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🧪 9. Sınıf Kimya | 5. Ders | Atom Modelleri-I | 2026-2027 Maarif Modeli — Transcript

by Celal Hoca ile Kimya · 5,762 words · 869 segments · language en · Watch on YouTube

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0:009th. grade brothers and sisters, hello
0:02and greetings. How are you doing? You
0:04must have gotten used to high school
0:06life by now. Of course, since the
0:07videos feel a bit distant, I'm asking.
0:09I'm curious because you started high
0:11school for the first time in your life,
0:13and I think this moment is very
0:14beautiful. I mean, you could write down
0:16that high school years are a moment in
0:17one's life that will never be forgotten
0:18. How is it going? Like, how is school,
0:20have you been able to adapt? Let's blow
0:21up the comments section, youngsters.
0:23Now we are moving on to the good topics
0:25. We finished the first part. Lab
0:27safety rules and such. I will solve
0:28practice questions related to these for
0:30you. I will also write some questions,
0:31don't worry. But without wasting too
0:33much time, with about a month left
0:35until exams, after the end of October,
0:37it’s exam week, friends. Exams are in
0:39the first week of November. That’s
0:40why I always say this. Look, you 9th
0:42and 10th graders will really watch
0:44these towards the end. Your videos will
0:46surpass 100,000 views or so. The first
0:48video has already surpassed it. But
0:49keeping things tight would be very good
0:52for your own sake, friends. You won't
0:54leave things to the last night during
0:55exam time. I mean, if you spare half an
0:57hour or an hour every day for this
0:58subject, it’s not an impossible
0:59subject. As your older brother, I
1:01recommend this to you. What do you do?
1:03You study daily. We are at a very nice
1:06part. In this lesson, we will talk
1:08about the atom. We will call them
1:09atomic models. Okay, youngsters?
1:11Normally, I explained atomic models in
1:13a single video last year. It was about
1:1550 minutes or so. I don't want the
1:16videos to be 50 minutes long now. This
1:18year, let's handle it in little bits of
1:2020 to 30 minutes. Like I say, little
1:22but often, meaning consistently. Look,
1:24I also give examples from sports and
1:26such, friends. I've been at it for a
1:27year, a year and a half; look at last
1:28year's videos and look at the current
1:30ones. But look, I don't go and do
1:31sports for hours or anything. 45
1:33minutes daily, 4 or 5 days a week;
1:36little but often. The efficiency is
1:38much higher. Why? We also need to rest.
1:40I don't want you to study chemistry for
1:42hours, friends. Just keep the topics at
1:45your fingertips. Okay? Even if you just
1:47follow these videos as I upload them,
1:49believe me, it will be very useful at
1:50school. My years have passed, I've
1:52finished my 5th. year. So, we have
1:53entered our 6th year. On YouTube,
1:55friends. So, what are you doing? You
1:57are following your lessons properly. We
1:59will chat and have conversations. Don't
2:01worry, we will handle it, and we will
2:04both have fun and get it done. I
2:06promise you this. Okay, brother? Come
2:08on then, let's not waste time. Come on,
2:10let's talk about atomic models. The
2:12nice topics are finished now, teacher.
2:13We covered the lab equipment stuff.
2:15Those are done. Yes, teacher, now let's
2:18come to the atom. From atom to periodic
2:21table, this is the second part of the
2:23first theme, friends. I also changed
2:25this app. I have a lightsaber now. The
2:28section from atom to periodic table.
2:31Now, of course, this is the name of our
2:33general section. What will we talk
2:35about? We will talk about the atom. Of
2:36course, when we talk about the atom, we
2:38will first talk about atomic theories
2:40and the structure of the atom. Do you
2:41think the blue pen is better? It’s
2:43clearer like this, isn't it? We will
2:45discuss atomic theories and the
2:46structure of the atom. Our curriculum
2:47has mentioned this, friends. In the
2:49introduction of this section, your
2:51Ministry of National Education textbook
2:53mentions theory and model. And this
2:54model is also in that. 10th. grade, at
2:56the beginning, we will do it by showing
2:58the models. Okay? Now, here is what a
3:00theory is. A theory is a general and
3:03systematic explanation regarding a
3:05subject, event, or phenomenon. It is
3:07theoretical. Meaning, you provide an
3:08explanation. You present proof. You
3:11derive this from experimental results.
3:14A theory is a comprehensive and
3:15generally accepted framework developed
3:17to understand, explain, and make
3:18predictions about a specific subject. A
3:21theory is produced to explain
3:23information obtained through scientific
3:24research, the reasons for these, and
3:26the relationships between the
3:27information. For example, when we say
3:30theory, friends, you do experiments and
3:32research. You publish the results of
3:34this as an article, as a text. And if
3:36this is not refuted by anyone, okay? If
3:39it is accepted, it takes on the meaning
3:40of a theory. But a model is not that. A
3:42model is this, modeling. Like, say you
3:44are going to buy a house, I don't know,
3:47for example, what do you do? They make
3:49a model of an apartment complex. It's
3:50small, meaning a model is a concrete
3:52thing. So, I say it like this: model.
3:55Models are symbols, visuals, or
3:57mathematical expressions used to
3:59explain real objects, phenomena, or
4:01events and to represent scientific
4:03theories. Meaning, we can use symbols,
4:06we can use visuals, we can use
4:07mathematical expressions, or we can
4:08make it concrete; for instance, we will
4:10show an atomic model in the shape of a
4:12sphere. We will call it the Dalton
4:13atomic model. That sphere will be its
4:15modeling. Okay, my friend? In atomic
4:18theories, a model is used to explain or
4:20represent the structure of the atom.
4:22Now, we will talk about the Dalton
4:24atomic theory, Thomson atomic theory,
4:26and so on. We will use them as models,
4:28we will use them as theories. But here,
4:29of course, we will try to model what
4:32the atom actually looks like. So, we
4:34will show a real phenomenon with
4:36various modelings, and we will do this
4:39in chronological order, friends. Then
4:41let's call it the chronological
4:43development of atomic models. Meaning,
4:45its historical development. Now, first,
4:47we have our Dalton atomic model,
4:48friends. We will call it the solid
4:49sphere. Okay? We will explain these now
4:51. This Dalton and Thomson, in this
4:52video of ours, friends, this is the 5th
4:54. lesson, this is exactly the 5th.
4:56lesson, but uh, the Rutherford atomic
4:59model, friends. This Rutherford, Bohr,
5:03and modern atomic theory will be
5:05explained in our next lesson. Now, uh,
5:07as you can see, we have our first
5:09Dalton atomic model. Then Thomson. In
5:11Thomson, for example, minus charges,
5:12plus charges come into play, friends.
5:14Then we have the Rutherford atomic
5:15model. A concept of a nucleus will come
5:17into play here. We will call it the
5:18model with a nucleus. Then we have the
5:20Bohr atomic model. In the Bohr atomic
5:21model, orbits where electrons are
5:22located around the nucleus will come
5:24into play. Actually, I am talking about
5:25the specific features of these models.
5:27Look, this model emerged in the year
5:291913. When we say modern atomic theory,
5:32the process after 1926, we are still in
5:34the modern atomic theory process. Of
5:36course, there are very, very many
5:38models. There are atomic theories named
5:41after the modern atomic theory, but
5:43they are not in our curriculum, friends
5:45. Beyond the modern atomic theory I
5:47know, there is ligand field theory,
5:49molecular orbital theory, and crystal
5:51field theory. But these are not in our
5:52curriculum. I don't know if you've
5:54started covering orbitals in school yet
5:56, but in modern atomic theory, we will
5:58talk about orbitals, and I will give
6:00you a head start on what those are
6:02right now. So, let's talk about the
6:04Dalton atomic model. Let's talk about
6:06it. Now, before Dalton, Democritus
6:10mentioned atoms. Democritus says, look,
6:14we are human beings. We are curious; we
6:17look at our surroundings. We try to
6:18understand them. Democritus says, "Man,
6:20I actually had that same thought when I
6:23was a kid." I honestly remember
6:26thinking, whether it was elementary
6:28school or even younger, I wondered what
6:30happens if we keep dividing matter into
6:32smaller and smaller pieces. Are you
6:34Democritus, teacher? I’m being
6:37serious, I’m not exaggerating. People
6:39are naturally curious. Maybe everyone
6:40has wondered that. How far can we go if
6:42we keep dividing it? Democritus says we
6:45have to stop somewhere. We have to
6:47reach a point that cannot be divided.
6:49He calls them "Atomos," which means
6:51atoms. But we consider Democritus to be
6:54the first philosopher to talk about
6:56atoms. He was talking about this years
6:59before Christ. But is there any
7:02scientific proof? Any observation? No.
7:05It is entirely based on thought. Okay?
7:08That's why we don't consider it a
7:10scientific model. One based on
7:11observation and experimentation. So, if
7:13someone asks you what the first model
7:16is after the modern scientific process
7:18began, you should say the Dalton atomic
7:20theory. Look, so many years have passed
7:23; our first atomic model was in 1803.
7:26How much have we progressed in the last
7:27200 years? Are you aware, guys?
7:29Technology has developed so much, right
7:32? This model is the first one, but it
7:35is quite a blank model. Still, it is
7:38the first model. But it had to exist.
7:40Don't knock the model. Why? This is how
7:42science progresses. How does science
7:44move forward, my friend? As you
7:46discover new things, you either confirm
7:48the old ones or find new ones. You
7:51improve upon them. Dalton didn't have
7:53the chance to see anything else in the
7:55world that he could scientifically
7:57observe. He observed as much as he
8:00could. So, let's take a look. It is the
8:02first scientific model regarding the
8:03atom. But we said Democritus was the
8:05first to mention atoms. It is known as
8:07the solid sphere model. He compares the
8:10atom to little balls, my friend. Now,
8:12this part is important. According to
8:15Dalton, all atoms of an element have
8:17the same properties. Now, the first
8:20philosophers to mention elements were
8:23Empedocles and Aristotle. They spoke of
8:25four elements. Not fire, water, earth,
8:27wood. What were they? Fire, earth, air,
8:29and water. Teacher, that isn't
8:31scientific either. When we say "element
8:33," it has to be the fundamental
8:34building block. Today's modern
8:35definition of an element is this. We
8:37mentioned who did this first. Who was
8:39talking about elements? Do you remember
8:40? Come on, tell me. Who? Who? Who? Who?
8:43Who? Who? Who is it? Wasn't it Robert
8:45Boyle, my friend? He was defining it as
8:47matter that cannot be broken down into
8:48simpler substances, but we know
8:50something else today. An element is
8:51matter consisting of identical atoms.
8:53Now, Dalton says, if there is an
8:55element, he says there are elements
8:56known at that time, friends. For
8:58instance, iron and such have been known
8:59since very ancient times. So there is
9:01gold and so on. So he says, structures
9:03composed of identical atoms, we call
9:05these things today, of course.
9:07Structures are elements. Now Dalton is
9:09building logic here, my friend. He
9:11means all atoms of an element are the
9:14same. So if structures made of
9:16identical atoms are elements, then all
9:18atoms of an element have the same
9:20properties. Friends, look, this is not
9:23exactly correct. I will talk about the
9:25shortcomings of this model in a moment.
9:27About this. Okay? Yes, atoms of
9:29different elements have different
9:31properties. Look, I will explain this
9:33in the next lesson, but let me give you
9:34some preliminary information now,
9:35friends. For example, we write the
9:37positive charges in the atom here. As
9:39number 1. For example, hydrogen is 1,
9:41teacher. It has 1 proton; protons are
9:44positive charges. It is written at the
9:46bottom left. All atoms with one proton
9:48are hydrogen atoms. For example, sodium
9:51. Sodium is 11, teacher. All atoms with
9:5411 protons are sodium atoms. They
9:56consist of the same atoms, and protons
9:58give an atom its identity. So they are
10:00like ID numbers, which is why the
10:01number of protons is called the atomic
10:03number. So the atomic number of sodium
10:05is 11. For example, you recognize it by
10:07its 11. Things with 11 atoms, uhh...
10:11Atoms with 11 protons, friends, we say
10:13are the sodium element. Are we clear,
10:15my friend? So then, uh, teacher, if all
10:17atoms of an element, meaning all atoms
10:19with 11 protons, are the sodium element
10:21, are all their properties the same?
10:23Yes? It's a bit problematic. Look,
10:26hydrogen and sodium are different from
10:28each other. Since they are different
10:30from each other, okay, there is no
10:32problem with that. Atoms of different
10:33elements have different properties. But
10:35saying all atoms of an element have the
10:37same properties today is problematic,
10:39youngsters. Let me explain that to you
10:40as follows. Now, for instance, hydrogen
10:42has no neutrons. Let me write it like
10:44this. Hydrogen has no neutrons. I want
10:46to write this in red, friends. 0
10:47neutrons. Neutrons are also neutral
10:49particles, friends. We write it here
10:51and say that when they are neutral, for
10:53example, there is also one electron. We
10:55write the electron here too, friends.
10:57Now, uh, electrons are very small. They
11:01are 1800 times smaller. But the masses
11:03of protons and neutrons are almost
11:04equal to each other. That's why we say
11:06this. When we add the number of protons
11:08and the number of neutrons, we get the
11:10mass number. For example, the mass
11:12number of hydrogen is 1, friends. Okay?
11:14Now, however, the same hydrogen also
11:17has an isotope called deuterium,
11:19friends, with one proton, one neutron,
11:21and a mass number of two. What are
11:23these, teacher? Pay attention. Their
11:25proton numbers are the same, but
11:27because their neutron numbers are
11:30different, my friend, their mass
11:32numbers are different. Do you see? Let
11:35me move this up a little, friends. Mass
11:36number—or rather, proton numbers are
11:38the same. Look, proton numbers are the
11:39same. What are these elements with
11:42different neutron and mass numbers,
11:44teacher, do you know? We will call
11:47these isotopes, friends. We will call
11:51them isotope atoms. So, the same
11:53element. Yes. Hydrogen. Hydrogen. Or,
11:55for example, let me show it from here.
11:57Should I write carbon from here? Carbon
12:00has 6 protons. Carbon has 6 protons.
12:03But there is also carbon with 6
12:04neutrons. Its mass number is 12. There
12:06is also carbon with 8 neutrons. Its
12:08mass number is 14. Since their proton
12:11counts are the same, but their neutron
12:14counts and mass numbers are different,
12:16friends, as you see here, we call these
12:18isotopes. These are the same elements.
12:21I mean, for instance, these carbon
12:23atoms are coal atoms, friends. Coal.
12:26When you take a handful of coal, it
12:29contains both carbon-12 and carbon-14.
12:32So, Dalton runs into trouble here.
12:34Dalton says, my friend, Dalton says
12:36that all atoms of an element have the
12:38same properties. No, you should say it
12:40this way. No, Dalton, today we know
12:42about isotopes. You do not know about
12:44isotopes. So, all atoms of the same
12:47element are not of the same nature.
12:51There are isotopes with different
12:52neutrons and mass numbers. But there is
12:54no problem. You can say that atoms of
12:56different elements have different
12:58properties. Other than that, while
13:01developing his atomic theory, Dalton
13:03utilizes experimental findings like
13:05Lavoisier's law of conservation of mass
13:07and Proust's law of definite
13:09proportions. As we said, there is
13:11observation, right, friends? What is
13:12Dalton's observation? Dalton's
13:14observation is Lavoisier's law of
13:15conservation of mass. By the way, you
13:17don't have to know these in detail. And
13:19Proust's law of definite proportions.
13:21He says, starting from an observation,
13:23this is how the atom is. I mean, not
13:25like Democritus, friends. Also, he uses
13:28this law of conservation of mass and
13:30the law of definite proportions to do
13:31what? He puts forward the law of
13:34multiple proportions, my friend. All
13:36right? That is all we need to know
13:37about the Dalton atomic model. Now,
13:39look, I explained that element talk on
13:40purpose. In such detail. Because we are
13:42about to dive into it here, friends.
13:43Now, Dalton also says this. Dalton says
13:47that the smallest indivisible building
13:49block of matter is the atom. He claims
13:52there are no particles smaller than
13:54atoms and that the atom cannot be
13:56divided. But sir, today they are
13:57splitting the atom in nuclear power
13:59plants. They are making atomic bombs
14:00and such. So the atom can be split. But
14:02these are Dalton's theories. All right?
14:05If you are asked which of the following
14:07is correct according to the Dalton
14:08atomic model, you will accept that the
14:10smallest indivisible building block of
14:11matter is the atom as correct,
14:12according to Dalton. But is it true
14:14today? No. It has lost its validity
14:16today, friends. You should say that
14:19today the atom can be split, and there
14:21are subatomic particles smaller than
14:23the atom, such as protons, neutrons,
14:25electrons, and even subatomic particles
14:27like positrons that form them. Fine,
14:29you will learn about those in physics.
14:31We are not entering the field of
14:32chemistry. So now we can quickly move
14:34to the inadequacies of the model. I
14:35have already explained all of them.
14:37Atoms are not the smallest building
14:39block of matter. There are subatomic
14:41particles that make up atoms, such as
14:43protons, neutrons, and electrons,
14:45friends. Atoms can be split through
14:48nuclear reactions. Due to nuclear decay
14:52, friends, neutrons are added to the
14:54nucleus of an atom, and atoms can even
14:56be transformed into different elements.
14:59So, this nucleus can be split,
15:01releasing a massive amount of energy,
15:02which leads to atomic bombs and nuclear
15:04power plants, friends. That is how we
15:06stated it. And as I just said, look,
15:08this part is important. These come up
15:09in questions. That is why I am
15:11emphasizing it, friends. Not all atoms
15:13of an element have the same properties.
15:16Their proton numbers are the same.
15:17There are different atoms of the same
15:19element called isotopes with different
15:21neutron and mass numbers. What did we
15:22call them? We called them isotopes. For
15:24example, we said carbon 6, friends. 6
15:2812 carbon 6 8 14. So, what do they have
15:33? Look, pay attention. Proton numbers
15:35are the same, but neutron and mass
15:36numbers are different. Even though
15:39these are the same element, we call
15:41them isotopes, brother. Well, isotopes
15:44were in the previous curriculum, but we
15:45will not cover them in this section or
15:47the next lesson. These are the only
15:49things you need to know about the
15:51Dalton atomic model, brother. Where
15:53have we arrived? To the Thomson atomic
15:55model. Friends, this is how science
15:56progresses. You put something forward
15:59in science. Then someone else examines
16:01what you put forward and either
16:03improves it or disproves what you found
16:05. All right? That is why there is
16:06actually no such thing as absolute
16:07truth in science. There are things
16:08accepted as true. There are laws, but
16:10science progresses by improving itself.
16:13All right? Can I have some water? I
16:18guess we understood. It turned out very
16:20well. It also turned out very nicely,
16:22we said, guys. Come on then, what shall
16:24we do? Let's call it the Thomson atomic
16:26model. Now guys, look, it resembles a
16:28raisin cake, right? Let's do it this
16:31way. We will refer to this as the
16:33raisin cake model. I will explain why
16:35it is like that. Now, as you can see,
16:37what have they put inside the solid
16:39sphere in the Thomson atomic model? If
16:40I asked you what the difference is from
16:42the Dalton atomic model by looking at
16:43its appearance, what would you say? You
16:44would say the minuses here, right? You
16:46would say that since there is a minus
16:47and the matter is neutral, there must
16:49also be pluses here. Naturally, you
16:51have to say that. Look now, where does
16:52this come from? Now, Thomson revealed
16:55the existence of negatively charged
16:56electrons as a result of experiments he
16:58conducted with a cathode ray tube. The
17:01cathode ray tube is known from
17:02electrical atoms, friends. Think of it
17:05as an electrical tube. Now, when they
17:07held magnets and such to that cathode
17:08ray tube, the magnet was already known.
17:10Positive pole, negative pole; cathode
17:12rays are negatively charged rays.
17:14Cathode rays, friends, he moves it from
17:16its place; for example, he holds the
17:18magnet, teacher, the negative charge
17:19moves from its place like that. Thomson
17:21says, "Well, look," he says, "we
17:23produce electricity from this cathode
17:25ray tube, we apply a magnet to this
17:26electricity, and that magnet catches
17:28the electron, the negative charge, and
17:30shifts it." Ah, good, then there are
17:32some negatively charged things, so it
17:33is negatively charged but the matter is
17:35neutral; if there is a negative charge,
17:37there is also a positive charge. Hey,
17:40Dalton, look here, man, if an atom
17:42exists, you must explain these minuses
17:45and pluses. You did not say minus or
17:47plus. So, this guy, look, he does not
17:49see the look of the model, guys. He
17:52does not scientifically prove it. But
17:53scientifically, he sees this. Teacher,
17:55there must be some minus and plus
17:57things inside this. Inside this? Inside
18:00, says Thomson. But there is no
18:01scientific proof that it is inside.
18:03Look, when you just say Thomson atomic
18:04model, you will say this. This guy
18:06proves with a cathode ray tube that
18:08negatively and positively charged
18:10particles exist. Today, we call these
18:12protons and electrons. Of course,
18:13Thomson does not call them protons and
18:15electrons. For example, it was George
18:16Stoney who later gave them the name
18:18electron. All right? But what does he
18:20do? He observes that positive and
18:21negative charges exist. So, since the
18:23atom must be electrically neutral, he
18:25proposes that there must also be
18:26positive charges in the atom to balance
18:29the negative charges. Positive and
18:31negative charges. So, let's read this
18:33now. In the atom, negative charges are
18:35distributed homogeneously within a
18:37positive charged mass, like the raisins
18:39in a raisin cake. For this reason, it
18:41is known as the plum pudding model. Now
18:42friends, the reason I didn't draw the
18:43positive charge here is that the
18:45negative charges are like the raisins
18:46in a raisin cake. So, if someone asks
18:48you what the raisin is, what will you
18:49say? You will say that they are these
18:50negative charges. Are we clear, my
18:52friend? What were they? Negative
18:53charges are the raisins. This
18:55background part is the cake, and the
18:57cake part is the positive charge. So
19:00what are they doing? Thomson says that
19:03these negative charges are found
19:04together homogeneously within a
19:06positively charged layer, like the
19:08raisins in a raisin cake. Of course,
19:10look, I am saying it again regarding
19:12the shape. I will explain these in more
19:14detail in the Rutherford atom model in
19:15the next lesson. The shape here has no
19:17scientific explanation. Thomson only
19:19sees that positive and negative charges
19:21exist in an electrical tube through
19:23cathode rays. All right? That is why
19:25this model is known as the plum pudding
19:27model, guys. Now, according to the
19:29Thomson model, the atom's positive
19:31charge and the majority of its mass are
19:33distributed homogeneously throughout
19:35the atomic volume. So, this means the
19:37following, friends. Therefore, he
19:39stated that the positive charges make
19:41up the atomic mass. I am talking about
19:44today. Look, what did I say earlier? I
19:45said carbon. 6 protons, 6 neutrons. It
19:48has a mass number of 12. So, protons,
19:50neutrons, and mass number. If I ask you
19:53what makes up the mass of an atom today
19:57? What would you say? You would say the
19:59number of protons plus the number of
20:01neutrons. Since electrons are 1840
20:03times smaller, we do not include
20:05electrons in mass calculations, guys.
20:08Atomic mass, protons and neutrons. But
20:10of course, Thomson does not know about
20:12the neutron. Thomson says, according to
20:14Thomson...According to Thomson, let me
20:16write it clearly here, friends. Mass.
20:20Mass equals proton. He doesn't even
20:23call it a proton; he calls it a
20:24positive charge, for instance. He
20:25didn't give it the name proton. Hey
20:27teacher, is this correct? No. Look, we
20:30today—the mass here is today, look,
20:33this part is today, guys. We know today
20:36that mass is protons and neutrons, but
20:38Thomson says that positive charges make
20:40up the atom's mass. Pay attention to
20:41this, too. We will also mention the
20:43inadequacies of the model. Let's talk
20:45about them then. Come on, let's call it
20:46the inadequacies of the model. Friends,
20:48now the positive charge in the atom is
20:50not distributed homogeneously through
20:52the atomic volume as Thomson proposed.
20:54The positive charge is concentrated in
20:56a very small nucleus at the center of
20:58the atom. Can we say this for once,
21:01brother? So, what do we call this today
21:03? I am talking about today. There is a
21:05positively charged nucleus. We say that
21:07there are electrons around this nucleus
21:09, for example. All right? We will get
21:10closer to this in the Rutherford atom
21:12model. But what does Thomson say? The
21:15shape is like this. Teacher, once and
21:16for all, this means the following. The
21:17shape is wrong. The atomic shape
21:19proposed by Thomson today is wrong.
21:22Alright. Is there any problem? My first
21:24error is the shape. Second, look, you
21:27found the positive charges and negative
21:28charges. Teacher, we know today that
21:30there are also neutrons. We know this.
21:33So, one of the shortcomings, one of the
21:34insufficiencies of this model, is that
21:36neutrons are not included in the model.
21:38Teacher, a very large part of the
21:40atom's mass is formed by protons and
21:41neutrons located in the nucleus. Yes.
21:44Protons and neutrons make up the mass
21:45number. We just said that. What does
21:47this say? It says positive charges form
21:48the mass. Meaning, the mass of
21:49electrons is very small compared to
21:51protons and neutrons. Therefore, it is
21:52not taken into account. But uh, what
21:54had Thomson said? He said positive
21:57charges, he said protons, he said mass,
21:58my friend. Alright, that's it. So, this
22:01was the topic of our lesson today,
22:02friends. Rutherford, Bohr, and modern
22:04atomic theory are after this lesson.
22:06Come on. Now we will solve questions.
22:08Then we will come to the end of our
22:09lesson. Now let's look. According to
22:11the Dalton atomic model, which of the
22:13following statements about the atom is
22:14correct? The atom consists of
22:16positively and negatively charged
22:17particles. Dalton was the first model.
22:19Positively and negatively charged
22:20particles were not included in this
22:22model, my friend. Then, let me tell you
22:24, there is a positively charged nucleus
22:26at the center of the atom. We didn't
22:27get involved with any nucleus stuff at
22:28all. We never mentioned that. Then
22:31let's see. It says the atom is
22:32considered as a solid and indivisible
22:34sphere. Yes. It was the smallest
22:36building block of matter. That's what
22:38Dalton said, my friend. And the atom is
22:40indivisible. They are solid spheres. It
22:42was known as the solid sphere model.
22:44And electrons are located in specific
22:46energy levels. Friends, it said that a
22:49large part of the atom is empty space.
22:51Now, nothing about a large part of the
22:52atom being empty space came out of my
22:54mouth. We didn't mention electron
22:56energy levels either. I said the
22:58correct option is option C, my friend.
23:00Is that okay? Where did I come to? To
23:02my second question. Yes. It says, which
23:06of the following is the most important
23:08difference of the Thomson atomic model
23:11from the Dalton atomic model? Which one
23:13do you think it is? Think about it.
23:16Give yourself an answer. Things are
23:18coming to my mind. Look now, atoms are
23:20in a spherical structure. Well, they
23:22both say spherical, friends. Defending
23:24that substances consist of atoms; both
23:26already say it consists of atoms.
23:27Revealing that the atom contains
23:29smaller particles. Look now, should
23:32this stay? Right? Was Dalton mentioning
23:35smaller particles? He was not
23:36mentioning them. Protons, neutrons, and
23:37electrons. Plus and minus charges, my
23:39friend. These should come to your mind.
23:40Is that okay? Dalton, proton, neutron,
23:42electron; these are not there. Is that
23:44okay? But Thomson still doesn't mention
23:46neutrons. But he does mention protons
23:48and electrons. Meaning he talks about
23:50plus and minus charges. We said this
23:51could be it, my friend. Neither of them
23:53says that a large part of the atom is
23:55empty space. Neither of them says that
23:56electrons are in specific energy levels
23:58. So, the most important difference
24:00between Dalton and Thomson is the
24:02particles, friends. It's the plus and
24:03minus charges. I said the correct
24:05option is option C. I have come to my
24:073rd. question. It says Dalton and
24:10Thomson, we wrote this part incorrectly
24:13. It should be "o" here, friends. When
24:16Dalton and Thomson atomic models are
24:18compared, which of the statements are
24:20not common to both atomic models? Look
24:24now. First of all, considering it has a
24:27spherical structure will be common to
24:28both models, friends. Both say it is
24:30spherical. One says a solid sphere. The
24:32other says the plum pudding model. The
24:34acceptance that there are negatively
24:36charged particles in the structure of
24:38the atom. Now, this is not common. Why?
24:41Because of the positively charged
24:42particles. Thomson says this. Thomson
24:45says it. Dalton. Dalton doesn't mention
24:48such a thing, friends. He doesn't
24:50mention something like that. Accepting
24:52that the atom is electrically neutral
24:54in total. Look, there is no charge in
24:56Dalton to begin with, so he can't say
24:57it's neutral. It exists in Thomson.
25:00There is no charge in Dalton. So,
25:02friends, this is also not common to
25:04both. Okay? Thomson says it is neutral.
25:06Positive charges equal negative charges
25:08, look. In the Thomson atomic model and
25:10all other models. Look brother, except
25:12for Dalton. Because in Dalton, there is
25:14no positive or negative charge.
25:15Therefore, it is wrong to say it is
25:16neutral. But Thomson, look, Thomson,
25:19and then I will talk about Rutherford.
25:23Rutherford, Bohr, Bohr atomic model,
25:25and modern atomic theory, don't forget,
25:28in all of these, positive charges equal
25:30negative charges. So the atom is
25:33neutral, my brother. Okay? You can
25:36comfortably say that it is neutral. Pay
25:40attention to these, my brother. So,
25:41therefore, we will consider this as not
25:43common either. Uh, 2 and 3, here option
25:46D became the correct option. And I have
25:48come to the end of this lesson. Yes.
25:52Now, Celal Teacher question. I have a
25:53little son, 3 years old, Arasege. He
25:55fell asleep, I was going to go home
25:57early today, but it's 9:30 again,
25:58friends. Since he was asleep, I didn't
26:00go, I said let me work a little. Now,
26:02Celal Teacher asked his son Arasege to
26:04prepare a table about Dalton and
26:06Thomson atomic models. Arasege prepared
26:09the table below. Accordingly, in which
26:12row did Arasege make a mistake in the
26:14table he prepared? My son, you can make
26:15mistakes, my son. As long as you
26:17produce something. Try to do it. Look
26:19now, the atom is accepted as spherical.
26:21It is accepted as spherical in both of
26:22them. There is no mistake here. It is
26:24correct, guys. There are no particles
26:26smaller than the atom. Yes. Dalton says
26:28that. Thomson does not. He says there
26:30are. So then this is also correct.
26:32Electrons are found in the atom. Now,
26:34Dalton does not say that. Okay? Thomson
26:36says it. This is also correct. Positive
26:39charge is collected in the nucleus.
26:40Teacher, neither of them says this. I
26:42will say no to both. Because the
26:44concept of nucleus doesn't exist in
26:45either. Therefore, we will say only 4,
26:47friends. My correct option will be
26:49option D. And what did we do? We have
26:52reached the end of our lesson, friends.
26:54In our next lesson, from the Rutherford
26:56atomic model, that is, in our 6th.
26:59lesson, friends, we will continue with
27:01the Rutherford atomic model, and
27:03together with you, in our next topic,
27:05we will do a little math. We will do
27:06the calculations and bookkeeping
27:08related to protons, neutrons, and
27:09electrons. I have a request from you.
27:11Guys, I have been on YouTube for 5
27:13years. This is my 6th year. For the
27:15first 3 years, the channel really only
27:16had 5,000 to 10,000 subscribers, but
27:17we've been growing well for the last 2
27:19years. Not last year, not the winter
27:21before last, but the winter before that
27:22we hit 100,000 subscribers, and then
27:24after the winter of last year, another
27:26100,000 came in just one year. It
27:27became 200,000. We closed last year at
27:29200,000 subscribers, and we've gained
27:3120,000 more in the last week. If these
27:33lessons have been useful to you,
27:34believe me, there is an older brother
27:36standing before you who is playing
27:37teacher and loves his job very much.
27:39Okay? You can see that I don't speak to
27:42you like a strict teacher, giving
27:44orders like "do this, do that, you must
27:46do it this way." Why? Because I see you
27:49as adults now, since you've just
27:50started high school. Look, you were in
27:51middle school before. Maybe they didn't
27:53treat you like a child in middle school
27:55, but now you are in high school, you
27:57are an individual. An individual,
27:59meaning high school is a bridge,
28:00friends. High school is the bridge
28:01between childhood and adulthood. That
28:03is why I accept you as adults. Okay?
28:06You are growing up now, friends. So, my
28:08request is that you learn to control
28:11your own lives and know what you need
28:14to do. Don't let your mom, dad, or
28:17teacher tell you everything. Say, "
28:18Brother, we need to work, we need to
28:21strive, we need to produce something."
28:23There is such an order all over the
28:25world. Animals, plants, everything in
28:28this ecosystem has a role. I must have
28:31a role, too. And because of that, of
28:33course, I will go out, hang out, have
28:34fun, spend time on my phone, and go on
28:36the internet. You will do all of these
28:38things. Because that’s what your age
28:39is for. You will be happy young people,
28:41friends. Today’s happy youth will
28:43raise happy children in the future. As
28:45a country. Look, we are unhappy right
28:47now. Therefore, my request is that if
28:50we grow together, friends, if we
28:51understand these things and do them, I
28:53would be very happy. Never forget to
28:56subscribe to the channel and mention
28:57our channel to your friends. Take care
28:59of yourself. See you later.

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