The past two decades of attention to introductory physics education has emphasized enhanced development of conceptual understanding to accompany calculational ability. Given this, it is surprising that current texts continue to rely on the Bohr model to develop a flawed intuition, and introduce correct atomic physics on an ad hoc basis. For example, Halliday, Resnick, and Walker describe the origin of atomic quantum numbers as such: "The restrictions on the values of the quantum number for the hydrogen atom, as listed in Table 39-2, are not arbitrary but come out of the solution to Schrodinger's equation." They give no further justification, but do point out the values are in conflict with the predictions of the Bohr model.