Concepts to Investigate: To give the students a basic idea about the
structure of an atom; which comprises of a dense and heavy mass at
the centre, known as nucleus.
Problem: What is the probability that a dart (representing an electron)
will hit the center of the target (representing the nucleus of the
atom)?
Materials required: 2 sheets of white paper, carbon paper, compass,
tape, dart, poster board, pencil
Procedure:
1. Obtain two pieces of blank white, 8 1/2 11 paper and draw
a small but visible mark in the center of each of the papers. Hold
the papers together toward the light and align the center marks
exactly.
2. Around the center dot of one of the papers, which you will call
the target paper, draw concentric circles having radii of 1 cm, 3
cm, 5 cm, 7 cm, and 9 cm. Number the areas of the target 1, 2, 3,
4, and 5 starting with number 1 at the center.
3. Place a piece of poster board on the floor, and lay the target paper
face up on top of it. Cover the target paper with a piece of carbon
paper, carbon side down. Then place the second piece of white
paper on top with the center mark facing up. Use tape to fasten
the three layers of paper in place on the poster board and to secure
the poster board to the floor.
4. Stand over the target paper and drop a dart 100 times from chest
height, attempting to hit the center mark.
5. Remove the tape from the papers. Separate the white papers and
the carbon paper. Tabulate and record the number of hits in each
area of the target paper.
H
elp the students fill the table provided at the end of the activity
by collecting the data that they obtain.
M
ake them draw conclusions. Relate the findings to the model of
an atom.
Extension
Another useful conclusion obtained from the alpha particle scattering
experiment regarding the validity of Coulombs law is that the
force exerted on the alpha particles due to the nucleus is inversely
proportional to the square of the distance of the alpha particle from
the nucleus. When the alpha particles pass away from the nucleus,
they experience a small repulsive force and suffer a negligible
deviation from their paths. But the particles passing close to the
nucleus experience a very high repulsive force and are scattered
through a large angle.
On the basis of Coulombs law, he also calculated the number (N)
of alpha particles scattered at different angles, q and found the
1
following relationship: N
4
sin (q/2)
4
This confirms that the scattering of alpha particles by the nucleus is

in accordance with Coulombs law and is valid for atomic distances
also.
Rutherfords experiment also gives information about the positive
charge present in the nucleus of different metals. Rutherford
bombarded alpha particles on the foils of various metals and
detected the number of alpha particles scattered in a definite
direction in the case of each metal. This number was found to be
different for different metals. This shows that the positive charge
present in the nucleus of different metals is different. Higher
the positive charge in a nucleus, higher will be the repulsive
force exerted by it on the alpha particle. Therefore, the angle of
scattering of the alpha particle will be proportionately larger.
Rutherford proved that the number of alpha particles scattered
within a certain angular range by a metal is directly proportional
to the square of the magnitude of the positive charge in the nucleus
of that metal. On this basis, Chadwick found the positive charge
present in the nucleus of different metals and came to the conclusion
that the positive charge in the nucleus of a metal is equal to Z.e
where e is the charge on an electron and Z is a constant for the
metal known as the atomic number.
2.2 Atomic Models

Help the students in solving numericals based on Rydbergs formula for
hydrogen atom with the help of solved numerical through the following
guided steps.
Problem: If an electron goes from n=3 to n=2 level, what wavelength of light
is emitted?
Solution:
Step 1: Use the following equation for solving the problem:
The Rydberg Equation:
"1
1 %
= R $$ 2 ! 2 ''
# n1 n1 &
R: = 1.0974.107.m1
Step 2: Substitute the values of n1, n2 and R in the above equation to find
wavelength.
"1 1%
= (1.0974.107.m1) $ 2 ! 2 '
#2 3 &
l = 6.5609.107.m
l = 656.09 nm
"1 1 %
= 1.0974.107.m1 $$ ! ''
# 4 32 &
" 1 1%
= 1.0974.107.m1 $ ! '
#4 9&
"
1%
= 1.0974.107.m1 $.25 ! '
9&
#
= 1.0974.107.m1 (.25 .11111)

= 1.0974.107.m1 . (.13889)
=
1524178.86
m
nm: = 109.m
2.3 Quantum mechanical model

Help the students in solving numericals based on de Broglie wavelength and
Heisenbergs Uncertainty principle with the help of solved numerical through
the following guided steps.
Problem: Calculate the velocity of an electron (mass = 9.10939 1031 kg)
having a de Broglie wavelength of 269.7 pm
Solution:
Step 1: Convert pm to m: 269.7 pm = 269.7 10-12 m = 2.697 10-10 m
Step 2: Use the de Broglie equation to determine the energy (not momentum)
of the atom:
l = h/p
l = h/(2Em)
2.697 1010 m = 6.626 1034 J s/[(2) (x) (9.10939 1031 kg)]
Or [(2) (x) (9.10939 1031)] = 6.626 1034 / 2.697 1010
x = 3.313 x 1018 J
Step 3: Use the kinetic energy equation to get the velocity:
KE = (1/2) mv2
3.313 x 1018 = (1/2) (9.10939 1031) v2
v2 = 7.2738 1012
v = 2.697 106 m/s
Problem: Calculate the de Broglie wavelength of a neutron
(mass = 1.67493 1027 kg) moving at one five-hundredth of the speed of
light (c/500).
Solution:
Step 1: Determine the speed of the neutron:
3.00 108 m/s divided by 500 = 6.00 105 m/s
7
Step 2: Calculate the kinetic energy of the neutron:

KE = (1/2)mv2
KE = (1/2) (1.67493 1027 kg) (6.00 105 m/s)2
KE = 5.02479 1022 J
Step 3: Use the de Broglie equation:
l = h/p
l = h/(2Em)
l = 6.626 1034 J s/[(2) (5.02479 10
22
J) (1.67493 1027 kg)]
l = 5.107 1010 m
Problem: Calculate the uncertainty in velocity (in m s1) of an electron (mass
9.11 10-31 kg) under the conditions where the uncertainty in position is
4.782 10-3 m.
Solution: The Heisenberg Uncertainty Principle is given by the inequality
involving position and momentum:
D Dp /2, where is the Reduced Plancks Constant, 1.054 10^-32 J s.
Remember the definition of the Joule, 1 J = 1 Kg (m^2/s^2), so the inequality
becomes:
D Dp 5.27 10^-33 Kg m^2/s.
Given x = 4.782x10^-3 m, the inequality becomes
Dp (5.27x10^-33 Kg m^2/s) / (4.782 10^-3 m).
So, the uncertainty in momentum is Dp 1.10 10^-30 Kg m/s.
Since momentum is the product of mass and velocity (p = mv), then dividing
by the mass of the electron will give the uncertainty in velocity, Dv (1.10
10^-30 Kg m/s) / (9.11 10^-31 Kg).
So the answer is Dv 1.21 m/s.
Help the students in Designation of an orbital by n, l and m quantum
numbers. Make them Recognize the various permissible values for each
quantum number by performing the following activity.
8
Extension
Black body radiation
A hot body is observed to emit thermal radiations which are
electromagnetic in nature and have higher wavelengths than the
visible radiations. The energy of the radiation of a hot body is spread
over a continuous spectrum which moves to shorter wavelengths at
higher temperature (Fig. (a)). Thus below took the thermal radiations
are low energy radiations lying in far infrared region, but shift to red
region at red hot and to white region at the incandescent temperature
(above 3500 k)
2000 K
El
RJ
P
25
W
1500 K
1000 K
0
4
l in m
Figure 11.1: Spectral distribution of the intensity of radiations from a black body.
RJ = Rayleigh-Jeans equation W = Wiens equation P = Plancks equation
Absorption A of a body is defined as the fraction of incident light it

absorbs. A body which absorbs all the radiations on it, i.e., A = 1 is
called a black body. A well insulated cavity with a small hole for the
emission of radiations. e.g., a piece of iron with a hole at the centre
constitutes a black body. At equilibrium, a black body radiates the
same radiations in all the directions.
Extension
Photoelectric effect
The photoelectric effect is the ejection of electrons from the surface
of a metal or from another material when light shines on it [Fig
(a)]. The energy of these photoelectrons is proportional to the
frequency of the radiation falling upon the metal surface and
the number of photoelectrons emitted per second is proportional
to the intensity of the incident radiation [Fig. (b)]. Electrons are
ejected however only when the frequency of light exceeds a certain
threshold value characteristic of the particular metal. For example,
although violet light will cause potassium metal to eject electrons
no amount of red light (which has a lower frequency has any effect.
Einsteen in 1905 applied Plancks ideas to the photoelectric effect.
When a photon with energy hv falls on a metal surface and an
electron is ejected with a velocity m, the kinetic energy of the
!1
$
escaping electron # m 2 & m being the mass of electron must equal
"2
%
the difference of the energy of the incident photon and energy (wo)
necessary to let the electron escape from the surface. Since (w)
may also be expressed in terms of the energy of another photon
wo = hvo.
Kinetic energy =

1
mu2
2
= hv hvo = h (v vo)
If the intensity of light increases only the number of photons reaching

the surface increases, which eject greater number of electrons with
the same velocity. On the other hand, if the energy of the striking
photon is less than hvo, it fails to provide energy for the electrons
to escape, and no electrons are ejected regardless the number of
photons reaching the surface.
10
Radiations
Battery
Light
Photoelectric effect
Metal surface
Detector
Current
meter
Vaccum chamber
Battery
Kinetic energy of
ejected electrons
Kinetic energy of
ejected electrons
Figure 11.2(a): Equipment for studying the photoelectric effect. Light of a particular
frequency strikes a clean metal surface inside a vacuum chamber. Electrons are ejected
from the metal and are counted by a detector that measures their kinetic energy.
n0
Frequency of Light(n)
(a)
Constant
Intensity of Light
(b)
Figure 11.2(b): Dependence of kinetic energy of photoelectrons on frequency

and intensity of incident radiation.
11
Student Activity 2
Fill in the following chart:
Principal
Energy
Level
(n=?)
1
2
Orbital
Types
# of orbitals
per level
(sublevels
available)
s
Total # of
orbitals
per P.E.L.
(n2)
Total
# of
es per
P.E.L.
(2n2)
# of es per
orbital type
4
14
2.4 Shapes of atomic orbitals

Help the students in understanding the concept of shapes of various orbitals
by using three-dimensional models available on the internet. The following
links may prove useful in doing this.
Some Useful links:
http://library.thinkquest.org/3659/structures/shapes.html
http://www.youtube.com/watch?v=VfBcfYR1VQo
http://www.jce.divched.org/jcedlib/livtexts/pchem/jce2005p1880_2ltxt/
quantumstates/bookfolder/l25orbitalshapes.htm
http://www.youtube.com/watch?v=F-xLQ1WBIlQ
12
2.5 Rules for filling electrons in orbitals

Introduce the following topics and help the students understand these
concepts:
Understand and apply Aufbau principle.
Predict order of energies of orbitals.
State and apply Paulis exclusion principle as well as Hunds rule of
maximum multiplicity.
Represent the electronic configuration for any given atom.
Calculate the number of valence electrons for any given element.
Recognize the causes of stability of completely filled and half-filled
sub shells.
Understand the concept of exchange pair formation and exchange
energy.
Comprehend the contribution of symmetrical distribution of electrons
towards stability.
The following solved examples may be quoted in order to explain the above
concepts:
For example:
Na+, atomic number = 11, number of positive charges = 1
Number of electrons in Na+ = (11 - 1) = 10
Electronic configuration is 1s2 2s2 2px2 2py2 2p2z .
For anions the electronic configuration is written by determining the number
of electrons. The number of electrons is found by adding the number of
negative charges on the anion to the atomic number.
For example:
Cl-, atomic number = 17, number of negative charges = 1
13
Number of electrons in Cl- = (17 + 1) = 18

Electronic configuration is 1s2 2s2 2px2 2py2 2p2z 3s23px2 3py2 3p2z
The ions and atoms having the same number of electrons are termed
as isoelectronic e.g., O2-, Na+, Al3+, Mg2+ and Ne (each containing ten
electrons).
14
Student Worksheet 1

1. The number of protons in one atom of an element determines the

atoms _____________________ , and the number of electrons determines
______________________ of an element.
2. The atomic number tells you the number of ______________________

in one atom of an element. It also tells you the number of
_____________________in a neutral atom of that element. The atomic
number gives the identity of an element as well as its location on the
Periodic Table. No two different elements will have the_____________
atomic number.
3. The ______________________of an element is the average mass of an

elements naturally occurring atom, or isotopes, taking into account the
______________________of each isotope.
4. The ______________________of an element is the total number of

protons and neutrons in the______________________ of the atom.
5. Give the symbol and number of electrons in a neutral atom of:
Uranium
__________________
Chlorine __________________
Boron
__________________
Iodine
__________________
Antimony __________________
Xenon
__________________
15
6. If you know only the following information can you always determine
what the element is? (Yes/No).
(a) number of protons ___________
(b) number of neutrons ___________
(c) number of electrons in a neutral atom ___________
(d) number of electrons ___________
Student Worksheet 2
Fill in the chart with the needed information
Atomic
Number
1
Symbol
Atomic
Mass
Protons
Neutrons
Electrons
Hydrogen
Helium
Lithium
Li
Element
2,1
Beryllium
Boron
Carbon
2,4
Nitrogen
Oxygen
Nitrogen
14
2,5
Oxygen
Fluorine
Neon
Sodiuim
Magnesium
Aluminum
Silicon
Phophorous
Sulphur
Ar
40
18
22
2,8,8
Chlorine
18
16
Argon
Student Worksheet 3
A. Multiple choice questions
1. The number of orbitals in a given subshell, such as the 5d subshell, is
determined by the number of possible values of

(a) n
(b) l
(c) ml
(d) ms

2. What are the possible values of n and ml for an electron in a 5d

orbital?
(a) n = 1, 2, 3, 4, or 5 and ml = 2
(b) n = 1, 2, 3, 4, or 5 and ml = -2, -1, 0, +1, or +2
(c) n = 5 and ml = 2
(d) n = 5 and ml = -2, -1, 0, +1, or +2
3. How many electrons can a single orbital hold?

(a) 2n
(b) 2
(c) 2l + 1
4. Which of the following is not a valid set of quantum numbers?

(a) n = 2, l = 1, ml = 0, and ms = -1/2
(b) n = 2, l = 1, ml = -1, and ms = -1/2
(c) n = 3, l = 0, ml = 0, and ms = 1/2
(d) n = 3, l = 2, ml = 3, and ms = 1/2
5. What are the possible values of l if n = 5?

(a) 5
(b) 0, 1, 2, 3, or 4
(c) -4, -3, -2, -1, 0, +1, +2, +3, or +4
(d) -5, -4, -3, -2, -1, 0, +1, +2, +3, +4, or +5
6. The subshell designations follow the alphabet after f. What is the first
shell in which an h orbital would be allowed?
(a) fifth
(b) sixth
(c) seventh
(d) eighth
(d) 8
B. Short Answer Type

1. What are quantum numbers?
17
2. What information does the first three quantum numbers indicate?
3. What does the fourth quantum number indicate?
4. What does the principal quantum number indicate?
5. The letter, n, is used to designate the principal quantum number (True

or False).
6. What does the orbital quantum number indicate?
Student Worksheet 4
18
1. Orbitals with different shapes occupy different regions. These regions

are called _____ .
2. The quantum numbers designated in ascending order use the letters

_____ .
3. What is the shape of the s orbital?
4. What is the shape of the p orbital?
5. In the nth principal energy level, orbitals of _____ .
6. What does the magnetic quantum number indicate?
7. There is only one orientation of the s orbital (True or False).
8. How many possible orientations are there for the p orbital? What are
these orientations called?
Student Worksheet 5

1. Which sets of quantum numbers are unacceptable?

(a) n = 3, l = -2, ml = 0, ms = +
(b) n = 2, l = 2, ml = -1, ms = -
(c) n = 6, l = 2, ml = -2, ms = +
(a) unacceptable, b/c l must be equal to 0, 1, 2, 3 etc (never a negative
#)
(b) unacceptable, if n = 2 then l can only equal 0 or 1 (not 2 which is
d-block)
(c) is acceptable
2. Indicate which of the following orbital destinations are possible.

(a) 7s
(b) 1p
(c) 5d
(d) 2d

(e) 4f
(f) 5g
(g) 6i
b is impossible b/c the 1st energy level or shell only has the s subshell,
d is impossible b/c the 2nd energy level only has s & p subshells

19
3. Indicate which of the following electron configurations is ruled out by

the Pauli exclusion principle.
(a) 1s22s22p7
(b) 1s22s22p63s3
(c) 1s22s22p63s23p64s23d12
(d) 1s22s22p63s23p6
4. Explain why the following ground-state electron configurations are not
possible:
(a) 1s22s32p3
(b) 1s22s22p33s6
(c) 1s22s22p73s23p8
(d) 1s22s22p63s23p14s23d14
5. Apply Hunds rule as you write the ground-state electron configuration
for:
(a) O+
(b) C
(c) F+
(d) Ar+
6. Determine the number of unpaired electrons in the ground-state of the
following species:
(a) F+
(b) Sn2+
(c) Bi3+
(d) Ar+
7. Fill in the blanks with the correct response:
(a) The number of orbitals with the quantum numbers n = 3, l = 2 and
ml = 0 is _________.
(b) The number of valence electrons in the outermost p subshell of a
sulfur atom is _________.
20
(c) The number of unpaired electrons in a Mn2+ ion is _________.

(d) The subshell with the quantum numbers n = 4, l = 2 is
_________.
(e) The ml values for a d orbital are ________________________.
(f) The allowed values of l for the shell with n = 2 are _________.
(g) The allowed values of l for the shell with n = 4 are _________.
(h) The number of unpaired electrons in the cobalt atom is _________.
(i) The number of orbitals in a shell with n = 3 is _________.
(j) The number of orbitals with n = 3 and l = 1 is _________.
(k) The maximum number of electrons with quantum numbers with n
= 3 and l = 2 is _________.
(l) When n = 2, l can be _________.
(m) When n = 2, the possible values for ml are _________.
(n) The number of electrons with n = 4, l = 1 is _________.
(o) The quantum number that characterizes the angular shape of an
atomic orbital is _________.
(p) The subshell with n = 3 and l = 1 is designated as the ______________
subshell.
(q) The lowest value of n for which a d subshell can occur is n =
_________.
8. Give two examples of:
(a) an atom with a half-filled subshell
(b) an atom with a completely filled outer shell
(c) an atom with its outer electrons occupying a half-filled subshell and
a filled subshell.
Crossword Puzzle
1
6
9
10
11
12
13
14
15
16
17
18
19
20
Across
21
1. It has a mass of 1.67495 X 10 -24 g.
3. Material used as alpha particle target by 2-Down.
6. There is always some uncertainty about the position and momentum

of an electron.
9. Number of outer energy electrons shown in the electron dot diagram

of phosphorus.
11. The smallness of the value of m/e is, I think, due to the largeness
of e as well as the smallness of m. There seems to me to be some
evidence that the charges carried by the corpuscles in the atom are large
compared with those carried by the ions of an electrolyte. Philosophical
Magazine, 44, 293 (1897).
13. Corrosion-resistant transition element with a full d sublevel, and two
outer 4s electrons available for reacting.
15. Number of protons in an atom of carbon-14.
16. Number of 3p electrons in an atom of aluminum.
19. Its the part of a hydrogen atom that contains about 1836/1837 of the
mass of the atom.
20. Useful tool for picking up hot crucibles.
Down

1. Atomic number of the most electronegative element.
2. See 3-Across.
4. Wavelength is inversely proportional to momentum.
5. Cathode rays.
7. (12-Down) X 9, (1-Across) X 9, (5-Down) X 10.
8. Student of 2-Down.
10. Deuterium and tritium.

12. Mendeleev didnt know they existed in 1869.
14. Number of 3d electrons in a ground state titanium atom.
17. Number of 3p electrons in a ground state sulfur atom.
18. Number of electrons in a magnesium ion.
22
6
9
10
11
12
13
14
15
16
17
18
19
20
23
Rubrics of Assesment for Learning

Parameter
Recall the existence of sub
atomic particles namely
electrons, protons and
neutrons in an atom.
Know about the Thomson and
Rutherford models of atom
and list their limitations.
Recall the meaning of terms
atomic number, mass number,
isotopes and isobars.
Appreciate the developments
which led to Bohr model.
Understand the characteristics
of Bohr model as well as the
causes of its failure.
Comprehend the Plancks
quantum theory and Black
body radiation phenomenon.
Appreciate that radiation and
matter show dual behaviour.
Solve problems based on De
Broglie relation.
Understand the concept of
quantization of electronic
energy levels.
Distinguish between orbit and
orbital.
State the Heisenbergs
uncertainty principle and
solve problems based on the
same.
24
Beginning Approaching Meeting Exceeding

(1)
(2)
(3)
(4)
List the important features of

quantum mechanical model.
Designate an orbital by n, l
and m quantum numbers.
Recognize the various
permissible values for each
quantum number.
Understand the origin of
electron spin quantum
number.
Plot the orbital wave functions
for s, p and d orbitals.
Draw the probability density
plots of s, p and d orbitals.
Understand the terms: Node
and Nodal surface.
Calculate the number of
nodes for any given orbital.
Arrange various orbitals in
order of increasing energies
and plot their energy level
diagrams.
shielding and define effective
nuclear charge.
Understand and apply
Aufbau principle.
Predict order of energies of
orbitals.
State and apply Paulis
exclusion principle as well
as Hunds rule of maximum
multiplicity.
25
Represent the electronic

configuration for any given
atom.
Calculate the number of
valence electrons for any
given element.
Recognize the causes of
stability of completely filled
and half-filled sub shells.
exchange pair formation and
exchange energy.
Comprehend the contribution
of symmetrical distribution of
electrons towards stability.
26
Common Misconceptions
Although students often think that atoms are solid, they
are mostly empty space.
27
The
use of models often leads to misconceptions. For

example, some students think that atoms have a physical
bonding agent similar to the toothpicks and skewers used
in atomic models. They should understand that models
are simple representations of more complex objects.
Because
Often
Often
the planetary model is used to represent

the orbits of electrons around a nucleus, some people
think that electrons travel at a constant rate along a
2-dimensional circle or ellipse, similar to the motion of
planets around a sun. Actually, the theory describes a
series of different 3-dimensional orbital shapes or clouds
in which moving electrons are likely to be found.
the Bohrs orbits are confused with orbitals.
the spectral lines are mistaken to represent energy

levels. Spectral lines depict the absorption/emission
frequency/energy values and not the energy levels.
Additional Resources Links

v
www.aip.org/history/electron
www.experiment-resources.com Physics Experiments
isaacmmcphee.suite101.com Atomic/Molecular/Optical Physics
www.timetoast.com/timelines/65274 - United States
www-outreach.phy.cam.ac.uk/camphy/nucleus/nucleus1_1.htm
www.rsc.org/chemsoc/timeline/pages/1911.html
www.einsteinyear.org facts
www.iun.edu/~cpanhd/C101webnotes/modern.../Bohr-model.html
csep10.phys.utk.edu/astr162/lect/light/absorption.html
http://library.thinkquest.org/3659/structures/shapes.html
http://www.youtube.com/watch?v=VfBcfYR1VQo
www.4physics.com/phy_demo/QM_Article/article.html
www.spaceandmotion.com/quantum-theory-max-planck-quotes.htm
www.classle.net/faq/what-difference-between-orbit-and-orbital
www.colorado.edu/physics/2000/elements.../quantum_numbers.html
28
ttp://www.jce.divched.org/jcedlib/livtexts/pchem/
h
jce2005p1880_2ltxt/quantumstates/bookfolder/l25orbitalshapes.htm
ww.angelo.edu/.../quantum_numbers/Quantum_Numb... - United
w
States
29
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CHEMISTRY

Central Board of Secondary Education

he CBSE-International is grateful for permission

Unit 11: Structure of Atom

intelligence, musical intelligence, inter-personal intelligence and intra-personal

Unit 11: Structure of Atom

Ideators: Classes XI and XII

Dr. Niti Nandini Chatnani

Ms. Neeta Rastogi

Dr. Anil K Bali

Prof. Kapil Kapoor

Mrs. Anita Makkar

Dr. Preeti Tewari

Ms. Renu Anand

Prof. Biswajit Nag

Dr. Deeksha Bajpai

Mr. Mukesh Kumar

Dr. Barkatullah Khan

Dr. Jacqueline Symss

Ms. Avnita Bir

Ms. Usha Sharma

Material Production Groups: Classes XI and XII

Chief Co-ordinator: Dr. Srijata Das, EO

Ms. Sugandh Sharma,

Mr. Navin Maini, RO

Ms. Neelima Sharma,

Shri Al Hilal Ahmed,

Shri R.P Singh, AEO

Ms. Anjali Chhabra,

Mr. Sanjay Sachdeva,

Unit 11: Structure of Atom

2.5.4 Electronic configuration of atoms

2.5.5 Stability of completely filled and half-filled orbitals

Unit 11: Structure of Atom

Recall the existence of sub atomic particles namely electrons, protons

Recall the meaning of terms atomic number, mass number, isotopes

Appreciate the developments which led to Bohr model.

Understand the characteristics of Bohr model as well as the causes of its

Comprehend the Plancks quantum theory and Black body radiation

Appreciate that radiation and matter show dual behaviour.

Solve problems based on De Broglie relation.

Understand the concept of quantization of electronic energy levels.

Distinguish between orbit and orbital.

State the Heisenbergs uncertainty principle and solve problems based

List the important features of quantum mechanical model.

Designate an orbital by n, l and m quantum numbers.

Recognize the various permissible values for each quantum number.

Unit 11: Structure of Atom

Understand the origin of electron spin quantum number.

Plot the orbital wave functions for s, p and d orbitals.

Draw the probability density plots of s, p and d orbitals.

Understand the terms: Node and Nodal surface.

Calculate the number of nodes for any given orbital.

Arrange various orbitals in order of increasing energies and plot their

Understand the concept of shielding and define effective nuclear

Understand and apply Aufbau principle.

Understand the (n+l) rule.

Predict order of energies of orbitals.

State and apply Paulis exclusion principle as well as Hunds rule of

Represent the electronic configuration for any given atom.

Calculate the number of valence electrons for any given element.

Recognize the causes of stability of completely filled and half-filled sub

Understand the concept of exchange pair formation and exchange

Comprehend the contribution of symmetrical distribution of electrons

In this topic the

In this section

2.5 Rules for

The various rules