Urg, O2 is actually a very bad example, because it's actually 'O-O' (where the ticks are radicals), this is called "triplet" oxygen. In the ground state it's a single bonded O2 with two free, unpaired electrons. There is "singlet" oxygen which is typically depicted as O=O, but it's actually O triple-bond O with two antibonding electrons that negate one of the 'triple' bonds which makes it effectively O=O but very different in reality.
If the OP asks about Newton's laws, and the parent responds with a brief summary of F=ma and friends, what good does it do to launch into a discourse about how all that stuff is totally wrong in the context of Lorentzian spacetime?
99% of physics and chemistry education consists of learning that whatever they taught you last semester wasn't quite right.
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Urg, O2 is actually a very bad example, because it's actually 'O-O' (where the ticks are radicals), this is called "triplet" oxygen. In the ground state it's a single bonded O2 with two free, unpaired electrons. There is "singlet" oxygen which is typically depicted as O=O, but it's actually O triple-bond O with two antibonding electrons that negate one of the 'triple' bonds which makes it effectively O=O but very different in reality.
If the OP asks about Newton's laws, and the parent responds with a brief summary of F=ma and friends, what good does it do to launch into a discourse about how all that stuff is totally wrong in the context of Lorentzian spacetime?
99% of physics and chemistry education consists of learning that whatever they taught you last semester wasn't quite right.