Department of Education

Division of City of San Fernando

SINDALAN NATIONAL HIGH SCHOOL
SELF-INSTRUCTIONAL PACKETS IN SCIENCE 9
QUARTER: 2nd WEEK: 1 TEACHER/S: Ms.CHYREN D. BAXINELA &
Mrs. LOREN M. BANGAL

Sa mga mag-aaral:
Basahing mabuti ang mga panuto o instructions. Huwag susulatan ang module na ito.
Isulat sa answer sheet (maaaring intermediate paper o bond paper) ang inyong sagot.
Gayahin ang format sa ibaba sa pagsusulat ng inyong sagot sa answer sheet.
Name: ______________________________ Year and Section: _______________
Subject: ____________________________ Quarter: ________ Week #: _________
*Activity # & Title: _________________________________________________________
*Mga sagot:
(Ulitin ang may * sa bawat sinasagutang gawain o activity.)
DAY 1-3
I. OBJECTIVES
A. Content Standards
The learner demonstrates an understanding of the development of atomic models that led to
the description of the behavior of electrons within atoms.
B. Performance Standards
C. Most Essential Learning Competencies
MELC No. 1: Explain how the Quantum Mechanical Model of the atom describes the energies
and positions of the electrons (S9MT-IIa-22)
II. CONTENT: QUANTUM MECHANICAL MODEL OF THE ATOM
LESSON 1: Atomic Energy Levels
III. LEARNING RESOURCES
A. References
Teachers Guide (TGs): -82-89
Learners Materials (LMs): - 98-110
B. Other Learning Resources
IV. PROCEDURES:
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson
Check your understanding about the basic structure of an atom based on your Grade 8 lessons before
proceeding to the main topic.
Pre-activity 1: ATOM MAKES US ALL MATTER!
(Write your answers on your pad paper.)

Part 1. Label the parts of the atom as illustrated below

1.

3. 2.

5. 4.

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 Part 2. Supply the missing information to complete the given statements. Write your answers on your
answer sheet.
Atomic mass: the total no. of
Atomic no.: the total no. of
(8)________ and (9)________
(6)________ which is
equal to the no. of
(7)________

Chemical symbol: its first letter

must be in (10)_______ and
second letter must be in
(11)_______

Part 3. Copy and complete the table by filling in the missing data/ information (10pts.)
Element Symbol Atomic Atomic no. of e- no. of p+ no. of n
no. mass
Ex. Lead Pb 82 207 82 82 125
Copper 29 35
Sulfur S 32 16
Nitrogen N 7 7

Part 3. Copy and complete the table by filling in the missing data/ information (10pts.)
Element Symbol Atomic Atomic no. of e- no. of p+ no. of n
no. mass
Ex. Lead Pb 82 207 82 82 125
Copper 29 35
Sulfur S 32 16
Nitrogen N 7 7
B. Establishing a purpose for the lesson
(ENGAGE)
A. Establishing the purpose for the lesson
Pre-activity 2: MAKE INVISIBLE VISIBLE: ELECTRON, WAVE AND LIGHT
(Write your answers on your pad paper.)
What makes studying atoms hard is the fact that the atom itself is not visible to the naked
eye. This is the reason why we have a lot of atomic models with underlying theories in the past. So,
for you to understand more how the structure of atoms affects the physical and chemical properties
of an object, let’s start focusing on what is visible.
In order for the objects to be visible, light is needed. In Grade 8, you have studied that light
is characterized by wavelength and amplitude.

Light

The crest is the highest point of a wave while the trough is the lowest point. The distance between two
crests (or two troughs) is the wavelength. If a horizontal line is drawn from the crest and another from the
trough, the distance between these two lines is the amplitude.
Guide Questions:
1. What do you call the highest point of a wave?

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2. What do you call the distance between two crests (or two troughs)?
3. How do you define an amplitude of light?

B. Presenting examples/instances of the new lesson

Study the concept below:
Activity 3: FROM WHITE TO COLORFUL: THE CHEMISTRY OF LIGHT.

Each color in white light corresponds to a particular wavelength and has a corresponding
energy. The wavelength of light is inversely related to its energy. The longer the wavelength, the
lower the energy light has. The amplitude of the wave relates its intensity.

The white light is separated by a prism into its component colors – a continuous range of colors that
we associate with a rainbow. We call this continuous spectrum. An atomic spectroscope as illustrated
below is an instrument used to analyze colors given off by the vapors of elements from white light. Each color
of light in a rainbow has a specific wavelength.

Guide Questions: Write your answer in your answer sheet.

1. Which color as analyzed in the spectrum has the longest wavelengths? _________________
2. Which color as analyzed in the spectrum has the shortest wavelengths? ________________
3. Which color has the lowest energy in the visible spectrum? __________________________
4. Which color has the highest energy in the visible spectrum? __________________________
5. What is the relationship of wavelength of light to its energy? __________________________

D. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #1

Activity 4: THE FLAME TEST
Objectives:
1. determine the characteristic colors that metal salts emit and
2. relate the colors emitted by metal salts to the structure of the atom.
Materials: paper and pen
Procedure:
1. Read the given paragraph and study the data presented
Some elements emit certain light energy when they are heated. The colors of light emitted can be
used to identify the elements. As presented below, some of the metal salts which contain metallic
elements were heated and they emit certain colors of flame. Flame test is a form of qualitative
analysis that is used to visually determine the identity of an unknown metal or metalloid ion based on
the color emission. A distinctive color is emitted because the heat of the flame excites the electrons of
the metal ions, causing them to emit visible light. Metal salts when heated produce different colors
because of the absorption of heat from the flame. The outermost particles (electrons) in the metallic
element are responsible for the production of colored light.

Metal salts Element-Producing color Flame color

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Boric acid.. ..contains Boron .. when heated .. emits
(metalloid)
green flame

Calcium chloride.. ..contains Calcium .. when heated .. emits

orange flame

Sodium chloride.. ..contains Sodium .. when heated .. emits

yellow
orange
flame

Potassium .. contains Potassium .. when heated .. emits

chloride.. light
violet
flame

Copper (II) .. contains Copper .. when heated .. emits

sulfate.. blue
green
flame

Guide Questions: Write your answer in your answer sheet.

1. What is the purpose of the flame test? ______________________________________
2. Applying what you have learned in the atomic spectrum (previous activity), which metallic
salt/element presented above has emitted the lowest energy? (hint. ROYGBIV) ___________
3. On the other hand, which metallic salt/element presented above has emitted highest energy when
heated? (hint. ROYGBIV) ________________________
4. Why do you think there are different colors emitted? ____________________________
5. What particles in the heated compounds are responsible for the production of the colored light?
________________________________________________________________________

E. DISCUSSING NEW CONCEPTS AND PRACTICING NEW SKILLS #2

ACTIVITY 5: RUTHERFORD’S AND BOHR’S ATOMIC MODEL

Objective:
Describe how Bohr’s atomic model improved Rutherford’s atomic model

Materials: paper and pen

Procedure: Study each paragraph and the pictures presented

Rutherford’s nuclear atomic model describes the atom as mostly empty space. Its mass is
concentrated in the nucleus where protons and neutrons are found. However, it could not explain the chemical
properties of elements.

What you have explored in the flame test activity is actually a phenomenon that led to the development
of the atomic model by Neils Bohr. In that activity, you associated that atoms, specifically the electrons have
connection with energy. Upon heating the metal salts, change in the energy of the electron took place which
can be physically observed upon color emission in the flame.

Niels Bohr postulated that the electrons in an atom are found in certain distances from the nucleus.
These “distances” are related to the energy that an electron has, and these are called energy levels.
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 Higher energy
level

Lower energy
level
Nucleus

Nucleus

Bohr considered the electrons as particles moving around the nucleus in fixed circular orbits. These
orbits are known as the main energy levels (n) where n is a whole number 1, 2, 3 and so forth. Electrons in
each orbit have a definite energy, which increases as the distance of the orbit from the nucleus increases.

Study the figure below and rank the energy levels of electrons A, B, C, D and E according to their
distance from the nucleus using a “Ladder organizer”. Copy and complete the ladder organizer by writing the
letters on the circle and energy level on the blanks provided.
n=5
n=4
n= ___
n=3
D
n=2
n= ___
n=1
B
nucleus n= ___

E C n= ___

n= ___
A
Guide Questions: Write your answer in your answer sheet.
1. Which electron has the highest energy level? Why?
2. Which electron has the lowest energy level? Why?
3. What is the relationship between energy of the electron with the distance of orbit from the nucleus?

F. DEVELOPING MASTERY (Leads to Formative Assessment)

Read and study the following Key Concepts!
 Metal salts when heated produce different colors because of the absorption of heat from the flame.
 The outermost particles (electrons) in the metallic element are responsible for the production of colored
light.
 The colors in the flame is an indication that definite energy transformations occur inside the atom emitting
light. It follows that electrons must occupy orbits of fixed energy.
 The electrons are moving around the nucleus in circular orbits. When an electron absorbed extra energy
from an outside source (flame), the electron moves to a higher orbit. Colored light is emitted when the
electron falls back to a lower orbit. This light is the difference between the energies of the two orbits
involved.
 The energy levels (orbits) of electrons are like the steps of a ladder. The lowest step of the ladder
corresponds to the lowest energy level. A person can climb up and down by going from step to step.
Similarly, the electrons can move from one energy level to another by absorbing or releasing energy.
 A quantum of energy is the amount of energy required to move an electron from its present energy level to
the next higher one.
 The amount of energy gained or lost by every electron is not always the same.
 The higher the energy level occupied by an electron, the easier it is for the electron to escape from the
atom.

G. FINDING PRACTICAL APPLICATIONS OF CONCEPTS AND SKILLS IN DAILY LIVING

Activity 6: Write your answer in your answer sheet or pad paper in a paragraph form.
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 1.How atoms used in our everyday life?
2.Explain how Rutherford’s atomic model was developed by Bohr.

H. MAKING GENERALIZATION AND ABSTRACTION ABOUT THE LESSON

After studying the electronic structure of a matter, remember the following science concepts:

 Rutherford’s nuclear atomic model describes the atom as mostly empty space. Its mass is
concentrated in the nucleus that consist of protons and neutrons. However, it could not explain the
chemical properties of elements.
 Bohr’s atomic model describes the atom like a solar system, where the electrons are found only in
specific circular paths or orbits around the nucleus.
 In the Bohr model, each electron carries a fixed amount of energy and does not lose energy as
long as it stays in its given orbit. The fixed energies that the electrons have are called energy levels.
An electron that has received enough energy can jump to a higher energy level. When electron returns to
a lower energy level, energy is emitted in the form of light.

I. EVALUATING LEARNING
Activity 7:
Part 1: Arrange in order the following states of electron as explained by writing numbers 1-5 on your
paper.

_____ 1. When the atom is heated, the electron absorbs energy.

_____ 2. The same electron can return to any of the lower energy levels as energy is released.
_____ 3. The electron stays at its usual ground state.
_____ 4. Energy is emitted in the form of light with a particular color and a definite energy or
wavelength.
_____ 5. The electron jumps to a higher energy level. This electron is now at its excited state.

Part 2: Write R if the statement pertains to Rutherford’s atomic model. Write B if the statement
pertains to the Bohr’s atomic model. Write your answer in your paper.

_____ 6. Atom is like a solar system.

_____ 7. The electron is found only in specific circular paths or orbits around the nucleus.
_____ 8. Atom’s mass is concentrated in the nucleus that consists of protons and neutrons.
_____ 9. Each electron carries a fixed amount of energy and does not lose energy as long as it stays
in its given orbit.
_____ 10. The atom is described as mostly empty space

Part 3: Read carefully the following statements below. Choose the letter of the correct answer.
1. Who proposed the probability that electrons will be found in certain locations around the nucleus of
an atom? Write your answer in your answer sheet.
A. Neil’s Bohr B. Erwin Schrodinger C. Ernest Rutherford D. J.J. Thomson
2. Which of the following statements is NOT true of the atomic model of Bohr?
A. The hydrogen is made up of a positively charged nucleus
B. The electron revolves around the nucleus in a circular orbit.
C. The energy of the electron in a given orbit is not fixed.
D. this process is not possible

(EXTEND
J. ADDITIONAL ACTIVITIES FOR APPLICATION OR REMEDIATION

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Activity 8:
POST-ACTIVITY 2: SUBLEVELS OF ENERGY LEVELS
(Write your answers on your pad paper.)

Aside from numbers, each energy level can be labeled with letters as well.
Part 1: If you have 7 energy levels within the atom, and you have to label them with letters
beginning with K, label each energy level (1-7) with letters following the alphabet. Copy and
complete the figure A.

6 7
4 5
3 Figure B.
Figure A.
2
1 s s
s s
s p p s
s p p
nucleus d d p
d d
p f f
K ___
___
___
___ ___
___
Do you know that for every energy level (n), there are different sublevels as presented in Figure B.
These are the s,p,d and f sublevels. s stands for “sharp”, p for “principal”, d for “diffuse” and f for
“fundamental”.

Part 2: Make the table in your answer sheet then,Complete the table below on the sublevels of main
energy levels given. Use figure B activity 8 above as your reference.
Note: sublevels should be written in small letters.
Main energy level Sublevel/s
1
2
3
4
5
6
7

DAY 3-5
C. Most Essential Learning Competencies
MELC No. 1: Explain how the Quantum Mechanical Model of the atom describes the energies
and positions of the electrons (S9MT-IIa-22)
II. CONTENT
LESSON 2: Atomic Orbitals and Electronic Configuration

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 III. LEARNING RESOURCES
A. References
Teachers Guide (TGs): -82-89
Learners Materials (LMs): - 98-110
B. Other Learning Resources

PROCEDURE
(ELICIT)
A. Reviewing previous lesson or presenting the new lesson
Check your understanding about the previous concepts discussed in Grade 8 before you proceed to
the lesson for today.
Pre-activity 1: LET’S HAVE A RECAP!
(Write your answers on your pad paper.)
Guess the word/phrase that is being described by arranging the jumbled letters.
__________________1. He stated that electrons are located in their specific energy levels inside the
atom like a solar system.

N
S l E L R O H B
C
__________________2. When the atom is heated, the electron absorbs energy. Since it now has
more energy, it jumps to a higher energy level. Electron is now at its ______.

D E E T I X C T E A S T

__________________3. The specific location that electrons have which corresponds with their
energies.

L V
R N Y E G E S E E L
L V
__________________4. The electron stays at its usual _____ when the atom is not yet heated.

U R D G O N E S T T A
__________________5. It is an instrument used to analyze colors given off by the vapors of elements
from white light.

O R
I T C A M P C E O S S P O C E T
D C

ENGAGE)
A. Establishing the purpose for the lesson
Pre-activity 2: SPOT THE DIFFERENCE!

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 Part 1: Compare the two pictures presented. Using a Venn diagram make a comparison between
atom A and atom B. Write your answer in your paper.

nucleus

electron

Atom A Atom B

Atom A Atom B
Both atoms
have:

B. Presenting examples/instances of the new lesson

Pre-Activity 3: QUANTUMMECHNAICAL MODEL: THE STORY
Study the concept below:
Previously, story between Rutherford and Bohr was unfold. Unfortunately, Bohr’s idea that electrons
are found in definite orbits around the nucleus was rejected. Atom A represents the Bohr’s atomic
model. Atom B is the model developed after Bohr. Three physicists-Louie de Broglie, Erwin
Schrodinger & Werner Karl Heisenberg- led the development of a better model of the atom.

De Broglie proposed that the

THE QUANTUM MECHANICAL MODEL electron (which is thought of as
OF THE ATOM a particle) could also be thought
of as a wave
This model describes the atom as having
a nucleus at the center around which the
electrons move. Moreover, this model Schrodinger used this
defines the region in space whereQuantum the idea to develop a
electron is most likely to be Mechanical
found. The mathematical equation to
information about the energy Model of the describe the hydrogen
electron is being described as well by atom.
this model. The model also describes the
region of space around the nucleus as
Heisenberg discovered that for
consisting of shells. This shells are called
a very small particle like the
principal or main energy levels. The electron, its location cannot be
principal/main energy levels or shells exactly known and how it is
may have one or more sublevels. moving. This is called the
These sublevels are assigned with uncertainty principle.
letters: s, p, d and f.

Using a concept map, describe the main characteristics of the Quantum Mechanical Model. Do this in
your answer sheet.

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 Quantum
Mechanical
Model

Study the concept of quantum energy:

A quantum of energy is the amount of energy required to move an electron from its present
energy level to the next higher one. The amount of energy gained or lost by every electron is not
always the same. The higher the energy level occupied by an electron, the easier it is for the electron
to escape from the atom.

In the previous lesson, the sublevels of main energy levels were introduced. You remember them as
the s,p,d and f sublevels. These sublevels in each main energy level assign the positions and
energies of electrons they can accommodate. Each main energy level has different numbers of
sublevels. The figures below illustrate the specific sublevels that each main energy level have.

1st energy level= 1 sublevel

s s s
s
s p p
p p s s,p
s d d d
d p
p f f
2nd energy level= 2 sublevels
s,p,d
3rd energy level= 3 sublevels

(EXPLORE)
D. Discussing new concepts and practicing new skills #1
Read the Introduction about atomic orbitals.

ACTIVITY 4: THE ATOMIC ORBITALS

Objectives:

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 1. define electronic configuration and atomic orbital.
2. apply the basic principles of Aufbau, Hund’s Rule of Multiplicity and Pauli’s Exclusion Principle in
electron distribution
3. write the electron configuration and orbital diagram of an element.

Materials: paper, pen, periodic table of elements

Procedure:
1. Read the given introduction about atomic orbitals .
Two pictures of electric fan were shown. In the left photo,
the fan is turned off and in the right, it was running at high
speed. In the right photo, the blades are moving too fast
for you not to be able to see the individual blades
distinctly unlike if blades are not moving.
In some ways, rapidly moving fan blades are
similar to the electrons moving about the nucleus of an
atom. Like fan blades, electrons move very quickly
and we can never tell exactly where they are. If that’s
the case, how can we represent electrons in models of
the atom?

Source:https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-flexbook-2.0/section/3.17/primary/lesson/electron-cloud-atomic-
model-ms-ps

According to the quantum mechanical model, you can’t specify the exact location of an electron.
However, Schrödinger showed that you can at least determine where an electron is most likely to be
found. Through mathematical calculations, scientists explained that there is only a probability that the
electron can be found in a certain volume in space around the nucleus. This volume or region of
space around the nucleus where the electrons are most likely to be found is called atomic orbital.

Each sublevel (s,p,d and f) has specific number of orbitals. Each orbitals can accommodate a
maximum of 2 electrons. The s sublevel has single orbital, p sublevel has 3, d sublevel has 5 and f
sublevel has 7.

The tables below summarize the sublevels and their designation as well as orbitals and electrons in a
sublevel.
Sublevels and their orbital designation:
Energy level, (n) No. of sub level (n) Orbital designation of
sublevels
1 1 S
2 2 s,p
3 3 s,p,d
4 4 s, p, d, f

Orbitals and electrons in a sublevel:

Sublevel No. of orbitals in a Max. no. of electrons in a
sublevel sublevel
s 1 2
p 3 6
d 5 10
f 7 14

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2. Based on the discussion above, fill in the missing information represented by blank in the table.
Copy the table on your pad paper and use a red ink pen for your answers for them to be distinguished
easily. Given 3rd energy level (n=3) as example. Remember: 1 orbital= 2 electrons

Main Number Orbitals per sublevel Total no. of Total no. of

energy of orbitals electrons
level, n sublevel
s
1 ___ 1s (1 orbital) ___ ___
2s(1 orbital), 2p(3
2
___ orbitals) ___ ___
3s(1 orbital),3p (3 orbitals),
3 3 9 18
3d(5 orbitals)
4s(1 orbital),4p(3 orbitals)
4 4d(5 orbitals), 4f (7
___ orbitals) ___ ___
5s(1 orbital), 5p(3 orbitals)
5 5d(5 orbitals), 5f (7
___ orbitals) ___ ___
6s(1 orbital),6p (3
6
___ orbitals), 6d(5 orbitals) ___ ___
7s(1 orbital), 7p(3
7
___ orbitals) ___ ___

Guide Questions: Write your answer in your paper.

1. Based on the table above, how many types of orbitals are there in principal energy level three (3)?
2. How many atomic orbitals are there in the highest sublevel of main energy level three (3)?

E. Discussing new concepts and practicing new skills #2

ACTIVITY 5: ELECTRON CONFIGURATION

(Write your answers on your pad paper.)

In an atom, electrons and the nucleus interact to make the most stable arrangement possible.
The way in which electrons are distributed in the different orbitals around the nucleus of an atom is
called the electron configuration.
So if you are tasked to write the electron configuration of
the element Sodium (Na), here are the steps to follow:

1. Determine the atomic number of sodium (Na) from

periodic table which is equal to the number of electrons.
Sodium has 11 total number of electrons.

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 2. Using the mnemonic device, follow the head-tail-head-tail pattern. The Aufbau principle which
states that available atomic orbitals are occupied by electrons in the order of increasing energy
starting from the lowest is applied in this method. Start filling

the electrons from 1s orbital and follow the arrows. Electron Distribution Mnemonics
s orbital can hold a maximum of 2 electrons
p orbital can hold a maximum of 6 electrons
d orbital can hold a maximum of 10 electrons
f orbital can hold a maximum of 14 electrons

3. Fill in the orbitals according to the number of

electrons in your atom.

4. Note: the number of electrons on the last shell in the configuration should complete the total
number of electrons of the given element (atom). For example, in the given element Sodium,
the electronic configuration ends in 3s1, completing the total no. of electrons of sodium which is
11.

Electron Configuration of Na11- 1s2 2s2 2p6 3s1

(2 + 2 + 6 + 1= 11 electrons) Atomic no. of Sodium

Don’ts!

Na11- 1s2 2s2 2p5 3s2 Na11- 1s1 2s2 2p6 3s2 Na11- 1s2 2s2 2p7

Other examples:
1. Nitrogen (N7)- 1s2 2s2 2p3 (2 + 2 + 3 = 7 electrons) Atomic no. of Nitrogen
2. Bromine (Br35)- 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p5 (2+2+6+2+6+2+10+5 = 35 electrons)

Write the electron configuration of the following elements:

1. Potassium (K) 6. Chromium (Cr)
2. Iron (Fe) 7. Lithium (Li)
3. Hydrogen (H) 8. Chlorine (Cl)
4. Bismuth (Bi) 9. Oxygen (O)
5. Aluminum (Al) 10. Zinc (Zn)

(EXPLAIN)
F. Developing mastery
Read and study the following Key Concepts!
 The Quantum Mechanical Model views an electron as a cloud of negative charge having a
certain geometrical shape.
 This model describes the atom as having a nucleus at the center around which the electrons
move.
 Moreover, this model defines the region in space where the electron is most likely to be found.
 The information about the energy of the electron is being described as well by this model.
 The model also describes the region of space around the nucleus as consisting of shells. This
shells are called principal or main energy levels.
 The principal/main energy levels or shells may have one or more sublevels.
 These sublevels are assigned with letters: s, p, d and f.
 The described probability is a mathematical function that describes a cloud-like region where the
electron is likely to be found is called an orbital.

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 (ELABORATE)
G. Finding practical applications of concepts and skills in daily living
POST-ACTIVITY 6: LET’S RIDE ON A SUBLEVEL!

For you to understand more how these sublevels accommodate electrons and how electrons are
distributed in the atom, let’s make an analogy on each sublevels with vehicles and the maximum
number of electrons they accommodate as people who ride on them.

motorcycle (2 persons) small van (6 persons) big van (10 persons) jeepney (14 persons)
s sublevel (2 electrons) p sublevel (6 electrons) d sublevel (10 electrons) f sublevel (14
electrons)

For example, if the third energy level (n=3) has three (3) sublevels namely s,p and d, can you
determine the number of electrons that can be accommodated in this main energy level? Let the main
energy level serve as road where the sublevels (s,p and d) are found as vehicles.

s sublevel p sublevel d sublevel

3 rd energy level (n=3)

At this point, you can determine that the maximum total number of electrons that the main energy
level 3 is 18 electrons (2+6+10) which is the same as the total number of persons who can ride on the
three vehicles in the road.

Guide Questions: Write your answer in your answer sheet.

1. Like an atomic orbital which can accommodate a certain number of electrons, why do we need to
consider the carrying capacity of a vehicle which can accommodate a certain number of people?

H. Making generalizations and abstractions about the lesson

 According to the quantum mechanical model, you can’t specify the exact location of
an electron. However, Schrödinger showed that you can at least determine where an electron
is most likely to be.
 An electron configuration consists of the symbol for the occupied subshell with a superscript
indicating the number of electrons in the subshell.
 Electrons are distributed in different energy level according to the following principles:
 Aufbau Principle-available atomic orbitals are occupied by electrons in the order of increasing
energy starting from the lowest.
 Pauli’s Exclusion Principle (Wolfgang Pauli)- A maximum of two electrons can occupy an atomic
orbital. No two electrons in an atom can have the same set of four quantum numbers.
 Hund’s Rule of Multiplicity- Orbitals of equal energies are filled up singly first before pairing up.

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  An orbital diagram consists of a box representing each orbital and an arrow representing each electron.

(EVALUATE)
I. Evaluating learning: Write your answer to the following activities in your answer
sheet.
Part 1: Modified True or False: Write TRUE if the statement is correct. If the statement is incorrect,
change the underlined word into the correct one and write it to make the statement correct.
_________ 1. p sublevel can hold a maximum of 3 electrons.
_________ 2. The information about the energy of the electron is being described by this quantum
mechanical model.
_________ 3. The region around the nucleus where the electron is most likely to be found is called an
atomic orbital.
_________ 4. The way in which electrons are distributed in the different orbitals around the nucleus
of an atom is called the electron cloud.
_________ 5. Aufbau Principle states that available atomic orbitals are occupied by electrons in the
order of increasing energy starting from the lowest.

Part 2: Write check ( ) if the electron configuration is properly written. If it is not properly written,
rewrite it correctly. You may use the electron distribution mnemonic.
_________ 6. Neon (Ne 10) - 1s2 2s2 2p10
_________ 7. Rubidium (Ru 37) – 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s1
_________ 8. Vanadium (V 23)- 1s2 2s2 2p6 3s2 4s2 3p6 3d3
_________ 9. Germanium (Ge 32)- 1s2 2s2 2p6 3s2 3p6 4s2 3d12
_________ 10. Zirconium (Zr 40)- 1s2 2s2 2p6 3s2 3p6 3d10 4s2 4p6 4d2 5s2
_________ 11. Sulfur (S 16)- 1s2 2s2 2p6 3s2 3p4
_________ 12. Copper (Cu 29)- 1s2 2s2 2p6 3s2 3p6 3d10 4s1

Part 3: Determine the maximum number of electrons that can be accommodated by the following
energy levels (n). Use the formula: 2n2. Show your solutions.
13. 2nd energy level (n=2) Example: given- n=1
14. 3rd energy level (n=3) Formula: 2n 2
th
15. 4 energy level (n=4) Solution: 2(1) 2= 2 electrons

EXTEND)
J. Additional activities for application or remediation
Read the concept below.
POST-ACTIVITY 7: THE ORBITAL NOTATION

Orbital Notation/Box Notation – another way of showing the electron arrangement wherein the
electrons are represented by arrows and orbitals are represented by boxes.

Example: You need to write the orbital/box notation of the element Phosphorus (P). Following the
Aufbau principle, the electron configuration of the element Aluminum can be written as follows:
P15- 1s2 2s2 2p6 3s2 3p3

As discussed before, the Pauli’s Exclusion Principle states that a maximum of two electrons can
occupy an atomic orbital.

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Based on this configuration, you need to draw sets of boxes for the orbital notation and answer it in
youe answer sheet.. One for each configuration.
1s2 2s2 2p6 3s2 3p3

In addition to the rule, two electrons in an orbital will not spin the same way. Therefore, you use
opposite arrows to represent electrons. Therefore, the box with two opposing arrows inside
represents electrons in the atomic orbital, following the rule.

The next step is filling up of electrons (arrows) for each box. Here, Hund’s Rule of Multiplicity which
states that orbitals of equal energies are filled up singly first before pairing up will be followed. Then,
the first sublevel should be filled in before filling the next sublevel. You should begin with an arrow up,
followed by arrow down ( ). Since we have a total of 15 electrons for the element Phosphorus, 15
arrows will be drawn to fill in the boxes.
1s2 2s2 2p6 3s2 3p3

Not these!!!!!:
1s2 2s2 2p6 3s2 3p3

1s2 2s2 2p6 3s2 3p3

There can only be two electrons (arrows) that can be inside the box. Each sub level (s,p,d and f) can
have different number of boxes since they can accommodate different numbers of electrons. The
boxes below represent the number of orbital/s for each sublevel/s and the respective number of
electrons they can accommodate.

s sublevel p sublevel d sublevel f sublevel

- - -
(max. 2 e ) (max. 6 e ) (max. 10 e ) (max. 14 e-)
The basis of orbital notation/orbital diagram method of electron distribution is the electron
configuration of the element (using the Mnemonic Device). Therefore, you should be familiar first with
the concept to be able to show/write the orbital notation/orbital diagram method of electron
distribution. For example, Magnesium. (Atomic no.=12)

Correct Procedure:

1 6

2 7

3 8
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 4 Step no. 8 shows the orbital diagram for
Magnesium (Mg).

5 Remember: the total number of arrows

correspond with the total number of
electrons which is equal to the element’s
atomic number.

Task: Write the electron configurations and orbital/box notations of the first 10 elements in your
periodic table (Hydrogen to Neon).Write your answer in your answer sheet.

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