CONCEPT PRESENTATION IONIC AND COVALENT   BONDING (SCH3U)   Presenter: Iris Lo   Instructors: Janine Extavour & Marty Zatz...
Overview   Curriculum Expectations   Common Misconceptions   Curriculum Placement   4 Day Lesson Sequence   Applicati...
Curriculum ExpectationsSp e c ific Ex p e c ta tio ns : B2.1 – Use appropriate terminology related to chemical trends and...
Bonding Analogy   Welcome to the Dr. Phil Show!   Today we will be counseling 3 divorced    couples       Lisa Simpson ...
Couple #1   Milhouse is still very    attracted to Lisa while she    feels no attraction.   Milhouse has taken sole    c...
Couple #2   Buzz Lightyear is more attracted    to Jessie than she is to him.   Although this attraction is    unequal, ...
Couple #3   This couple has equal    attraction to each other   They maintain their bond    by having shared custody    ...
Common StudentMisconception #1  “Since both involve charges, the attraction  between polar covalent molecules is the same ...
Common StudentMisconception #2 “The Lewis structure of covalent compounds gives the shape of the molecule.”Solutions:    ...
Common StudentMisconception #3  “When predicting bond type using electronegativity,  there is a sharp divide between ionic...
Common StudentMisconception #4   “The modern view of the atom is one in    which the electrons circle the nucleus in fixe...
Curriculum Placement of theUnitMatter, Chemical Trends and Chemical Bonding  unit: Matter, Chemical Trends and Chemical b...
Concept Placement Within theUnit   Placed after periodic trends and before writing chemical formulas and    naming compou...
Bonding Overview
4 Day Lesson Sequence   Day 1: Review & Classifying Chemical Compounds       PowerPoint presentation:          Bohr mode...
Bond With a Classmate Activity: YourThoughts?   In your table groups, discuss:    a) Pros/cons of this activity?    b) Wa...
Day 2: Introduction to Bonding   PowerPoint presentation:         Octet rule         Electronegativity (including its per...
Day 3: Ionic and Covalent    Bonding   Ionic Bonding        PowerPoint presentation/Chalk and Talk:             Formatio...
Day 3 (Cont’d)   Assessment:     Informal question and answer     Drawing Lewis and Structural Diagrams of Ionic     and ...
Day 4: Polar Covalent Bonding   PowerPoint presentation:           Polar covalent bonding (shown using Lewis structures a...
Day 4 (Cont’d)   Assessment and Evaluation:        Informal question and answer (assessment)              Polar Covalent ...
Concept Applications1 ) I ns a nd the Hum a n Bo d y    o       Humans depend on ions for their survival they        are ...
Resources1) Nelson and McGraw-Hill Ryerson Chemistry 11   Teacher’s Resource        Both provide:         background inf...
Resources (cont’d)2) Chemistry Games: J. Hand’s class website   Provides   pre-made review games3) Chalkbored: J. Schneid...
References1) Cherkas, A., Freure, C., George, T., Ivanco, J., Kisway, L., Plavetic, S.J., Stewart, J., and G. Wisnicki. (2...
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Concept presentation on chemical bonding (iris lo)

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Concept presentation on chemical bonding (iris lo)

  1. 1. CONCEPT PRESENTATION IONIC AND COVALENT BONDING (SCH3U) Presenter: Iris Lo Instructors: Janine Extavour & Marty Zatzman, OISE/UT
  2. 2. Overview Curriculum Expectations Common Misconceptions Curriculum Placement 4 Day Lesson Sequence Applications Teacher Resources
  3. 3. Curriculum ExpectationsSp e c ific Ex p e c ta tio ns : B2.1 – Use appropriate terminology related to chemical trends and chemical bonding, including, but not limited to: atomic radius, effective nuclear charge, electronegativity, ionization energy and electron affinity. B2.4 – Draw Lewis structures to represent the bonds in ionic and molecular compounds. B2.5 - Predict the nature of a bond (e.g., non-polar covalent, etc.) using electronegativity values of atoms. B2.6 - Build molecular models, and write structure formulae, for molecular compounds containing single and multiple bonds and for ionic crystalline structures. B3.4 – Explain the differences between the formulation of ionic bonds and the formation of covalent bonds. B3.5 – Compare and contrast the physical properties of ionic and molecular compounds.
  4. 4. Bonding Analogy Welcome to the Dr. Phil Show! Today we will be counseling 3 divorced couples  Lisa Simpson and Milhouse  Buzz Lightyear and Jessie  Ken and Barbie Let’s have a look at how they interact to determine what is ‘bonding’ them together before we begin!
  5. 5. Couple #1 Milhouse is still very attracted to Lisa while she feels no attraction. Milhouse has taken sole custody of their child, Nelson, a factor that keeps them bonded together. Which bond does this couple represent (ionic, polar covalent or non-polar covalent)?
  6. 6. Couple #2 Buzz Lightyear is more attracted to Jessie than she is to him. Although this attraction is unequal, they Do still share a love for one another. They have joint custody of their son, Buzz Jr, with Buzz Jr. spending time primarily with his father. Which bond does this couple represent (ionic, polar covalent or non-polar covalent)?
  7. 7. Couple #3 This couple has equal attraction to each other They maintain their bond by having shared custody of their son, Ben. Ben spends an equal amount of time with both parents. Which bond does this couple represent (ionic, polar covalent or non- polar covalent)?
  8. 8. Common StudentMisconception #1 “Since both involve charges, the attraction between polar covalent molecules is the same as the attraction between ions in an ionic compound”Solutions:  Emphasize that charges across polar covalent bonds are only p a rtia l charges  Use the Dr. Phil bonding analogy
  9. 9. Common StudentMisconception #2 “The Lewis structure of covalent compounds gives the shape of the molecule.”Solutions:  Reinforce that Lewis structure only shows atom linkage  Have students build molecular models (modification: use gumdrops and toothpicks)
  10. 10. Common StudentMisconception #3 “When predicting bond type using electronegativity, there is a sharp divide between ionic and covalent bonds.”Solutions:  Emphasize that the spectrum of electronegativity difference values is smooth  Reinforce using a model of a bonding continuum and a table organizer showing percent ionic/covalent character for various ∆EN values
  11. 11. Common StudentMisconception #4 “The modern view of the atom is one in which the electrons circle the nucleus in fixed orbits, like the planets orbiting the sun.”Solutions:  Make students aware that the models they are using is simplified  Chemists describe electrons in terms of energy and probability of finding electrons within a region of space  Use videos to help students visually  Covalent Bonding Video  Ionic Bonding Video
  12. 12. Curriculum Placement of theUnitMatter, Chemical Trends and Chemical Bonding unit: Matter, Chemical Trends and Chemical bonding unit is placed as the1st unit of the course  Covers underlying basis of all other units  Natural progression from grade 9 and 10 Chemistry Chemical Reactions suggested to be the 2nd unit  Natural progression from grade 10 Chemistry  Natural progression from Unit 1 - writing chemical formulas and naming of compounds needed for writing chemical equations, predicting chemical reaction products, etc.)
  13. 13. Concept Placement Within theUnit Placed after periodic trends and before writing chemical formulas and naming compounds Suggested order of the chemical bonding section: 1) Review: Bo hr m o d e l o f the a to m , io n fo rm a tio n, p ro p e rtie s o f io nic a nd m o le c ula r c o m p o und s 2) Introduce key underlying concepts: O c te t rule , Le wis s truc ture s 3) Introduce bonding overview: To give students some context 4) Intramolecular bonds: Ionic and covalent bonding 5) Intermolecular and Metallic Bonding
  14. 14. Bonding Overview
  15. 15. 4 Day Lesson Sequence Day 1: Review & Classifying Chemical Compounds  PowerPoint presentation: Bohr model of the atom Drawing Lewis structures Properties of ionic and covalent compounds.  Demo: Test and compare the conductivity of salt solution and sugar solution Safety: Use low-voltage conductivity apparatus  Group Activity: Bond With a Classmate Students act as positive and negative ions and form bonds with their peers. Introductory activity for day 2.  Assessment: Informal question and answer (diagnostic) Lewis structure and Properties of Ionic/Covalent Compounds worksheet Predict, Observe, Explain Activity
  16. 16. Bond With a Classmate Activity: YourThoughts? In your table groups, discuss: a) Pros/cons of this activity? b) Ways to modify this activity for: -Different grade levels -Different streams (i.e. academic, applied, etc.)
  17. 17. Day 2: Introduction to Bonding PowerPoint presentation: Octet rule Electronegativity (including its periodic trend) Bonding continuum/characteristics of ionic, polar covalent, covalent bonds  Video Clip on Bonding/Electronegativity Role-Play: Use the analogy of 3 couples going through relationship counseling to represent ionic, polar covalent and covalent bonding.  Assessment: Informal question and answer Determine Bond Type Using Electronegativity worksheet Observation & feedback
  18. 18. Day 3: Ionic and Covalent Bonding Ionic Bonding  PowerPoint presentation/Chalk and Talk: Formation of ions, Transferring single /multiple electrons & bonding involving > 2 ions (shown using Lewis structures/structural formulas), Properties of ionic compounds.  Demo: Poker chips used to simulate ionic bonding.  Video Clip: Ionic Bonding Covalent Bonding  PowerPoint presentation (continuation): Single and multiple covalent bonding (shown using Lewis structures/structural formulas) Coordinate covalent bonds Exceeding the octet rule Properties of covalent compounds Compare/contrast ionic and covalent compounds.  Demo: Poker chips used to simulate covalent bonding.  Video Clip: Covalent Bonding
  19. 19. Day 3 (Cont’d) Assessment: Informal question and answer Drawing Lewis and Structural Diagrams of Ionic and Covalent Compounds worksheet
  20. 20. Day 4: Polar Covalent Bonding PowerPoint presentation: Polar covalent bonding (shown using Lewis structures and structural formulas) Polar/non-polar molecules, partial charges, and overall polarity Summary of all 3 bonds Demo: Place a charged ebonite rod next to water and then hexane. Water (polar) is attracted to the rod, hexane is not (non-polar) Safety: Hexane is a flammable liquid – do not place near open flames. Do not directly smell it. Use in well-ventilated area. Class discussion: Applications and societal implications.  Lab: Gumdrop Molecular Models Build molecular models and draw the Lewis diagram, structural formulas and predicted shape of molecule for ionic and covalent compounds (Cherkas e t a l. , 2002). Safety: Students must not eat the candy if they are working with it in the lab.
  21. 21. Day 4 (Cont’d) Assessment and Evaluation: Informal question and answer (assessment) Polar Covalent Bonding worksheet (assessment) Predict, Observe, Explain Activity (assessment) Learning skills rubric (assessment) Lab worksheet (evaluation)
  22. 22. Concept Applications1 ) I ns a nd the Hum a n Bo d y o  Humans depend on ions for their survival they are essential for maintaining good health2 ) Ca rbo n Dio x id e in So ft Drinks : ACo va le nt Co m p o und  CO2 is somewhat soluble in water, especially at high pressures which is why soft drinks are bottled under pressure (Mustoe e t a l. , 2001).  When you open a bottle of pop, some of the CO2 comes out of solution due to its low solubility (Mustoe e t a l. , 2001).3 ) A p lic a tio n o f Wa te r Po la rity : M ro wa ve p ic O ve ns  Water is a polar molecule that is a good absorber of microwaves (Rayner-Canham, e t a l. , 2002).  The energy is converted into heat to warm up food (Rayner-Canham, e t a l. , 2002).
  23. 23. Resources1) Nelson and McGraw-Hill Ryerson Chemistry 11 Teacher’s Resource  Both provide:  background info  teaching suggestions (activities, tips/safety precautions for conducting labs, effective ways to approach the topic)  answers to lab/textbook questions  common misconceptions and solutions  Prefer McGraw-Hill Ryerson Teacher’s Resource  more detailed, includes strategies to support diverse student needs (ex. ESL students, etc.)
  24. 24. Resources (cont’d)2) Chemistry Games: J. Hand’s class website  Provides pre-made review games3) Chalkbored: J. Schneider’s class website  Provides PowerPoint presentations, handouts, labs, worksheets for grade 11 and 124) Chemistry Demonstrations: T. Sperring’s website  Provides many quick Chemistry demos  Materials, procedure and what should be observed are included
  25. 25. References1) Cherkas, A., Freure, C., George, T., Ivanco, J., Kisway, L., Plavetic, S.J., Stewart, J., and G. Wisnicki. (2002). M G ra w-Hill Ry e rs o n c Che m is try 1 1 Te a c he r’s Re s o urc e . Toronto: Mc-Graw-Hill Ryerson.2) Hand, J. (2010). Che m is try G a m e s . Retrieved July 9, 2010, from <http://www.mansfieldct.org/schools/mms/staff/hand/chemgames.htm>3) Jenkins, F., van Kessel, H., Davies, L., Lantz, O., Thomas, P., and D. Tompkins. (2002). N ls o n Che m is try 1 1 . Toronto: Nelson e Thomson Learning.4) Jenkins, F., van Kessel, H., Davies, L., Sanader, M., Tompkins, D., Lantz, O., and S. Haberer. (2002). N ls o n Che m is try 1 1 e Te a c he r’s Re s o urc e . Toronto: Nelson Thomson Learning.5) Mustoe, F., Jansen, M., Doram, T., Ivanco, J., Clancy, C., and A. Ghazariansteja. (2001). M G ra w-Hill Ry e rs o n Che m is try c 1 1 . Toronto: McGraw-Hill Ryerson Limited.6) Rayner-Canham, G., Damju, S., and U. Goering-Boone. (2002). A d is o n We s le y Che m is try 1 1 . Toronto: Addison Wesley. d7) Schneider, J. (2009). Cha lkbo re d : Che m is try 1 1 . Retrieved July 9, 2010, from <http://www.chalkbored.com/lessons/chemistry-11.htm>8) Sperring, T. (2000). Che m is try De m o ns tra tio ns . Retrieved July 9, 2010, from <http://webcache.googleusercontent.com/search?q=cache:vRVGMG9e6HcJ:alex.edfac.usyd.edu.au/methods/scien ce/Chemistry%2520Demonstrations+water,+ebonite+rod,+hexane&cd=1&hl=en&ct=clnk&gl=ca>

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