SAtlantic Canada

Science Curriculum

Chemistry521A

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ICU

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Chemistry

62 ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Outcomes

FROM STRUCTURES TO PROPERTIES

Elaborations—Strategies for Learning and Teaching

Students will be expected to

Structural Models of Bonding (continued)4 days (5 hours)

analyse, from a variety ofanalyse, from a variety ofanalyse, from a variety ofanalyse, from a variety ofanalyse, from a variety ofperspectivperspectivperspectivperspectivperspectives, the risks andes, the risks andes, the risks andes, the risks andes, the risks andbenefits to society and thebenefits to society and thebenefits to society and thebenefits to society and thebenefits to society and theenvirenvirenvirenvirenvironment of applyingonment of applyingonment of applyingonment of applyingonment of applyingbonding knobonding knobonding knobonding knobonding knowledge orwledge orwledge orwledge orwledge orintrintrintrintrintroducing a paroducing a paroducing a paroducing a paroducing a particularticularticularticularticulartechnology (118-2)technology (118-2)technology (118-2)technology (118-2)technology (118-2)

Students could analyse the risks and benefits of using fertilizers andpesticides as they tie into the food chain. Students might find their ownexamples for research such as biotechnology, organic farming, andfood irradiation. These could be related to pharmacy, foodproduction, and agriculture.

explain how bondingexplain how bondingexplain how bondingexplain how bondingexplain how bondingevolved as new evidenceevolved as new evidenceevolved as new evidenceevolved as new evidenceevolved as new evidenceand theories are testedand theories are testedand theories are testedand theories are testedand theories are testedand subsequently revisedand subsequently revisedand subsequently revisedand subsequently revisedand subsequently revisedor replaced (115-7)or replaced (115-7)or replaced (115-7)or replaced (115-7)or replaced (115-7)

A class discussion about our understanding of chemical bonds couldbe initiated. Questions that might be asked include “How did wethink about chemical bonds before superconductivity?” “Do moreadvanced technologies help us know more about atoms?” “Tell mehow we understand chemical bonds today.”

Students might be introduced, through a research article or theInternet, to various lattice structure or network solids which willallow them to explore how our understanding of bonding hasevolved.

analyse examples ofanalyse examples ofanalyse examples ofanalyse examples ofanalyse examples ofCanadian contributionsCanadian contributionsCanadian contributionsCanadian contributionsCanadian contributionsto bonding (117-11)to bonding (117-11)to bonding (117-11)to bonding (117-11)to bonding (117-11)

Students should state how scientists contributed to theunderstanding of the elements in the periodic table. Students mightanalyse and describe examples of how science and technology arerelated. Students could read about John Polonya’s work onspectroscopy to see how a Canadian contributes to our world’s viewof science. An alternate example might be Neils Bartlet at UBC in1962 who got Xenon to react. He was responsible for the namechange of Group 18 from inert to noble gases.

analyse and describeanalyse and describeanalyse and describeanalyse and describeanalyse and describeexamples whereexamples whereexamples whereexamples whereexamples wheretechnologies weretechnologies weretechnologies weretechnologies weretechnologies weredeveloped based ondeveloped based ondeveloped based ondeveloped based ondeveloped based onbonding (116-4)bonding (116-4)bonding (116-4)bonding (116-4)bonding (116-4)

Students could investigate the structural model of bonding inmaterials such as titanium alloys and composites used inmanufacturing. They could be prepared to defend the popularity ofthese materials based on properties which relate to their bondingstructure and explain why they are so costly. Students might researchmercury amalgams used in dentistry. Aluminum and its relationshipto Alzheimer’s disease could be explored.

63ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Tasks for Instruction and/or Assessment Resources/Notes

FROM STRUCTURES TO PROPERTIES

Structural Models of Bonding (continued)4 days (5 hours)

Paper and Pencil

Trace the development of bonding with reference to howtechnology helped us in our understanding of bonding.(115-7, 116-4)

Presentation

Individually or in groups, present research on a Canadianchemistry prize winner and his/her contribution to science locally,nationally, and globally. This could be presented orally, in writtenform, or developed as a multimedia presentation.(115-7, 117-11, 116-4, 118-2)

Portfolio

Keep a section of your chemistry portfolio available for issues thatarise related to the relationship between science and technology. Abonding topic, such as chemical dentistry, is one that could bediscussed. Follow up this discussion with a summary or piece ofreflective writing for your portfolio. (115-7, 117-11, 116-4,118-2)

Include a piece of reflective writing in your portfolio. It mightanalyse a particular technology useful in bonding or it might talkabout risks and benefits or the use of bonding knowledge. (118-2)

MHR Chemistry, pp. 199-200, 211-214,223

MHR Website

P.E.I. Dept. of Education Website:

http://www.gov.pe.ca/go/science

Formal Laboratory Report Format

Science Safety Manual

64 ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Outcomes

FROM STRUCTURES TO PROPERTIES

Elaborations—Strategies for Learning and Teaching

Students will be expected to

illustrate and explainillustrate and explainillustrate and explainillustrate and explainillustrate and explainhyhyhyhyhydrdrdrdrdrogen bonds and vogen bonds and vogen bonds and vogen bonds and vogen bonds and van deran deran deran deran derWWWWWaalsaalsaalsaalsaals’ for’ for’ for’ for’ forces (321-5)ces (321-5)ces (321-5)ces (321-5)ces (321-5)– identify types of intermolecular

forces between molecules in asubstance

– compare the strength ofdispersion forces, dipole-dipoleforces, and hydrogen bonding

Students should identify types of intermolecular forces betweenmolecules in a substance. Students should explain the special natureof hydrogen as an exception to the octet rule. Students shouldexplain van der Waals’ forces.

Students could perform a boiling point lab activity using water(hydrogen bond) versus compounds such as TTE or cyclohexane(nonpolar bond), to discover the effect of hydrogen bonding.Melting points (water-ice, camphor or salicylic acid) could also beused for the lab. Students could write a report on van der Waals’forces and covalent bonding.

A supplement to the lab might be for students to research boilingpoints of a variety of phase change compounds with similarmolecular mass but varying bond types (electronegativities). Theycould compare other properties of these compounds to see the effectof bonding on the other physical and chemical properties. In doingthis the special nature of the three highly electronegative elementsnitrogen, oxygen and fluorine could be noted. Having knowledge ofintermolecular forces, students could place substances in increasingorder of melting (or boiling) point. It is not the intent of thisoutcome to have students identify differences between twosubstances that both exhibit dipole-dipole interactions as a result ofdifferent halogen functional groups (varying degree of bondpolarity), but rather to have them identify differences in physicalproperties between two substances of different molar mass whereboth exhibit the same intermolecular force OR between twosubstances of similar molar mass in which they exhibit differenttypes of intermolecular forces.

Intermolecular Forces3 days (3.5 hours)

65ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Tasks for Instruction and/or Assessment Resources/Notes

FROM STRUCTURES TO PROPERTIES

Performance

perform a boiling point lab and report your findings. (321-5)In groups, select an intermolecular force and identify moleculesthat exhibit this force. Using the selected molecules, explain andillustrate the intermolecular force. (321-5)

Paper and Pencil

Illustrate van der Waals’ forces and hydrogen bonding usingselected compounds. Provide an explanation for each. (321-5)Based on intermolecular forces, place the following compounds ina presumed order of increasing boiling point: CH

3CH

2CH

3;

CH3CH

3; CH

3CH

2Cl; CH

3CH

2OH. Explain your choices and

confirm your order based on empirical evidence. (321-5)Explain how molecular size affects the cumulative strength ofdispersion forces. (321-5)Using intermolecular forces, explain various properties of H

2O.

(321-5)

Presentation

Using diagrams, illustrate how water exist in each of the threestates. (321-5)

Intermolecular Forces3 days (3.5 hours)

MHR Chemistry, pp. x-xiii, 202-210

Investigation 6-B “Investigating theProperties of Water”

ThoughtLab “Properties of Liquids”

MHR Teacher’s Resource CD:

Additional Practice Problems: Chapter 6“Structures and Properties of Substances”

BLM 6-1 “Quiz for Jigsaw - Properties ofLiquids”

MHR Website

P.E.I. Dept. of Education Website:

http://www.gov.pe.ca/go/science

Formal Laboratory Report Format

Science Safety Manual

66 ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Outcomes

FROM STRUCTURES TO PROPERTIES

Elaborations—Strategies for Learning and Teaching

Students will be expected to

describe how thedescribe how thedescribe how thedescribe how thedescribe how thedifferent types of bondsdifferent types of bondsdifferent types of bondsdifferent types of bondsdifferent types of bondsaccount for the propertiesaccount for the propertiesaccount for the propertiesaccount for the propertiesaccount for the propertiesof ionic and molecularof ionic and molecularof ionic and molecularof ionic and molecularof ionic and molecularcompounds and metalliccompounds and metalliccompounds and metalliccompounds and metalliccompounds and metallicsubstances (321-8)substances (321-8)substances (321-8)substances (321-8)substances (321-8)– explain the general properties of

ionic and covalent compoundssuch as brittleness, melting andboiling points, and the ability toconduct electricity

– explain why metals aremalleable, ductile, and goodconductors of heat andelectricity and why they have awide range of melting andboiling points

Using the theory of ionic and covalent bonding, students shouldexplain the general properties of ionic and covalent compounds suchas brittleness, melting and boiling points, and the ability to conductelectricity. Using the theory of metallic bonding, students shouldexplain why metals are malleable, ductile, and good conductors ofheat and electricity, and why they have a wide range of melting andboiling points. Students should compare the strengths of ionic andcovalent bonds of various food substances they have previouslyidentified.

It is a common misconception that intramolecular bonds break whena molecular substances evaporates. It is important for students tounderstand that it is the intermolecular bonds (hydrogen, dipole-dipole, dispersion) that break during this phase change for molecularsubstances. In small groups, students might join hands to representintermolecular forces. As they move around to increase kineticenergy, they will see how intermolecular forces break first.

Students could compare acetic acid with hydrochloric acid or sodiumacetate with ethyl acetate or ethanol with ethane. On the basis ofproperties like conductivity, students could differentiate among ionicand molecular compounds, including acids and bases. Studentscould discuss the types of bonds, electronegativity, and hydrogenbonding. Double and single bonds might be discussed in terms oftheir effect on properties of substances. The forces that affect atomsin bonds might be described and explained for ionic and molecularcompounds.

Properties of Ionic and Molecular Compoundsand Metallic Substances (continued) 3 days (3.5 hours)

67ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A

Tasks for Instruction and/or Assessment Resources/Notes

FROM STRUCTURES TO PROPERTIES

Paper and Pencil

Devise your own classification in a flow chart for bonding in allcompounds. Use a list of supplied compounds. (214-2, 321-8)Describe the relationship between electronegativity and hydrogenbonding. (321-8)Draw and label the forces that affect atoms in a covalent bond.(321-8)

Using bonding, describe how compounds may be: malleable vsductile; hard versus brittle; able to conduct electricity efficiently;able to conduct heat efficiently; high vs low boilers. (321-8)

Performance

Perform an experiment to identify various properties of differenttypes of substances. (321-8)

Presentation

Silicon, a covalently bonded solid, is harder than pure metals.Research theories that explain the hardness of covalently bondedsolids and their usefulness. Present your findings as a newspaperarticle or memo. (321-8, 213-6, 213-7, 214-3)

Properties of Ionic and Molecular Compoundsand Metallic Substances (continued) 3 days (3.5 hours)

MHR Chemistry, pp. x-xiii, 216-224

Investigation 6-C “Properties ofSubstances”

MHR Teacher’s Resource CD:

Additional Practice Problems: Chapter 6“Structures and Properties of Substances”

Addition Investigation Unit 2-B“Determining the Type of Bonding inSubstances”

MHR Website

P.E.I. Dept. of Education Website:

http://www.gov.pe.ca/go/science

Formal Laboratory Report Format

Science Safety Manual

ATLANTIC CANADA SCIENCE CURRICULUM: PRINCE EDWARD ISLAND CHEMISTRY 521A110

APPENDIX