Period 3
Lesson
Title/Focus
Unknown Bonding Lab
Date
April 3, 2013
Subject/Grade
Level
CHEM 20
Time
Duration
8:45 – 10:05 (80 minutes)
Unit
Chemical Bonding
Teacher
Mr. Bechthold
OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
General
Learning
Outcomes:
Specific
Learning
Outcomes:
1.
Apply various models, evidence and theory to explain the structure, chemical bonding and properties of
ionic compounds
2. Apply various models, evidence and theory to explain the structure, chemical bonding and properties of
molecular compounds
20–A1.1s Formulate questions about observed relationships and plan investigations of questions, ideas,
problems and issues
20–A1.3s Analyze data and apply mathematical and conceptual models to develop and assess possible
solutions
20-A1.1-1s Design an investigation to determine the properties of ionic compounds (solubility,
conductivity and melting point)
20-A1.3-1s Analyze experimental data to determine the properties of ionic compounds
20–A1.6k explain that ionic compounds form lattices and that these structures relate to the compounds’
properties; e.g., melting point, solubility and reactivity
20–A2.8k relate properties of substances (e.g., melting and boiling points, enthalpies of fusion and
vaporization) to the predicted intermolecular bonding in the substances
20–A2.7k explain intermolecular forces, London (dispersion) forces, dipole-dipole forces and hydrogen
bonding
LEARNING OBJECTIVES
Students will:
1. Design an investigation to determine the properties of ionic compounds
2. Analyze experimental data to determine the properties of ionic compounds
3. Explain that ionic compounds form lattices and that these structures relate to the compounds’ properties
4. Relate properties of substances to the predicted intermolecular bonding in the substances
5. Explain IMF
ASSESSMENTS
Observations:
Key Questions:
Products/Performances:
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Observe students while they are working in their pairs
“Remind me what LDF is? How does it ‘work’?” (LO#5)
Lab (LO#1-4)
IMF Activity (LO#5)
LEARNING RESOURCES CONSULTED
 AB POS
 Nelson Chemistry
MATERIALS AND EQUIPMENT
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Aluminum foil
Spot plate
Distilled water bottle
Distilled water
Scoopula
Playing cards
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Lab notebook
Pen
Hot plate
Conductivity tester
Stirring rod
Stop watch (or cell phone)
PROCEDURE
Introduction
Attention Grabber
Expectations for Learning
and Behaviour
Transition to Body
Learning Activity #1
Lab Day
Students are expected to adhere to Lab rules that have been followed
throughout the semester and are outlined on various posters throughout the
room
Give each student two sticky notes – have them write partial negative and
positive on each one.
Body
IMF Activity [VK]
1. LDF
Time
1 min
(8:45 AM)
Time
1
Period 3
Assessments/ Differentiation:
Learning Activity #2
Assessments/ Differentiation:
Learning Activity #3
Assessments/ Differentiation
Assessment of Learning:
Feedback From Students:
Transition To Next Lesson
 Ask students – “Remind me what LDF is? How does it ‘work’?”
Students will be given two sticky notes, one to write a positive sign on
and one to write a negative sign on (they will also add the words –
momentary dipole to them). They will stick these to the outside of their
shoulder. They will then walk around and create momentary dipoles
with one another – by sticking out their elbows when they come close
to someone else that they could be attracted to – making a momentary
dipole with (pos and negative)
2. DD/HB
 Students will find a partner. They will each get a sticky note – one
person will be the partial positive (ex. H) and the other will be the
partial Neg (ex. Cl). Again they will walk around the room and
find themselves attracted to the partial positive and negatives
around the room. This time they will walk around with their
elbows up the whole time (as the partial positive and negative are
there)
Allows students to connect concepts together – engages students kinesthetically
Unknown Bonding Lab (LO#1-4)
Divide students into groups with playing cards & have students find their
partner and begin.
Review Procedure
1. Record the state and physical properties of the unknown
2. Test the unknown for conductivity as a solid
3. Test the unknown for solubility in water – pea sized amount
4. Test the conductivity of solution
5. Test the relative melting times of the unknowns (show students how to
place a small amount of the unknown into the wells)
Go around the room while students are working and assign them a grade for a
complete procedure (1) and a correct/complete table (4)
Remind students they have 60 minutes to complete this activity
After the activity is complete, give the students an example of what an
appropriate analysis would look like.
[VKAT] Allows students to connect their learning in a lab setting making the
learning more authentic for the students
Take up any questions from IMF notes (LO#5)
 Assign students the sheet in the note package to work on for practice
 Ask students if they have any questions regarding the practice
questions given in addition to the notes yesterday in preparation for
tomorrows quiz.
Work time
[VAT] gives students the opportunity to ask questions in preparation for
tomorrows quiz – allows all students to hear questions so that everyone can
benefit
Closure
Through lab work and observations during IMF Activity
Ask students if the activity helped them to understand IMF
Tomorrow you will be writing your IMF quiz and handing in
your Unknown bonding lab.
15 min
(8:46 AM)
50 min
(9:01 AM)
12 min
(9:51 AM)
Time
2 min
(10:03 AM)
END
10:05 AM
Reflections from the lesson
2