When I went to high school, the concept and understanding was different. We actually learned orbits, not orbitals, and electron position and notation wasn't as it is now.
Hmmmm, what if the reason we can’t pin down the location of the electron is because it passes through 5 dimensional space. What we observe is the state of the electron at each snapshot in time. In the double slit experiment the electron takes all possible paths through to the target. We only know which path it takes if we observe it. What if that is why we can’t also pin down the electron orbital properly Our 4 dimensional world is a shadow of the 5 D world outside of ours. Just as the 2D world is a shadow of the 3D world. Our 4 th dimension, time, may be a shadow of the fifth dimension. Time itself seems one dimensional. It only goes one way, from our perspective. Top theoretical physicists say that there is no real reason why time could not flow backward. Maybe it does, we just can’t see, or observe it because we are one dimensional, we only observe the world in the forward arrow of time. An electron seems to transcend the physical,world taking al, possible paths through the two slits if not observed. Maybe the electron cloud,if observed properly, can give us a hint of what the fifth dimension may look like. Kind of like trying to observe a three dimensional world from the surface of a two dimensional shape. Just some thoughts.
@@openwaters2988 Do a search for the "One electron universe", where theory suggests that every single electron is the same electron, that travels through space and time, to be in all places at once. It might go a little way to define further what you're saying.
YOU'VE SPENT 2.5MINUTES TO SOLVE ALL MY QUESTIONS ON ELECTRON SHELL,ORBITS AND SUBSHELLS.I HAVE SPENT ALMOST 4HOURS ON THIS UNTIL I'VE FOUND THIS VIDEO THANKYOU SO MUCH.This is my first time to leave a comment on UA-cam thankyou so much the animation is so good
I think I teared up watching this. A) Because it was so complicated yet so simple and honestly so beautiful and mindblowing. We discovered this stuff! This is the universe! I'm surrounded bt this! And B) My teacher's've been constantly and REPEATEDLY trying to explain this to me - you know all the XYZ axes & stuff but there has NEVER been a proper visual for years & I never really grasped this concept. I didn't even know electrons moved randomly. I can't tell you just how thankful I am. Thank you!
There were "proper visuals" years ago. I have a physics degree from 40 years ago and the non-existent visuals you refer are there in plain sight. The problem is that you didn't bother looking for them.
@@Captain_Nemo-y7q what you say is true, but still some responsibility goes yo the teacher as well. Instead of drawing at a board they can use a projector or smart board for animations. Or even print outs in class.
That is exactly the way to describe science... Simple and complicated. We might decide to settle for the simple or we strive on to simplify the complexiities
@Dr Deuteron İ perfectly understand your position. However you should note that most commenters here are not professional chemists or physicists but people who interacted with this material in high school or college. TBH my lecturers/teachers never presented the material in a way that would stimulate interest or understanding. I always wondered whether she understood the topic. The video has sought to simplify (maybe oversimplified) the material using analogies anyone would understand. That's why it has gotten such positive reviews from most commenters here. While I think that your efforts at providing detail are laudable, I believe that these efforts would be more useful if directed at encouraging teachers/lecturers in schools and colleges to better teach the subject matter. If they did, we probably wouldn't be having this discussion.
I recall how I felt betrayed when after studying Thomson's plum pudding model, Rutherford's nuclear model and Bohr's orbital model in freshman high school and understanding that the electron is a particle of charge. Okay. Then we get to the senior year and we're told forget all of that an electron isn't a particle orbiting a nucleus but it is a cloud of charge surrounding the nucleus. Okay. Then I get to college and was told well its not a diffused cloud of charge but a probability of where the electron really is. 🤦♂️
the hilarious bit is, all these ppl telling you "this is how it is", and absolutely all of it is conjecture that has little evidence, none of it observational evidence, and only a single maths proof to support it.
@@nihaal7750 Wrong is not really 100% correct either. It's just different shades of detail, some concepts are easier to understand if you use the simpler concepts of the atom. So that's why, the more you move into other subjects you will need more detailed (and more accurate) definitions of the atom for the other theory to make sense.
physicist: where are you? electron: im at the s orbital at once, until you measured me einstein: you are mocking me. bohr: you are both alive and dead at the same time einstein: does the moon not exist when your not looking at it? physicist: ok, let's adjourn..
Neither my high school nor college education on this gave me the intuition of orbitals and hybridization, but this managed to do it in 5 min. The visual alone pretty much made this so clear (camera snapshot example and combining the orbitals)
@@bobfake3831 No. I slaved over lectures and office hours to try to understand hybridization. This video was the first time it simply clicked. I wouldn't blame my professors or TAs as everyone learns differently.
Absolutely superb explanation, and I'm a physics major. This was so well explained. I wish, I had this explained to me when I took chemistry and quantum mechanics. Students today have no excuse for not doing well in school... None. The teacher will have to explain how the orbital shapes are determined though. That requires quantum mechanics, but students don't have to understand it...they just need to know that is how the shapes are determined.
THANK YOUUU !! THANK YOU SO MUCH. MY TEACHERS AT SCHOOL TAUGHT US HOW TO WRITE THE ELECTRONIC CONFIGURATIONS FOR ANY ELEMENT WITHOUT EVEN TELLING US WHAT ARE THE BASIC "MOST IMPORTANT FACTS" BEHIND IT. WHEN I WENT THROUGH THE TOPIC IN BOOKS AND ARTICLES I TRIED TO VISUALISE IT AND YOUR VIDEO JUST MADE MY DAY !! THANK YOU AGAIN ! KEEP UP THE GOOD JOB 👍
This video is damn important for chemistry no matter how good your teacher is but the animated video help us visualise and understand this clearly......
Thank u so much.. I had been struggling with this orbital concept for 2 months but couldn't understand the position of orbitals and sub-shells in an atom.. But your video made the concept really clear to me.. thanks once again..
These videos are awesome and stupendous. Thanks for these vivid illustrations. I wonder if you could provide similar videos on why these orbitals s p d f have such peculiar shapes in 3D space. To the extent I know, these shapes are the results of three-dimensional extensions of the different modes of vibrations seen for a particle stuck in between a one-dimensional potential barrier using the time-independent schrodinger equation. But to view the creation of these 3D shapes in process from the one-dimensional and two-dimensional modes of descriptions would not be less than an amazement. I hope your efficient team would be interested in such illustrations. More or less, I find my point on the same lines of the above comment.
Simple and clear. I liked the Graphics of the orbitals being added together, but think it would be even better without the contast robbing background. Still very good though.
2:42 that's really interesting, it'd be nice to hear more in-depth specifics about the complex math to calculate those orbitals...wish you'd have went into that
This explanation was so clear and easy to understand. I was searching lot of videos to understand this topic but atlast I found. Thanks for ur beautiful explanation. upload more videos regarding chemistry
Thank You! it took me quite a while to search for how an atom would look like with al its orbitals...after being repeatedly told that atoms couldnt be visualised,has no viewable image ,needed more imagination etc and finding this video with such on point illustrations and clear explanation was really helpful.Kudos to the team 👍
To clarify/brush up my old concepts is the electron a particle or a scattered cloud as in electron cloud density ? And do orbitals overlap ? If they have overlapping regions would this mean that there would be a probable region where they might be forced to interact/collide ?
Excellent presentation. Something I never had either in high school or college. Now, what are the underlying physics that dictate or support why electrons follow this arrangement? What occurred in the Big Bang that resulted in this particular set up of rules, geometry, laws? And how did this all lead to human consciousness? Finally, what happens next?
Great video. If you have to remember just one thing about the subject for life it is this: The orbital is a three dimensional region around the nucleus that indicates or encompasses the probable locations of an electron 90% of the time (in other words the orbital is a 90% or 0.9 probability pattern of an electron locations around a nucleus).
Brilliant. I still can't get my head round the fact that electron is both a particle and a wave. How can it be a wave when dancing around nucleus? Here is another one - do electrons behave differently in the dark and in the light conditions? Surely when it's light photons affect the electrons.
Small correction there, Aufbau is not a verb, but a noun. It can mean setup, buildup, installation, but also composition. The verb is "aufbauen" - "to build up"
01:30 To state that an electron orbital is a "boundary surface" is almost as much a misnomer as it is to state it has an "orbit." A much better adjective would be a _probability cloud_ wherein the edge (or verge) of the cloud is not some rigidly defined boundary, but rather a region where the probability of detecting an electron drops off as you move away from the cloud region.
Very good. All that remains is to mention the Linus Pauling Diagram, which facilitates the distribution of electrons and is a direct consequence of this knowledge.
So looking at the striking allignment of the electron configuration and the periodic table, it looks like the characteristics of the elements is caused by which kind of electron configuration layer is occupied by the most outward electrons?
Thanks you Very much and lots of love for you!💙💙 I'm was searching this answer almost for 5 years.I've searched many times in youtube and asked my high school teachers but couldn’t find it.The explanation in our country's writers' book is also not clear.I've found the perfect explanation today. And I've a request that keep uploading more and more videos like these sophisticated concept.I've already subscribed. You deserve lots of subscriber!
Does one ever encounter rogue electrons that don't follow 'electron etiquette' and wait their turn? If so is there a quantum penal code to punish incorrigible electrons who make a mockery of an ordered universe?
Electrons negative charge must attract to the protons positive charge, don't they? Opposites attracts. However, an atom has electrons in different orbitals keep spinning around the positive charge nucleus which means opposites does not attract. Why the rule of opposites attracts does not apply in atoms?
The idea of opposites attracting each other is not suitable to quantum mechanics, where "particles" do not have a position in space, but rather are described by a wave function, which gives rise to the orbitals mentioned in the video.
The electron orbital filling overlay on the periodic table changed my life. Where the hell was this in your classroom, Mrs. Kuhar!?!?!? I got through IB Chem 1 & 2 and never saw this.
Nice illustration. However it it not explained here how you can derive the electron configuration WITHOUT the Mendellev (or periodic, if you prefer) table if you have the atomic number (e.g., 6 for Carbon). This is quite easy if you remember i) what is the maximum number of electrons per orbital type (s : 2; p: 6; d:10; f:14) and ii) a "number trick" that allows you to generate the number sequence that tells you the energy level (1, 2, 3, ...7). The number trick is the following. First, starting with 1 you must write each number the number of times it stand for (i.e., 1 should appear once, 2 should appear twice, 3 should appear 3 times, 4 should appear 4 times, etc.). Secondly, when you write the sequence, you must not stop on the same number as before but go one up : 1 (done, no more one after this), 2 (first time 2 appear, it should appear one more time), 2 3 (second time the 2 appears, cannot stop with 2 because already stopped at 2 at the previous step, so first 3 is introduced), 34 (second time the 3 appears, cannot stop with 3 because already stopped at 3 at the previous step, so first 4 is introduced; 3 will have to appear one more time), 345 (third and last time the 3 appears, cannot stop with 4 because already stopped at 4 at the previous step, so first 5 is introduced; 4 will have to appear two more times), 456, 4567, 567(8) (once you have to introduce 8, you stop). So, to recap : 1 2 23 34 345 456 4567 567(8). Once you are here, you add the orbital types, in their order: first s, then p, then d and finally f; this means only s for energy level 1, then for energy level 2 you have first s and then p, then for energy level 3 you have first s, then p, then d, and for energy levels 4 and above you have first s, then p, then d, and finally f. This yields: 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d 7p. Example for C (carbon), with Z = 6: 1s^2 (so far 2 electrons, 4 to go), 2s^2 (so far 4 electrons, 2 to go) 2p^2 (stop at 6 electrons), so there you have it: 1s^2 2s^2 2p^2. The Ga example, with gallium having Z = 31: 1s^2 (so far 2 electrons, 29 to go), 2s^2 (so far 4 electrons, 27 to go) 2p^6 (so far 10 electrons, 21 to go), 3s^2 (so far 12 electrons, 19 to go), 3p^6 (so far 18 electrons, 13 to go), 4s^2 (so far 20 electrons, 11 to go), 3d^10 (so far 30 electrons, 1 to go), 4p^1 (stop, we have placed the 31 electrons), so there you have it for Ga: 1s^2 2s^2 2p^6 3s^2 3p^6 4s^2 3d^10 4p^1. If you have an ion, you must first determinate the number of electrons, starting from Z; for instance for Ca^2+, you have Z - 2 electrons, with Z for Ca being 20. This means there are 18 electrons for Ca^2+, so its electron configuration is: 1s^2 2s^2 2p^6 3s^2 3p^6.
EXCELENT VIDEO. I WOUD LIKE TO SEE ANOTHER ONE TEACHING THE ELECTRONIC BOUNDS BETWEEN ATOMS IN ORDER TO BUILD THE MOLECULES, APPLYING THE QUANTIC ORBITAL THEORY.
If 's' orbital is spherical in shape as we considered, then the electron can be anywhere inside the sphere in random motion.. then how do we conclude that the electron is moving around the nucleus in circular path possessing an magnetic moment...??
Hünd's "rule" is more of a guideline than a hard-and-fast rule. The environment in which an atom or ion finds itself can dictate the relative energy of the one-electron-per-orbital versus the multiple-electrons-per-orbital state. An obvious example is the Fe3+ ion, which can exist in two separate spin states : three 3d electrons each in its own orbital, and two vacant orbitals; or an electron pair in one orbital, a lone electron in another, and three vacant orbitals. The shift from one to the other can be observed spectroscopically (commonly by using difference spectrometry). If the iron ion is constrained in a tetrapyrrole structure such as haem, this shift can be induced when an oxygen molecule coordinates with the iron.
I think the double slit inerfierence patern can be well calculated if using the magnetic fields of the atoms of the slits and air atoms. Is this something that was tried to calculate with formulas including magnetic and energy flow... the glowing radiation de every corp emits, that will pass as a wave through both slits and influence the behaviour of the particule that pass by only one of both slits... without mesuring we could predict the behaviour with math.
I wish this had been taught to me so clearly when I was in high school and college.
When I went to high school, the concept and understanding was different. We actually learned orbits, not orbitals, and electron position and notation wasn't as it is now.
Hmmmm, what if the reason we can’t pin down the location of the electron is because it passes through 5 dimensional space. What we observe is the state of the electron at each snapshot in time.
In the double slit experiment the electron takes all possible paths through to the target. We only know which path it takes if we observe it.
What if that is why we can’t also pin down the electron orbital properly
Our 4 dimensional world is a shadow of the 5 D world outside of ours. Just as the 2D world is a shadow of the 3D world.
Our 4 th dimension, time, may be a shadow of the fifth dimension.
Time itself seems one dimensional. It only goes one way, from our perspective. Top theoretical physicists say that there is no real reason why time could not flow backward.
Maybe it does, we just can’t see, or observe it because we are one dimensional, we only observe the world in the forward arrow of time.
An electron seems to transcend the physical,world taking al, possible paths through the two slits if not observed.
Maybe the electron cloud,if observed properly, can give us a hint of what the fifth dimension may look like. Kind of like trying to observe a three dimensional world from the surface of a two dimensional shape.
Just some thoughts.
@@openwaters2988 Do a search for the "One electron universe", where theory suggests that every single electron is the same electron, that travels through space and time, to be in all places at once.
It might go a little way to define further what you're saying.
Utetopia yes, I’ve heard of that, couldn’t find the name of the theory though, thank you. That’s sort of what I am referring to. I will check it out.
My school was for marks only.now I get the worst marks.
YOU'VE SPENT 2.5MINUTES TO SOLVE ALL MY QUESTIONS ON ELECTRON SHELL,ORBITS AND SUBSHELLS.I HAVE SPENT ALMOST 4HOURS ON THIS UNTIL I'VE FOUND THIS VIDEO THANKYOU SO MUCH.This is my first time to leave a comment on UA-cam thankyou so much the animation is so good
This channel should have views in millions........thanks to them for creating such an understandable visualisation of concepts
I think I teared up watching this. A) Because it was so complicated yet so simple and honestly so beautiful and mindblowing. We discovered this stuff! This is the universe! I'm surrounded bt this! And B) My teacher's've been constantly and REPEATEDLY trying to explain this to me - you know all the XYZ axes & stuff but there has NEVER been a proper visual for years & I never really grasped this concept. I didn't even know electrons moved randomly.
I can't tell you just how thankful I am. Thank you!
There were "proper visuals" years ago. I have a physics degree from 40 years ago and the non-existent visuals you refer are there in plain sight. The problem is that you didn't bother looking for them.
@@Captain_Nemo-y7q ouch
@@Captain_Nemo-y7q what you say is true, but still some responsibility goes yo the teacher as well.
Instead of drawing at a board they can use a projector or smart board for animations.
Or even print outs in class.
That is exactly the way to describe science... Simple and complicated. We might decide to settle for the simple or we strive on to simplify the complexiities
unbelievable lecture. waited 50 years since my college chemistry to learn all of this. Wish we had these lecturers in my time!
Nobody is too old to learn... trust me you will learn a lot more if you live hundred years later from now
That electron cloud illustration with the camera was too good 🙇🙇🙇
Agreed. Cemented my understanding quite well. Wish my college quantum electronics lecturer understood this
Soon I will teach this to my little brother. Thanks a lot
@Dr Deuteron Actually, I think I will add concrete
@Dr Deuteron Noted Sir
@Dr Deuteron İ perfectly understand your position. However you should note that most commenters here are not professional chemists or physicists but people who interacted with this material in high school or college. TBH my lecturers/teachers never presented the material in a way that would stimulate interest or understanding. I always wondered whether she understood the topic. The video has sought to simplify (maybe oversimplified) the material using analogies anyone would understand. That's why it has gotten such positive reviews from most commenters here. While I think that your efforts at providing detail are laudable, I believe that these efforts would be more useful if directed at encouraging teachers/lecturers in schools and colleges to better teach the subject matter. If they did, we probably wouldn't be having this discussion.
I recall how I felt betrayed when after studying Thomson's plum pudding model, Rutherford's nuclear model and Bohr's orbital model in freshman high school and understanding that the electron is a particle of charge. Okay. Then we get to the senior year and we're told forget all of that an electron isn't a particle orbiting a nucleus but it is a cloud of charge surrounding the nucleus. Okay. Then I get to college and was told well its not a diffused cloud of charge but a probability of where the electron really is. 🤦♂️
the hilarious bit is, all these ppl telling you "this is how it is", and absolutely all of it is conjecture that has little evidence, none of it observational evidence, and only a single maths proof to support it.
U just summarised the whole thing!
And then schrödinger becomes to say “yea!!! may be is there or may be is not, to be sure don’t look at it”.
Okay this is all I want to know
If all the previous things were wrong why did we learn them.
@@nihaal7750 Wrong is not really 100% correct either. It's just different shades of detail, some concepts are easier to understand if you use the simpler concepts of the atom. So that's why, the more you move into other subjects you will need more detailed (and more accurate) definitions of the atom for the other theory to make sense.
Where were you!? I was looking for you all these years.
Hahahahahaha!
me too
physicist: where are you?
electron: im at the s orbital at once, until you measured me
einstein: you are mocking me.
bohr: you are both alive and dead at the same time
einstein: does the moon not exist when your not looking at it?
physicist: ok, let's adjourn..
Please upload video on Schrödinger wave equation and wave mechanics model of an atom ..
Neither my high school nor college education on this gave me the intuition of orbitals and hybridization, but this managed to do it in 5 min. The visual alone pretty much made this so clear (camera snapshot example and combining the orbitals)
classic "i never payed attention and now complain"
@@bobfake3831 No. I slaved over lectures and office hours to try to understand hybridization. This video was the first time it simply clicked. I wouldn't blame my professors or TAs as everyone learns differently.
Absolutely superb explanation, and I'm a physics major. This was so well explained. I wish, I had this explained to me when I took chemistry and quantum mechanics. Students today have no excuse for not doing well in school... None.
The teacher will have to explain how the orbital shapes are determined though. That requires quantum mechanics, but students don't have to understand it...they just need to know that is how the shapes are determined.
Honestly one of the best videos to visualize this chapter thank you so much!
got a randomly recommended... but so glad to find a channel like this... thank you for your efforts
THANK YOUUU !! THANK YOU SO MUCH. MY TEACHERS AT SCHOOL TAUGHT US HOW TO WRITE THE ELECTRONIC CONFIGURATIONS FOR ANY ELEMENT WITHOUT EVEN TELLING US WHAT ARE THE BASIC "MOST IMPORTANT FACTS" BEHIND IT. WHEN I WENT THROUGH THE TOPIC IN BOOKS AND ARTICLES I TRIED TO VISUALISE IT AND YOUR VIDEO JUST MADE MY DAY !!
THANK YOU AGAIN !
KEEP UP THE GOOD JOB 👍
Seeing the electron zig-zagging around the hydrogen nucleus, and the overlapping "clouds," helped me SO much. Thank you.
as JEE aspirent i literally needed this thankyou for "visulization"
thank god suggesting this even after 6 years of uploading
I appreciate this video style so much, feels like I'm watching 90's anime.
This video is damn important for chemistry no matter how good your teacher is but the animated video help us visualise and understand this clearly......
Thank u so much.. I had been struggling with this orbital concept for 2 months but couldn't understand the position of orbitals and sub-shells in an atom.. But your video made the concept really clear to me.. thanks once again..
I like your profile picture 👌😍😊🕊️
These videos are awesome and stupendous. Thanks for these vivid illustrations. I wonder if you could provide similar videos on why these orbitals s p d f have such peculiar shapes in 3D space. To the extent I know, these shapes are the results of three-dimensional extensions of the different modes of vibrations seen for a particle stuck in between a one-dimensional potential barrier using the time-independent schrodinger equation. But to view the creation of these 3D shapes in process from the one-dimensional and two-dimensional modes of descriptions would not be less than an amazement. I hope your efficient team would be interested in such illustrations. More or less, I find my point on the same lines of the above comment.
Thank you for your feedback! And We will look into that topic for a future video.+Rahul Gupta
this video has to be played in every chemistry class
This is one of the best visual representation of chemistry, Thank you.
Wow... What a video !! Amazing explanation... All you need to know about Atom in under 15 mins. Thank you Sir !!!👌
mere doubts clear ho gaye sir. Kisi teacher ne aise nahi bataya. THANK YOU SIR
This video has enlightened me about: atom, electrons, orbital . Thanks a lot.
Simple and clear. I liked the Graphics of the orbitals being added together, but think it would be even better without the contast robbing background. Still very good though.
This helped me a lot. Ended my 5 year long confusion. Thanks to the creator of this video and the channel
2:42 that's really interesting, it'd be nice to hear more in-depth specifics about the complex math to calculate those orbitals...wish you'd have went into that
After all these years, I have a very clear understanding of this confusing topic.
Very detailed video.
Thanks. 😀
what a video !!!!!!!!!! can not express my gratitude in words
that intro was so epic wow i am impressed!!
i agree like this ocmment
like comment1
!!
!
real!!
Very very big thanks to u. This video is really really best to clear the concepts.
Excellent video. Thank you. Note at 13:15 Z and A are reversed and A is not on your example table.
I. LOVE. YOU. the hard work put in this video will have eternal fruit, iloveyouiloveyouiloveyou
I love you too (to the creator)
Zhaqi Hanifah Homosapiens?
Ok...
The best video I've seen on this topic, thank you so much
This explanation was so clear and easy to understand. I was searching lot of videos to understand this topic but atlast I found. Thanks for ur beautiful explanation. upload more videos regarding chemistry
Many many many many thanks , it is really good , it is the best video to understanding the position of orbitals
After finding thousands of video this the only video which made me understand this ! ✨
Until I saw this CGI of Orbitals I was still a bit lost. The integration of CGI with an explanation really worked for me. Great learning tool!
AFTER TWO YEARS I FINALLY LEARNED THIS, I'M GLAD I STAYED UP LATE AND DECIDED TO LOOK UP😭 THANK YOU SO MUCHH
Thank You! it took me quite a while to search for how an atom would look like with al its orbitals...after being repeatedly told that atoms couldnt be visualised,has no viewable image ,needed more imagination etc and finding this video with such on point illustrations and clear explanation was really helpful.Kudos to the team 👍
Thank you. This video makes the visualization of orbitals and electrons attainable for students.
under rated video. same words as below expresses my feeling towards this video.
Hats off to this video which explained such difficult concepts in such an easy way.
God bless this guide, it made this topic far more easy to understand for me.
best explanation of atomic structure and electron configuration
very very beautiful and good explanation. thank you so much ....
please more video.....
It is the best explanation that I know, it's the best atoms video
Oh my god...finally after so many years of studying these..I finally get a new vision to look at orbitals.
To clarify/brush up my old concepts is the electron a particle or a scattered cloud as in electron cloud density ? And do orbitals overlap ? If they have overlapping regions would this mean that there would be a probable region where they might be forced to interact/collide ?
Excellent presentation. Something I never had either in high school or college. Now, what are the underlying physics that dictate or support why electrons follow this arrangement? What occurred in the Big Bang that resulted in this particular set up of rules, geometry, laws? And how did this all lead to human consciousness? Finally, what happens next?
Great video. If you have to remember just one thing about the subject for life it is this:
The orbital is a three dimensional region around the nucleus that indicates or encompasses the probable locations of an electron 90% of the time (in other words the orbital is a 90% or 0.9 probability pattern of an electron locations around a nucleus).
best explanation I found so far, 3d helps so much
Brilliant. I still can't get my head round the fact that electron is both a particle and a wave. How can it be a wave when dancing around nucleus? Here is another one - do electrons behave differently in the dark and in the light conditions? Surely when it's light photons affect the electrons.
This is the best explanation I've found on quantum orbitals.
The explanation and graphics are immaculate 👏
Can watch this video for million times 😍😍..........Such a nice way of explanation. Just really loved your video & expect more such videos.....
Awesom sir...and thank for made easy in my chemistry....... From India 🇮🇳
Thanks a lot...I was looking for explanation & video like this for years...really thanks a lot...finally understood the orbitals...
Teachers should use your video in class, it is woderfull !
Small correction there, Aufbau is not a verb, but a noun. It can mean setup, buildup, installation, but also composition.
The verb is "aufbauen" - "to build up"
Thank you so much for this video. This video has helped me finally master this section of Chemistry
01:30 To state that an electron orbital is a "boundary surface" is almost as much a misnomer as it is to state it has an "orbit."
A much better adjective would be a _probability cloud_ wherein the edge (or verge) of the cloud is not some rigidly defined boundary, but rather a region where the probability of detecting an electron drops off as you move away from the cloud region.
An excellent description of the making of electron cloud👍👌 Really loved it sooo much. my 4 months' doubt cleared in 5 mins! Thank you.
Great video. A bit of feedback, at 4:01 the term "line" is used. But it's really referring to to s, p, d, etc columns.
Very good. All that remains is to mention the Linus Pauling Diagram, which facilitates the distribution of electrons and is a direct consequence of this knowledge.
So looking at the striking allignment of the electron configuration and the periodic table, it looks like the characteristics of the elements is caused by which kind of electron configuration layer is occupied by the most outward electrons?
a very nice lecture not only explain atomic orbitals but quantum understanding of atoms and subatomic particle
thank god i understood veryyyyyyy clearly the difference between orbit and orbital. excellent explanation
Thanks you Very much and lots of love for you!💙💙
I'm was searching this answer almost for 5 years.I've searched many times in youtube and asked my high school teachers but couldn’t find it.The explanation in our country's writers' book is also not clear.I've found the perfect explanation today.
And I've a request that keep uploading more and more videos like these sophisticated concept.I've already subscribed.
You deserve lots of subscriber!
It looks like sound wave or electromagnetic wave form... makes me wonder if you could influence the electrons orbital with a resonance frequency?
I used to hate chemistry because I was unable to visualise it but this video just made me chemistry lover ❤️❤️
thankyou very much .i was very confused in this topic all my doubts are cleared from this video. thankyou so much
amazing.just cant imagine myself having all those misconceptions about orbitals.simply enlightening
Thank you👍I am gonna share this with all my mates.
Thanks a lot. I was looking for Such kind of video . Finally I found it.☺️☺️☺️☺️
Is it possible that the atomic nucleus is responsible for the shape of the orbitals?
The explanation has been simple and clear, thank you so
Can you explain with these models why the Technetium atom configuration is not stable in nature?
Best video I have cleared my all doubts thank-you 😊😊
How much energy measured in electrovolts [eV] contains each line of the diagram?
THANK YOU SO MUCH!!!... this explains it SOOOO clearly ....
This video was literally very helpful👍. Loved watching it.
Geeez. The best visual and explanation of orbitals I have ever received.
Does one ever encounter rogue electrons that don't follow 'electron etiquette' and wait their turn? If so is there a quantum penal code to punish incorrigible electrons who make a mockery of an ordered universe?
Thank you very much for your excellent video. I will share for my students
Electrons negative charge must attract to the protons positive charge, don't they? Opposites attracts. However, an atom has electrons in different orbitals keep spinning around the positive charge nucleus which means opposites does not attract. Why the rule of opposites attracts does not apply in atoms?
The idea of opposites attracting each other is not suitable to quantum mechanics, where "particles" do not have a position in space, but rather are described by a wave function, which gives rise to the orbitals mentioned in the video.
By the 5th camera click I had subscribed, liked and was blown away. Top quality educational material.
The electron orbital filling overlay on the periodic table changed my life. Where the hell was this in your classroom, Mrs. Kuhar!?!?!? I got through IB Chem 1 & 2 and never saw this.
You made it look so simple. Love from india.
Nice illustration. However it it not explained here how you can derive the electron configuration WITHOUT the Mendellev (or periodic, if you prefer) table if you have the atomic number (e.g., 6 for Carbon). This is quite easy if you remember i) what is the maximum number of electrons per orbital type (s : 2; p: 6; d:10; f:14) and ii) a "number trick" that allows you to generate the number sequence that tells you the energy level (1, 2, 3, ...7). The number trick is the following. First, starting with 1 you must write each number the number of times it stand for (i.e., 1 should appear once, 2 should appear twice, 3 should appear 3 times, 4 should appear 4 times, etc.). Secondly, when you write the sequence, you must not stop on the same number as before but go one up : 1 (done, no more one after this), 2 (first time 2 appear, it should appear one more time), 2 3 (second time the 2 appears, cannot stop with 2 because already stopped at 2 at the previous step, so first 3 is introduced), 34 (second time the 3 appears, cannot stop with 3 because already stopped at 3 at the previous step, so first 4 is introduced; 3 will have to appear one more time), 345 (third and last time the 3 appears, cannot stop with 4 because already stopped at 4 at the previous step, so first 5 is introduced; 4 will have to appear two more times), 456, 4567, 567(8) (once you have to introduce 8, you stop). So, to recap : 1 2 23 34 345 456 4567 567(8). Once you are here, you add the orbital types, in their order: first s, then p, then d and finally f; this means only s for energy level 1, then for energy level 2 you have first s and then p, then for energy level 3 you have first s, then p, then d, and for energy levels 4 and above you have first s, then p, then d, and finally f. This yields: 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p 6s 4f 5d 6p 7s 5f 6d 7p. Example for C (carbon), with Z = 6: 1s^2 (so far 2 electrons, 4 to go), 2s^2 (so far 4 electrons, 2 to go) 2p^2 (stop at 6 electrons), so there you have it: 1s^2 2s^2 2p^2. The Ga example, with gallium having Z = 31: 1s^2 (so far 2 electrons, 29 to go), 2s^2 (so far 4 electrons, 27 to go) 2p^6 (so far 10 electrons, 21 to go), 3s^2 (so far 12 electrons, 19 to go), 3p^6 (so far 18 electrons, 13 to go), 4s^2 (so far 20 electrons, 11 to go), 3d^10 (so far 30 electrons, 1 to go), 4p^1 (stop, we have placed the 31 electrons), so there you have it for Ga: 1s^2 2s^2 2p^6 3s^2 3p^6 4s^2 3d^10 4p^1. If you have an ion, you must first determinate the number of electrons, starting from Z; for instance for Ca^2+, you have Z - 2 electrons, with Z for Ca being 20. This means there are 18 electrons for Ca^2+, so its electron configuration is: 1s^2 2s^2 2p^6 3s^2 3p^6.
Your video was very gread and helpful for me. You have done a gread job.👍
Truly amazing explanation sir.
EXCELENT VIDEO. I WOUD LIKE TO SEE ANOTHER ONE TEACHING THE ELECTRONIC BOUNDS BETWEEN ATOMS IN ORDER TO BUILD THE MOLECULES, APPLYING THE QUANTIC ORBITAL THEORY.
bro u r a legend
cleared my doubt which had been with me since 1 year ( the reason y i hated chemistry )
If 's' orbital is spherical in shape as we considered, then the electron can be anywhere inside the sphere in random motion.. then how do we conclude that the electron is moving around the nucleus in circular path possessing an magnetic moment...??
Wow I am studying for JEE Advanced....after watching this I definitely have a better grasp of the concept
Hünd's "rule" is more of a guideline than a hard-and-fast rule. The environment in which an atom or ion finds itself can dictate the relative energy of the one-electron-per-orbital versus the multiple-electrons-per-orbital state.
An obvious example is the Fe3+ ion, which can exist in two separate spin states : three 3d electrons each in its own orbital, and two vacant orbitals; or an electron pair in one orbital, a lone electron in another, and three vacant orbitals. The shift from one to the other can be observed spectroscopically (commonly by using difference spectrometry). If the iron ion is constrained in a tetrapyrrole structure such as haem, this shift can be induced when an oxygen molecule coordinates with the iron.
I think the double slit inerfierence patern can be well calculated if using the magnetic fields of the atoms of the slits and air atoms. Is this something that was tried to calculate with formulas including magnetic and energy flow... the glowing radiation de every corp emits, that will pass as a wave through both slits and influence the behaviour of the particule that pass by only one of both slits... without mesuring we could predict the behaviour with math.
5:00🌟crystal clear...thanks a million🥺💯