Lewis dot structures and diagrams can assist chemistry students in their grasp of orbitals. These dots illustrate the valence electrons for each atom in a given molecule, and how those electrons may be shared during chemical bonding. When valence electrons are in "s" or "p" orbitals, Lewis dot structures emphasize the Octet Rule: atoms always exchange enough electrons to surround themselves with eight of them. Teachers can use Wikki Stix, which are lengths of sticky yet flexible yarn, for students to create examples of Lewis dot diagrams and the Octet Rule.
Teachers can use paints and art projects to bolster students' understandings of orbitals at work. Ninth-graders should first clearly understand how to interpret such terminology as "2s" or "4pz" into a visual image of an orbital. They should then work with an artistic material, such as finger paint or watercolor, to creatively display orbital orientation and electron density. A student could create a "2s" orbital, for instance, by first painting a small, dark nucleus. She could then use red paint on a sponge brush to surround the nucleus with two concentric circles of electron density; the outer circle should be larger and denser than the one inside, demonstrating how an electron is more likely to be found farther away from the nucleus.
Orbitals can seem like a lofty concept for ninth-graders to digest. Nevertheless, they must master this concept to advance to more complex scientific knowledge. Teachers should consider asking students to create an "Orbital Storybook," targeted at 9- or 10-year-olds, to solidify and simplify their thinking. Students should work in groups of three, focusing on one particular atom. The book should feature, in plain English, a simple explanation of the atom and its orbital. Educators should stress illustrations, neatness, legibility, and a bibliography.
Erwin Schrödinger and Robert Sanderson Mulliken, the 1966 Nobel Prize Winner in Chemistry, rank as important figures in contemporary understanding of orbitals. Yet scientific history often bores young students. Skits, or short plays, based on these scientists can dynamically involve ninth-graders in the material. Students should work in groups of three. Two of the students will portray Schrödinger and Mulliken, while the other can moderate their interaction together. Research into the scientists' biographies, as well as appropriate doses of humor, should be emphasized for the skits.