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Lesson 1 of 11Matter, Chemical Trends & Bonding
Unit 1 · Lesson 1 of 11

Atomic Models & Bohr Theory

How our picture of the atom evolved, why excited atoms glow in specific colours, and what that tells us about electron energy levels.

6 min read12 practice questionsAsk AI about this →

Key things to remember

  1. 1Electron energy is quantized — only specific energy levels () are allowed.
  2. 2Absorbing a photon of the right energy moves an electron to a higher level (excited state).
  3. 3Falling back to a lower level releases a photon — this produces an element's unique line spectrum.
  4. 4Shell capacities (elements 1–20): shell 1 holds 2, shell 2 holds 8, shell 3 holds 8, shell 4 holds up to 2.
  5. 5A neutral atom has electrons = protons = atomic number .

Every model of the atom you learn is a simplification that got closer to the truth. Nobody has ever seen an electron orbiting a nucleus — what scientists actually observe is light: the specific colours that glowing gases give off, or absorb. The story of atomic theory is really the story of scientists explaining that light, one clue at a time.

From solid spheres to probability clouds

  1. Dalton (1803) — atoms are tiny, indivisible, solid spheres; different elements have different atoms.
  2. Thomson (1897) — discovered the electron; proposed the "plum pudding" model, negative charges embedded in a positive sphere.
  3. Rutherford (1911) — gold-foil experiment showed atoms are mostly empty space with a tiny, dense, positively charged nucleus.
  4. Bohr (1913) — electrons move in fixed, quantized circular orbits (energy levels) around the nucleus; explained line spectra.
  5. Quantum mechanical model (1926–present) — electrons exist in probability clouds (orbitals), not fixed paths; used for precise chemistry today.

No model was thrown out on a whim — each one was replaced because a new experiment produced a result it could not explain. Thomson's cathode-ray beam bent toward a positively charged plate, so it had to be made of negative particles, and it looked the same no matter which metal the electrodes were made of, so every atom must contain these particles (electrons). That broke Dalton's idea of an indivisible atom. Thomson then needed somewhere to put the positive charge that balances the electrons, so he spread it through the whole atom like pudding around plums. Rutherford's team tested that picture by firing positively charged alpha particles at gold foil less than a micrometre thick (on the order of a thousand atoms). If the positive charge were spread thinly, every alpha particle should punch straight through with barely a wobble.

Gold-foil observationWhat Rutherford concluded
Almost all alpha particles passed straight throughThe atom is mostly empty space
A few were deflected at large anglesThere is a concentrated region of positive charge that repels the positive alpha particles
About 1 in 8000 was deflected by more than 90°, some almost straight backThat region (the nucleus) is tiny but holds nearly all of the atom's mass
Rutherford compared the rebounds to a shell bouncing off tissue paper: impossible unless the mass is concentrated in a tiny nucleus.

The nucleus is roughly 100 000 times smaller across than the whole atom — if the atom were a hockey arena, the nucleus would be a pea at centre ice. Rutherford's model had one fatal flaw: an orbiting negative charge should steadily radiate energy and spiral into the nucleus in a fraction of a second, and it gave no reason why atoms emit only certain colours. Bohr fixed both problems. (The neutron, which accounts for the missing mass of the nucleus, was found by Chadwick in 1932.)

Bohr's energy levels and line spectra

Bohr Model — Argon, 2-8-818 p⁺22 n⁰2e⁻8e⁻8e⁻photon emitted (hν)line emission spectrumeach line = a photon energy = a specific electron drop
Fig 1The Bohr model: electrons confined to fixed, quantized energy levels around the nucleus.

The Bohr model is the one you'll actually draw and calculate with in this course. Its big idea: an electron cannot have just any amount of energy. It can only exist in specific, allowed energy levels (shells), numbered outward from the nucleus. Energy is quantized — like being allowed to stand only on the rungs of a ladder, never in between.

Absorption vs. emission
If an electron absorbs a photon (packet of light energy) with exactly the right amount of energy, it jumps up to a higher energy level — this is an excited state. That state is unstable, so the electron quickly falls back down, and when it does, it releases a photon of light with energy equal to the exact gap between the two levels. This is why heated or electrified elements glow in specific colours instead of white light.

Because every element has a unique arrangement of electrons and energy levels, every element produces a unique pattern of coloured lines when its light is passed through a prism — its line (emission) spectrum. This is effectively a fingerprint: astronomers identify the elements inside stars light-years away by reading their spectra. The size of the drop sets the colour: a big energy gap releases a high-energy photon toward the violet end of the spectrum, while a small gap releases lower-energy red light. For hydrogen, the drop from to gives red light (656 nm), while the larger drop from to gives blue-green light (486 nm). Flame tests use the same idea on a lab bench: sodium glows yellow-orange, lithium crimson, potassium lilac and copper blue-green. Bohr's model predicts hydrogen's lines exactly, but it fails for any atom with more than one electron — which is why the quantum mechanical model eventually replaced it.

Drawing Bohr–Rutherford diagrams

Shell (n)Maximum electronsNotes
12Always fills first
28Fills after shell 1 is full
38 (up to Ca, Z = 20)Behaves like 8 for simple Bohr–Rutherford diagrams in this course
42 (up to Ca, Z = 20)Starts filling before shell 3 reaches its true maximum of 18
Note
Why does shell 4 start filling with only 2 electrons in shell 3? Because the 4th shell's first sub-level is actually slightly lower in energy than finishing off the third shell. This is why potassium (K, Z = 19) is and not . You'll meet this again in Grade 12 as orbital filling order — for now, just memorize the pattern for elements 1–20.

To draw a Bohr–Rutherford diagram: put the nucleus (protons and neutrons, with their count) in the centre, then draw concentric rings for each occupied shell, filling from the inside out using the maximums above. For a neutral atom, the number of electrons equals the atomic number , because the atom's positive and negative charges must cancel. The neutron count comes from the mass number of the particular isotope, .

Ions and valence electrons
The electrons in the outermost occupied shell are the valence electrons, and they decide how an atom reacts. For an ion, adjust only the electron count: a positive ion has lost electrons (Na⁺ has 11 − 1 = 10 electrons, arranged 2, 8) and a negative ion has gained them (Cl⁻ has 17 + 1 = 18 electrons, arranged 2, 8, 8). The protons and neutrons in the nucleus never change when an ion forms. Notice that both ions end up with a full outer shell — the pattern that drives all of the bonding later in this unit.

Worked examples

Reveal one step at a time and try to beat it to the next line.

Example 1
Draw the Bohr–Rutherford diagram for chlorine (Cl, ).
Example 2
Determine the electron arrangement for calcium (Ca, ) and explain why shell 3 doesn't fill completely first.
Example 3
A hydrogen atom's electron falls from to . Describe what happens to the atom and the light produced.
Example 4
A sulfide ion is written . Find its protons, neutrons and electrons, give its electron arrangement, and name the noble gas it matches.

Where marks get lost

  • Treating the Bohr model as physically real — electrons don't actually travel in neat circular orbits like planets; it's a useful simplification, not a photograph of reality.
  • Forgetting the shell-3/shell-4 exception for K and Ca (writing 2, 8, 9 instead of 2, 8, 8, 1 for potassium).
  • Mixing up atomic number (protons) with mass number (protons + neutrons) when finding electron count.
  • Thinking emission and absorption spectra look the same — absorption removes specific colours from a continuous spectrum (dark lines), emission produces only specific bright colours on a black background.
  • Assuming all electrons in an atom have the same energy — electrons in different shells have different, discrete energies.

Flashcards 10

Ground state
Excited state
Quantized
Emission spectrum
+ 6 more

Practice

1
What happens when an electron absorbs a photon with exactly the right amount of energy?
2
Why does every element produce a unique line spectrum?
3
How many electrons occupy the outermost (4th) shell in a neutral calcium atom ()?
4
What term describes an electron energy level being restricted to specific fixed values rather than a continuous range?
5
Which electron arrangement correctly describes potassium (K, )?
6
Put these atomic models in chronological order, earliest first.
  1. 1Quantum mechanical model
  2. 2Bohr's energy-level model
  3. 3Rutherford's nuclear model
  4. 4Dalton's solid sphere model
  5. 5Thomson's plum pudding model
7
Match each scientist to their key contribution.
Thomson
Rutherford
Bohr
Dalton
8
An electron falls from a higher energy level to a lower one. Does the atom absorb or emit a photon?
9
What is the maximum number of electrons shell 2 can hold?
10
In the gold-foil experiment, most alpha particles passed straight through the foil. What did this show?
11
How many electrons does a magnesium ion, (), have?
12
An electron drop from to in hydrogen gives blue-green light, while a drop from to gives red light. Why?

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