DJT1—DJT1 TASK 2
1
Bohr’s Model of the Atom
Destiny M. Douglas
Undergrad—WGU
Task 2:
Argumentative Research Paper
DJT1—DJT1 TASK 2
2
Abstract
The atomic model theory presented by Niels
Bohr is an incorrect and outdated model of the
atomic theory and will be thoroughly discussed
throughout this paper in accordance with the
idea that it should not be taught within the
school system as part of the curriculum and has
no place in secondary education as an inaccurate
representation. Bohr’s model was first
introduced in 1915 and was scrutinized under
heavy eyes due to the inaccuracy even when
first introduced for failed specifications and
DJT1—DJT1 TASK 2
3
explanations about multiple components of the
theory. The model was later proven to be
completely inadequate when the leap was made
from classical physics to quantum physics,
which will be discussed in further detail later in
this work. The model therefore should not be
included in the introduction of the atomic model
theory within the educational department of
high schools.
Keywords: Atomic model theory, Bohr’s
model, atom, education
DJT1—DJT1 TASK 2
4
Bohr’s Model of the Atom
All students learn the atomic model at some
point in their academic career, but why are they
taught the incorrect model? Furthermore, why is
the incorrect model of the atom at a higher
popularity than the current accurate model? Let
us focus on four of the main reasons that this
model should not be presented to students before
the accurate model is presented: the model is
severely outdated considering modern scientific
advancements, it violates the Heisenberg
Uncertainty Principle that has been proven time
and time again, it narrows the ability to model
elements to virtually only Hydrogen, and the
DJT1—DJT1 TASK 2
5
model cannot explain its relationship to Classical
Electrodynamics in regards to radiating
electrons. So why is an inaccurate model being
recognized in schools as a valid, up-to-date
model? Let’s jump into that.
The Uncertainty Principle
So first talking about the Uncertainty
Principle, which states that it is beyond bounds
of possibility to know some properties exactly,
such as energy, position, time, and momentum
at a quantum level. This principle describes
these limitations in terms of quantum physics,
stating that electrons and photons behave more
DJT1—DJT1 TASK 2
6
like waves. Bohr’s model of the atom is built on
definitive values. Quantum physics is unlike this
due to the differing behavior of electrons.
According to quantum mechanics and the
uncertainty principle, “…the more precisely the
position (momentum) of a particle is given, the
less precisely can one say what its momentum
(position) is” given by Uffink and Hilgevoors in
2001. Bohr’s model of the atom violates this
principle because it assumes both fixed orbitals
(position) and trajectories (momentum). While
this model was a great steppingstone from
DJT1—DJT1 TASK 2
7
transitioning to a greater understanding of the
physical world, Bohr’s model is no longer
accurate, yet is still being taught to secondary
chemistry and physics students without
specification on why or how Bohr’s model is
inaccurate. It would be of more sense to teach
high school students an accurate principle and
an up-to-date model of the atom versus a
wrongfully proven model of the atom that is
recognized by students more frequently than the
current model of the atom.
DJT1—DJT1 TASK 2
8
Heavier Atoms
Getting into heavier atoms, Electron
shells were included in Bohr’s version of the
atomic model, stating that these shells show
different energy levels based on the number of
electrons in a singular atom as shown in the
model on screen. Bohr also stated in his version
of the atomic model that “…one and only one
spectral line can be created from an electron
between any two energy levels” (Limitations).
This was a false point made in the model due
to“Such emission spectra were observed for
DJT1—DJT1 TASK 2
9
many other elements in the late 19th century,
which presented a major challenge because
classical physics was unable to explain them”
(Line Spectra and the Bohr Model, 2021).
Bohr’s atomic model was based on knowledge
that classical physics could describe but when
an explanation was discovered for this type of
emission spectra, Bohr’s model became obsolete
with heavier atoms. Later in the article it was
described that not only did these equations
showed multiple spectra for the Hydrogen atom,
which Bohr’s model described as only being
DJT1—DJT1 TASK 2
10
able to emit one spectral line. In relation to
Bohr’s model, Hydrogen would only have one
electron shell as it only has one electron in the
atom; however, the atom contains two
emissions, one in ultraviolet, and one in
infrared. This discovery proved completely that
Bohr’s model of the atom was incorrect in
accordance with his original statement shown
above that there could only be one spectral line
between two electron shells. Though this model
is inapplicable to heavier atoms and has even
been proved inaccurate for the original
DJT1—DJT1 TASK 2
11
statement of the only atom that was applicable,
the model is still the main one used to introduce
the atomic model to students in high schools. To
ensure successful learning of the atomic model,
the model presented needs to be accurate for
ALL elements. Bohr’s model fails to do so but
is still taught in schools only for the simplicity
of the model and therefore has no place in the
introduction of the atomic model in classrooms
for high school students.
DJT1—DJT1 TASK 2
12
Radiating Electrons
In radiating electrons, Bohr’s model was
contradictory because he described those
electrons moving in fixed orbitals with fixed
energy levels. He also explained that electrons
radiate when in an excited state and jump to the
next energy level, which contradicted his earlier
statement of fixed energy levels and would be
confusing to a fresh learner of atoms. The
Larmor formula shows “…the hydrogen atom,
consisting of an electron revolving round a
heavy positively charged nucleus, would radiate
DJT1—DJT1 TASK 2
13
energy as it accelerates…” (Abdullahi). The
Larmor formula correlated with the idea Bohr
presented, but when electrons revolve around a
nucleus, they radiate due to the energy of them
orbiting the nucleus. He upon introduction that
electrons would radiate photons in accordance
with these orbitals. Bohr could never
quantitively explain this idea with any equations
to prove the logic of this model. Another
adaptation of the point made by Bohr in the
introduction of this model is presented by
Hasmi in 2021, stating “…electrons present in
DJT1—DJT1 TASK 2
14
the specific and particular orbit can never emit
or absorb energy…”. This presents the
contradictory nature of Bohr’s theory in which
he makes the statement that electrons never
have the capability to absorb radiation. Bohr’s
statements of radiating electrons touch on, but
avoid specifications of a logical explanation of
the math in this atomic theory, which is another
aspect that the current atomic model explains in
full including the logic and math behind
radiating electrons and how they behave. The
atomic theory presented by Bohr makes for a
DJT1—DJT1 TASK 2
15
confusing lesson for students who have
questions about the logic behind the ideas of this
atomic model as it is the theory taught to high
school students. Just another reason that the
atomic theory presented by Niels Bohr is not a
viable candidate for education in the classroom
to students learning about atoms.
Transition From Classical to Quantum
Mechanics
Taking the leap from Classical Mechanics to
Quantum Mechanics changed a lot of former
ideas upon adoption. Quantum mechanics
DJT1—DJT1 TASK 2
16
provides a deeper understanding of the
components of the atom. Moving to quantum
physics had a large impact on the accepted
model of the atom, which at the time was Bohr’s
model. The points made at the time were
impossible to describe using only the equations
established by classical physics (Quantum
Mechanics and Atomic Orbitals, 2021). To fix
this, quantum mechanics introduced wave
patterns found in movement of the electron. The
quantum model of the atom introduced these
changes to physics equations. Bohr’s model was
DJT1—DJT1 TASK 2
17
discarded and became classified as outdated.
Still though, Bohr’s version of the atomic model
is still actively being taught to students instead
of the newest model. This should not be the case
considering quantum physics was introduced
over seventy years ago. Even given that there
were significant advancements made in science,
Bohr’s version of the atomic model is still
taught in schools only for the simplicity of the
model instead of teaching the correct model. If
students were introduced first to the quantum
model, then students would have a greater
DJT1—DJT1 TASK 2
18
understanding of the physical world as opposed
to a science that no longer applies.
To Reiterate everything presented, Bohr’s
Atomic Model has been disproven for decades,
yet it still the essential go-to for educational
purposes in regards to secondary science
education. The information depicted by the
model was ineffective in explaining an accurate
model by means of being outdated, unable to
explain radiating electrons, could not be applied
to heavy atoms, and fails to coincide with the
Heisenberg Principle. It has been proven to only
still be taught in classrooms because of its
simplicity, however that is simply not how
DJT1—DJT1 TASK 2
science works in the sense that the field of
science constantly makes new discoveries and
alters what is already known to account for new
discoveries. So to leave with this: Why are we
allowing false information to be taught to our
children, the future generation?
19
DJT1—DJT1 TASK 2
20
References
Jasrotia, Vikas. (2020). Bohr's Model and
Heisenberg's Uncertainty Principle. Science
Motive. Retrieved January 20, 2022. Bohr's
Model & Heisenberg’s Uncertainty Principle
- ScienceMotive.
Ling, S. J., Sanny, J., Moebs, W. (2019). The
Heisenberg Uncertainty Principle.
University Physics Volume 3. Retrieved
January 20, 2022. . The Heisenberg
Uncertainty Principle – University Physics
Volume 3 (opentextbc.ca).
DJT1—DJT1 TASK 2
21
Hilgevoors, Jan and Jos Uffink. (Revised 2016).
The Uncertainty Principle. Stanford
Encyclopedia of Philosophy. Retrieved
January 20, 2022.
The Uncertainty Principle (Stanford
Encyclopedia of Philosophy)
Lumen Learning. The Bohr Model. Chemistry
Fundamentals. Retrieved January 20, 2022.
3.3 The Bohr Model – Chemistry
Fundamentals (ucf.edu)
Rioux, Frank. Bohr Model Calculations for
Atoms and Ions. Department of Chemistry.
DJT1—DJT1 TASK 2
22
Retrieved January 20, 2022. Mathcad BohrAtomsTCE.xmcd (csbsju.edu)
Bohr, Neils. (1913). On the Constitution of
Atoms and Molecules, Part I. (PDF).
Philosophical
Magazine. Retrieved January 24, 2022. I.
On the constitution of atoms and molecules:
The London, Edinburgh, and Dublin
Philosophical Magazine and Journal of
Science: Vol 26, No 151 (tandfonline.com)
Hashmi, Muhammad Aown. (2021). Bohr’s
Radius; Bohr’s Atomic Theory. UO Chemists.
DJT1—DJT1 TASK 2
23
Retrieved January 24, 2022. Bohr’s Radius |
Bohr’s Atomic Theory | UO Chemists
Abdullahi, Musa D. (2013). Motion of An
Electron In Classical and Relativistic
Electrodynamics
and An Alternative Electrodynamics. The
General Science Journal. Retrieved January
24, 2022. 3 systems of electrod GSJ
(gsjournal.net)
Quantum Mechanics and Atomic Orbitals.
(November 7, 2021). LibreTexts. Retrieved
January
DJT1—DJT1 TASK 2
24, 2022. 6.5: Quantum Mechanics and
Atomic Orbitals - Chemistry LibreTexts.
Limitations of Bohr Model: Definition,
Properties, and Examples. ResearchTweet.
Retrieved
January 24, 2022. Limitations of Bohr
Model: Definition, Properties, Examples
(researchtweet.com)
24