Background
We know that atoms bond to each other. Scientists have found that there are only three types of bonds: ionic bonds, covalent bonds, and metallic bonds. If atoms have an ionic bond, the solid they make is called an ionic compound. If atoms have a covalent bond, the solid they make is called a covalent compound.
B Research Question
What are the physical properties of ionic compounds and covalent compounds?
C Variables
Complete the following table with 3 constant variables for each experiment.
Experiment Independent Variable Dependent Variable Constant Variables (keep same)
1 Smell -Distance from nose
-Amount
2
3
Melting point
-same place
-Heat
-Distance from fire
-Amount
Microscopic structure -lens
-distance
-light setting
4
5
6
7
Ionic and covalent solid
Hardness
Solubility
-Amount of solid
-Amount of strength you put on to crush
-The pressure
-Amount of water
-Amount of solid
-Speed of stirring
Electrical conductivity -Amount of water
-Amount of ionic and covalent solid
-Type of wire
Flame test -Power of fire
-Distance from solid
-Amount of solid
D Hypothesis
If a solid has strong bonds between its atoms, then the smell will be weak because a solid can’t really break apart again. The melting point will be weak because solid can’t break apart. The microscopic structure will be same because you can’t see how it’s strong or weak. The hardness will be hard because solid cant break apart so they will stay hard. The solubility will be weak because solid can’t break apart. The electrical conductivity will be lower because the solid is too hard.
If a solid has strong bonds between its atoms, then

 the smell will be … because … the melting point will be … because …
 the microscopic structure will be … because …
 the hardness will be … because …
 the solubility will be … because …
 the electrical conductivity will be … because
E Equipment and Materials

You will need all of this equipment at one point in the investigation. Collect only the equipment you need for each new experiment.
 Lab coat (to wear throughout the practical investigation)
 Safety glasses (to wear when appropriate - you choose when and your teacher will check!)
 Sodium carbonate (ionic compound)
 Naphthalene (covalent compound)
 Pen for labeling glass containers
 2 spatulas
 1 watch glass
 2 test tubes and test tube holder
 2 test tube tongs
 Spirit burner or Bunsen burner
 Stopwatch
 2 microscope slides
F Method and G Diagram
 1 microscope
 4 test tubes
 Water


2 small glass beakers
 1 lamp
 1 ammeter
 1 battery or power supply pack
3 electrical cables
 2 carbon electrodes
 2 flame-test-sticks
Work carefully through each experiment. Record your observations carefully after every experiment.
Experiment 1: Smell
1.
Use a spatula to place a sample of each solid on a watch glass.
2.
Observe and record your observations.
Experiment 2: Melting Point
1.
Put 2 spatulas of each solid in a test tube (use two separate test tubes).
2.
Heat each test tube for the same amount of time until one of the solids melts.
3.
Continue heating them for three more minutes.
4.
Observe and record your observations.
Experiment 3: Microscopic Structure
1.
Place a sample of each solid on a microscope slide.
2.
View the solid under the microscope
3.
Observe and record your observations.
Experiment 4: Hardness
1.
Attempt to crush some of each solid on the watch glass using the spatula.
2.
Observe and record your observations.
Experiment 5: Mixing with other Liquids
1.
Put 2 cm of water (an ionic liquid) into 2 different test tubes.
2.
Add a spatula-tip of each solid to separate test tubes (use one test tube for each solid).
3.
Observe and record your observations.
4.
Put 2 cm of 2-propanol (a covalent liquid) into 2 different test tubes.
5.
Add a spatula-tip of each solid to separate test tubes (use one test tube for each solid).
6.
Observe and record your observations.
Experiment 6: Electrical Conductivity
Construct an electrical conductivity tester similar to the diagram (use a power supply instead of 1.
a battery and add an ammeter in series with the lamp)
2.
Half-fill 2 beakers with water
3.
Stir a spatula tip full of each solid into separate beakers (use one beaker for each solid).
4.
Observe and record your observations.

Experiment 7: Flame Test (Just for Fun! – Not really to do with ionic and covalent solids)
1.
Put a small amount of each solid on the flame-test-stick and hold each solid in a flame.
2.
Observe and record your observations.

H Observations
Experiment 1-Smell
Experiment 2-Melting part
Experiment 3-Microscopic
Structure
Experiment 4-Hardness
Experiment 5-Mixing with other liquids together
Crushable
A (ionic)
Smells like camphor
Melts in 2 second
Looks like crystal, Sticks
Solid floats, color not changed
No smell
B (covalent)
Doesn’t melts
Big particles and looks like squished tissue
Not really crushable
Sinks, color change blurry
Experiment 6-Electrical
Conductivity
Experiment 7-Flame test
Nothing happens 0.5
Make ashes and black thing flies Blue fire turns orange
I Presenting and Processing Data (Not required in this investigation)
J Conclusion
After searching the difference between these two compounds, I figured out that solid A is ionic compound and B is covalent compound. The results supported some of my hypothesis. On my results and the research that I’ve done, both of them state that covalent compound is stronger. In the table above Solid B had no changes at all. It’s not crushable and soluble at all. Ionic compound is weaker than Covalent because it’s crushable and soluble.
K Evaluation (Not required in this investigation)
L Real Life Application
Rubber band – can stretch but breaks if we stretch it too much
M Works Cited http://www.diffen.com/difference/Covalent_Bonds_vs_Ionic_Bonds

Student’s
Opinion
Teacher’s
Decision
0
1–2
3–4
5–6
SWA MYP Descriptor
 The student does not reach a standard described by any of the descriptors given below.
 The student uses a limited range of scientific language correctly.
 The student communicates scientific information with limited effectiveness
 When appropriate to the task, the student makes little attempt to document sources of information.
 The student uses some scientific language correctly.
 The student communicates scientific information with some effectiveness .
 When appropriate to the task, the student partially documents sources of information.
 The student uses sufficient scientific language correctly.
 The student communicates scientific information effectively.
 When appropriate to the task the student documents the sources of information correctly.
 My work does not match requirements below.
 I used some scientific language.
 For most sections of the lab report I followed most of the requirements listed on the task sheet.
 I give some info for some of my sources.




Student Self-Assessment
I used only scientific language.
For each section of the lab report I followed most of the requirements listed on the task sheet.
Source information is missing making it hard for the reader to trace my sources
 I used clear, concise, scientific language.
 For each section of the lab report I followed completely the requirements listed on the task sheet.
I correctly cite my sources of information in text and with a Works Cited list.

Student’s
Opinion
Teacher’s
Decision
0
1–2
3–4
5–6
SWA MYP Descriptor
 The student does not reach a standard described by any of the descriptors given below.
 The student collects some data and attempts to record it in a suitable format.
 The student organizes and presents data using simple numerical or visual forms.
 The student attempts to identify a trend, pattern or relationship in the data.
 The student attempts to draw a conclusion but this is not consistent with the interpretation of the data.
 The student collects sufficient relevant
 data and records it in a suitable format.
The student organizes, transforms
-
forms with some errors or omissions .
 The student interprets the data stating a trend, pattern or relationship in the data.
 The student draws a conclusion consistent with the interpretation of the data.
 The student collects sufficient relevant data and records it in a suitable format.
 The student organizes, transforms and presents data in numerical and/or visual forms logically and correctly.
The student correctly interprets the data  stating a trend, pattern or relationship in the data.
 The student draws a clear conclusion consistent with the correct interpretation of the data and explains it using scientific reasoning.
Student Self-Assessment
 My work does not match the requirements below.
 Some of my data is relevant and my table is partly correct
 I tried to make a conclusion.
 My data is relevant and recorded in a suitable way.
 I try to organize and process the data.
 My conclusion matches the observations.
 My data is relevant and my presentation is logical and clear.
 I correctly interpret the data.
 In my conclusion I comment on the reliability of my data through comparing my results to what would be expected from published data.
 I give a scientific explanation of my conclusion.

Student’s
Opinion
Teacher’s
Decision
0
1–2
3–4
5–6
SWA MYP Descriptor
 The student does not reach a standard described by any of the descriptors given below.
 The student requires some guidance to work safely and some assistance when using material and equipment.
 The student requires some guidance to work responsibly with regard to the living and non-living environment.
 When working as part of a group, the student needs frequent reminders to cooperate with others .
 The student requires little guidance to work safely and little assistance when using material and equipment.
 The student works responsibly with regards to the living and non-living environment.
 When working as part of a group, the student cooperates with others on most occasions .
 The student requires no guidance to work safely and use materials and equipment competently .
 The student works responsibly with
 regards to the living and non-living environment.
When working as part of a group, the student cooperates with others .
Student Self-Assessment
 My work does not reach a standard described by any of the descriptors given below.
 During the experiment I did not know what to do.
 I forgot safety routines such as wearing goggles, standing up, etc.
 During the experiment I asked questions even though the answer to the question was provided in writing and orally beforehand.
 I forgot safety routines such as wearing goggles, standing up, etc.
 I did not ask questions that had already been answered in writing.
 I knew what I was doing in the lab
 I included safety precautions in my report and followed all safety routines responsibly during the experiment.
 I worked well with classmates.