9

Science
Quarter 2 – Module 1:
The Electron Structure
Science – Grade 9
Quarter 2 – Module 1: The Electron Structure
First Edition, 2020

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 9

Science
Quarter 2 – Module 1:
The Electron Structure
Introductory Message
For the facilitator:
Welcome to the Grade 9 Science Alternative Delivery Mode (ADM) Module on The
Electron Structure!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:

As a facilitator you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

For the learner:

Welcome to the Science 9 Alternative Delivery Mode (ADM) Module on The Electron
Structure!

The hand is one of the most symbolized parts of the human body. It is often used to
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.

This module has the following parts and corresponding icons:

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 This will give you an idea of the skills or
competencies you are expected to learn in the
What I Need to Know
module.

This part includes an activity that aims to check

what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you may
decide to skip this module.
This is a brief drill or review to help you link the
current lesson with the previous one.
What’s In

In this portion, the new lesson will be introduced

to you in various ways such as a story, a song, a
What’s New
poem, a problem opener, an activity or a situation.

This section provides a brief discussion of the

lesson. This aims to help you discover and
What is It
understand new concepts and skills.

This comprises activities for independent practice

What’s More to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
This includes questions or blank
What I Have Learned sentences/paragraphs to be filled in to process
what you learned from the lesson.

This section provides an activity which will help

you transfer your new knowledge or skill into real
What I Can Do
life situations or concerns.

This is a task which aims to evaluate your level of

mastery in achieving the learning competency.
Assessment

In this portion, another activity will be given to

you to enrich your knowledge or skill of the lesson
Additional Activities
learned. This also tends to retention of learned
concepts.
This contains answers to all activities in the
module.
Answer Key

At the end of this module you will also find:

References This is a list of all sources used in developing this

module.

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The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instructions carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!

What I Need to Know

This module was designed and written with you in mind. It is here to help you master
the. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.
The module is divided into two lessons, namely:
● Lesson 1 – The Quantum Mechanical Model of the Atom
● Lesson 2 – The Electron Configuration
After going through this module, you are expected to:
1. explain the development of quantum mechanical model of the atom;
2. state the persons behind the development of quantum mechanical model and
their contribution;
3. define electron configuration;
4. determine the correct configuration of a given element by following certain
rules;
5. explain that changing the position of electron leads to absorption or emission
of energy

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 What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.

1. Who proposed that an atom has a positive nucleus with electrons orbiting
around it similar to the planets revolving around the sun?
A. Ernest Rutherford C. Joseph John Thomson
B. Niels Bohr D. John Dalton
2. How did Bohr improve Rutherford’s atomic model? He proposed that _____.
A. electrons travel around the nucleus in orbitals of definite energy levels.
B. there is a small dense nucleus where the mass is concentrated.
C. it is impossible to point the exact location of an electron.
D. the atom is mostly empty.
3. If the first and second energy levels of an atom are full, then what would be
the total number of electrons in the atom
A. 2 B. 6 C. 10 D. 18
4. Which of the following sublevels is correctly designated?
A. 1p5 C. 2p6
B. 3f9 D. 3d1
5. How many orbitals are in the third principal energy level?
A. 3 C. 9
B. 6 D. 2
6. Which configuration is possible in an excited state of an electron?
A. 2He: 1s2
B. 1H: 1d1
C. 11Na: 1s2 2s2 2p6 3d1
D. 10Ne: 1s2 2s2 2p5 3s1
7. What are the orbitals present in the fifth principal energy level?
A. s orbital
B. s, p orbitals
C. s, p and d orbitals
D. s, p, d and f orbitals
8. Which of the following statements is NOT true of the 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. An electron can absorb or emit a quantity of radiation
9. Which electron transition results in the emission of energy?
A. 3p to 3s C. 2s to 2p
B. 3p to 4p D. 1s to 2s
10. Which orbital designation has the highest energy?
A. 2s C. 3d
B. 2p D. 4s
11. What occurs when an electron moves from high to a low energy?
A. Another electron goes from a low energy level to a high one
B. The atom moves faster
C. Colored light is given off
D. This process is not possible

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 12. Who proposed the Uncertainty Principle?
A. Erwin Schrodinger
B. Niels Bohr
C. Karl Werner Heisenberg
D. J.J. Thomson
13. What is the correct electron configuration of the element Carbon 6C?
A.1s22s22p6 3s2 C. 1s22s22p6 3s1
B.1s 2s 2p 3s 3p
2 2 6 2 6 D.1s2 2s2 2p2
14. What is the correct electron configuration of the element Nitrogen 7N?
A.1s22s22p6 3s2 C. 1s22s22p6 3s1
B.1s22s22p3 D.1s2 2s2 2p2
15. Which atomic model is proposed by Erwin Schrodinger?
A. Nuclear Model
B. Planetary Model
C. Raisin Bread Model
D. Quantum Mechanical Model

Lesson
The Quantum Mechanical
1 Model of the Atom

From your previous lesson in Grade 8 Science, you learned that a

substance/element is composed of indivisible particles called atoms. Then you also
learned that an atom consists of 3 subatomic particles: neutron, proton and the
electron. And these subatomic particles define the nature of the substance.

What’s In

Have you tried to imagine what an atom really looks like along with its
subatomic particles? Or do you wonder how scientists develop the atomic model?
In this lesson, you will be able to learn the development of the quantum
mechanical model of the atom and the scientists behind it.

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 What’s New

Activity 1.1: Dots Entertainment!!!

Objective:
● Make a dot structure of electrons to describe a quantum mechanical
model of the atom.

Materials:
One sheet of scratch paper with enough blank space
Pencil or colored marker with small tip
Ruler
Compass
Scotch tape or any adhesive tape

Procedure:
1. Draw a solid dot at the center of the blank sheet of paper.
2. Using a ruler and compass, draw 5 concentric circles around the dot as
the radius of the circles are 1 cm, 3 cm, 5 cm, 7 cm, and 9 cm from the
solid dot.
3. To make the paper stable on the floor or table, apply scotch or adhesive
tape on its sides
4. Suspend the pencil or marker leveling your chest which is also above the
center of the circles you have drawn.

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 Source: Liza A. Alvarez, et. al.,Untitled, Science 9 Learner’s Module
Philippines: FEP Printing Corporation, 2014.

5. Drop the pencil or marker 100 times and count the number of dots in each
area between the circles and RECORD that number on the given table.

Table 1.1:
Circle Average Area of Difference Number Number Percent
Circle, of Areas of of Dots of Dots Probability
Number Distance cm2 the Two in Circle per cm2 of Finding
from the Consecutive dots, %
Center, Circles, cm2 (E)/(D)
cm
(A) (C) (D) (E) (F)
(B) (G)
1 1.0 3.14 25.13 5 0.1920 19.20
2 3.0 28.27 50.27
3 5.0 78.54 75.40
4 7.0 153.94 100.53
5 9.0 254.47 125.66

5. Compute the Percent Probability (as shown in the table) by dividing the number
of dots in each circle (in column E) by the difference of areas of the two
consecutive circles (in column D) and then multiply by 100.
6. Complete the given table and observe the percent probability of dots in each area
of the circles.

Processing Questions:

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Q1. As you can see in the table, what happens to the percent probability of dots as
the distance goes far from the center?

______________________________________________________

Q2. How many dots are found in the area where there is the highest probability of
finding dots?

_______________________________________________________

What is It

The previous activity demonstrates what scientists found out that it is

impossible to know the exact location of the electron. So, the idea of Niels Bohr that
electrons are found in definite orbit around the nucleus was limited. This limitation
leads scientists to develop a better model to visualize the atom.

What is the Quantum Mechanical Model of the Atom?

It is an idea where an electron views as a cloud of negative charge having a

certain geometrical shape or so called orbital. This model provides a better way of
understanding of where the electron would likely be found in different locations
surrounding the nucleus. Orbitals have different “shells” or energy levels. The farther
the energy level from the atomic nucleus the higher its energy.

Who are the scientists behind the development of Quantum Mechanical Model?

Niels Bohr A Danish Physicist who proposed that electrons are found
in definite orbit.

Source: Paul G. Hewitt, Niels Bohr, Conceptual Physics

Illinois:Pearson Education, Inc., 2006

Louie de Broglie
A French physicist who proposed that the electron (which
is thought of as a particle) could also be thought as of a
wave.

Source: Arthur Beiser,Louie de Broglie, Concepts of

Modern Physics New York: Mcgraw Hill Companies, Inc.,
2003,

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Erwin Schrodinger An Austrian physicist who developed a mathematical wave
equation based on de Broglie’s concept of particle as wave
and used it to describe the hydrogen atom or quantum
mechanical model.

Source: Paul G. Hewitt, Erwin Schrodinger, Conceptual

Physics Illinois:Pearson Education, Inc., 2006

Werner Karl Heisenberg A German physicist who discovered that it is impossible to

locate the exact position and momentum of the electron
which is also known as the uncertainty principle.

Source: Paul G. Hewitt, Werner Heisenberg, Conceptual

Physics Illinois:Pearson Education, Inc., 2006

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 What’s More

Activity 1.2 Matching Type

Match the scientists in column A with their contributions on the development of the quantum
mechanical model in Column B by writing the letter of your choice on the space provided
before the number.
____ 1. Niels Bohr A. mathematical wave equation based on de Broglie’s
concept of particle as wave and used it to describe the
hydrogen atom or quantum mechanical model

____ 2. Louie de Broglie B. electrons are found in definite orbit around the
nucleus

____ 3. Erwin Schrodinger C. it is impossible to locate the exact position and

momentum of the electron which is also known as the
uncertainty principle

____ 4. Karl Werner Heisenberg D. electron (which is thought of as a particle) could also
be thought as of a wave

Activity 1.3 Fill-in the blanks

Supply the statements with the correct word or phrase to complete the ideas of the
paragraph.

Scientists found out that it is (1)__________ to know the exact (2)_______ of the electron.
So, the idea of Niels (3)_____ that electrons are found in (4)______________ around the
nucleus was rejected. This limitation leads the three scientists to develop a better model to
(5)___________. They were (6)_________________, (7)_______________, and Karl Werner
Heisenberg. They developed the (8)_______________________ model of the (9)________.
It is an idea where (10)_____________ views as a (11)________ of negative (12)__________
having a certain (13)___________________ or so-called orbital.

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 Lesson

2 The Electron Configuration

From the previous lesson, the quantum mechanical model provides a view that
electrons have no definite position but can be found in a probable location in a
certain geometrical shape or so-called orbital.

What’s In

Orbitals are clouds of probability within an energy level, so an actual orbital is a

region of space, where an electron might be found. Each orbital is situated in “shells”
or energy levels surrounding the atom. The farther away an energy level is from the
nucleus, the more energy the sub-level has.

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 What’s New

We can better understand the orbitals of the atom as an apartment or hotel.

Different floors in the apartment represent different energy levels or shells. Each
room on every floor of the apartment house corresponds to an orbital.

Just like the apartment, there are certain rules to follow. Let us read!
Apartment House Rules Electron Rules
Start from the Bottom: Rooms must be Aufbau Principle: the electrons fill
filled from the ground floor up. Fill the one the available orbitals from lowest energy to
room on the first floor before starting to put highest energy. In the ground state all the
new tenants on the second floor. Then fill electrons are in the lowest possible energy
the s room before the p rooms. At higher level.
floors the order might change a bit.
Singles First: the owner of the building Hund’s Rule: The electrons must be placed
wants to have the tenants spread out as into the orbitals in such a way that no pairs
much as possible. For that reason, singles are put together unless absolutely
are placed in rooms before couples. If necessary. That is, single electrons must be
couples must be placed into a room then all placed into boxes first and then paired up if
of the other rooms on that floor must necessary.
already have a single in them.
Opposite “Gender” Only: When two people Pauli Exclusion Principle: Electrons come
are placed in a room they must be of in two varieties based on the direction they
opposite genders. No men may room are ‘spinning’. There is an Up spin and a
together and no women may room together. Down spin. Up and Down spins are always
This is an arbitrary rule on the part of the paired together and Up-Up or Down-Down
owners: in a just world we wouldn’t have to combinations are not allowed. No two
follow it. But quantum mechanics has electrons can ever be in the same place
nothing to do with justice. at the same time.

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 What is It

The Orbitals
Within the energy shells are different shaped orbitals (represented by the
letters s, p, d, and f) that can contain different total numbers of electrons. A number
can be placed in front of the orbital letter to represent the energy level that an orbital
belongs to. For example: 1s is an s shaped orbital on the 1st energy level, which is
closest to the nucleus.

Different shaped orbitals can hold different numbers of electrons:

- s orbital can hold up to 2 electrons (1 pair)
- p orbital can hold up to 6 electrons (3 pairs)
- d orbitals can hold up to 10 electrons (5 pairs)
- f orbitals can hold up to 14 electrons (7 pairs)

What is Electron Configuration?

It simply means the arrangement of electrons in an atom. It serves as the
fingerprint of the atom or element. Electrons fill in these orbitals to make stable
arrangement as possible.
Example:
Element/ Orbitals Electron
1s 2s 2p 2p 2p Configuration
(Chemical
Symbol)
Hydrogen (1H) ↑ 1s1
Helium (2He) ↑ 1s2

↓
Lithium (3Li) ↑ ↑ 1s22s1

↓
Beryllium (4Be) ↑ ↑ 1s22s2

↓ ↓

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 Boron (5B) ↑ ↑ ↑ 1s22s22p1

↓ ↓

How to determine the Electron Configuration of a given element?

1. Find the atomic number of the given element by looking to your Periodic Table.
The atomic number also determines the number of electrons of an element.

2. Draw an orbital diagram as shown below. Notice that the corresponding

configuration found below the boxes in the orbital diagram are indicated which
will be your guide when writing the electron configuration.

3. Following the 3 Rules: Aufbau, Hund’s, Pauli (see page 14), always start filling
at 1s following the 2s, 2p and so forth until you reach the last number of arrow or
electron. In each orbital with its configuration, always write first the upward
arrow before the downward.
4. After filling-in the boxes correctly, write ONLY the configuration/s with arrows.
Then write the number of arrows in each configuration as a superscript. For
example:
Lithium: 1s2 2s1 Boron: 1s2 2s2 2p1
Note: The electron configuration shown here are in the ground state.

The Excited State Electron

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 Among the three known subatomic particles of the atom, the electron can
change from one orbital to another as long as it gains enough energy to change from
lower energy level to higher energy level. However, it releases energy when the
electrons move from higher energy states to lower energy states causing the
substance to release corresponding color of light.
Since electrons can change at different states, electron configuration can also
change where you can infer that a given configuration is in an excited state.

For example,
Ground State Electron Excited State Electron
Configuration Configuration

Lithium: 1s2 2s1 Lithium: 1s2 2p1

Boron: 1s2 2s2 2p1 Boron: 1s2 2s2 3s1

Examples in Determining the Electron Configuration of an Element

1. Fill-in the electron orbitals corresponding to Nitrogen (7N), then write out the complete
electron configuration

Since Nitrogen has 7 electrons, there must be 7 arrows that will fill the boxes. By using
the orbital diagram, we can visualize how electrons are distributed in the orbital. Note that the
rules of Aufbau, Hund’s and Pauli should be followed.

2. Fill-in the electron orbitals corresponding to Oxygen (8O), then write out the complete
electron configuration.
There are 8 electrons in the Oxygen that will fill-in the orbital.

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Note: You may choose not to draw all the boxes in the diagram as you foresee its limitation
for your convenience.

What’s More

Activity 2.1 Let’s Practice

1. Fill-in the electron orbitals corresponding to Silicon (14Si), then write out the complete
electron configuration

Silicon (14Si): ____________________

2. Fill-in the electron orbitals of this electron configuration: 1s2 2s2 2p2 3p1, then identify
what element is this and indicate if it is in the ground state or excited state. You may look into
the periodic table of elements.

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 ___________________ :1s2 2s2 2p2 3p1

What I Have Learned

● Bohr’s atomic model visualizes a solar system, where the electron is found only
in specific paths, or orbits, surrounding the nucleus.
● The Bohr model was then becoming obsolete as it was discovered that electrons
are not limited to fixed orbits around the nucleus.
● 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. The volume or region of space around the nucleus where the
electron is most likely to be found is called an atomic orbital.
● Schrodinger developed a mathematical equation that describes the behavior of
the electron. The solution to the equation is used to calculate the probability of
finding the electron at a particular region in space around the nucleus.
● The quantum mechanical model of the atom describes the atom as having a
nucleus at the center around which the electrons move. This model describes a
region in space where the electron is most likely to be found.
● An electron is imagined to be a cloud of negative charge having a certain
geometrical shape or orbital. The electrons are arranged in principal or main
energy levels that consist of one or more sub-levels.
● The arrangement of electrons in different orbitals surrounding the nucleus of an
atom is called the electron configuration. Filling of electrons starts from lower
energy to highest energy level which also follows the Aufbau principle, Hund’s
rule and Pauli Exclusion principle.
● The electron can change from one orbital to another as long as it gains enough
energy to change from lower energy level to higher energy level. However, it
releases energy when the electrons move from higher energy states to lower
energy states causing the substance to release corresponding color of light.

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 What I Can Do

Substance Mystery!
You are about to explore a set of substances recovered from a new discovered
mine site. You have no idea what substances are they. But fortunately, you have a
machine that can give you the electron configuration of each substance. Try to
identify them based on what you learn about electron configuration and by looking
in the periodic table.

Write your answer on the space provided.

1. Substance A - _________________________
2. Substance B - _________________________
3. Substance C - _________________________
4. Substance D - _________________________
5. Substance E - _________________________

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 Assessment

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Who proposed that the electron (which is thought of as a particle) could also
be thought as of a wave?
A. Ernest Rutherford C. Joseph John Thomson
B. Niels Bohr D. Louie de Broglie
2. Who developed the mathematical wave equation for the proposal of quantum
mechanical model?
A. Erwin Schrodinger C. Joseph John Thomson
B. Niels Bohr D. Louie de Broglie
3. If the first level of an atom is full, then what would be the total number of
electrons in the atom?
A. 2 C. 10
B. 6 D. 18
4. Which of the following sublevels is correctly designated?
A. 1p5 C. 3d11
B. 3f 9 D. 2p6
5. How many orbitals are in the second principal energy level?
A. 3 C. 9
B. 6 D. 4
6. Which configuration is possible in an excited state of an electron?
A. 2He: 1s2 C. 4Be: 1s2 2s1 3p1
B. 1H: 1s1 D. 10Ne: 1s2 2s2 2p6
7. What are the orbitals present in the third principal energy level?
A. s orbital
B. s,p orbitals
C. s, p and d orbitals
D. s, p, d and f orbitals

8. Which of the following illustrations probably indicates an excited electron?

.
9. Which electron transition results in the emission of energy?
A. 2s to 2p C. 3d to 5f
B. 3s to 2s D. 2p to 3p
10. Which orbital designation has the highest energy?
A. 1s C. 4s
B. 2s D. 3s

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11. What occurs when an electron moves from high energy to a low one?
A. Electron gets excited
B. Colored light is given off
C. The electron moves faster
D. This process is not possible
12. What causes an electron to move from lower energy level to higher energy
level?
A. Electron gets excited
B. The atom moves faster
C. Colored light is given off
D. Electron gains energy

13. What is the correct electron configuration of the given orbital diagram?

A.1s22s22p23s2
B.1s22s22p23s1
C. 1s22s22p6 3s1
D.1s2 2s2 2p2

14. What is the correct electron configuration of the element Argon?

A.1s22s22p6 3s2
B.1s22s22p63s23p6
C. 1s22s22p6 3s1
D.1s2 2s2 2p2

15. What is wrong in this orbital diagram?

A. The 2s orbital did not follow the Aufbau principle

B. The 1s orbital did not follow the Aufbau principle
C. The 2s orbital did not follow the Hund’s rule
D. The 2p orbital did not follow the Hund’s rule

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 Additional Activities

Let us practice with d-block elements!

1. Fill in the electron orbitals corresponding to Titanium (22Ti), then write out the
complete electron configuration

Titanium (22Ti): _______________________________

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Answer Key

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References
Arthur Beiser, Concepts of Modern Physics New York: Mcgraw Hill Companies, Inc., 2003,
page 92-163

Liza A. Alvarez, et. al., Science 9 Learner’s Module Philippines: FEP Printing Corporation,
2014, page 98-110

Paul G. Hewitt, Conceptual Physics Illinois:Pearson Education, Inc., 2006, page 624-631

William L. Masterton and Cecile N. Hurley, Chemistry Principles and Reactions Singapore:
Thomson Learning Asia, 2005, page 130-157

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For inquiries or feedback, please write or call:

Department of Education – Region XI Davao City Division

DepEd Davao City, Elpidio Quirino Ave., Davao City

Telefax: 224-3274

Email Address: davaocity.division@deped.gov.ph

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