Lesson 1 Valence Electrons

Objective: Students will distinguish the difference between valence and non-valence electrons. Define

the driving forces behind reactions.

Teaching: Review previous concepts atomic structure, periodic table, -7 min. Show Bohr model of atom

Define valence e- and contrast to core orbitals.

Define Noble gas- get examples; ask why used in lighting, etc.

Demonstrate: By placing different # of e- on plastic model ask what group what are possible

atoms. Have students pick an element and place the correct number of electrons on the model.

Model of atom is layers of clear plastic balls with Velcro, electrons are ping pong balls with

Velcro attached.

Define octet rule- why it is driving force of reactions.

Show 3 min video of valence elecronshttp://www.youtube.com/watch?v=rSwnODMNULI

Activity:- Desk model kits to model the valence electrons for each element up to Argon. Fill in on sheet

provided, turn in.

Homework: Read handout on valence e- and ions for tomorrow. Students will keep a log of the events

of the class for each day, in addition to lab notebooks for the three full lab activities. These logs will be

brief organizer of what the topic was, what was done in class and key concepts one or two sentences

each. Students will complete these each day and turn in at the end of the week as a way to keep an

overall view of lessons. Graphic organizer.

Track Class organizer- For each class fill in the major topic, a few sentences on what you

did in class and what the main points were. To be handed in at the end of each week.

Week of __________________ Name______________________________

Day Topic What did you do in class? Major point you learned?

Monday

Tuesday

Wednesday

Thursday

Friday

Valence electron activity Name__________________

Draw a Bohr Model for each element listed. Include the number of protons, neutrons and

mark electrons with an x on each orbital. List the name of the element and the number of

valence electrons below the drawing.

H C Li

O He F

B Ne Al

N Cl Be

Lesson 2- Electron Shells in Atoms

Objective:

Teaching: Ask questions about the reading assignment. Discuss electron clouds electron

density. Demonstrate atomic collisions using Nerf balls. Atoms collide but cannot penetrate the

electron clouds surrounding them, and the like forces repel each other. Put Nerf balls in clear

plastic bucket and shake. Show slide of electron cloud orbitals of H and Na. Ask why is the 1 s

shell larger for the H than for Na? Number of proton larger and pulls stronger on the 1s

electrons with Na. Show slide of electron cloud of Cl and Cl2. Define bonding radius and

nonbonding radius. Define Angstroms. Demonstrate 1 mm piece of paper. If this is an

Angstrom, 1 mm would be 6.21 miles. Introduce the concept of as distance from nucleus gets

larger, pull is smaller on electron. Show slide of atomic radius comparison of elements.

Introduce the concept of bond length. Show video of electron cloud animation 2

minhttp://www.youtube.com/watch?v=joYGrJylJoo

Lesson 2 demonstration: Discuss electron clouds electron density. Demonstrate atomic

collisions using Nerf balls. Atoms collide but cannot penetrate the electron clouds surrounding

them, and the like forces repel each other. Put Nerf balls in clear plastic bucket and shake.

Define Angstroms. Demonstrate 1 mm piece of paper. If this is an Angstrom, 1 mm would be

6.21 miles.

Activity: Hand out uncolored periodic tables. Supply students with 4 shades of red. Have them

color the periodic table with darker shades of red to indicate increasing atomic radius.

Instructions. Use four shades of red colored pencils to show the relative size of the atomic radius for the

elements from H to Kr. Leave the smallest size white, and increasing in red color to darkest being the

largest radius.

http://malaxoschemistry.wikispaces.com/file/view/periodictable.gif/181087517/periodictable.gif

Assessment. Hand in sheet

Home work. Changing an atom worksheet, graphic organizer.

Lesson 3 Ion Formation

Objective: Students will identify the properties, charge, and name atomic ions.

Teaching: review homework and activity sheets. Describe the process of ion formation, and

nomenclature. Have students demonstrate this on the atomic model in front of the class.

Properties of cat and anions, metal and non-metal. Ask class to predict what element will form

which type of ion based on valence electrons and atomic number. Discuss naming ions;

introduce the concept of a free radical: free electron throw ping pong electron. Ask what they

know about free radical damage and how antioxidants work.

Lesson 3 demonstration

Have students demonstrate this on the atomic model in front of the class. Properties of cat and

anions, metal and non-metal. Ask class to predict what element will form which type of ion

based on valence electrons and atomic number. Discuss naming ions; introduce the concept of

a free radical: free electron throw ping pong electron. Ask what they know about free radical

damage and how antioxidants work.

Activity: Desk models and

Assessment: Hand in sheet

Homework: Ions and their charges worksheet. Graphic organizer.

Ion activity Names ____________________________

Activity: With your partner, using the desk model kits, build and name the ions which are likely

to be formed with the following atoms.

Element Ion type Ion Charge Name

Li

F

S

Mg

Ne

Lesson 4 Ionization Energies/ Electron Affinity

Objective: students will be able to define and rank ionization energies.

Teaching: Review homework and previous lesson. Demonstration- have students

pull a magnetic Bucky ball off three different larger magnets of different sizes. If

they were atoms, why would some take more strength than others to pull off?

Define ionization energies – the amount of energy needed to remove a valence e-

from an atom or ion. Define first and second ionization energies. Show slide of

chart of ionization energies. Q&A why different atoms have different levels of

electron affinities. Show slide of periodic trends. Q&A periodic trends.

Demonstration: have students try to pull an electron off the teacher. First ball is

secured with minimal Velcro, second has much Velcro. Q&A how this applies to

ions? Slide show chart of ion ionizing energies. Define electron affinity- energy

change when an atom or ion gains an electron. Q&A what kind of energy changes

can happen when atoms ions gain an electron?

Lesson 4 Ionization Energies

Lesson 4 - demonstration - ionization energies

Demonstration: have students pull a magnetic Bucky ball off three different larger

magnets of different sizes. If they were atoms, why would some take more

strength than others to pull off? Define ionization energies –

Demonstration: have students try to pull an electron off the teacher. First ball is

secured with minimal Velcro, second has much Velcro.

Activity: Stack the deck. Assessment is the record of the score sheet, just the

completion gives a check that it was done.

Home work: Completion to come write the best definition of ionization energies,

electron affinity and electronegativity- must find on their own. Winner gets 10

point all others get 5 points. Turn in tomorrow. GO

Lesson 4 Activity:

Stack the deck. This activity uses a deck of laminated element cards with ions in

it as well. Lab Partners work together. One picks out 10 cards and shuffles the

deck. Using the class timer, set for 3 minutes, the other has to arrange the cards

in order of first ionization energies from weak to strong. There is a scoring on the

number of correct sequences. Then it is the other partners turn. This goes for two

rounds. Assessment is the record of the score sheet, just the completion gives a

check that it was done.

Lesson 5. Lab Exploring Ions and Valence Structure

Objective: Student will examine the properties of different ions by conducting experiemnts

with different materials.

Teaching: Discuss ion formation of metals. Ions can be formed by adding energy and exciting

valence electrons to a higher level, when that energy is released colors are emitted. Draw

diagram on board of excited valence e- of Li giving off light. Set up Bunsen burner and show

different burning substances Show video http://www.youtube.com/watch?v=QNojS6ZZ4og

Different colors for different ions. Hand out sheets, go over lab instructions.

Lesson 5 Demonstration Ion Activity Lab

Teaching: Draw diagram on board of excited valence e- of Li giving off light. Set up Bunsen

burner and show different burning substances Show video

http://www.youtube.com/watch?v=QNojS6ZZ4og - Different colors for different ions. Hand out

sheets, go over lab instructions.

Activity: http://www.lopezlink.com/Labs/Flame%20test/Flame%20Tests.htm

Flame Tests Process Objectives

To experiment with flame tests on different salts.

To predict the identity of an unknown metal ion from a flame test.

Learning Objectives

To list the flame color of three Group 1, three Group 2, and one Transition Group metals.

Introduction

A number of common metal ions (Li+, Na+, K+, Ca2+, Ba2+, Sr+, and Cu2+) give a distinct color to

a flame. Therefore, a flame test is often used as a confirmatory test in identifying an unknown

metal.

Compounds of these ions provide the beautiful colors in a fireworks display. When glass is

melted in a Bunsen burner flame, sodium ions color the flame. A copper wire inserted into the

flame often results in a striking flame color. While the light emitted from a few excited metal

ions is beautiful, in the laboratory a simple flame test is often very helpful in identifying an

unknown metal ion.

In this experiment you will observe and record the flame colors of several metals of Group 1 and

2. Review the section in the text dealing with alkali and alkaline metals.

Safety

Take the necessary precautions before beginning this experiment. Wear safety goggles, apron

and gloves. Read all safety cautions in your procedures and discuss them with your teacher. It is

important to use good safety techniques while conducting experiments. See pages 8 through 11.

Apparatus

Bunsen burner

16 well plate

Forceps

Nicrome Wire

Materials

Hydrochloric acid, 6 - 0.1M known solutions

Procedure

1. Obtain a 5-cm length of No. 24 nicrome wire, sealed at the opening of a glass tube 10 cm

long

o Use 0.5-M solutions in distilled water of the Lab grade sodium chloride and

0.5M solutions of the nitrates of barium, calcium, lithium, potassium, strontium,

sodium, copper, and magnesium

o To obtain good results in this experiment, your test tubes or well plate must be

exceptionally clean to avoid contamination. Make sure there is no cross

contamination of solution by exchanging nichrome wires. CAUTION: Before you use the burner in the next four procedures, check to see that

long hair and loose clothing have been confined. 2. Clean the nicrome wire by dipping it first into some 6 M hydrochloric acid in a test tube

and then holding it in the colorless flame of your burner. Repeat until the wire imparts no

color to the flame.

3. Place 5 drops of sodium nitrate solution into a clean well, dip the tip of the clean nicrome

wire into the solution, and then hold it in the flame. .

4. Observe the color of the flame just above the wire. Heat only the tip of the wire. If you

heat the glass tube into which the wire is sealed, you will break the glass. Write your

observation in the table below

5. Clean the wire as before and then test a solution of sodium chloride in the same manner.

Repeat the test, dipping the wire into a little dry sodium chloride. Describe what you

observed in the appropriate space in the table below.

o Observation of Dry Sodium Chloride __________________________

__________________________________________________________

6. Repeat Step 2, using solutions of the nitrates of lithium, strontium, calcium, barium, and

potassium, magnesium, and copper. Clean the wire thoroughly after each test. In the

cases of lithium and strontium, observe which flame is more persistent and takes longer

to burn off the wire. Also note the difference in the shades of color produced. When you

have tested the calcium flame and then dipped the wire into hydrochloric acid and back

into the flame when cleaning it, you often get an excellent flame of sodium momentarily.

Record the color of the flame for each metal compound in the Data Table.

Strategy for Predicting Be sure that the wire is clean. If you are not sure of the identity after

testing the unknown, retest the known solution of the metal you predict.

If two metals are present in the same solution, the color of one flame may obscure that

of the other. Record the colors of the flames in the Data Table.

1. Flame-test a mixture of the solutions of the nitrates of sodium and potassium with a

clean wire. Observe the color the mixture imparts to the flame when viewed without

the cobalt glasses. Repeat the test, but observe the flame as seen through the cobalt

glasses. Record the colors of the flames in the Data Table.

2. Secure an unknown solution from your instructor. Test it in the flame as you did with

the known solutions. Place your answer in the Data Table.

Data Table Metallic ion in

Compound Color of flame

Sodium

Lithium

Strontium

Calcium

Barium

Potassium

Copper

Magnesium

Sodium and Potassium

mixture

Unknown Metal 1

Unknown Metal 2

Questions: 1. Is flame coloration a test for the metallic ion or for the nitrate ion

2. Why do dry sodium chloride and the solutions of sodium nitrate or sodium chloride all

impart the same color to the flame?

3. Describe the test for sodium ions and potassium ions when both are present.

4. How would you characterize the flame test with respect to its sensitivity?

5. What difficulties may be encountered in the use of the flame test for identification?

General Conclusions

1. A student recorded the following results when testing three unknowns. Identify the unknowns

by referring to your

Data Table.

Unknown #1 yellowish green________________________

Unknown #2 scarlet _______________________________

2. Several of the flame tests were shades of red. What should be done in the laboratory to

correctly identify one of these ions?

3. During a flood, the labels from three bottles of chemicals floated away. The unlabeled bottles

of white solids were known to contain the following: strontium nitrate, ammonium carbonate,

and potassium sulfate. Explain how you could easily re-label these three bottles.

Assessment: Completed lab work sheet.

Homework: finish lab turn in on Monday. Graphic Organizer

Lesson 6 ionic bonding

Objective: Students will demonstrate ionic bonding through models, name and identify

properties of ionic substances.

Teaching: Quiz on material covered last week. 10 min.

Introduce bonding, why is it important to know about it? Overview types that will be studied,

ionic, covalent, and weak (H-FON, dipole, London). Q&A through how ionic bonds are formed.

Demo: have volunteers build a Na and Cl atom with the atom model kits. Ask class for

approvals. Show slides of NaCl and other types of ionic substances. Discuss and show notes of

ionic properties table, and naming ionic compounds.

Activity: Have students use desk model kits in desk partners to show how these

Assessment: Hand in sheet

Homework: Finish sheet read handout on covalent bonding.

Ionic desk model activity. Name________________________

Use your kit( includes several 3”, 6” , 9”, and 12” wire rings, play dough for subatomic particle

dot representation, green = neutrons, red = protons, white = electrons, cardboard charge signs,

white string for showing electron transfers and covalent bonds) to show the activity when the

following elements are reacting. Draw a circle showing the valence electrons, activity and

resulting charge of each element in the first two columns, name the resulting compound in the

last column.

Element 1 Element 2 Compound name

Na Cl

Sodium Chloride

Li F

Li2 O

Be F2

2. List three major errors in the demonstration model with respect to relative size

shape and movement.

Lesson 7: Covalent Bonding.

Objective: Students will demonstrate understanding of mechanisms of covalent bonding.

Teaching: Collect homework. Review Nobel gas configuration and ionic bonding, naming, properties.

Introduce covalent bonding. Why important- most substances are made of covalent bonds. In class

generation of a list of covalent substances on board. How are these bonds formed? Demo- get two

volunteers to be H atoms H stuck on their shoulder, Give them each a string with a rubber ball attached

at the end. Have them swing it around themselves. Describe proton attraction for the need to have

Nobel gas configuration, draws together and has them sharing the electrons by swinging around each

other. Show video http://www.youtube.com/watch?v=1wpDicW_MQQ. Typically a Show slides of

notes for properties, two nonmetals, and for basic naming.

Activity: Desk model kits of covalent bonds. Substances H2, HCl, H2O, CO, O2.

Assessment: activity sheet handed in.

Homework: take home sheet of listed compounds asking students to name the compound and

identify if it is covalent or ionic.

Covalent bonding desk model activity.

Name________________________

Use your kit( includes several 3”, 6” , 9”, and 12” wire rings, play dough for subatomic particle

dot representation, green = neutrons, red = protons, white = electrons, cardboard charge signs,

white string for showing electron transfers and covalent bonds) to show the activity when the

following elements are reacting. Draw a circle showing the valence electrons, activity and

resulting charge of each element in the first two columns, name the resulting compound in the

last column.

Element 1 Element 2 Compound name

H H

H Cl

C O

H2 O

Lesson 8 : Lab Comparing and Identifying Properties of Ionic and Covalent Substances.

Objective: students will compare and contrast physical properties of ionic and covalent

substances.

Teaching: Turn in homework. Q&A review of ionic and covalent substances, properties and

formation. Discuss the purpose of lab, lab set up and go over procedures. Review instructions

for a written lab report, introduction, procedures, results/data, discussion and conclusion. Lab

report is to include a data table showing results. Modifications to this printed lab is the

Measuring time and temperature for melting points. Instead of conductivity tester students will

use electric light bulb and battery setup, larger amounts of substances will be used to ensure

conductivity. Students will get 30 min of this class and 30 min of following class to finish lab

work as there are two components to the experiment. Due one week lab period.

Activity: Lab testing melting points and conductivity.

Assessment: Lab report

Homework: Lab report

Lesson 9. Ionic Covalent Bonding Lab

Objective: Students will compare and contrast electrolytic properties of ionic and covalent

substances.

Teaching: Review with students what was done previous day, where they are now and what

they are finishing today. 2-3 min. Let them complete second part of lab testing the same

substances with battery and light in a solution, to test for conductivity. Tie this into ions from

last week. Have clean up and ensure all have finished. Allow 10 – 15 min to go Over lab report

Write ups, Q&A the information they should use from their lab data and how it goes into a lab

report specifically. Allow time for questions. Introduce the new unit on Hydrogen bonding.

Assessment: Review lab notebooks to ensure that all parts of the lab have been completed and

students have the information necessary to complete report.

Homework- work on rough draft of lab report.

Lesson 10. Weak Bonds, Hydrogen Bonding, Dipoles and London forces.

Objective: Students will demonstrate their learning of chemical bonding material covered in

class.

Teaching: Give a quiz on the material covered so far; 20 min.

Quiz: Ions and Bonding Name___________________________

Fill in the blank- write the term that best completes the sentence.

1. The electron orbital where most of the chemical activity takes place is called the_________

shell.

2. When an atom gains or loses and electron it becomes an ___________.

Multiple Choice- circle the best answer.

3. What is the distance between an atoms nucleus and outer electron shell called?

a. diameter b. electron affinity c. atomic radius d. bonding radius.

4. What is Cl- is an example of?

a. Isotope b. Cation c. Neutron d. Anion

5. A substance that is hard and brittle, with a high melting and boiling point is most likely made

of what type of bonds?

a. Covalent b. Hydrogen c. Ionic d. London forces

True or false- circle the best response.

6. Most of the substances we know are made from ionic bonds. True False

7. A free radical is an electron that is loose from electrostatic attraction. True False

Use the diagram below to rank the strength of ionization energies for the following elements.

8. Rank the atoms, Li, C, Na, H in order of easiest to hardest to cause ion formation.

9. In the above chart which element would take the most amount of energy to remove one

electron?

10. Explain why group 1 alkali metals and group 7 halogens often form ionic bonds.

Lesson 10 continued.

Teaching: After quiz, ask, how does water go up from the roots of a tree up 100 ft to the

leaves? Weak bonds are strong enough. Demo the covalent bonding demo of two kids twirling a

string with a rubber ball to represent hydrogen atoms. Have them share for covalent bonding.

Teacher comes in as a greedy oxygen molecule, Q&A the lecture bigger and more attractive to

the electron. Still sharing, but O gets the electron most of the time. Since O gets more of the

time with the e-, it is slightly negative, H is slightly positive, creating a dipole.

Notes on electronegativity, polar bonds and their properties. Make a class list of substances

that made from Polar bonds. Show video of H-FON bonding..

http://www.youtube.com/watch?v=LGwyBeuVjhU Introduce the concepts of London forces

Activity: Use small test tubes and droppers to try and fill the test tube as high above the rim as

possible. Try to do the same with alcohol.

Homework: Write a paragraph about why one was able to go higher above the rim than the

other.

Lesson 11. H-FON Bonding and Multiple Bonds

Objective: Students will demonstrate understanding of H-FON bonding by building model

molecules.

Teaching: Return graded quizzes, go over correct answers, completed corrected quiz can get 2

extra points. Review H-FON bonding, dipole moment and trends in H bonding (N-H less that O-

H less than F-H. Why?) Discuss phase changes Why Ice floats – distance between bonds. Demo

difference of a covalent bond vs. H bond with atom model kit showing where electrons hold

one together, the other not really bonded but attracted. Show slides on properties and

distinctions of weak bonds, H-FON vs. London and Van Der Waals Forces. Show video of all Van

Der Waals forces. http://www.youtube.com/watch?v=G1jGeeSWhXY

Introduce multiple chemical covalent bonds, polymers and how to notate the. Demo: build a

large methane molecule from Styrofoam balls and sticks. Ask students how they would write

this, write it on the board, add to make it ethane, propane have a different.

Activity: Build several molecules including hydro carbons, alcohols and simple carbohydrates

and have students write out the formula on the work sheet together. Have them mark where

possible H bonding can occur.

Home work: Pass out lab and have students read and do pre questions.

Lesson 12. Polymers and multiple bonding

Objective: Students will create polymers and explain different types of covalent and hydrogen

bonding.

Teaching: Review lab instructions and get students to set up with materials.

Activity is the lab

Homework – Write a paragraph about Gilbert Lewis.

Lesson 13 Lewis Dot Structures

Objective: Students will be able to represent valence electron in atoms and basic compounds

using Lewis dot system.

Teaching: Introduce Lewis dot system as a way to represent valance electrons. Demo: have a

large sheet of metal Approximately 2’X2’ painted black. Have atomic element symbols cut out

form poster board with a magnet attached to the back. Have marble size magnetic ball bearings

that are painted red. Have students place appropriate number of valence electrons around one

element, then put up another and have them do the same. Use Q&A to discuss the process of

writing Lewis symbols for covalent bonding. Show note of proper format, using a single line to

represent shared pair.

Activity: After Demo of a few, have students work independently on a worksheet with the

symbols. Give time for peer corrections.

Homework: Have student’s complete second side of the sheet at home.

Activity: Lewis Dot Symbols Name________________________________

Use the sheet below to complete a Lewis dot structure for the element or compound.

Symbol Name Lewis Structure

H

O

Cl

H2

O2

Cl2

Complete this side of the sheet.

Symbol Name Lewis Structure

CO

H2O

N2

CH4

CO2

NO+

Lesson 14. Lewis Dot Structures Continued; Introduction to Bonding Geometry.

Objective: Students will draw Lewis structures of structures containing three or more elements,

multiple bonds, ions and indication of dipole moments.

Teaching: Review homework from the previous night. Have students review each other’s, then

check to ensure all students have a good grasp of the basics. Not all of the topics in this lesson

are required of all students, so it is worth a smaller amount of points. This part of the lesson is

to introduce higher material targeted for differentiation to those seeking further challenge.

Demo, using the same magnetic board as before, place more complicated compound on the

board, call on students to finish them in groups of three. Introduce double and triple bond

representation using progressively shorter magnetic bars. Discuss bond length. Have magnetic

symbols and introduce topic of dipole moments polar bond representation.

Activity: Have student’s complete sheet in class working in pairs.

Homework: Read handout on bonding geometry.

Activity: More Lewis structures Name____________________________

CH4

SF2

H2SO4

ClO2-

H2CO

N2

Lesson 15 Bonding Geometry

Objective: Students will demonstrate knowledge of molecular geometry by drawing Lewis dot

structures then building stick models.

Teaching: Go over homework from two lessons ago. Give students a chance for extra points for

corrected mistakes. Introduce Molecular geometry, Bonding angles and why they occur. Show

slide notes of the shapes Linear, trigonal planar, tetrahedral. Demonstrate this using stick

model of Styrofoam balls and thin dowels cut to different bond lengths. Q&A what compound

would have these shapes? Have students list these out on the board. Show video of molecular

geometry animation. http://www.youtube.com/watch?v=RRG-4GPz6Eo .

Activity: In pairs have students first draw Lewis structure then build stick and Styrofoam ball

models of CO2 = linear, H2O = bent, BF3= trigonal planar, CH4 = tetrahedral. For the second

part give out three shapes of balloons, oval, round and long twisters. Have students try to build

the same structures using the balloons as electron clouds.

Assessment: Teacher sign off on sheet for Lewis structures and observe partners’ products.

Homework. Take home balloons and use them to create one of the structures using tape string

or whatever needed, Label them with element symbol and dots for proper amount of electrons.