First Light.
For decades, chemistry teachers have taught various models of the atom as more or less authoritative, based upon their appearance in history. Generally, the older the model, the less is its status. The prevailing models of the atom in high school chemistry classes are the Bohr-Rutherford model, and the Lewis Dot model. In some chemistry classes, the Schrodinger atom is introduced.
All of these models are taught in such a way as the student comes away with the idea that all three models are authoritative in some degree. The Bohr-Rutherford atom is considered less authoritative, simply because it is older, and has been "replaced" by newer models. Most students are unable to explain just why "replacement" was required, or why the newer model is better.
Chemistry teachers have never developed a model of the atom that is designed specifically for learners. This is the missing model, the pedagogical model of the atom. In this blog, I will cover just what this model is, how it "works," and why it is a better model for chemistry learners.
Join me.
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