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Notes in blue highlight how I use resources to support planning

Notes in grey highlight how consider students thinking while planning

Unit Plan: Chemical Bonding and Forces of Interaction


I try to incorporate the new material back to previous prior knowledge to allow students to make connections

Abstract: Before students can comprehend chemical bonding an understanding of the role of the
electrons, particularly the outermost electrons is required. In this unit students will understand the different types of chemical bonding and the forces of interaction inside and outside the molecule. In the next unit students will apply their knowledge of the forces holding the I plan using the particles together to analyze the energy required for changes in states. backwards planning
method. I am accustomed with using a multitude of standards for planning.

Standards:

Framework for K-12 science standards: Moreover, the tables patterns are now recognized as related to the atoms outermost electron patterns, which play an important role in explaining chemical reactivity and bond formation, and the periodic table continues to be a useful way to organize this information.The substructure of atoms determines how they combine and rearrange to form all of the worlds substances. Electrical attractions and repulsions between charged particles (i.e., atomic nuclei and electrons) in matter explain the structure of atoms and the forces between atoms that cause them to form molecules (via chemical bonds), which range in size from two to thousands of atoms (e.g., in biological molecules such as proteins). Atoms also combine due to these forces to form extended structures, such as crystals or metals. The varied properties (e.g., hardness, conductivity) of the materials one encounters, both natural and manufactured, can be understood in terms of the atomic and molecular constituents present and the forces within and between them. I incorporate both the Next Generation science standards: MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
current and the future standards into my unit.

Michigan Science Content expectations: C5.4c Explain why both the melting point and boiling points for water are significantly higher than other small molecules of comparable mass (e.g., ammonia and methane). C5.4e Compare the melting point of covalent compounds based on the strength of IMFs (intermolecular forces). C5.5A Predict if the bonding between two atoms of different elements will be primarily ionic or covalent. C5.4B Predict the formula for binary compounds of main group elements. C5.5c Draw Lewis structures for simple compounds. C5.5d Compare the relative melting point, electrical and thermal conductivity and hardness for ionic, metallic, and covalent compounds. C5.5e Relate the melting point, hardness, and electrical and thermal conductivity of a substance to its structure
Both the priority and recommended standards are covered in my units

Big Ideas

There are two different forces that are acting on and within molecules. One, intermolecular forces are forces of attraction or repulsion which act between neighboring particles. These are the weaker of the two forces. The weak intermolecular bonds in liquids and solids are often called van der Waals forces. These forces are the ones that are affected when a molecule changes state. One such force is dipole-dipole force. Dipole-dipole occurs when molecules with a dipole moment, can attract each other electrostatically by lining up so that the positive and negative ends are close to each other. One specifically strong dipole-dipole occurs when hydrogen is bonded to a highly electronegative atom, specifically oxygen, nitrogen, or fluorine. Due to its difference in strength to that of other dipole-dipole forces it is classified as a different intermolecular force, hydrogen bonding. Hydrogen bonding is such a strong intermolecular force due to great polarity of the bond the close approach of the dipoles, which is allowed by the very small size of the hydrogen atom. Even molecules without dipole moments must exert forces on each other. This has to be true due to all elements, even the noble gases, exist in liquid and solid states under certain conditions. The forces that exist between the noble gases and nonpolar molecules are the London dispersion forces. The different intermolecular forces cause different molecules to have very different physical properties. For example water contains hydrogen bonding which results in it have a much higher boiling and melting point to molecules that are very similar to it. The other force is intramolecular forces these forces keep the molecule together. Chemical bonds can be classified as ionic, covalent, and metallic. The properties of a compound depend on the types of bonds holding the atoms together. An ionic bond is a bond that exists between atoms when a complete transfer of electrons happens. These bonds have high intermolecular forces of attraction in the solid state due to the positive and negative ions. Ionic bonds form a three dimensional lattices in the solid state. Covalent bonds are a sharing of the electrons and exist at the simplest level between two nonmetal atoms. Covalent boning can be further broken down into polar covalent bonds and nonpolar covalent bonds. Polar covalent bonds are when there is an unequal sharing of the electrons. This occurs when the atoms are not so different that an ionic bond will form but are different enough to cause an unequal sharing. To tell if there will be an unequal sharing of the electron it is important to look at the electronegativity of the atoms in the bond. If the electronegativity is differing by a large amount this will result in the unequal sharing and cause a dipole moment. A molecule can also be polar if there are lone electrons on the central atom. The lone pair electrons will force the molecules structure to change by pushing the bonded atoms closer together. The big idea is written at the This will happen due the large negativity of the lone pair electrons. To see if there level that I expect from my are lone electrons the atom should first be drawn using the Lewis dot structure and students at the completion of then using it to see the VESPR geometry of the molecule. Metallic solids consist of the unit. metal cations surrounded by a sea of negative electrons. The electrons are free to move from cation to cation. This allows metals to conduct electricity as a solid. Most metals have extremely high melting points as well although there is a wide range.

The big idea allows me to pull the disconnected standards into one detailed synopsis of the essential topics in the unit.

Synthesized Objectives:
1. Plan and carry out an investigation to predict the type of bond present based on the physical characteristics of the substance 2. Construct and interpret Lewis dot structures to explain the molecular geometry and polarity. 3. Analyze molecules and data to explain the type of intermolecular forces present. 4. Use intermolecular forces to make predictions of how different molecules will interact.
The synthesized objectives provide clear criteria for the unit by providing all of the state and national standards

Examples:

Plan and carry out an investigation to predict the type of bond present based on the physical characteristics of the substance Use a conductivity meter to determine if a substance conducts electricity Ionic will conduct in solution, covalent will never conduct, and metallic will conduct in as a solid Use the melting point of a substance to determine the bond present Nonpolar covalent has the lowest melting point followed by polar covalent, then metallic, and lastly ionic. Construct and interpret Lewis dot structures to explain the molecular geometry, polarity, and intermolecular forces present The importance behind the shape of ozone for its reaction with UV light compared to oxygen Shape, intermolecular forces, and polarity of water. Which can be seen through water bending when a charged object is brought near it Analyze molecules and data to explain the type of intermolecular forces present. Boiling point of water compared to similar molecules. The boiling point of water is significantly larger than the boiling point of similar and even larger object such as CO2 which is a gas at room temperature. Covalent molecules not conducting ever Use intermolecular forces to make predictions of how different molecules will interact. Oil and water not mixing Molecular geometry of water and other polar molecules Boiling point of sugar compared to salt. The boiling point of ionic and polar molecules is dramatically different.

The examples are ones that students have experienced in their own lives. This allows the students to make additional connections to their lives outside of the classroom.

Assessments:
Plan and carry out an investigation to predict the type of bond present based on the physical characteristics of the substance 1. Read the following descriptions of substances and identify them as A) Ionic B) Metallic C) covalent a) Substance 1 has a formula that includes only Nitrogen and Oxygen. b) Substance 2 has a high melting point and conducts electricity as a solid. c) Substance 3 is made of a metal and a non-metal.

The assessments that are chosen relate directly back to the synthesized objects. This includes both the formative and summative objectives

2. Susan is at home and hungry. She found two compounds in her kitchen, one is nonpolar covalent (safe to eat) and one is ionic (poisonous, will kill her if eaten). What can she do to tell them apart so she is sure to eat the covalent compound? 3. Bob has made it to the final round of a game show. He will win $1 million if he answers the final question correctly. The question is: If given two substances, nonpolar covalent and one a metal, what is the best way to tell them apart (assume that both samples look identical)? Remember if Bob wins he will split the prize with you. 4. Ralph is cleaning his room and has found two substances. His mom has told him that one is ionic and one is metallic. If he can determine which one is metallic, he will get a new Xbox with 10 new games. How will he determine which one is metallic? (assume both substances look identical)

To help connect the students I try to relate the questions to things in their life even if it only in the way the question is presented

Construct and interpret Lewis dot structures to explain the molecular geometry, polarity, and intermolecular forces present Lewis Structure CF4 Build a model of this molecule using black for carbon and IMF present: yellow for hydrogen Shape/ geometry # of regions electron Polar (Y/N) If include arrow Build a model of this molecule using black for carbon and IMF present: yellow for hydrogen Shape yes

Lewis Structure NO2

Name

Polar (Y/N) If include arrow

yes

Rank the following lowest to highest anticipated boiling point and explain your answer. C2H4, CH4, Ne, H3COCH3.

Analyze molecules and data to explain the type of intermolecular forces present. 1. Motor oil largely consists of molecules that consist of long chains of carbon atoms with hydrogen atoms attached to them. Using your knowledge of intermolecular forces, why wouldnt it be better to use a compound like glycerol. The formula of glycerol is CHOH(CH2OH)2.

To help reach every student I use a variety of assignments this one helps engage the visual learner by incorporating model kits.

Use intermolecular forces to make predictions of how different molecules will interact. 1. Look at the images below for Vitamin A and Vitamin C molecules below. Predict which vitamin would be more likely to dissolve in water and which would be more likely to dissolve in fat molecules (see image below). Explain your reasoning.

Vitamin A Vitamin C Fat Molecule

2. The three molecules below contain different intermolecular forces. Which of these three molecules would have the highest viscosity? Explain your answer.

Glycerin CH2OHCHOHCH2OH

CH2OHCH2OH

Driving question:
How is soap able to clean oil and yet be soluble in water? Explain the molecule of soap.

The driving question helps the students center their ideas into answering one question. To answer the question they will need to use everything we learned in unit

Introducing driving question: Hypothesis checklist: Explain how soap works. Soap demo: test tube filled with soap and water, test tube filled with oil and water, test tube filled with soap oil and water

Final project: Create soap and test its properties with a commercial soap and write a paper to explain the importance of the molecular makeup of soap.

The hypothesis checklist allows the unit to be centered on students ideas. The hypothesis checklist will be up for the entire unit and will be referred back to.

The final project pulls in all of their knowledge and incorporates it into a lab that is student designed and a paper that has the students analyze their data.

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