It is unfortunate that the scientific "noble gases" were so named because they were stand-offish, sniffy prigs. Chemically speaking. Like Robespierre. Politically speaking.
So... why are the noble gases "noble?" Why are they so famously inert?
Think of it... first of all, the atom, with barely twenty parts, is capable of counting. So it counts up its electrons, discovers that it has only seven, and becomes "dissatisfied." Or it counts up its electrons, finds only two, and becomes discouraged. "What's the use?" says magnesium. "I might just as well give up now, and become an impoverished spinster. Or bachelor. Or whatever gender I am. A single one."
Think of it... an atom, with fewer moving parts than an amoeba, has emotions. And is able to formulate plans to acquire electrons from neighbours. Atoms with twenty moving parts having political ambitions! Think of it! And teachers (!!!!) have been responsible for propagating such silliness.
With the Ross diagram, no such fibbing is required. The first valence shell has the capacity for two electrons. No mystery there. A test tube has a capacity for 25 mL of water. You don't have to credit the test tube with intelligence, or emotions, or political aspirations. The rest of the valence shells have the capacity for eight electrons. Then they are full, and cannot hold any more.
The core charge of the noble gases is very high: 2+ for helium, and 8+ for neon, argon and the rest. The core charge does not get any stronger.
The radius of every noble gas is the smallest in its row. So the valence electrons are very, very close to a massive positive core charge.. they are very difficult to remove.
There you have it. Noble gases can't accept more electrons, because their valence shells are full. Noble gases can't lose any electrons, because their valence electrons are so strongly attracted to the core. Simple? Great.
And you don't have to tell your students that you have never lied in your life.
Of course teachers (I am one) use the 8 is a "happy" number to 8th and 6th graders who already are having to learn complicated chemistry at a young age. We do what we can to help them remember things that are abstract (since the abstract brain is not completely developed until age 20) and I'm teaching 13 year olds how to count valence electrons, show orbitals and charges.... It might not be completely exact in a scientific manner, but these little babies (my 13 year olds) need all the help they can get to pass a STATE test... blame the government- not the teachers.
ReplyDeleteWhenever you blame a teacher you make the public education system look negative and that reflects on our jobs and roles in the nation. We are here because we love children and we do what we can to help them in any way imaginable.
By the way- I love your periodic table diagrams. I am using these in my classroom this year. Thanks for sharing!
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