Question

When I was in school, I learned (from Democritus) that an atom was similar to a solar system, with the nucleus being the sun, and the electrons being the planets. Of course, there are some differences:

The "sun" isn't a single entity, but a collection of protons and nuetrons.

Two planets can share an orbit (which might be possible in a solar system too, but it doesn't happen in our solar system).

Is this model still valid? Here are my problems with it:

In "Surely You're Joking, Mr Feynman", Richard Feynman implies that electrons are more a theoretical concept than real objects.

I have trouble understanding atomic bonds (ionic and covalent) in this model.

I also have trouble understanding electron "orbit jumping" in this model, as well as several other things.

Is there a better model for someone learning this for the first time?

Answer 1

Yes the model is as valid as it has ever been and no there are not better models for explaining it to someone the first time (IMHO).

As Georg points out, the model wasn't ever mathematically valid; it is simply not possible to translate the relativistic model of a planetary system to atomic structure. If the audience is expected, or intended, to actually use the model to make quantitative predictions, the planetary model is pretty useless...

However, people who are learning about atoms for the first time are almost certainly not going to be expected to use the model to make quantitative predictions. Most school systems in the US introduce the concept of atoms before the age of 14. When you have maybe one hour a day for a few days to talk about atomic structure, it is simply not going to be possible to address the subject with any more detail.

The planetary model neither corresponds with reality nor makes valid predictions, but for a 12 year old kid who has some concept of how things can orbit around eachother the planetary model at least gives some of the right ideas. It allows the student to visualize and differentiate between a nucleus and electrons [nuclear physics]; to conceptualize electron loss, gain, and sharing [chemistry]; the movement of electrons along a material [electricity and magnetism]; and eventually photon emission and absorption [optics].

Considering that only a very small number of these students will continue on to learn physics at a higher level, the advantages seem to outweigh the flaws. This is especially the case considering that those who do go on to learn more will tend to be the students most able to abandon the old model.