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Do not forget, no watermark does not mean the pictures can be freely used without permission. Gallery Type. Useful Worksheet Designing Tips: Choose a typeface geometric cooperate with elegant serif for the happy couple. Do not use a distinctive icon and the symbol that you see everywhere to represent your topic.In this lesson, students will learn about how and why atoms combine to form ionic and covalent bonds. Students will:. The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
To review background knowledge, this activity asks students to build models of ionic and covalent bonds between atoms. Students need to understand the parts of an atom prior to this lesson.
Students also need a basic understanding of the periodic table of the elements. Students should also understand how to write basic chemical equations.
In advance of the lesson, prepare paper bags of materials for the Day 3 lab. Read through the lab and practice demonstrating it. To introduce the lesson, have students answer the following prompt in their science notebooks. Write a definition for atom and molecule under the diagram. Then, as a class, agree upon definitions for atom and molecule. Write the definitions on the board for students to copy in their notes. Tell students the objectives for this lesson. Explain that when atoms combine, only the electrons in the outermost energy level are involved.
These are the valence electrons.
Show students how to use the group number of an element to determine the number of valence electrons. For example, ask them how many electrons a carbon atom has 6and then tell them that there are two electrons in the first energy level and four valence electrons. Tell students that the number of valence electrons is equal to the group number for representative elements.
For example, hydrogen is in group 1 and it has 1 valence electron. Neon is in group 18 and it has 8 valence electrons. The only exception is helium, which is in group 18 but only has 2 valence electrons. Check for understanding by asking students the number of valence electrons for several other elements, such as calcium, boron, and silicon. Calcium has 2, boron has 3, and silicon has 6 valence electrons. Tell students that we can use a diagram called a Lewis dot structure to draw an atom with its valence electrons.
On the board, draw the Lewis dot structures of a carbon atom and a magnesium atom, as shown below. Have students complete Parts 1 and 2. It may be helpful to model an example for each part before students begin working. Go over the answers with the class. Tell students that Lewis dot structures can be used to show how the arrangement of electrons changes when atoms combine to form compounds. Explain the octet rule, that states that atoms tend to combine in such a way that they each have eight electrons in the highest main energy level, giving them the same electronic configuration as a noble gas.
It is also called the noble gas rule. The noble gases do not react with other elements. They are very stable because the s- and p- sublevels in the highest main energy level are filled. Noble gases have 8 electrons in their outer shell except helium, which has 2. Wrap up the lesson by asking students to explain why atoms combine with one another.In this lab, double replacement reactions between compounds were done in order to determine the equation and description of a new substance.
During the lab, each participant was given drop bottles, spot plates. The drop bottles contained different compounds which were dropped into the spot plates and mixed together. Compounds were combined together and would generally form a completely different looking substance.
Droplets of reactants such as BaCl 2 and Na 2 SO 4 were dropped into spot plates, which created a double replacement reaction. If the substance no longer had an aqueous solution after the double replacement, then the substance would be a precipitate. A precipitate is when two aqueous solutions are combined together to form a solid product through double replacement reactions.
These tests were done to give students a better understanding of double replacement reactions. The purpose of this lab was to observe the results of many double replacement reactions, as well as to practice writing non-ionic, complete ionic, and net ionic equations for precipitation reactions.
A good test to determine the presence of chloride ions in a water sample would be to have them react with silver ions. This is due to the fact that on the solubility charts, chloride and silver ions form a precipitate, meaning that together they have low solubility, and form a solid substance. With the product of silver and chloride ions, the presence of the chloride ion will be very evident as it is a solid substance.
If chloride ions were combined with sulphate ions which they are soluble with, then their presence would be nowhere near as clear. This is because the chloride ions would have an aqueous solution.
A good test to determine the presence of silver ions in a water sample would be to pair it with bromide ions. These two ions combined together, would form a precipitate, which would help clearly show the presence of silver in the substance. Silver and Bromide Ions combined together have a low solubility which allows for it to be a precipitate.
For example, Silver ions are soluble with Fluoride ions, which would only create an aqueous solution, and the presence of silver ions would not be as evident as they would be if they were paired with Bromide Ions. Article last reviewed: St.
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Archaic Religion: Questions and Answers. Percentage Yield Lab Answers. It only takes seconds! Upload your Homework.Complete the table below for the following monatomic metal and nonmetal ions. Write formulas for the ionic compounds listed below. Write the names for the ionic compounds listed below. What element always leads the formula of an acid? The names of acids depend on the type of anion they contain. Complete the following table:. Identify and name the anions in the following acids, then name the acids.
From the name of the acid supplied, identify the anion it contains then write the correct formula for the acid.
Which of the following non-metals would you write first in a covalent compound's name or formula? Write the names or formulas as required for each of the following covalent compounds. Why is it necessary to use prefixes in the names of covalent compounds? In covalent compounds, the neutral non-metal atoms involved can combine in a variety of ratios, producing several different compounds containing the same elements.
Thus prefixes are needed in their names to differentiate between these compounds, by indicating the number of atoms of each non-metal atom found in them. In what cases do we not use prefixes in the names of covalent compounds? The prefix "mono" is dropped from the name of the first element when there is only one atom of that element present. Also, no prefixes at all are used in the names of covalent compounds containing hydrogen.
CrBr 3. FeCO 3. Ca SCN 2. Mn ClO 3 4. Sn HCO 3 2. HgSO 3. NH 4 Br. CsHSO 3. Mg CN 2.
Ionic and Covalent Bonding Worksheet Answer Key
InI 3. Ni MnO 4 2. Ba ClO 2 2.In this lesson students will review how to write formulas for ionic compounds and how to balance chemical equations. These topics are essential to the new material in this lesson, which is learning how to write balanced chemical equations for neutralization reactions. This lesson aligns to the NGSS Practices of the Scientist of Developing and Using Models because the balanced chemical reaction is a written depiction of a chemical reaction.
The process of using the equations to show what is happening in the test tube introduces a level of complexity beyond what students would observe from seeing color changes or even pH changes. It aligns to the NGSS Crosscutting Concept of Cause and Effect in the sense that balanced chemical equations for neutralization reactions are best understood by examining the smaller scale mechanisms within the system—in this case the formation of a salt and water.
In terms of prior knowledge or skills, students have seen in a previous lesson that mixing an acid and a base together produces a chemical reaction. They have also learned about differences between acids and bases in this lesson and in this lesson. I reason that this is a good way to begin class because it introduces students to the material for today. The textbook is set up so that every student can extract this information, even if they do not completely understand it.
By getting this early exposure, students will have begun thinking about neutralization reactions before I give my lesson on the subject; it is my hope that they will have a little momentum going into the lesson. After I take attendance I walk around the room to see how students are doing, and they confirm my expectations.
Activator : After students have had a chance to do this assignment, I ask a student to show their answers to the class. The salt is the NaCl. Mini-lesson : My first challenge is to help students remember how to write salts. I ask them to look at pages in their textbook. The first thing I ask them to look at is the idea of balancing the charge, as shown in the middle of page The total positive charge has to be equal and opposite to the total negative charge.
I point out that the way to achieve this balancing of charge is to add subscripts. I then remind students that individual atoms can have a charge, and I remind them that the different groups on the periodic table provide us with a hint about what the charge is. I then point out that page shows how to deal with polyatomic ions. I note that these are groups of atoms that have a charge when they are bonded together, and that there is a list on page They do not have to memorize the list, but they do need to know how to use the list to find the charge of polyatomic ions.
This instructional choice reflects my desire to slowly and methodically build up to the skill of writing neutralization reactions. Being able to write the chemical formulas for salts seems like a good first step. Guided Practice : I ask students to write the salts for problems from the Ionic Bonding Practice problems.
I then show the class the answers using the Ionic Bonding Practice answer key. Most students met with success on this task, and so I release them to finish these practice problems. While they are working I walk around and answer students' questions, help them stay on task, and look for common mistakes.
I want students doing this work so that they have a chance to practice the skill that they have just learned. Catch and Release Opportunities: The one common mistake I see from walking around is that students have forgotten how to use the periodic table to determine the charge of a monatomic ion.In this lesson students will synthesize the material they have learned in this unit.
In past lessons they have learned how to form ions as well as name and model ionic compounds and molecular compounds. In this lesson students are taught how to differentiate between the compound types and in a list of compounds and they must then either name or model the compounds based on their ionic or molecular designation. Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
S tudents are only working with monatomic ions and can use the periodic table to discern bonding type. It aligns to the NGSS Crosscutting Concept of Patterns because the behaviors of these compounds can be explained by the very specific patterns that are revealed about them when examining them at the nanoscale. I reason that this is a good way to start class because it gives students an assignment that they can lead themselves while I take attendance, and it gets to the heart of the work for today's lesson.
Activator : I ask a student to show their work. In different classes, different mistakes are made. Some students use prefixes for naming the ionic compound, some draw ionic compounds by sharing electrons, and some even bond two hydrogen atoms together.
Choosing this approach fits perfectly into what I hope to highlight for students today--that you need to know whether you have an ionic or molecular compound before you can name it or understand its structure.
Mini-lesson : I teach students and they record in their notebooks the difference between ionic and molecular compounds. I review with students how the naming and Lewis dot structures are different for each type of compound using the compounds review notes. This instructional choice reflects the fact that we are near the end of the unit.
I chose this particular focus so that students would have the opportunity to name and model a molecular and an ionic compound. After students do this, we discuss the answers.
Many students used the wrong system for at least one of the six problems. At this point, I reemphasize the need to ask whether the compound is molecular or ionic before attempting to name or model the compound.
Student Activity : During this time students work on naming and modeling ionic compounds. I work the room, looking at student work, offering critique, and answering questions.
Writing Neutralization Reactions, Part 1
This is a great time for differentiation. For students who are behind in their work, I can re-teach concepts like molecular and ionic bonding. Some students are not behind, but forgot ionic compounds after focusing on molecular. Some students are not following the notes, and this is a good time to teach about the importance of listening to a procedure and following it. There comes a point when I have interacted with enough students where I can recognize patterns for things I am saying.
While I do not always anticipate catch and release moments, I know them when I see them. After talking with a number of students, the one thing that I notice is that many students begin to forget that the first thing they need to do is determine if the compound is ionic or molecular.
They get so eager to write something down that they forget to think first. Stopping class to discuss this is important because otherwise students will not experience success with today's objective. On another occasion I stop class because I notice that a lot of students are not balancing their charges when writing chemical formulas and Lewis dot structures for ionic compounds. None of them have a balanced charge.