Chemistry
Weeks 13-14: November 9th-20th
Chapter 9: Chemical Bonding
(Week 15: November 23rd-27th Thanksgiving Break)
(Weeks 16-17: November 30th-December 11th Study for Semester Test)
(Week 18: December 14th-18th Semester Test)
(Weeks 19-20: December 21st-January 1st Winter Break)
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Chapter 9 Outline
Chapter 9: Chemical Bonding
9.1 Bonding of Atoms
1. A Model of Bonding
2. Electronegativity: An Attraction for Electrons
3. The Ionic Extreme
a. Highly Unequal Sharing
b. Ionic Bonding in Sodium Chloride
4. The Covalent Extreme
a. Equal Sharing
b. Sharing That’s Close to Equal
5. Polar Covalent Bonds
a. Unequal Sharing in Covalent Bonds
b. Water Has Polar Bonds
6. Bonding in Metals
a. Properties That Reflect Metallic Bonding
b. Sea of Valence Electrons
9.2 Molecular Shape and Polarity
1. The Shapes of Molecules
a. Modeling Water
b. From Electron Dot Diagram to Model
c. From Model to Water Molecule
d. Modeling Carbon Dioxide
e. A Modeling for Ammonia
f. Methane’s Geometry
g. Ethane in 3-D
h. Ethene in 3-D
i. The Geometry of Ethyne
2. How Polar Bonds and Geometry Affect Molecular Polarity
a. Water: A Polar Molecule
b. Ammonia: Another Polar Molecule
c. Carbon Dioxide: A Nonpolar Molecule
d. Methane and Water Compared
e. Connecting Ideas
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Chapter 9 Objectives
Students will recall all Chapter 9 vocabulary words.
Students will predict the type of bond that forms between atoms by using
electronegativity values.
Students will compare and contrast characteristics of ionic, covalent, and
polar covalent bonds.
Students will interpret the sea of electrons model of metallic bonding.
Students will diagram electron dot structures for molecules.
Students will formulate three-dimensional geometry of molecules from
electron dot structures.
Students will predict molecular polarity from three-dimensional geometry
and bond polarity.
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Oklahoma Academic Standards (OAS) for Chemistry
HS-PS1Matter and Its Interactions
1. 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.
2. Construct and revise an explanation for the outcome of a simple chemical
reaction based on the outermost electron states of atoms, trends in the
periodic table, knowledge of the patterns of chemical properties, and
formation of compounds.
3. Plan and conduct an investigation to gather evidence to compare the
structure of substances at the bulk scale to infer the strength of electrical
forces between particles.
4. Develop a model to illustrate that the release or absorption of energy
from a chemical reaction system depends upon the changes in total bond
energy.
5. Apply scientific principles and evidence to provide an explanation about
the effects of changing the temperature or concentration of the reacting
particles on the rate at which a reaction occurs.
6. Refine the design of a chemical system by specifying a change in
conditions that would produce increased amounts of product at
equilibrium.
7. Use mathematical representations to support the claim that atoms, and
therefore mass, are conserved during a chemical reaction.
8. Develop models to illustrate the changes in the composition of the
nucleus of the atom and the energy released during the processes of
fission, fusion, and radioactive decay.
HS-PS2 Motion and Stability: Forces and Interactions
6. Communicate scientific and technical information about why the
molecular level structure is important in the functioning of designed
material.
HS-PS3 Energy
1. Design, build, and refine a device that works within given constraints
to convert one form of energy into another form of energy.
2. Plan and conduct an investigation to provide evidence that the
transfer of thermal energy when two components of different
temperature are combined within a closed system results in a more
uniform energy distribution among the components in the system
(second law of thermodynamics).
HS-PS4 Waves and Their Applications in Technologies for Information
Transfer
1.
Use mathematical representations to describe relationships among
the frequency, wavelength, and speed of waves.
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3.
Evaluate the claims, evidence, and reasoning behind the idea that
electromagnetic radiation can be described either by a wave model or
a particle model, and that for some situations one model is more
useful than the other.
Daily Lesson Plan
Week 13: November 9th-13th
9th: Read Chapter 9, Write Out Vocabulary Words
10th: Chapter 9 Lab
11th: Chapter 9 Lecture, Worksheet, & Quiz
12th: Chapter 9 Lab
13th: Chapter 9 Study Guide/Zeros Report
Week 14: November 16th-November 20th
16th: Chapter 9 Study Guide Review
17th: Chapter 9 Review (Jeopardy)
18th: Chapter 9 Test
19th: Chapter 9 Lab
20th: Chapter 9 Review/Zeros Report
Week 15: November 23rd-27th (Thanksgiving Break)
Weeks 16-17: November 30th-December 11th (Study for Semester Test)
Week 18: December 14th-18th (Semester Test: Chapters 1-9)
Weeks 19-20: December 21st-January 1st (Winter Break)
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