User:Xsashax11/Evaluate an Article

Evaluate an article

This is where you will complete your article evaluation. Please use the template below to evaluate your selected article.

• Name of article: (Electron shell)
• Briefly describe why you have chosen this article to evaluate. I have a difficult time understanding how electron shells impact bond formations

Lead

Guiding questions

In chemistry and atomic physics, an electron shell, or a principal energy level^{[clarification needed]}, may be thought of as an orbit followed by electrons around an atom's nucleus. The closest shell to the nucleus is called the "1 shell" (also called the "K shell"), followed by the "2 shell" (or "L shell"), then the "3 shell" (or "M shell"), and so on farther and farther from the nucleus. The shells correspond to the principal quantum numbers (n = 1, 2, 3, 4 ...) or are labeled alphabetically with the letters used in X-ray notation (K, L, M, …).

• the Lead include an introductory sentence that concisely and clearly describes the article's topic? yes
• Does the Lead include a brief description of the article's major sections? yes
• Does the Lead include information that is not present in the article? no
• Is the Lead concise or is it overly detailed? yes

Content

Guiding questions

The shell terminology comes from Arnold Sommerfeld's modification of the Bohr model. Sommerfeld retained Bohr's planetary model, but added mildly elliptical orbits (characterized by additional quantum numbers ℓ and m) to explain the fine spectroscopic structure of some elements. The multiple electrons with the same principal quantum number (n) had close orbits that formed a "shell" of positive thickness instead of the infinitely thin circular orbit of Bohr's model.

• Is the article's content relevant to the topic? yes
• Is the content up-to-date? not sure
• Is there content that is missing or content that does not belong? no

Tone and Balance

Guiding questions

Although that formula gives the maximum in principle, in fact that maximum is only achieved (by known elements) for the first four shells (K, L, M, N). No known element has more than 32 electrons in any one shell. This is because the subshells are filled according to the Aufbau principle. The first elements to have more than 32 electrons in one shell would belong to the g-block of period 8 of the periodic table. These elements would have some electrons in their 5g subshell and thus have more than 32 electrons in the O shell (fifth principal shell).

• the article neutral? yes
• Are there any claims that appear heavily biased toward a particular position? no
• Are there viewpoints that are overrepresented, or underrepresented? no
• Does the article attempt to persuade the reader in favor of one position or away from another? no

Sources and References

Guiding questions

The valence shell is the outermost shell of an atom. Valence electrons in s- and p-elements reside in this shell. Such elements with complete valence shells (noble gases) are the least chemically reactive, while those with only one electron in their valence shells (alkali metals, with the exception of hydrogen) or just missing one electron from having a complete shell (halogens) are the most reactive. Hydrogen, being the only element which has one electron in its valence shell but is also just missing one electron from having a complete shell, has unique properties.

• Are all facts in the article backed up by a reliable secondary source of information? no
• Are the sources thorough - i.e. Do they reflect the available literature on the topic? yes
• Are the sources current? not sure
• Check a few links. Do they work? yes

Organization

Guiding questions

The list below gives the elements arranged by increasing atomic number and shows the number of electrons per shell. At a glance, the subsets of the list show obvious patterns. In particular, every set of seven elements (in   electric blue) before each noble gas (group 18, in   yellow) heavier than helium have the number of electrons in the valence shell in arithmetic progression, namely one to seven. (However, this pattern may break down in the seventh period due to relativistic effects.)

• Is the article well-written - i.e. Is it concise, clear, and easy to read? yes
• Does the article have any grammatical or spelling errors? no
• Is the article well-organized - i.e. broken down into sections that reflect the major points of the topic? yes

Images and Media

Guiding questions

• Does the article include images that enhance understanding of the topic? yes
• Are images well-captioned? yes
• Do all images adhere to Wikipedia's copyright regulations? yes
• Are the images laid out in a visually appealing way?no

Checking the talk page

Guiding questions

• What kinds of conversations, if any, are going on behind the scenes about how to represent this topic? gaps between different elements, naming of certain principles
• How is the article rated? Is it a part of any WikiProjects? yes
• How does the way Wikipedia discusses this topic differ from the way we've talked about it in class? it is more concise

Overall impressions

Guiding questions

• What is the article's overall status? good
• What are the article's strengths? concise and organized
• How can the article be improved? giving better pictures to understand difficult concepts
• How would you assess the article's completeness - i.e. Is the article well-developed? Is it underdeveloped or poorly developed? well developed

Optional activity

• Choose at least 1 question relevant to the article you're evaluating and leave your evaluation on the article's Talk page. Be sure to sign your feedback

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