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chemistry : carbon- valency,
Von 43.43 Fr /Std
- carbon - valency and electronic configuration
The atomic number of carbon is 6. Its electronic configuration is 2, 4. It requires,
4 electrons to achieve the inert gas electronic configuration.
- allotropes in carbon- diamond and graphite(difference in physical and chemical properties)
-bonding in carbon (covalnet bond)
• carbon requires 4 electrons to achieve the inert gas electronic configuration. But carbon cannot
form an ionic bond
• It could gain four electrons forming C4- cation. But it would be difficult for the
nucleus with six protons to hold on to ten electrons.
• It could lose four electrons forming C4+ cations. But it requires a large amount
of energy to remove four electrons.
• Thus, carbon overcomes this problem by sharing of its valence electrons with
other carbon atoms or with atoms of other elements.
• The bond formed by mutual sharing of electron pairs between two atoms in a
molecule is known as Covalent Bond
-types of bonds that carbon can form(single , double)
-lewis structures with examples
The atomic number of carbon is 6. Its electronic configuration is 2, 4. It requires,
4 electrons to achieve the inert gas electronic configuration.
- allotropes in carbon- diamond and graphite(difference in physical and chemical properties)
-bonding in carbon (covalnet bond)
• carbon requires 4 electrons to achieve the inert gas electronic configuration. But carbon cannot
form an ionic bond
• It could gain four electrons forming C4- cation. But it would be difficult for the
nucleus with six protons to hold on to ten electrons.
• It could lose four electrons forming C4+ cations. But it requires a large amount
of energy to remove four electrons.
• Thus, carbon overcomes this problem by sharing of its valence electrons with
other carbon atoms or with atoms of other elements.
• The bond formed by mutual sharing of electron pairs between two atoms in a
molecule is known as Covalent Bond
-types of bonds that carbon can form(single , double)
-lewis structures with examples
Zusätzliche Informationen
an idea of electronic configuration
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I firmly believe in recognizing the unique learning styles and preferences of each student. By understanding their individual strengths and challenges, I adapt my teaching methods to cater to their specific needs. Through personalized attention, I foster an environment that encourages self-confidence and motivation, nurturing a sense of empowerment within my students. I firmly believe that every student has the capacity to overcome obstacles and achieve academic success.
As an educator, I am driven by the desire to make a positive impact on the lives of my students. I aim to ignite a lifelong love for learning and equip my students with the necessary skills to thrive academically and beyond. Witnessing their growth and witnessing their success is the most rewarding aspect of my profession, reinforcing my commitment to providing quality education.
In summary, my journey as an educator is characterized by dedication, expertise, and a strong commitment to delivering excellent results. With my qualifications and specialized knowledge in Chemistry, Science, and Mathematics, I am equipped to guide and inspire students in their academic pursuits. Through revision tests, personalized feedback, and a dynamic teaching style, I am dedicated to helping my students achieve their goals and become lifelong learners.
My proficiency in both English and Hindi enables me to effectively engage with a diverse range of learners, breaking language barriers and fostering inclusive communication. I seamlessly transition between these languages, ensuring clarity and comprehension for students from various linguistic backgrounds. By employing this linguistic dexterity, I strive to make the learning process accessible and enjoyable for all.
My expertise lies in teaching Chemistry to students in grades 9-12, as well as Science and Mathematics to students in grades 6-8. Through my deep understanding of these subjects, I ignite a sense of curiosity and exploration in my students. I go beyond textbooks, incorporating practical experiments and real-life applications to bring these subjects to life. By doing so, I aim to instill a genuine passion for learning and empower my students to embrace these subjects with enthusiasm.
One of my distinctive qualities as an educator is my result-oriented approach. I design comprehensive revision tests that are tailored to address the specific needs of my students, allowing them to consolidate their knowledge and assess their progress effectively. I provide detailed and constructive feedback, guiding my students on their academic journey and helping them identify areas for improvement. My focus is always on enabling my students to achieve their desired outcomes and realize their full potential.
I firmly believe in recognizing the unique learning styles and preferences of each student. By understanding their individual strengths and challenges, I adapt my teaching methods to cater to their specific needs. Through personalized attention, I foster an environment that encourages self-confidence and motivation, nurturing a sense of empowerment within my students. I firmly believe that every student has the capacity to overcome obstacles and achieve academic success.
As an educator, I am driven by the desire to make a positive impact on the lives of my students. I aim to ignite a lifelong love for learning and equip my students with the necessary skills to thrive academically and beyond. Witnessing their growth and witnessing their success is the most rewarding aspect of my profession, reinforcing my commitment to providing quality education.
In summary, my journey as an educator is characterized by dedication, expertise, and a strong commitment to delivering excellent results. With my qualifications and specialized knowledge in Chemistry, Science, and Mathematics, I am equipped to guide and inspire students in their academic pursuits. Through revision tests, personalized feedback, and a dynamic teaching style, I am dedicated to helping my students achieve their goals and become lifelong learners.
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Masters in Science (Chemistry) with disctiction completed in year 2004
Bachelor in Education with distinction completed in year 2006
Bachelor's in Science (Physics, Chemistry, Maths ) with distinction in year 2002
Bachelor in Education with distinction completed in year 2006
Bachelor's in Science (Physics, Chemistry, Maths ) with distinction in year 2002
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More than 122 years of teaching experience in Chemistry to senior secondary students (15 to 16).
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More than 16 years of teaching experience in Science and mathematics to middle and primary students.
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