ELECTRONIC STRUCTURE

OF MATTER
Module in Science 9
Quarter 2

Illustrated by: Elma Lyne Pambid-Labio

ELMA LYNE PAMBID-LABIO Developer

Department of Education – Cordillera Administrative Region

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Republic of the Philippines
DEPARTMENT OF EDUCATION
Cordillera Administrative Region
Schools Division of Ifugao
Lagawe, Ifugao

Published by:
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“ No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work is
created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)- Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

ELMA LYNE PAMBID-LABIO

Developer

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 PREFACE

This module is a project of the Curriculum Implementation Division particularly the

Learning Resource Management and Development Unit, Department of Education,
Schools Division of Ifugao which is in response to the implementation of the K12
Curriculum.

This Learning Material is a property of the Department of Education-CID, Schools

Division of Ifugao. It aims to improve students’ performance specifically in Science.

Date of Development: June 2020

Resource Location: SDO-Ifugao LRMDS
Learning Area: Science
Grade Level: 9
Learning Resource Type: Module
Language: English
Quarter/Week: Q2/W1
Learning Competency: Explain how the Quantum Mechanical Model of the Atom
describes the energies and positions of the electrons.

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 ACKNOWLEDGEMENT
The developer wishes to extend her sincerest and heartfelt gratitude to those who
helped in the development of this learning material. This venture would not
materialize without these people who lent their hands to the developer.
Mr. Ruben V. Acoba, school head of Pinto National High School, for always
reminding his teachers to keep trying and working hard for the students;
Mr. Asterio Madalla, Regional EPS-Science, for his guidance and assistance to the
developer;
Mrs. Jane T. Dulawan, for spearheading the evaluation of this material;
Dr. Elsa L. Cajucom, STEM- Coordinator of SMUJHS, for content validating this
material.
The Reviewers and Editors for their criticisms and suggestions that helped the
developer enhance this module;
Her colleagues and friends for their support in this endeavor;
Her parents, Amel and Margie, siblings Amel Jr and Karen Kate and her daughter
Liyanne Cassey, for serving as her source of strength and inspiration;
And to our Yahweh, the source of all strength and wisdom and for all the provisions
He made for the developer that led to the successful completion of this work.

DIVISION LRMS STAFF

SHAILA S. TAKINAN NANCY G. NALUNNE
Librarian-11 PDO-11

JOVITA L. NAMINGIT
EPS-LRMS

CONSULTANTS
MARCIANA M. AYDINAN, Ph.D.
Chief, Curriculum Implementation Division

PIO D. ECUAN,Ed.D.
OIC- Assistant Schools Division Superintendent

BENEDICTA B. GAMATERO
OIC- Schools Division Superintendent

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 TABLE OF CONTENTS

Cover Page ……………………………………………………………………………………………………….. i

Copyright Notice …………………………………………………………… ii

Preface ………………………………………………………………………………………………………………. iii

Acknowledgment …………………………………………………………………………………………….. iv

Table of Contents …………………………………………………………………………………………….. v

What I Need to Know ……………………………………………………………………………………… 1

What I Know ……………………………………………………………………………………………………… 2

What’s In ……………………………………………………………………………………………………………. 3

What’s New ………………………………………………………………………………………………………. 5

What Is It …………………………………………………………………………………………………………… 6

What’s More …………………………………………………………………………………………………….. 8

Activity 1 …………………………………………………………….. 8

Assessment 1 ………………………………………………………. 9

Activity 2 …………………………………………………………….. 9

Assessment 2 ………………………………………………………. 9

Activity 3 …………………………………………………………….. 10

Assessment 3 ………………………………………………………. 11

What I Have Learned …………………………………………………………………………………….. 11

What I Can Do …………………………………………………………………………………………………. 12

Assessment ……………………………………………………………………………………………………… 13

Additional Activities ………………………………………………………………………………………… 15

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 Answer Key ………………………………………………………………………………………………………. 16

References ……………………………………………………………………………………………………….. 17

Appendix …………………………………………………………………………………………………………… 18
What I Need to Know

You have learned about atoms since grade 7. When you were in grade 8, you
have learned about the different models of an atom and some of its properties. But
atoms, although they are very tiny, have a lot to be explored on. The study on atoms
keeps on as time passes.
This module evolves on the quantum mechanical model of an atom and how this
model explains the energy of the subatomic particles particularly electrons.
Go over this module to discover and explore more the world of atoms.

For the facilitator:

Patience and understanding are much needed in assisting our students in
accomplishing this module. Please provide the learners with clear instructions on
how to go through this material.

For the learner:

Amidst the setbacks brought by the pandemic, COVID-19, we should not stop
learning. This module aims to help you learn while you are at the safe havens of your
home. Read each lesson and do the activities that are provided for you. Use an
activity notebook for your answers. Keep this material neat and do not write anything
on it. Compare your answers with the key to answers only after finishing the module.
If you have queries, do not hesitate to approach your parents or teacher.

After going through this module, you are expected to:

a. Describe the quantum mechanical model of an atom
b. Discuss the positions and energy levels of electrons in the quantum
mechanical model

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 What I Know

Answer this part to know how much you know about the lesson. Identify what is
asked or described in each item. Write the letter of your answer on your activity
notebook.
1. Which atomic model is proposed by Niels Bohr?
A. Nuclear model B. Quantum mechanics model
C.Planetary model D. Raisin bread model

2. The number of electrons in a neutral atom is the same as the

A. Mass number of the atom
B. Number of protons in the atom
C. Number of neutrons in the atom
D. Difference between the mass number and atomic number

3. Which electron transition results in the emission of energy?

A. 1s to 2s B. 2s to 2p C. 3p to 3s D. 3p to 4p

4. How many orbitals are in the third principal energy level?

A. 2 B. 3 C. 8 D. 9

5. Which of the given designations refers to the principal quantum number?

A. n B. 2n2 C. p D. s

6. Which orbital designation has the highest energy?

A. 2s B. 2p C. 3d D. 4s

7. The principal quantum number of the first d orbital is

A. 1 B. 2 C. 3 D. 4

8. There are _______ orbitals in the second shell.

A. 1 B. 2 C. 4 D. 8

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9. The second shell in the ground state of atomic Argon contains _______
electrons.
A. 2 B. 6 C. 8 D. 18

10. For a neutral atom with electron configuration of 1s22s22p53s1, which statement
is false?
A. The atomic number is 10. C. The atom is in the ground state.
B. The 1s and 2s orbitals are filled. D. The atom is in the excited state.
11. Which of the following shows the complete electron configuration of the element
Lithium?
A. 1s1 B. 1s21p1 C. 1s22s1 D. 1s2sp1

12. The 2p orbital in the ground state of atomic Neon contains how many electrons?
A. 2 B. 6 C. 8 D. 10

13. What is the correct electron configuration for a neutral atom of Fluorine?
A. 1s22s23p3 C. 1s22p62s22p7
B. 1s22s22p5 D. 1s22s21p7

14. If the electron configuration of an element is 1s22s22p63s23p5, the element is

A. Bromine B. Chlorine C. Iron D. Phosphorous

15. Among the following group of elements, which have the same outer energy level
configuration?
A. H, He C. Mg, AL, Ca, Ga
B. Li, Be, N, Ne D. N, P, As, Bi

What’s In

Before we start on the quantum mechanical model of an atom, let us first

recall Bohr’s Model of an Atom.
Bohr’s model of an atom was adapted from Rutherford’s model, dressed it
with Planck’s quantum attire and borrowed Newton’s Laws of Motion. His theory
states that electrons are located in a region outside the nucleus called the electron
cloud. The electron cloud is made up of a number of electrons. In the electron cloud,
the energy of the electron is dependent on its location. Bohr made use of the term
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principal quantum number n with values 1, 2 ,3 and so on wherein higher quantum
number means higher energy.
• The first energy level, closest to the nucleus, can hold only 2 electrons.
• The 2nd and 3rd energy levels can hold up to 8 electrons.
• The energy levels are always filled in order.
• The electron may move from one stationary state to another. To do so, it needs
to absorb or emit energy.
• Electrons normally exists in the lowest energy state called the ground state,
when the electron moves into a higher energy state, it is said to be in excited
state.
• The fixed energy level was supported by the emission spectrum of oxygen. The
individual bands of light are called spectral lines. The line spectrum is
considered as an atomic fingerprint since each element has a unique set of
spectral lines.

Let’s try the activity on the next page to check our understanding about Bohr’s
model of an atom.

Activity : Bohr’s Model Practice

For each element, write the total number of electrons in column B. A copy of the
periodic table is attached at the appendices of this module. Then color the correct
number of electrons for each orbit in column C. Remember, fill the orbit closest to the
nucleus first.
A B C
ELEMENT NUMBER OF ELECTRONS BOHR’S MODEL

HYDROGEN

SODIUM

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 In the activity, hydrogen atom consist of a nucleus with a proton and a neutron
and 2 electrons that revolve around it. These 2 electrons occupy the first quantum
number or first principal energy level n=1. For sodium, it has 11 electrons so the first
principal energy level n=1 is filled with 2 electrons, the second principal energy level
n=2 holds 8 electrons and the remaining 1 electron orbits at the third principal energy
level n=3
What’s New

After recalling the history of the development of an atom, focus now on how these
developments led to the modern model of an atom, the Quantum Mechanical Model.

Activity : Game of Uncertainty

You will be playing a modified dart game. To win the game, you have to hit the
bull’s eye. Mark five trials and record the location to where each of your ball landed.
Then answer the guide questions. You can use thumb tacks or small coins for this
activity.

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 s p d f

Guide Questions:
1. Were you able to hit the same spot with your five trials or at different locations?

2. What have you observed with the outcome of your targets?

What Is It

The activity, Game of Uncertainty, demonstrates the discoveries of scientists on the

model of Bohr of an atom: It is not possible to determine the exact position of the
electron. Scientists rejected the idea of Bohr that electrons are found in definite orbits
around the nucleus.

Arnold Sommerfeld modified Bohr’s model of an

atom and introduced the concept of elliptical orbits to
explain the splitting of spectral lines The elliptical
orbits becomes the second quantum number to
represent the energy sublevel and are designated as
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s, p, d, f which refer to sharp, principal, diffuse and fine lines in the emission spectra
of the element.

Figure 1 Sommerfeld Model of an Atom

Keep in mind that electrons in n=1 have the lowest energy. The energy of electron
increases as it moves to higher energy levels.
Each principal quantum number consist of subshells.
n=1 has 1 subshell s n=2 has 2 subshells, s, p n=3
has 3 subshells, s, p, d n=4 has 4 subshells, s, p, d and f
Each subshell can only contain a maximum number of electrons, s can only hold 2
electrons, p can hold a maximum of 6 electrons, while d can contain up to 10 and f
up to 14 electrons.

Electron Configuration
Electron Configuration is a method of indicating the arrangement of electrons
about a nucleus. A typical electron configuration consists of numbers,
letters and superscripts. quantum number.

The exponent or
superscript indicates the
number of electrons in the
orbital.

The number before the letter or the coefficient 2 The letter indicates the type
of orbital; s, p, d and
f.

indicates the energy level or the principal 1s

In the example given, 1s2 means that there are 2 electrons in the s orbital of
the first energy level.
The Aufbau Principle (build-up) governs the order by which subshells are filled
up.

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 Figure 2 Aufbau Principle

Hence the order, 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d 7p 8s

should be followed in filling up electrons in the orbits.
How do we write an electron configuration?
a. Determine first the total number of electrons to be represented using the
periodic table.
b. Use the Aufbau process to fill the orbitals with electrons. The process
requires that electrons fill the lowest energy orbitals first. In other words,
atoms are built from its ground state.
c. The sum of the superscripts should equal the total number of electrons.
Let us try to determine the electron configuration of some elements.
1. Electron Configuration of Helium (He)
The element Helium has an atomic number of 2 which means it
contains two electrons.
He= 1s2

Note that subshell s can hold 2 electrons.

2. Electron Configuration of Carbon
Carbon has an atomic number of 6. Distribute the 6 electrons in
the orbitals based on its maximum holding capacity.
C= 1s2 2s2 2p2

3. Electron Configuration of Zinc

The element zinc has an atomic number of 30.
Zn= 1s2 2s2 2p6 3s2 3p6 4s2 3d10

What can you observe on the electronic configuration of Zinc?

4s2 comes first than 3d10.

Why do you think so? In the Aufbau principle, 4s is filled first

before the 3d orbital.
How can we determine the element using its electron configuration? Let us try
the given e-configuration:
1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s2
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 Add all the exponents or superscripts= 2+2+6+2+6+2+10+6+2+10+6+2=56
Then locate the element in your periodic table whose atomic number is 56.
The
answer is Barium.
Let us try another example:
1s2 2s2 2p6 3s2 3p6 4s2 3d2

2+2+6+2+6+2+2= 22

The element with atomic number of 22 is Titanium.

What’s More

Activity 1: E-con Way!

I. Write the electron configuration for each neutral atom. Ground state
means that all the lowest possible energy levels are filled.

Element Atomic Number Electron Configuration

Na 11
Mg 12
K 19
Ne 10
Ar 18
Cl 17

Assessment 1

Since you already know how to write the electron configuration,

it is now time to do the reverse. Given the configuration, you are
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 going to tell the element that it represents. An example is given
below:
1s22s22p63s2 = Magnesium

Electron Configuration Atomic Element

Number
1. 1s22s22p5
2. 1s22s22p63s23p64s23d104p65s24d105p4
3. 1s22s22p63s23p64s2
4. 1s22s22p63s2

Activity 2: My Energy Level

Sublevels are located inside energy levels just like barangays in a town.
Each sublevel is given a name. Note the following table:

Energy Level Names of sublevels that

exist in the energy level
1st s
2nd s, p
3rd s, p, d
4th s, p, d, f

1. How many sublevels exist in the first energy level? ______

2. How many sublevels exist in the second energy level? ______
3. How many sublevels exist in the third energy level? ______
4. How many sublevels do you expect to exist in the fifth energy level?
______
5. Does 3f sublevel exist?

Assessment 2

Read the questions below then supply what is asked. Write your answers on
a separate sheet of paper.
I. How many orbitals are there in the following sublevels?
a. 3p sublevel c. 3d sublevel
b. 2s sublevel d. 4f sublevel
c. 4p sublevel

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Activity 3: Help Me Make it Right!

Determine if the following electron configurations are correct. If the

econfiguration is correct, write RIGHT. If it is not, then write the
correct econfiguration on the box provided.

1. Lithium 1s1 2s1 2p1

2. Lead 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s2 5d10 6p5

3. Nickel 1s2 2s2 2p6 3s2 3p6 3d10

4. Antimony 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p3

5. Germanium 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6

6. Titanium 1s2 2s2 2p6 3s2 3p6 4s2 3d2

7. Niobium 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p3

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 Assessment 3: E-con Connivance

Write the electronic configuration of the following elements then answer

the questions that follow:

Element Symbol Atomic E-Con

Number

Berylium

Magnesium

Ca lcium
Strontium
Barium
Radium

1. Do you see patterns in the distribution of their electrons?

2. What are these patterns that you have observed?

What I Have Learned

Check your understanding about the topic presented on this module by
answering the questions below:

1. What is meant by electron configuration of an element?

_______________________________________________________
____
_______________________________________________________
____

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 _______________________________________________________
____

2. In your own words, describe how to write an electron configuration

and why is it an important skill in the study of chemistry.
_______________________________________________________
____
_______________________________________________________
____
_______________________________________________________
____

What I Can Do

Choose and perform one of the following activities:

A. Write an essay based on the key ideas presented in this module that
explains electron configuration.
B. Make a comic strip that explains the concepts of electron
configuration.
C. Make a song, rap, poem or jingle. The lyrics should reflect an
explanation of electron configuration.

Rubrics:
Content and Relevance- 10
Organization and coherence – 10
Creativity- 10
Total: 30

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 Assessment
Answer this part to know how much you learned about the lesson.
Identify what is asked or described in each item. Write the letter of your
answer on your activity notebook.

1. He modified Bohr’s model of an atom and introduced the concept of

elliptical orbits.
A. Arnold Sommerfeld C. John Dalton
B. Ernest Rutherford D. J.J. Thomson

2. What happens to the energy of an electron as the value of n (principal

energy level) increases?
A. Decreases C. Remains the same
B. Increases D. Doubles

3. How many orbitals are there in the fourth energy level?

A. 1 B. 4 C. 9 D. 16

4. The total number of electrons that can occupy a principal energy level n
is
A. 2 B. 8 C. n D. 2n2

5. Which orbital designation has the lowest energy?

A. 2s B. 2p C. 3d D. 4s

6. In electron configuration, what does the number before the sub-energy

level represent?
A. Group C. Principal energy level
B. Period D. total number of electrons

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7. What is the maximum number of electrons allowed in the second energy
level?
A. 2 B. 8 C. 18 D. 32

8. What is the electron configuration of an atom of an element with atomic

number 8?
A. 1s22s6 C. 1s22s22p6
B. 2s22p6 D. 1s22s22p4

9. What is the electron configuration of the nitrogen atom (Atomic

number=7)?
A. 1s22s22p3 C. 1s22s23s3
B. 1s22s43p1 D. 1s22s23p23s1

10. If the electron configuration of an element of an atom is 1s 22s22p63s23p5

,what is the element called?
A. Bromine B. Chlorine C. Iron D. Phosphorous

11. Which of the following is the correct arrangement of electrons in a sulfur

atom whose atomic number is 16?
A. 2, 6, 8 C. 6, 8, 2
B. 2, 8, 6 D. 2, 8,4, 2

12. Which neutral atom has the following configuration? 1s22s22p63s23p64s2

A. Cadmium B. Copper C. Gold D. Silver

13. How many electrons are there in the p orbital of the last shell or
principal energy level of silicon whose atomic number is 14?
A. 1 B. 2 C. 3 D. 14

14. Which of the following is the correct order for electron filling in orbitals?
A. 1s, 2s, 2p, 3S C. 2p, 4p, 3d, 5s
B. 3p, 4s, 3d, 5f D. 4s, 3d, 4p, 4d
15. The 2p orbital in the ground state of atomic Silicon contains how many
electrons?
A. 2 B. 6 C. 8 D. 10

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 Additional Activities

I. Write the full electron configuration for each element.

a. Phosphorous
____________________________________________
b. Gold ____________________________________________
c. Iodine ____________________________________________

II. Give the symbol and names of the elements that correspond to these
configurations.
Electron Configuration Element Symbol

1. 1s22s22p63s1
2. 1s22s22p63s23p64s23d8
3. 1s22s22p63s23p64s23d104p4

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Answer Key

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 REFERENCES

Romel Bayaban. 2014. "Slideshare." Slideshare. November 14. Accessed June

10, 2020. slideshare.net/RomelBayaban/sim-on-electronic-configuration.

Elsa L.Cajucom, Annalyn Vega-Orcino. 2020. Science and Technology for the
21st Century Learners 9. Quezon City: Triumphant Publishing.
Gabriella Dela Garza. 2011. Periodic Table For Color. November 1.
Accessed July 14, 2020.
https://images.app.goo.gl/xzvxhdaFhjsnnXoN6

Mark Draganjac. 2019. Chemistry LibreTexts. June 5. Accessed July 10, 2020.
https://chem.libretexts.org/Bookshelves/Ancillary_Materials/
Worksheets/Work sheets%3A_General_Chemistry/Worksheets
%3A_General_Chemistry_(Tradit
ional)/Bohr_Atomic_Model_(Worksheet).

Girard Eric. 2020. Better Lesson. Accessed July 10, 2020.

betterlesson.com/lesson/614383/bohr-s-model-and-valence-electron.

Estrella E.Mendoza, Religioso Teresita F. 2009. CHEMISTRY: You and the

Natural World. Quezon City: Phoenix Publishing House.

n.d. "Module 11: Atoms in the Periodic Table." Effective Alternative

Secondary Education. Pasig City: Bureau of Secondary Education,
Department of Education.

n.d. Science 9 Learner's Module. Pasig City: Department of Education.

n.d. Science 9: Teacher's Guide. Pasig City: Department of Education.

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 v

Appendix

Photo credits to Gabriela dela Garza @ https://images.app.goo.gl/xzvxhdaFhjsnnXoN6

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 v

Address: Pinto National High School, Alfonso

Lista District
Contact Number: 09382365565
Office of the Management Team: SDO-Ifugao,
LRMS, Lagawe,

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