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    Final Ionic Bonds

    Uploaded by

    Aiedha Nadhia
    This two-day lesson plan introduces high school chemistry students to the difference between ionic and covalent bonds. On day one, students review atomic structure and how atoms can gain or lose electrons to form ions. They determine if atoms are more likely to gain or lose electrons using a periodic table. On day two, students use electronegativity values to predict if pairs of atoms will form ionic or covalent bonds. They examine images of ionic crystalline structures and learn why they form repeating patterns. Assessments include worksheets, drawings, and using molecular modeling software to build ionic crystalline structures.

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    Final Ionic Bonds

    Uploaded by

    Aiedha Nadhia
    206 views4 pages
    This two-day lesson plan introduces high school chemistry students to the difference between ionic and covalent bonds. On day one, students review atomic structure and how atoms can gain or lose electrons to form ions. They determine if atoms are more likely to gain or lose electrons using a periodic table. On day two, students use electronegativity values to predict if pairs of atoms will form ionic or covalent bonds. They examine images of ionic crystalline structures and learn why they form repeating patterns. Assessments include worksheets, drawings, and using molecular modeling software to build ionic crystalline structures.

    Original Description:

    ikatan ion

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    This two-day lesson plan introduces high school chemistry students to the difference between ionic and covalent bonds. On day one, students review atomic structure and how atoms can gain or lose electrons to form ions. They determine if atoms are more likely to gain or lose electrons using a periodic table. On day two, students use electronegativity values to predict if pairs of atoms will form ionic or covalent bonds. They examine images of ionic crystalline structures and learn why they form repeating patterns. Assessments include worksheets, drawings, and using molecular modeling software to build ionic crystalline structures.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    206 views4 pages

    Final Ionic Bonds

    Uploaded by

    Aiedha Nadhia
    This two-day lesson plan introduces high school chemistry students to the difference between ionic and covalent bonds. On day one, students review atomic structure and how atoms can gain or lose electrons to form ions. They determine if atoms are more likely to gain or lose electrons using a periodic table. On day two, students use electronegativity values to predict if pairs of atoms will form ionic or covalent bonds. They examine images of ionic crystalline structures and learn why they form repeating patterns. Assessments include worksheets, drawings, and using molecular modeling software to build ionic crystalline structures.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4
    At a glance
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    The key takeaways are that ions form when atoms gain or lose electrons to achieve a stable outer electron configuration. Ionic bonds occur when oppositely charged ions attract each other, while covalent bonds occur when atoms share electrons. The electronegativity difference between two atoms can indicate whether they will form an ionic or covalent bond.

    Ions form when atoms gain or lose electrons to achieve a stable outer electron configuration. An atom is more likely to gain electrons if it has a small number of valence electrons and more likely to lose electrons if it has a large number of valence electrons close to an octet.

    You can determine if two atoms will form an ionic or covalent bond by looking at their positions on the periodic table and calculating the difference in their electronegativity values. A large difference indicates they will likely form an ionic bond through electron transfer, while a small difference indicates they will likely form a covalent bond through electron sharing.

    Lesson Plan: Ionic Bonds

    vs Covalent Bonds

    Lesson Title: Ionic Bonds vs Covalent Bonds

    Grade/Age Level:
    high school chemistry, ages 15-18

    Subject Area:
    high school chemistry

    Time allotted for the lesson:


    2 class meetings
    Day 1: What are ions and how they form
    Day 2: Introduce periodic table chart of electronegativities and the chart I made to
    help students see if two atoms will tend to form ionic or covalent compounds

    Short description of lesson:


    In this lesson, the learners will be introduced to the idea that the electrons surrounding
    the nucleus can either be gained or lost. If the number of electrons stays the same, then
    perhaps the atoms are involved in a covalent bond.

    To get an idea of whether two atoms will form an ionic or a covalent bond, they can
    use a periodic table that lists electronegativity values. Based on the difference in
    electronegativity values, the atoms will either swap electrons or share them.

    California Curriculum Standards met in this lesson:

    Chemical Bonds
    Biological, chemical, and physical properties of matter result from the ability of atoms to
    form bonds from electrostatic forces between electrons and protons and between
    atoms and molecules. As a basis for understanding this concept:
    Students know atoms combine to form molecules by sharing electrons to form
    covalent or metallic bonds or by exchanging electrons to form ionic bonds.
    Students know salt crystals, such as NaCl, are repeating patterns of positive and
    negative ions held together by electrostatic attraction.

    Instructional Objectives:
    Students will be able to evaluate two atoms to determine what type of bond will
    form.
    Students will be able to explain why ionic bonds tend to form crystalline
    structures.
    Students will be able to explain what it means to gain or to lose an electron.

    Instructional Procedures

    Lesson Set
    In a discussion forum, pose the following questions:
    Do you salt your food? Do you realize that by salting your food you are exposing
    yourself to ions?
    How alarmed should we be that we consume ions?

    Techniques and activities

    Day 1

    Review what makes up the structure of atoms.


    If students need to review online, they can go to:
    http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/atomic/atom
    strucrev1.shtml

    Review what can change in number for atoms.


    For example, changing proton number changes the type of atom. Changing neutron
    number creates an atom of the same substance, but with a different molecular weight.
    Changing the number of electrons changes the charge on the atom, which will
    therefore be called an ion.
    This could be a quick pop up quiz if in a synchronous session or a one question Google
    form quiz if asynchronous.

    Go over valence electrons and determine if an atom is more likely to gain electrons or
    to lose them.
    There should be a worksheet or a blank periodic table where students can write down
    information about valence electrons and expected charges. Note: to be stable, each
    atom wants 8 valence electrons unless it is a really small atom that is stable with 2
    electrons in its valence shell. I will ask students if the atom we are examining is more
    likely to gain one electron or lose 7 if it has 7 valence electrons. If it has 2 valence
    electrons, is it more likely to gain 6 or lose 2? That type of questioning.
    I dont know how to make an interactive PowerPoint presentation, but I know it can be
    done. I make a video of PPT slides where I ask questions, they get to answer with
    multiple choice options. Instant feedback.

    Use the image I made to have students explain why the ions are organized in a cubic
    manner with alternating positive and negative ions.
    This would probably have to be a short paper they turn in to a dropbox.
    Day 2
    Introduce the periodic chart of electronegativities.
    Use the chart to calculate differences in electronegativies.
    A chart can be found online at:
    http://chemwiki.ucdavis.edu/@api/deki/files/4756/=electronegativity_chart.png

    Use the image I made to determine if pairs of atoms will bond, and if they bond, what
    type of bond they will perform.
    There should be a worksheet or a Google form where they can do this work.

    Go over how crystalline structures allow the ions to be organized.


    The image I used to figure out how to align my ions is here:
    http://www.shutterstock.com/subscribe.mhtml

    Other images that students can look at so they can see ionic crystalline structures are:
    http://0.tqn.com/d/chemistry/1/0/q/p/Sodium-chloride-3D-ionic.jpg
    http://www.rkm.com.au/SALT/salt-sodium-chloride-images/SALT-NaCl-1-500.jpg
    http://www.rkm.com.au/SALT/SALT-sodium-chloride.html
    http://terpconnect.umd.edu/~toh/ChemConference/ChemConf96/Jones/jones3.jpg

    Lesson Closure

    There are many things that could be used for closure such as:
    Worksheets where they reinforce what they learned in this lesson set.
    Viewing images of salt crystals and solid molecular compounds and trying to
    figure out how you can tell what is an ionic crystal
    Students write a story where the importance of being able to gain or lose
    electrons is stressed vs sharing electrons.
    Students try to draw a crystalline structure.
    Students make a crystalline structure in jmol or other molecule building software.

    Adaptations for special learners


    For those who want auditory support, create a verbal version of the webpages
    or handouts to accompany them.
    For students who need kinesthetic support, you can probably buy atoms that
    have Velcro on them that lets you add or remove electrons. If not, then you can
    probably make some.
    Also for kinesthetic support, I made ion puzzle pieces. Students moved the puzzle
    pieces to see why compounds like MgCl2 exist and why ionic formulas are not all
    1:1 ratios.
    You could make puzzle pieces that let you add or remove electrons.
    If I knew how to write software that lets students interact with images, then I
    could have them add or remove electrons to create the ions.

    Supplemental Activities: Extension and remediation


    Extension: What would be incredibly challenging is to have students draw an ionic
    crystal that has a 1:2 or a 2:3 ratio for the ions
    Extension: A natural extension activity is to move into how to write formulas for ionic
    compounds. Since I wanted to focus on covalent molecules and the shapes of
    covalent molecules for this unit, I did not elaborate on more ionic formula lessons here.
    Extension: Usually after students have an idea of what makes an ionic compound, they
    learn how to write the formulas and names for them.
    Remediation activities could involve having students draw Bohr model pictures of the
    atoms. Then they identify the valence electrons. Once they figure out how many
    valence electrons are in each atom, then they determine if an atom is more likely to
    lose electrons to then have a stable outer layer, or will it tend to gain electrons?

    Assessment/Evaluation

    Most of the assessment will be formative.


    The teacher reviews the answers to the worksheet questions with them so that students
    can monitor their own progress.
    Students could draw Venn diagrams to contrast ionic and covalent compounds, with
    the idea that they will be adding to the diagram as the unit continues.

    Students are to download a copy of jmol


    http://jmol.sourceforge.net/
    Using jmol, they are to make an ionic crystalline structure. It could be as simple as NaCl.
    They take a snapshot of the cube they made and upload it to the dropbox. Note: I
    am not sure yet if they can do a crystal in jmol. Id have students do it in HyperChem,
    but it costs money. Jmol is free.

    Learner Products
    Completed worksheets on determining if a formula is for an ionic or for a
    covalent compound
    Venn diagram that contrasts ionic and covalent molecules
    Drawing of a crystalline structure for an ionic compound
    Jmol image of a crystalline structure for an ionic compound

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