Teaching and mastering atomistic concepts has long been a major
preoccupation for teachers and learners at the secondary and undergraduate
levels. The abstract nature of atomistic concepts is, in fact, the crux of the
problem. In an effort to address this concern, a characteristic graph of the
atom has been designed to lift the veil and simplify the learning of these
concepts. This graph provides a general explanation of the different concepts
of atomics. Each concept is interpreted by specific graphics derived from the
first. To revolutionize, in a simpler way, the establishment of the electronic
structure, special graphs are also designed. This concept, which illustrates
order and period, is based on stability and has led to the classification of
chemical elements into stacks. The electron distribution of the heaviest atom
“118e” led to new methods of illustrating classification, known as “condensed
tables”, with or without period and sub-layer order. A new criterion for
classifying chemical elements is the distribution of electrons according to the
order of the energy level of the sublayers, noted as “OE”. This leads to the
so-called “condensed order table”. This condensed table summarizes all types of
ordered classification. This distribution of electrons along the x-axis “n”
leads analogously to a condensed period table, which also summarizes all
periodic classifications. These two very similar but different condensed tables
are a new and innovative way of illustrating the classification of chemical
elements. In addition, the “Condensed Order Table”, built around a new
classification criterion, OE, leads to a new classification, called the “Order
Table”. Beyond this result, the present work highlights the existence of a
numerical series whose enlightened reading helps explain the concepts of
atomistics. These value series make it easier to establish the electronic
structure, even by mental calculation, of the 118 elements in a single line.
These different value series with periods: 2, 8, 8, 18, 18, 32, 32, and with
order: 2, 2, 8, 8, 18, 18, 32, 30 have made it possible to achieve this
objective.
Author (s) Details
Ousmane Barry
Department of Chemistry, University Gamal Abdel Nasser of Conakry, Conakry,
Guinea.
Mamadou Yaya Balde
Department of Chemistry, University Gamal Abdel Nasser of Conakry, Conakry,
Guinea and Environmental Research Institute of Guinea (IREG), DGRS / MESRSI,
Conakry, BP: 1615, Guinea.
Souleymane Balde
Department of Chemistry, University Gamal Abdel Nasser of Conakry, Conakry,
Guinea.
Aboubacar Safie Sylla
Department of Chemistry, University Gamal Abdel Nasser of Conakry, Conakry,
Guinea.
Mamadou Saliou Diallo
Department of Mathematics, University Gamal Abdel Nasser of Conakry,
Conakry, Guinea.
Ousmane Wora Diallo
Department of Mathematics, University Gamal Abdel Nasser of Conakry,
Conakry, Guinea.
Please see the book here:- https://doi.org/10.9734/bpi/srnta/v5/2110