Structure 1
Models of the particulate
nature of matter
Structure 1.3 – Electron configuration
How can we model the energy states of electrons in atoms?
Source: Vecteezy
Structure 1.3.1 Line spectra
Learning outcomes
• Qualitatively describe the relationship between colour, wavelength,
frequency and energy across the electromagnetic spectrum.
• Distinguish between a continuous and a line spectrum.
Understandings
Emission spectra are produced by atoms emitting photons when
electrons in excited states return to lower energy levels.
Line spectra
Describe the electromagnetic spectrum (see section 5 Chemistry Data
Booklet).
➢ Do lesson electromagnetic spectrum
Line spectra
Identify the regions in the EM spectrum.
Line spectra
Describe the variation in wavelength, frequency and energy across the spectrum.
Frequency and wavelength are inversely proportional.
Energy and wavelength are inversely proportional.
Energy and frequency are directly proportional.
Gamma rays→ smallest wavelength → most energy.
Line spectra
Distinguish between a continuous spectrum and a line spectrum.
Continuous spectrum: results from a light source that contains all
possible wavelengths (e.g. white light):
Line spectrum: results from an element. Each element has its own
unique line spectrum:
Line spectra
The line emission spectra provide evidence for the existence of
electrons in discrete energy levels (otherwise a continuous spectrum
would be seen).
➢Do lesson Hydrogen emission spectra
1.3.2 The hydrogen emission spectrum
Learning outcomes:
Describe the emission spectrum of the hydrogen atom, including the
relationships between the lines and energy transitions to the first,
second and third energy levels.
Understandings
The line emission spectrum of hydrogen provides evidence for the
existence of electrons in discrete energy levels, which converge at
higher energies.
1.3.2 The hydrogen emission spectrum
Explain how the lines in the emission spectrum of hydrogen are related
to electron energy levels.
Draw an energy level diagram, show transitions between energy levels
and recognize that the lines in a line spectrum are directly related to
these differences.
Understand what converging is.
Hydrogen emission spectrum
Hydrogen emission spectrum
Hydrogen emission spectrum
Ionisation:
From n = 1 to n = ∞
➢do the activity and the 5 questions in S1.3.2 The hydrogen emission
spectrum
1.3.3 Main energy levels
Learning outcomes
Deduce the maximum number of electrons that can occupy each
energy level.
Understandings
The main energy level is given an integer number, n, and can hold a
maximum of 2n2 electrons.
1.3.4 Sub-levels
Learning outcomes
Recognise the shape and orientation of an s atomic orbital and the
three p atomic orbitals.
Understandings
A more detailed model of the atom describes the division of the main
energy level into s, p, d and f sublevels of successively higher energies
Sub-levels
State the relative energies of s, p, d and f orbitals in a single energy
level.
Lowest available energy levels are closest to the nucleus.
Sub-levels
State the maximum number of orbitals in a given energy level.
Principal level Number of each Maximum Sub-shells
(shell) type of orbital number of
electrons in
level
n= s p d f
1 (ground state) 1 - - - 2 1s
2 1 3 - - 8 2s and 2p
3 1 3 5 - 18 3s, 3p and 3d
4 1 3 5 7 32 4s, 4p, 4d and 4f
Sub-levels
Draw the shape of an s orbital and the shapes of the px, pyand pz
orbitals.
• s orbital is a sphere around the nucleus.
• p orbitals are shaped like a figure 8 (and there are 3 of them at 90
degrees around the nucleus)
1s orbital 2s orbital 3s orbital
px orbital py orbital pz orbital
1.3.5 Electron configurations
Learning outcomes
Apply the Aufbau principle, Hund’s rule and the Pauli exclusion
principle to deduce electron configurations for atoms and ions up to Z =
36.
Understandings
• Each orbital has a defined energy state for a given electron
configuration and chemical environment, and can hold two electrons
of opposite spin.
• Sublevels contain a fixed number of orbitals, regions of space where
there is a high probability of finding an electron.
Electron configurations
Apply the Aufbau principle, Hund’s rule and the Pauli
exclusion principle to write electron configurations for atoms
and ions up to Z = 36.
• Pauli exclusion principle: each orbital can hold up to a
maximum of two electrons.
• Aufbau principle: the lowest available energy levels (closest
to the nucleus) are always filled with electrons first.
Electron configurations
• Hund’s rule: within a sub-shell electrons experience
repulsion and hence enter two different orbitals of the
same energy.
• The 4s orbital is filled before the 3d!
• Cr and Cu atoms both contain only one 4s electron
(energetically favourable)
• See worked example 1 in S1.3.5
• https://www.youtube.com/watch?v=Vjk8z1FLsMI
Study tip:
➢do q. 1 → 10 in the Electron configurations practice worksheet
MSJChem (check the answers)
Electron configurations
Abbreviated (condensed) electron configuration: builds on the electron
configuration of the last noble gas.
See worked example 3 in S1.3.5
➢do q. 11 → 15 in the Electron configurations practice worksheet
MSJChem (check the answers)
Electron configurations
Ions:
Negative ions (anions): extra electrons
• follow the rules
Positive ions (cations): less electrons
• 3d sub-level drops below the 4s sub-level in energy so the 4s
electrons are removed first
• see worked example 2 in S1.3.5
Study tip:
When writing electron configurations for cations, write the electron
configuration of the atom first and then remove the amount of
electrons from the correct orbitals.
➢do q. 16 → 20 in the Electron configurations practice worksheet
MSJChem (check the answers)
Electron configurations
Orbital diagrams (arrow in box diagrams)
Source: fluxsci.com
Question:
State the condensed electron configuration of sulfur and draw the
orbital diagram for n = 3.
Extra practice:
➢Activity end of S1.3.5
➢5 section questions end of S1.3.5 (especially question 5 is a common
type of exam question)
