I.
Grade Level/Unit Number:
9-12 Unit 5
II:
Unit Title:
Chemical Bonding and Language of Chemistry
III.
Unit Length:
4 days (on a 90 min. per day block schedule)
IV.
Major Learning Outcomes:
Students should be able to:
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V.
Ionic bonding
Describe how ions are formed and which electron arrangements are stable
Use the term cation as a positively charged ion and anion as a negatively
charged ion
Predict ionic charges for main group elements base on valence electrons
Describe an ionic bond as an electrostatic attraction
Determine that a bond is predominately ionic by the location of the atoms on the
periodic table (metals combined with nonmetals) or when ΔEN >1.7
Explain how ionic bonding in compounds determines their characteristics: high
MP, high BP, brittle, and high electrical conductivity either in molten state or in
aqueous solution Write binary compounds of metal/nonmetal*
Write ternary compounds (polyatomic ions)*
Write, with charges, these polyatomic ions: nitrate, sulfate, carbonate, acetate,
and ammonium.
Covalent bonding
Apply the concept that sharing electrons form a covalent compound that is a
stable (inert gas) arrangement
Determine that a bond is predominately covalent by the location of the atoms on
the periodic table (nonmetals combined with nonmetals) or when ΔEN < 1.7
Write binary compounds of two nonmetals: use Greek prefixes (di-, tri-, tetra-, …)
Know names and formulas for these common laboratory acids:
o HCl, HNO3, H2SO4, HC2H3O2, (CH3COOH)
Metallic bonding
Describe metallic bonds as “metal ions plus ‘sea’ of electrons”
Explain how metallic bonding determines the characteristics of metals: high MP,
high BP, high conductivity, malleability, ductility, and luster
*The Stock system is the correct IUPAC convention for inorganic nomenclature.
Content Objectives Includes (with RBT Tags):
Objective Objective
Number
2.06
Assess bonding in metals and ionic compounds as related
Chemistry- Unit 5
DRAFT
RBT
Tag
B5
1
2.07
2.03
to chemical and physical properties.
Assess covalent bonding in molecular compounds as
related to molecular geometry and chemical and
physical properties.
Apply the language and symbols of chemistry.
 Name compounds using the IUPAC conventions.
 Write formulas of simple compounds from their
names.
B5
C3
VI.
English Language Development Objectives (ELD) Included:
NC English Language Proficiency (ELP) Standard 4 (2008) for Limited English
Proficiency Students (LEP)- English Language learners communicate information,
ideas, and concepts necessary for academic success in the content area of science.
Suggestions for modified instruction and scaffolding for LEP students and/or students
who need additional support are embedded in the unit plan and/or are added at the end
of the corresponding section of the lessons. The amount of scaffolding needed will
depend on the level of English proficiency of each LEP student. Therefore, novice level
students will need more support with the language needed to understand and
demonstrate the acquisition of concepts than intermediate or advanced students.
VII.
Materials/Equipment Needed
Activity
Characteristics of Bonds Lab
Materials
Sodium chloride
evaporating dishes
PDB (paradichlorobenzene)
test tubes
Potassium chloride
DI water (deionized water)
Shortening
hot plate
test tube rack
stirring rod
VIII. Detailed Content Description:
Please see the detailed content description for each objective in the chemistry support
document. The link to this downloadable document is in the Chemistry Standard
Course of Study at:
http://www.ncpublicschools.org/curriculum/science/scos/2004/24chemistry
IX.
Unit Notes:
This unit is focused on the development of the theory of the atom, the structure of the
atom and nuclear decay. Students will learn about the historical development of the
Chemistry- Unit 5
DRAFT
2
atom beginning with early contributions through the current atomic theory. Students will
examine the structure of the atom and analyze nuclear energy as it relates to the atom.
In each unit, Goal 1 objectives which relate to the process of scientific investigation are
included. In each of the units, students will be practicing the processes of science:
observing, hypothesizing, collecting data, analyzing, and concluding. The Goal 1
Objectives are as follows:
COMPETENCY GOAL 1: The learner will develop abilities necessary to do and
understand scientific inquiry.
1.01 Design, conduct and analyze investigations to answer
questions related to chemistry.
 Identify questions and suggest hypotheses.
 Identify variables.
 Use a control when appropriate.
 Select and use appropriate measurement tools.
 Collect and organize data in tables, charts and
graphs.
 Analyze and interpret data.
 Explain observations.
 Make inferences and predictions.
 Explain the relationship between evidence and
explanation.
 Identify how scientists share findings.
Chemistry- Unit 5
DRAFT
This goal and these objectives
are an integral part of each of
the other goals. In order to
measure and investigate
scientific phenomena, students
must be given the opportunity to
design and conduct their own
investigations in a safe
laboratory. The students should
use questions and models to
formulate the relationship
identified in their investigations
and then report and share those
finding with others
Students will be able to:
 Identify questions and
suggest hypotheses.
 Identify variables.
 Use a control when
appropriate.
 Select and use appropriate
measurement tools.
 Collect and organize data in
tables, charts and graphs.
 Analyze and interpret data.
 Explain observations.
 Make inferences and
predictions.
 Use questions and models to
determine the relationships
between variables in
investigations.
 Identify how scientists share
findings.
3
If a teacher follows this curriculum (s)he will have addressed the goals and objectives of
the SCOS. However, teachers may want to substitute other activities that teach the
same concept. The unit length has extra time built in for quizzes, going over
homework, additional practice depending on the nature of the class, and
assessment. Teachers should utilize the textbook as a resource by assigning
homework each day and providing additional guided and independent practice.
Reference Tables:
The North Carolina Chemistry Reference Tables were developed to provide essential
information that should be used on a regular basis by students, therefore eliminating the
need for memorization. It is suggested that a copy be provided to each student on the
first day of instruction. A copy of the reference tables can be downloaded at the
following URL:
http://www.ncpublicschools.org/docs/curriculum/science/scos/2004/chemistry/referencet
ables.pdf
Essential Questions:
Essential questions for this unit are embedded within the unit. Essential questions are
those questions that lead to student understanding. Students should be able to answer
these questions at the end of an activity. Teachers are advised to put these questions
up in a prominent place in the classroom. The questions can be answered in a journal
format as a closure.
Safety: Students should wear chemical splash goggles during any lab activity involving
chemicals. This includes household substances. It is extremely important for the
safety and success of your students that you do ALL activities and labs prior to
assigning them to students. At the beginning of each lab, the teacher should address
any specific safety concerns relating to the activity.
Computer Based Activities:
Several of the recommended activities are computer based and require students to visit
various internet sites and view animations of various biological processes. These
animations require various players and plug-ins which may or may not already be
installed on your computers. Additionally some districts have firewalls that block
downloading these types of files. Before assigning these activities to students it is
essential for the teacher to try them on the computers that the students will use and to
consult with the technology or media specialist if there are issues. These animations
also have sound. Teachers may wish to provide headphones if possible.
Chemistry- Unit 5
DRAFT
4
X.
Global Content: Aligned with 21st Skills
One of the goals of the unit plans is to provide strategies that will enable educators to
develop the 21st Century skills for their students. As much as students need to master
the NCSOS goals and objectives, they need to master the skills that develop problem
solving strategies, as well as the creativity and innovative thinking skills that have
become critical in today’s increasingly interconnected workforce and society. The
Partnership for 21st Century Skills website is provided below for more information about
the skills and resources related to the 21st Century classroom.
http://www.21stcenturyskills.org/index.php?option=com_content&task=view&id=27&Ite
mid=120
NC SCS
Chemistry
21st Century Skills
Communication Skills
1.01 - 1.03, Conveying thought or opinions effectively
2.06, 2.07 &
2.03
Activity





1.01 - 1.03
1.01 & 1.03
2.06, 2.07 &
2.03
1.01 – 1.03
1.01 – 1.03
1.01 – 1.03
1.01 - 1.03,
2.06, 2.07 &
2.03
When presenting information,
distinguishing between relevant and
irrelevant information
Explaining a concept to others


Interviewing others or being interviewed
Computer Knowledge
Using word-processing and database
programs
Developing visual aides for presentations
Using a computer for communication
Learning new software programs
Employability Skills
Assuming responsibility for own learning





Chemistry- Unit 5
DRAFT
Characteristics of
Bonds Lab
Opposites Attract
Ionic formulas
practice
Electronegativity
Learning Guide
Binary Compounds
of 2 Nonmetals
Characteristics of
Bonds Lab
Opposites Attract
Characteristics of
Bonds Lab
Opposites Attract
Ionic formulas
practice
Electronegativity
Learning Guide
Binary Compounds
5
1.01 - 1.03 Persisting until job is completed
2.06, 2.07 &
2.03
1.01 - 1.03 Working independently
2.06, 2.07 &
2.03
Developing career interest/goals
1.01 – 1.03 Responding to criticism or questions
Information-retrieval Skills
Searching for information via the
computer
Searching for print information
Searching for information using
community members
Language Skills - Reading
2.06, 2.07 & Following written directions
2.03
1.01 – 1.03
2.06, 2.07
1.01 – 1.03
Identifying cause and effect relationships
Summarizing main points after reading
Locating and choosing appropriate
reference materials
Reading for personal learning
Language Skill - Writing
Using language accurately
Organizing and relating ideas when
writing
Proofing and Editing
Chemistry- Unit 5
DRAFT
of 2 Nonmetals
All activities
WIZARD assessment
questions
Most of the activities can
be presented as
opportunities for students
to follow written directions.
The teacher will have to
work with most students to
develop this skill over
time. The following
activities are well suited to
developing skills in
following directions:
 Characteristics of
Bonds Lab
 Opposites Attract
 Ionic formulas
practice
 Electronegativity
Learning Guide
 Binary Compounds
of 2 Nonmetals

Characteristics of
Bonds Lab
All activities
6
2.06, 2.07 &
2.03
1.03
1.01 – 1.03
1.01 – 1.03
2.06, 2.07 &
2.03
1.01 – 1.03
2.06, 2.07
Synthesizing information from several
sources
Documenting sources
Developing an outline
Writing to persuade or justify a position
Creating memos, letters, other forms of
correspondence
Teamwork
Taking initiative
Working on a team


Thinking/Problem-Solving Skills
Identifying key problems or questions
Evaluating results

Characteristics of
Bonds Lab
Opposites Attract
Characteristics of
Bonds Lab
Developing strategies to address
problems
Developing an action plan or timeline
ENGAGE: (60 min.)
In the Characteristics and Bonds Lab, students will investigate the properties of four
compounds. Students should discover that two of the compounds will have low melting
points (covalent), and two will have high melting points (ionic). Two compounds will
have an odor (covalent). Two compounds will be soluble (ionic) and two will be
insoluble (covalent).
Essential Question:
How do melting points, solubility, and detection of an odor relate to types of bonds?
Characteristics of Bonds Laboratory Activity
Purpose: In this lab you will examine the properties of ionic compounds and covalent
compounds. The properties studied are: volatility, melting point, and solubility in
water. You will use these properties to classify substances as ionic or covalent.
Background Information: Compounds have either covalent or ionic bonds depending
upon the nature of the forces that hold them together. In ionic compounds, the force of
attraction is between oppositely charged ions. This attraction is called an ionic bond.
Compounds with ionic bonds form crystals with a regular pattern of positive and
negative ions held together by the electrical force of attraction. In covalent compounds,
Chemistry- Unit 5
DRAFT
7
the atoms are held together by an interaction between adjacent nuclei and shared
electrons called covalent bonds. Covalent compounds exist in the form of distinct
particles called molecules. The molecules of covalent compounds are held together in
clusters by weak forces generally referred to as intermolecular forces. Intermolecular
forces are much weaker forces than the covalent bonds that hold the elements together
within the molecules or ionic bonds that hold the positive and negative ions together in
crystals. These different forces account for the many properties of ionic and covalent
compounds such as solubility, melting point, and the degree of volatility,
Melting -- In order to melt an ionic compound, it is necessary to break ionic
bonds. Therefore, ionic compounds usually have high melting points. To melt a
covalent compound, it isn’t necessary to break bonds. It is only necessary to overcome
the much weaker intermolecular forces that hold the particles together.
Volatility -- The particles in a volatile compound must be held together by weaker
forces so that some can break away and travel through the air to our noses.
Solubility – Ionic compounds tend to be soluble (or dissolve in) water because
water is a polar compound that can exert enough force to overcome the ionic bond and
cause the ions to go into solution. In general covalent compounds are less soluble in
water. The tendency of compounds to dissociate or ionize in water tells a great deal
about the way in which bonds hold the compound itself together.
Procedure:
Chemicals to be tested
Sodium chloride
PDB (paradichlorobenzene)
Potassium chloride
Shortening
Materials
evaporating dishes
test tubes
DI water (deionized water)
hot plate
test tube rack
stirring rod
1. Volatility – Carefully smell each compound. Be sure to use correct “wafting”
technique. If you can detect an odor, assume that the compound has a high
volatility. Record as high or low volatility.
2. Melting Point – Place a small amount of each substance individually in an
evaporating dish. Heat the sample on a hot plate and record the time it takes for
it to melt. The PDB will be heated on a hotplate under the fume hood. The
longer it takes the compound to melt, the higher the melting point. Record the
time it takes to melt, and whether or not it is considered to be a high or low
melting point. If the compound hasn’t melted in 3 minutes consider that the
compound has a high melting point.
3. Solubility in Water – Put a micro-spatula of each material into a separate test
tube. Stir each with a stirring rod (rinsed between each sample) and record how
likely the substance is to dissolve in water. Record high or low solubility.
Conclusion Questions:
1. Explain why the type of bond could determine the volatility of a substance?
Chemistry- Unit 5
DRAFT
8
2. Does the strength of the bond have anything to do with the melting point?
Explain why.
3. Water molecules are polar which means one side of the molecule is positively
charged and the other side of the molecule is negatively charged. Which
substances tend to dissolve easier in water, ionic or covalent? Why?
4. What kinds of elements are in the formulas for the ionic compounds?
5. What kinds of elements are in the formulas for the covalent compounds?
6. List the physical properties that indicate ionic bonding exists in a compound.
7. List the physical properties that indicate covalent bonding exists in a compound.
Characteristics of Bonds -- Lab Write Up Instructions
Pre-Lab
1. Name, date, title
2. Purpose
3. Answer the following PreLab questions:
1. Per the introduction, what are intermolecular forces and in
what kind of compounds do they exist?
2. Why do ionic compounds have such high melting points?
3. How will you classify a compound as having a high volatility?
4. Are ionic compounds or covalent compounds more soluble
in water? Why?
4. Create a Data Table
 Data Table : Data table should resemble this for Part I: Include all 4
chemicals in table (listed in the materials section)
Chemical
Volatility
Time to
Melting
Solubility
Covalent or
(High or low)
melt
Point
(High or low)
Ionic?
(Seconds) (high or
low)
5. Post Lab: Be sure all data tables are filled in and answer conclusion questions in
complete sentences.
Chemistry- Unit 5
DRAFT
9
EXPLORE: (60 min.)
The teacher should use the previous lab as a lead in to the Opposites Attract activity.
This activity provides an interactive way to teach writing and naming ionic compounds.
Prior to the activity, the teacher should make cards by printing the “demonstration ion
cards”. It is best to laminate the cards so that they can be used again next semester.
Punch two holes in the cards and insert yarn so that the cards can be hung around the
neck. Select student volunteers:
Binary Compounds:
 Begin with Na1+ and Cl1- with 2 students. Pair the students. Write & name the
formula.
 Pair Ca2+ with S2-. Write & name the formula.
 Next pair Ca2+ (same students as above) with Cl1-. Explain the concept that
electrons lost must equal electrons gained when compounds are formed and
therefore, the charges must equal zero. Select another student to model another
Cl1-. Students will see that it takes 2 chlorides for every 1 calcium. Write & name
the corresponding formula.
 Pair Na1+ with S2- in the same manner. Write and name the formula.
Tertiary Compounds
 Pair Na+1 with OH-. Write & name formula. Show students where polyatomic
ions are located in the reference tables.
 Pair Na+1 with SO42-. Write & name formula. Here you will emphasize the use of
parenthesis.
Transition Metals and other metals with multiple charges (oxidation states)
 Pair Fe2+ with Cl-. Write & name formula. Emphasize the use of Roman
Numerals when naming compounds containing those metals with more than one
oxidation state.
Students will now complete the activity using the cards provided in groups of two.
Students will write the ions, formulas, and names of the compounds they form using the
cards. The teacher may want to provide an incentive for those who complete the most
CORRECT compounds in the time allotted by the teacher. Prior to activity, the teacher
should make copies of the ion cards. Multiple copies need to be made in order for
students to have enough of each ion when pairing compounds with varying ratios. It
would be best to laminate the cards and place them in a baggie for each group.
Essential Question:
How do you use chemical nomenclature rules to name binary and ternary ionic
compounds?
Chemistry- Unit 5
DRAFT
10
“Opposites Attract” Bonding Activity
Complete the table by:
 Finding ions that can bond
 Write in the symbol and charge.
 Write the new compound formed by combining the ions.
 Name the compound.
Remember!! (Opposites Attract) Positive ions can only bond with negative ions
and vice versa!
+ Ion
- Ion
Formula
Name
Na 1+
Chemistry- Unit 5
Cl1-
NaCl
DRAFT
Sodium chloride
11
EXPLAIN:
During the activity, the students should EXPLAIN to one another how to write and name
compounds.
EXPLAIN: (15 min.)
The teacher should use the Electronegativity and Ionic Bonding Flowchart as a guide for
this unit and a lead in for the next unit. The teacher should begin a class discussion
with electronegativity, a concept learned in Unit 4. The teacher should focus on ionic
bonding following the activity and include characteristics for ionic compounds. These
characteristic should be related back to the lab, Characteristics of Bonds. Students
should have the opportunity to EXPLAIN the concepts during the discussion.
Essential Questions:
How are electronegativity value used to determine if a bond is primarily ionic or
covalent?
What are the unique chemical and physical properties of ionic compounds?
Language (ELP) Objectives for LEP Students:
 Complete a fill in handout of the Unit 5 flow chart with word bank as
teacher presents flowchart.
 Verbally or in paragraph form create a summary of today’s lesson using
the key terms from the word bank.
Chemistry- Unit 5
DRAFT
12
Chemistry- Unit 5
DRAFT
13
Chemistry- Unit 5
DRAFT
14
ELABORATE: (45 min.)
This Ionic Formulas Practice will allow students to practice necessary skills that will
deepen student understanding for writing and naming ionic formulas.
Essential Question:
How do you use chemical nomenclature rules to name binary and ternary ionic
compounds?
Writing Ionic Formulas
Directions: Combine the elements in the table, write the correct formulas and name the
compound.
1. sodium and phosphorus
Formula
Name
2. magnesium and fluorine
3. aluminum and sulfur
4. calcium and nitrogen
5. barium and iodine
6. potassium and bromine
7. aluminum and phosphorus
8. copper(II) and chlorine
9. silver(I) and nitrogen
10. lead(IV) and oxygen
11. gold(II) and phosphorus
12. copper(II) and bromine
13. lead(IV) and iodine
Chemistry- Unit 5
DRAFT
15
14. manganese(II) and nitrogen
15. silver(I) and sulfur
16. copper(II) and fluorine
17. iron(III) and phosphorus
18. aluminum and sulfate
19. ammonium and sulfur
20. barium and hydroxide
21. magnesium and phosphate
22. lead(IV) and sulfite
23. strontium and carbonate
24. zinc(II) and phosphate
25. ammonium and oxygen
26. calcium and nitrate
27. tungsten(II) and sulfate
EXPLAIN: (15 min.)
Following ionic bonding, the teacher should go back to electronegativity and introduce
covalent bonding (using the flow chart). The teacher should discuss the characteristics
and relate back to first lab activity. The teacher should then log on the NCSSM TIGER
Website (URLs are listed on the next page) and complete the following on-line activity:
Comparing the Electrical Conductivity of an Ionic Compound and a Covalent Compound
 From the chemistry pull-down menu, select the dissolving of sugar and the
dissolving of sodium chloride.
Chemistry- Unit 5
DRAFT
16



Show the animations to the students and have them record what they are
observing in each animation.
As a whole class discussion, allow students to share their observations.
Make sure that students understand that the sugar, a molecular/covalent
compound dissolved but did not ionize when put in the water. The sodium
chloride, an ionic compound dissolved and did ionize – separated into positive
Na+1 and Cl-1 ions.
Dissolving Sugar in Water
http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_Sugar_Non-electrolyte.html
Dissolving Sodium Chloride in Water
http://www.dlt.ncssm.edu/tiger/Flash/moles/Dissolving_NaCl-Electrolyte.html



After the class discussion, show students the animation of electrolytes and nonelectrolytes. (The first movie on the webpage) Have the students record their
observations as the watch the animation/movie.
http://cwx.prenhall.com/petrucci/medialib/media_portfolio/05.html
As a whole class discussion, allow students to share their observations.
Make sure that students understand that it is because the sodium chloride
ionizes in water that makes it an electrolyte. Although the sugar dissolves in
water, it does not ionizes and therefore cannot conduct an electrical current and
is called a non-electrolyte.
Essential Question:
How would you describe the difference between ionic and covalent bonding?
Language (ELP) Objectives for LEP Students:
 Restate or explain verbally the guidelines for determining ionic vs
covalent bonding based on electronegativity.
ELABORATE: (30 minutes)
An electronegativity learning guide is provided to assist students with determining ionic
vs. covalent compounds based on electronegativity differences.
Essential Question:
How do you determine the bond type using electronegativity values?
Chemistry- Unit 5
DRAFT
17
Electronegativity Learning Guide
Instructions:
1. Refer to the table of electronegativities and record the electronegativity value for
element 1 & element 2 for each pair of bonding elements.
2. Determine the absolute difference of the electronegativity vales for each bonding
pair of elements.
3. Classify each bonding pair of elements as ionic or covalent. (ionic: ∆EN > 1.7,
covalent: ∆EN < 1.7)
Bonding
Elements
Electronegativity
Values
Absolute
Difference
Bond type
(ionic or covalent)
element element
1
2
H and H
Cl and H
Cl and Li
Cl and Mg
O and O
Cl and K
Cl and Ca
C and O
H and O
O and Mg
O and Zn
Cl and Cl
C and Cl
K and Br
O and Be
Chemistry- Unit 5
DRAFT
18
Periodic Table with Electronegativities
1A
1
H
2.1
3
Li
1.0
11
Na
0.9
19
K
0.8
37
Rb
0.8
55
Cs
0.7
87
Fr
0.7
2A 3B 4B 5B 6B 7B
4
Be
1.5
12
Mg
1.2
20
Ca
1.0
38
Sr
1.0
56
Ba
0.9
88
Ra
0.9
58
Ce
1.1
90
Th
1.3
21
Sc
1.3
39
Y
1.2
57
La
1.1
89
Ac
1.1
22
Ti
1.5
40
Zr
1.4
72
Hf
1.3
104
Rf
59
Pr
1.1
91
Pa
1.5
23
V
1.6
41
Nb
1.6
73
Ta
1.5
105
Ha
24
Cr
1.6
42
Mo
1.8
74
W
1.7
106
Sg
25
Mn
1.5
43
Tc
1.9
75
Re
1.9
107
Ns
8B
26
Fe
1.8
44
Ru
2.2
76
Os
2.2
108
Hs
27
Co
1.9
45
Rh
2.2
77
Ir
2.2
109
Mt
1B 2B 3A 4A 5A 6A 7A 8A
2
He
28
Ni
1.9
46
Pd
2.2
78
Pt
2.2
110
Uu
n
29
Cu
1.9
47
Ag
1.9
79
Au
2.4
111
Uuu
60 61 62 63 64 65
Nd Pm Sm Eu Gd Tb
1.1 1.2 1.2 1.1 1.2 1.2
92 93 94 95 96 97
U Np Pu Am Cm Bk
1.7 1.3 1.3 1.3 1.3 1.3
66
Dy
1.2
98
Cf
1.3
30
Zn
1.6
48
Cd
1.7
80
Hg
1.9
112
Uub
5
B
2.0
13
Al
1.5
31
Ga
1.6
49
In
1.7
81
Tl
1.8
6
C
2.5
14
Si
1.8
32
Ge
1.8
50
Sn
1.8
82
Pb
1.9
7
N
3.0
15
P
2.1
33
As
2.0
51
Sb
1.9
83
Bi
1.9
67 68 69
Ho Er Tm
1.2 1.2 1.2
99 100 101
Es Fm Md
1.3 1.3 1.3
8
O
3.5
16
S
2.5
34
Se
2.4
52
Te
2.1
84
Po
2.0
9
F
4.0
17
Cl
3.0
35
Br
2.8
53
I
2.5
85
At
2.2
10
Ne
18
Ar
36
Kr
3.0
54
Xe
2.6
86
Rn
2.4
70 71
Yb Lu
1.2 1.3
102 103
No Lr
1.5
ELABORATE: (45 minutes)
The teacher should use the Electronegativity Learning Guide as a lead in to writing and
naming covalent compounds. The prefixes should be introduced and teacher should
provide examples followed by the activity, Binary Compounds of Two Nonmetals. This
activity will allow students to practice necessary skills that will deepen student
understanding for writing and naming ionic formulas.
Essential Question:
How do you use chemical nomenclature rules to name binary and ternary ionic
compounds?
Chemistry- Unit 5
DRAFT
19
Binary Compounds of Two Nonmetals
Write the correct name for:
1) As4O10
2) BrO3
3) BN
4) N2O3
5) NI3
6) SF6
7) XeF4
8) PCl3
9) CO
10) PCl5
11) P2O5
12) S2Cl2
13) ICl2
14) SO2
15) P4O10
16) UF6
17) OF2
18) ClO2
19) SiO2
20) BF3
21) N2S5
Chemistry- Unit 5
DRAFT
20
22) CO2
23) SO3
24) XeF6
25) KrF2
26) BrCl5
27) SCl4
28) PF3
29) XeO3
30) OsO4
Write the correct formula for:
1) chlorine monoxide
2) oxygen difluoride
3) boron phosphide
4) dinitrogen monoxide
5) nitrogen trifluoride
6) sulfur tetrachloride
7) xenon trioxide
8) carbon dioxide
9) diphosphorous pentoxide
10) phosphorous trichloride
11) sulfur dioxide
12) bromine pentafluoride
13) disulfur dichloride
Chemistry- Unit 5
DRAFT
21
14) boron trifluoride
15) tetraarsenic decoxide
16) silicon tetrachloride
17) krypton difluoride
18) chlorine monoxide
19) silicon dioxide
20) boron trichloride
21) dinitrogen pentasulfide
22) carbon monoxide
23) sulfur trioxide
24) dinitrogen trioxide
25) dinitrogen monoxide
26) xenon hexafluoride
27) sulfur hexafluoride
28) phosphorous pentachloride
29) nitrogen monoxide
30) bismuth trichloride
EVALUATE:
Sample Assessment Questions for Unit 5:
Unit Goal/
RBT
Tag
Questions
5
2.06
1. Predict which compound will have the higher melting point.
B5
A. glucose (C5H12O6)
B. octane (C8H18)
Chemistry- Unit 5
DRAFT
22
C. hydrogen peroxide (H2O2)
D. magnesium oxide (MgO)
B5
2.03
2. Titanium is metallic element (Z=22). Determine which type of
ion this element will most likely form.
A. anions
B. cations
C. both anions and cations
D. no ions at all
1. Which of the following is the correct formula for calcium
phosphate?
C3
A.
B.
C.
D.
Ca3(PO4)2
CaPO4
Ca2(PO4)3
Ca4(PO2)2
C3
2. Which of the following is the correct name for the molecular
compound, N2O5?
A.
B.
C.
D.
nitrogen oxide
pentanitrogen dioxide
dinitrogen pentoxide
nitrogen (II) oxide
EVALUATE: (45 minutes)
Below are sample test items obtained from the WIZARD test bank developed by
eduware™ that can be used to allow students to assess their understanding and
abilities and allow the teacher to evaluate the students understanding of key concepts
and skill development for this unit.
Chemistry- Unit 5
DRAFT
23
Chemistry- Unit 5
DRAFT
24
Chemistry- Unit 5
DRAFT
25
Chemistry- Unit 5
DRAFT
26