i - nc science essential standards -...

I. Grade Level/Unit Number: 9-12 Unit 5

II: Unit Title: Chemical Bonding and Language of Chemistry

III. Unit Length: 4 days (on a 90 min. per day block schedule)

IV. Major Learning Outcomes:

Students should be able to:Ionic bonding

Describe how ions are formed and which electron arrangements are stable Use the term cation as a positively charged ion and anion as a negatively

charged ion Predict ionic charges for main group elements base on valence electrons Describe an ionic bond as an electrostatic attraction Determine that a bond is predominately ionic by the location of the atoms on the

periodic table (metals combined with nonmetals) or when ΔEN >1.7 Explain how ionic bonding in compounds determines their characteristics: high

MP, high BP, brittle, and high electrical conductivity either in molten state or in aqueous solution Write binary compounds of metal/nonmetal*

Write ternary compounds (polyatomic ions)* Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate,

and ammonium.

Covalent bonding Apply the concept that sharing electrons form a covalent compound that is a

stable (inert gas) arrangement Determine that a bond is predominately covalent by the location of the atoms on

the periodic table (nonmetals combined with nonmetals) or when ΔEN < 1.7 Write binary compounds of two nonmetals: use Greek prefixes (di-, tri-, tetra-, …) Know names and formulas for these common laboratory acids:

o HCl, HNO3, H2SO4, HC2H3O2, (CH3COOH)

Metallic bonding Describe metallic bonds as “metal ions plus ‘sea’ of electrons” Explain how metallic bonding determines the characteristics of metals: high MP,

high BP, high conductivity, malleability, ductility, and luster *The Stock system is the correct IUPAC convention for inorganic nomenclature.

V. Content Objectives Includes (with RBT Tags):

Objective Number

Objective RBT Tag

2.06 Assess bonding in metals and ionic compounds as related to chemical and physical properties.

B5

Chemistry- Unit 5 DRAFT 1

2.07 Assess covalent bonding in molecular compounds as related to molecular geometry and chemical and physical properties.

B5

2.03 Apply the language and symbols of chemistry. Name compounds using the IUPAC conventions. Write formulas of simple compounds from their

names.

C3

VI. English Language Development Objectives (ELD) Included:NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English Proficiency Students (LEP)- English Language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.

Suggestions for modified instruction and scaffolding for LEP students and/or students who need additional support are embedded in the unit plan and/or are added at the end of the corresponding section of the lessons. The amount of scaffolding needed will depend on the level of English proficiency of each LEP student. Therefore, novice level students will need more support with the language needed to understand and demonstrate the acquisition of concepts than intermediate or advanced students.

VII. Materials/Equipment Needed

Activity MaterialsCharacteristics of Bonds Lab Sodium chloride

evaporating dishesPDB (paradichlorobenzene)test tubesPotassium chlorideDI water (deionized water)Shorteninghot platetest tube rackstirring rod

VIII. Detailed Content Description:Please see the detailed content description for each objective in the chemistry support document. The link to this downloadable document is in the Chemistry Standard Course of Study at:

http://www.ncpublicschools.org/curriculum/science/scos/2004/24chemistry

IX. Unit Notes:

This unit is focused on the development of the theory of the atom, the structure of the atom and nuclear decay. Students will learn about the historical development of the


http://www.ncpublicschools.org/curriculum/science/scos/2004/24chemistry

atom beginning with early contributions through the current atomic theory. Students will examine the structure of the atom and analyze nuclear energy as it relates to the atom.

In each unit, Goal 1 objectives which relate to the process of scientific investigation are included. In each of the units, students will be practicing the processes of science: observing, hypothesizing, collecting data, analyzing, and concluding. The Goal 1 Objectives are as follows:

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.

1.01 Design, conduct and analyze investigations to answer questions related to chemistry.

Identify questions and suggest hypotheses. Identify variables. Use a control when appropriate. Select and use appropriate measurement tools. Collect and organize data in tables, charts and

graphs. Analyze and interpret data. Explain observations. Make inferences and predictions. Explain the relationship between evidence and

explanation. Identify how scientists share findings.

This goal and these objectives are an integral part of each of the other goals. In order to measure and investigate scientific phenomena, students must be given the opportunity to design and conduct their own investigations in a safe laboratory. The students should use questions and models to formulate the relationship identified in their investigations and then report and share those finding with othersStudents will be able to: Identify questions and

suggest hypotheses. Identify variables. Use a control when

appropriate. Select and use appropriate

measurement tools. Collect and organize data in

tables, charts and graphs. Analyze and interpret data. Explain observations. Make inferences and predictions. Use questions and models to

determine the relationships between variables in investigations.

Identify how scientists share findings.


If a teacher follows this curriculum (s)he will have addressed the goals and objectives of the SCOS. However, teachers may want to substitute other activities that teach the same concept. The unit length has extra time built in for quizzes, going over homework, additional practice depending on the nature of the class, and assessment. Teachers should utilize the textbook as a resource by assigning homework each day and providing additional guided and independent practice.

Reference Tables:The North Carolina Chemistry Reference Tables were developed to provide essential information that should be used on a regular basis by students, therefore eliminating the need for memorization. It is suggested that a copy be provided to each student on the first day of instruction. A copy of the reference tables can be downloaded at the following URL:

http://www.ncpublicschools.org/docs/curriculum/science/scos/2004/chemistry/referencetables.pdf

Essential Questions:Essential questions for this unit are embedded within the unit. Essential questions are those questions that lead to student understanding. Students should be able to answer these questions at the end of an activity. Teachers are advised to put these questions up in a prominent place in the classroom. The questions can be answered in a journal format as a closure.

Safety: Students should wear chemical splash goggles during any lab activity involving chemicals. This includes household substances. It is extremely important for the safety and success of your students that you do ALL activities and labs prior to assigning them to students. At the beginning of each lab, the teacher should address any specific safety concerns relating to the activity.

Computer Based Activities:Several of the recommended activities are computer based and require students to visit various internet sites and view animations of various biological processes. These animations require various players and plug-ins which may or may not already be installed on your computers. Additionally some districts have firewalls that block downloading these types of files. Before assigning these activities to students it is essential for the teacher to try them on the computers that the students will use and to consult with the technology or media specialist if there are issues. These animations also have sound. Teachers may wish to provide headphones if possible.

X. Global Content: Aligned with 21st Skills




One of the goals of the unit plans is to provide strategies that will enable educators to develop the 21st Century skills for their students. As much as students need to master the NCSOS goals and objectives, they need to master the skills that develop problem solving strategies, as well as the creativity and innovative thinking skills that have become critical in today’s increasingly interconnected workforce and society. The Partnership for 21st Century Skills website is provided below for more information about the skills and resources related to the 21st Century classroom.

http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Itemid=120

NC SCS Chemistry 21st Century Skills Activity

Communication Skills1.01 - 1.03, 2.06, 2.07 &

2.03

Conveying thought or opinions effectively Characteristics of Bonds Lab

Opposites Attract Ionic formulas

practice Electronegativity

Learning Guide Binary Compounds

of 2 Nonmetals1.01 - 1.03 When presenting information,

distinguishing between relevant and irrelevant information

1.01 & 1.032.06, 2.07 &

2.03

Explaining a concept to others Characteristics of Bonds Lab

Opposites AttractInterviewing others or being interviewed

Computer Knowledge1.01 – 1.03 Using word-processing and database

programs1.01 – 1.03 Developing visual aides for presentations1.01 – 1.03 Using a computer for communication

Learning new software programsEmployability Skills

1.01 - 1.03, 2.06, 2.07 &

2.03

Assuming responsibility for own learning Characteristics of Bonds Lab




of 2 Nonmetals




1.01 - 1.03 2.06, 2.07 &

2.03

Persisting until job is completed All activities

1.01 - 1.03 2.06, 2.07 &

2.03

Working independently WIZARD assessment questions

Developing career interest/goals1.01 – 1.03 Responding to criticism or questions

Information-retrieval SkillsSearching for information via the computerSearching for print informationSearching for information using community members

Language Skills - Reading2.06, 2.07 &

2.03Following written directions Most of the activities can

be presented as opportunities for students to follow written directions. The teacher will have to work with most students to develop this skill over time. The following activities are well suited to developing skills in following directions:

Characteristics of Bonds Lab




of 2 NonmetalsIdentifying cause and effect relationshipsSummarizing main points after readingLocating and choosing appropriate reference materialsReading for personal learning

Language Skill - WritingUsing language accurately

1.01 – 1.03 2.06, 2.07

Organizing and relating ideas when writing

Characteristics of Bonds Lab

1.01 – 1.03 2.06, 2.07 &

Proofing and Editing All activities


2.03Synthesizing information from several sourcesDocumenting sourcesDeveloping an outline

1.03 Writing to persuade or justify a positionCreating memos, letters, other forms of correspondence

Teamwork1.01 – 1.03 Taking initiative1.01 – 1.03 2.06, 2.07 &

2.03

Working on a team Characteristics of Bonds Lab

Opposites AttractThinking/Problem-Solving Skills

Identifying key problems or questions1.01 – 1.03 2.06, 2.07

Evaluating results Characteristics of Bonds Lab

Developing strategies to address problemsDeveloping an action plan or timeline

ENGAGE: (60 min.)

In the Characteristics and Bonds Lab, students will investigate the properties of four compounds. Students should discover that two of the compounds will have low melting points (covalent), and two will have high melting points (ionic). Two compounds will have an odor (covalent). Two compounds will be soluble (ionic) and two will be insoluble (covalent).

Essential Question:How do melting points, solubility, and detection of an odor relate to types of bonds?

Characteristics of Bonds Laboratory Activity

Purpose: In this lab you will examine the properties of ionic compounds and covalent compounds. The properties studied are: volatility, melting point, and solubility in water. You will use these properties to classify substances as ionic or covalent.Background Information: Compounds have either covalent or ionic bonds depending upon the nature of the forces that hold them together. In ionic compounds, the force of attraction is between oppositely charged ions. This attraction is called an ionic bond. Compounds with ionic bonds form crystals with a regular pattern of positive and negative ions held together by the electrical force of attraction. In covalent compounds, the atoms are held together by an interaction between adjacent nuclei and shared


electrons called covalent bonds. Covalent compounds exist in the form of distinct particles called molecules. The molecules of covalent compounds are held together in clusters by weak forces generally referred to as intermolecular forces. Intermolecular forces are much weaker forces than the covalent bonds that hold the elements together within the molecules or ionic bonds that hold the positive and negative ions together in crystals. These different forces account for the many properties of ionic and covalent compounds such as solubility, melting point, and the degree of volatility,

Melting -- In order to melt an ionic compound, it is necessary to break ionic bonds. Therefore, ionic compounds usually have high melting points. To melt a covalent compound, it isn’t necessary to break bonds. It is only necessary to overcome the much weaker intermolecular forces that hold the particles together.

Volatility -- The particles in a volatile compound must be held together by weaker forces so that some can break away and travel through the air to our noses.

Solubility – Ionic compounds tend to be soluble (or dissolve in) water because water is a polar compound that can exert enough force to overcome the ionic bond and cause the ions to go into solution. In general covalent compounds are less soluble in water. The tendency of compounds to dissociate or ionize in water tells a great deal about the way in which bonds hold the compound itself together.

Procedure: Chemicals to be tested MaterialsSodium chloride evaporating dishesPDB (paradichlorobenzene) test tubesPotassium chloride DI water (deionized water)

Shortening hot platetest tube rackstirring rod

1. Volatility – Carefully smell each compound. Be sure to use correct “wafting” technique. If you can detect an odor, assume that the compound has a high volatility. Record as high or low volatility.

2. Melting Point – Place a small amount of each substance individually in an evaporating dish. Heat the sample on a hot plate and record the time it takes for it to melt. The PDB will be heated on a hotplate under the fume hood. The longer it takes the compound to melt, the higher the melting point. Record the time it takes to melt, and whether or not it is considered to be a high or low melting point. If the compound hasn’t melted in 3 minutes consider that the compound has a high melting point.

3. Solubility in Water – Put a micro-spatula of each material into a separate test tube. Stir each with a stirring rod (rinsed between each sample) and record how likely the substance is to dissolve in water. Record high or low solubility.

Conclusion Questions: 1. Explain why the type of bond could determine the volatility of a substance?


2. Does the strength of the bond have anything to do with the melting point? Explain why.

3. Water molecules are polar which means one side of the molecule is positively charged and the other side of the molecule is negatively charged. Which substances tend to dissolve easier in water, ionic or covalent? Why?

4. What kinds of elements are in the formulas for the ionic compounds?5. What kinds of elements are in the formulas for the covalent compounds?6. List the physical properties that indicate ionic bonding exists in a compound.7. List the physical properties that indicate covalent bonding exists in a compound.

Characteristics of Bonds -- Lab Write Up Instructions

Pre-Lab1. Name, date, title2. Purpose3. Answer the following PreLab questions:

1. Per the introduction, what are intermolecular forces and in what kind of compounds do they exist?

2. Why do ionic compounds have such high melting points?3. How will you classify a compound as having a high volatility?4. Are ionic compounds or covalent compounds more soluble

in water? Why?4. Create a Data Table

Data Table : Data table should resemble this for Part I: Include all 4 chemicals in table (listed in the materials section)

Chemical Volatility(High or low)

Time to melt

(Seconds)

Melting Point

(high or low)

Solubility(High or low)

Covalent or Ionic?

5. Post Lab: Be sure all data tables are filled in and answer conclusion questions in complete sentences.


EXPLORE: (60 min.)

The teacher should use the previous lab as a lead in to the Opposites Attract activity. This activity provides an interactive way to teach writing and naming ionic compounds. Prior to the activity, the teacher should make cards by printing the “demonstration ion cards”. It is best to laminate the cards so that they can be used again next semester. Punch two holes in the cards and insert yarn so that the cards can be hung around the neck. Select student volunteers:

Binary Compounds: Begin with Na1+ and Cl1- with 2 students. Pair the students. Write & name the

formula. Pair Ca2+ with S2-. Write & name the formula. Next pair Ca2+ (same students as above) with Cl1-. Explain the concept that

electrons lost must equal electrons gained when compounds are formed and therefore, the charges must equal zero. Select another student to model another Cl1-. Students will see that it takes 2 chlorides for every 1 calcium. Write & name the corresponding formula.

Pair Na1+ with S2- in the same manner. Write and name the formula.

Tertiary Compounds Pair Na+1 with OH-. Write & name formula. Show students where polyatomic

ions are located in the reference tables. Pair Na+1 with SO4

2-. Write & name formula. Here you will emphasize the use of parenthesis.

Transition Metals and other metals with multiple charges (oxidation states) Pair Fe2+ with Cl-. Write & name formula. Emphasize the use of Roman

Numerals when naming compounds containing those metals with more than one oxidation state.

Students will now complete the activity using the cards provided in groups of two. Students will write the ions, formulas, and names of the compounds they form using the cards. The teacher may want to provide an incentive for those who complete the most CORRECT compounds in the time allotted by the teacher. Prior to activity, the teacher should make copies of the ion cards. Multiple copies need to be made in order for students to have enough of each ion when pairing compounds with varying ratios. It would be best to laminate the cards and place them in a baggie for each group.

Essential Question:How do you use chemical nomenclature rules to name binary and ternary ionic compounds?


“Opposites Attract” Bonding Activity

Complete the table by: Finding ions that can bond Write in the symbol and charge. Write the new compound formed by combining the ions. Name the compound.

Remember!! (Opposites Attract) Positive ions can only bond with negative ions and vice versa!

+ Ion - Ion Formula Name

Na 1+ Cl1- NaCl Sodium chloride


EXPLAIN:

During the activity, the students should EXPLAIN to one another how to write and name compounds.

EXPLAIN: (15 min.)

The teacher should use the Electronegativity and Ionic Bonding Flowchart as a guide for this unit and a lead in for the next unit. The teacher should begin a class discussion with electronegativity, a concept learned in Unit 4. The teacher should focus on ionic bonding following the activity and include characteristics for ionic compounds. These characteristic should be related back to the lab, Characteristics of Bonds. Students should have the opportunity to EXPLAIN the concepts during the discussion.

Essential Questions: How are electronegativity value used to determine if a bond is primarily ionic or covalent?What are the unique chemical and physical properties of ionic compounds?


Language (ELP) Objectives for LEP Students: Complete a fill in handout of the Unit 5 flow chart with word bank as

teacher presents flowchart. Verbally or in paragraph form create a summary of today’s lesson using

the key terms from the word bank.

ELABORATE: (45 min.)

This Ionic Formulas Practice will allow students to practice necessary skills that will deepen student understanding for writing and naming ionic formulas.

Essential Question: How do you use chemical nomenclature rules to name binary and ternary ionic compounds?

Writing Ionic Formulas

Directions: Combine the elements in the table, write the correct formulas and name the compound.

1. sodium and phosphorus

2. magnesium and fluorine

3. aluminum and sulfur

4. calcium and nitrogen

5. barium and iodine

6. potassium and bromine

7. aluminum and phosphorus

8. copper(II) and chlorine

9. silver(I) and nitrogen

10. lead(IV) and oxygen

11. gold(II) and phosphorus

12.copper(II) and bromine

13. lead(IV) and iodine

14.manganese(II) and nitrogen


Formula Name

15.silver(I) and sulfur

16.copper(II) and fluorine

17. iron(III) and phosphorus

18.aluminum and sulfate

19.ammonium and sulfur

20.barium and hydroxide

21.magnesium and phosphate

22. lead(IV) and sulfite

23.strontium and carbonate

24.zinc(II) and phosphate

25.ammonium and oxygen

26.calcium and nitrate

27. tungsten(II) and sulfate

EXPLAIN: (15 min.)

Following ionic bonding, the teacher should go back to electronegativity and introduce covalent bonding (using the flow chart). The teacher should discuss the characteristics and relate back to first lab activity. The teacher should then log on the NCSSM TIGER Website (URLs are listed on the next page) and complete the following on-line activity:

Comparing the Electrical Conductivity of an Ionic Compound and a Covalent Compound From the chemistry pull-down menu, select the dissolving of sugar and the

dissolving of sodium chloride. Show the animations to the students and have them record what they are

observing in each animation. As a whole class discussion, allow students to share their observations.


Make sure that students understand that the sugar, a molecular/covalent compound dissolved but did not ionize when put in the water. The sodium chloride, an ionic compound dissolved and did ionize – separated into positive Na+1 and Cl-1 ions.

Dissolving Sugar in Water

http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_Sugar_Non-electrolyte.html

Dissolving Sodium Chloride in Water

http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_NaCl-Electrolyte.html

After the class discussion, show students the animation of electrolytes and non-electrolytes. (The first movie on the webpage) Have the students record their observations as the watch the animation/movie.http://cwx.prenhall.com/petrucci/medialib/media_portfolio/05.html

As a whole class discussion, allow students to share their observations. Make sure that students understand that it is because the sodium chloride

ionizes in water that makes it an electrolyte. Although the sugar dissolves in water, it does not ionizes and therefore cannot conduct an electrical current and is called a non-electrolyte.

Essential Question: How would you describe the difference between ionic and covalent bonding?

ELABORATE: (30 minutes)

An electronegativity learning guide is provided to assist students with determining ionic vs. covalent compounds based on electronegativity differences.

Essential Question: How do you determine the bond type using electronegativity values?

Electronegativity Learning Guide


Language (ELP) Objectives for LEP Students: Restate or explain verbally the guidelines for determining ionic vs

covalent bonding based on electronegativity.

Instructions:1. Refer to the table of electronegativities and record the electronegativity value for

element 1 & element 2 for each pair of bonding elements.2. Determine the absolute difference of the electronegativity vales for each bonding

pair of elements.3. Classify each bonding pair of elements as ionic or covalent. (ionic: ∆EN > 1.7,

covalent: ∆EN < 1.7)

BondingElements

ElectronegativityValues

Absolute Difference

Bond type(ionic or covalent)

element 1

element 2

H and HCl and HCl and Li Cl and MgO and OCl and KCl and CaC and OH and OO and Mg O and ZnCl and ClC and ClK and BrO and Be


http://cwx.prenhall.com/petrucci/medialib/media_portfolio/05.html

http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_NaCl-Electrolyte.html

http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_Sugar_Non-electrolyte.html

Periodic Table with Electronegativities1A 2A 3B 4B 5B 6B 7B 8B 1B 2B 3A 4A 5A 6A 7A 8A1H

2.1

2He

3Li

1.0

4Be1.5

5B

2.0

6C

2.5

7N

3.0

8O

3.5

9F

4.0

10Ne

11Na0.9

12Mg1.2

13Al1.5

14Si1.8

15P

2.1

16S

2.5

17Cl3.0

18Ar

19K

0.8

20Ca1.0

21Sc1.3

22Ti

1.5

23V

1.6

24Cr1.6

25Mn1.5

26Fe1.8

27Co1.9

28Ni1.9

29Cu1.9

30Zn1.6

31Ga1.6

32Ge1.8

33As2.0

34Se2.4

35Br2.8

36Kr3.0

37Rb0.8

38Sr1.0

39Y

1.2

40Zr1.4

41Nb1.6

42Mo1.8

43Tc1.9

44Ru2.2

45Rh2.2

46Pd2.2

47Ag1.9

48Cd1.7

49In

1.7

50Sn1.8

51Sb1.9

52Te2.1

53I

2.5

54Xe2.6

55Cs0.7

56Ba0.9

57La1.1

72Hf1.3

73Ta1.5

74W1.7

75Re1.9

76Os2.2

77Ir

2.2

78Pt2.2

79Au2.4

80Hg1.9

81Tl

1.8

82Pb1.9

83Bi1.9

84Po2.0

85At2.2

86Rn2.4

87Fr0.7

88Ra0.9

89Ac1.1

104Rf

105Ha

106Sg

107Ns

108Hs

109Mt

110Uun

111Uuu

112Uub

58Ce1.1

59Pr1.1

60Nd1.1

61Pm1.2

62Sm1.2

63Eu1.1

64Gd1.2

65Tb1.2

66Dy1.2

67Ho1.2

68Er1.2

69Tm1.2

70Yb1.2

71Lu1.3

90Th1.3

91Pa1.5

92U

1.7

93Np1.3

94Pu1.3

95Am1.3

96Cm1.3

97Bk1.3

98Cf1.3

99Es1.3

100Fm1.3

101Md1.3

102No1.5

103Lr

ELABORATE: (45 minutes)

The teacher should use the Electronegativity Learning Guide as a lead in to writing and naming covalent compounds. The prefixes should be introduced and teacher should provide examples followed by the activity, Binary Compounds of Two Nonmetals. This activity will allow students to practice necessary skills that will deepen student understanding for writing and naming ionic formulas.

Essential Question:


How do you use chemical nomenclature rules to name binary and ternary ionic compounds?

Binary Compounds of Two Nonmetals

Write the correct name for:

1) As4O10

2) BrO3

3) BN

4) N2O3

5) NI3

6) SF6

7) XeF4

8) PCl3

9) CO

10) PCl5

11) P2O5

12) S2Cl2

13) ICl2

14) SO2

15) P4O10

16) UF6

17) OF2

18) ClO2

19) SiO2

20) BF3


21) N2S5

22) CO2

23) SO3

24) XeF6

25) KrF2

26) BrCl5

27) SCl4

28) PF3

29) XeO3

30) OsO4

Write the correct formula for:

1) chlorine monoxide

2) oxygen difluoride

3) boron phosphide

4) dinitrogen monoxide

5) nitrogen trifluoride

6) sulfur tetrachloride

7) xenon trioxide

8) carbon dioxide

9) diphosphorous pentoxide

10) phosphorous trichloride

11) sulfur dioxide

12) bromine pentafluoride


13) disulfur dichloride

14) boron trifluoride

15) tetraarsenic decoxide

16) silicon tetrachloride

17) krypton difluoride

18) chlorine monoxide

19) silicon dioxide

20) boron trichloride

21) dinitrogen pentasulfide

22) carbon monoxide

23) sulfur trioxide

24) dinitrogen trioxide

25) dinitrogen monoxide

26) xenon hexafluoride

27) sulfur hexafluoride

28) phosphorous pentachloride

29) nitrogen monoxide

30) bismuth trichloride

EVALUATE:Sample Assessment Questions for Unit 5:

Unit Goal/ RBT Tag

Questions

5 2.06 1. Predict which compound will have the higher melting point.


B5

B5

A. glucose (C5H12O6)B. octane (C8H18)C. hydrogen peroxide (H2O2)D. magnesium oxide (MgO)

2. Titanium is metallic element (Z=22). Determine which type of ion this element will most likely form.

A. anionsB. cationsC. both anions and cationsD. no ions at all

2.03

C3

C3

1. Which of the following is the correct formula for calcium phosphate?

A. Ca3(PO4)2

B. CaPO4

C. Ca2(PO4)3

D. Ca4(PO2)2

2. Which of the following is the correct name for the molecular compound, N2O5?

A. nitrogen oxideB. pentanitrogen dioxideC. dinitrogen pentoxideD. nitrogen (II) oxide

EVALUATE: (45 minutes)

Below are sample test items obtained from the WIZARD test bank developed by eduware™ that can be used to allow students to assess their understanding and abilities and allow the teacher to evaluate the students understanding of key concepts and skill development for this unit.


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