UNIT: _2_______
GRADE: 10________
DURATION: __7 weeks_______
TOPIC: CHEMICAL BONDING, FORMULAS AND COMPOUNDS
Science Curriculum Guide
OrangePublicSchool
Grade: 10
Topic: Chemical bonding, Formulas, and Compounds
Table of Contents
Title
NGSS Alignment
Common Core Standards
Conceptual flow chart/map
Unit Overview
Misconceptions
Chapter overview 1
Evidence of understanding
Chapter overview 2
Evidence of understanding
Suggested resources
Page
2
4
6
7
8
9
11
13
15
16
1
Next Generation Science Standards Alignment
Physical Science
Chemistry
Students who demonstrate understanding can:
HS-PS1- 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. [Clarification Statement: Examples of properties that could be
1.
predicted from patterns could include reactivity of metals, types of bonds formed, numbers of bonds formed, and
reactions with oxygen.] [Assessment Boundary: Assessment is limited to main group elements. Assessment does not
include a quantitative understanding of ionization energy beyond relative trends.]
HS-PS12
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, and knowledge of the
patterns of chemical properties. [Clarification Statement: Examples of chemical reactions could
include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen.]
[Assessment Boundary: Assessment is limited to chemical reactions involving main group elements
and combustion reactions.]
HS-PS13.
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk
scale to infer the strength of the electrical forces between particles. [Clarification Statement: Emphasis is on
understanding the strengths of forces between particles, not on naming specific intermolecular forces (such as dipoledipole). Examples of particles could include ions, atoms, molecules, and networked materials (such as graphite).
Examples of bulk properties of substances could include the melting point and boiling point, vapor pressure, and
surface tension.] [Assessment Boundary: Assessment does not include Raoult’s law calculations of vapor pressure.]
HS-PS 26
Communicate scientific and technical information about why the molecular-level structure is important in the
functioning of designed materials.* [Clarification Statement: Emphasis is on the attractive and repulsive forces that
determine the functioning of the material. Examples could include why electrically conductive materials are often
made of metal, flexible but durable materials are made up of long chained molecules, and pharmaceuticals are
designed to interact with specific receptors.] [Assessment Boundary: Assessment is limited to provide molecular
structures of specific designed materials.]
The performance expectations above were developed using the following elements from the NRC document A Framework for K-12 Science
Education:
Science and Engineering
Practices
Developing and Using Models
Modeling in 9–12 builds on K–8 and
progresses to using, synthesizing, and
developing models to predict and show
relationships among variables between
systems and their components in the natural
and designed worlds.
• Use a model to predict the relationships
Disciplinary Core Ideas
PS1.A: Structure and Properties of Matter
• Each atom has a charged substructure
consisting of a nucleus, which is made of
protons and neutrons, surrounded by
electrons. (HS-PS1-1)
• The periodic table orders elements
horizontally by the number of protons in
the atom’s nucleus and places those with
similar chemical properties in columns.
The repeating patterns of this table
Crosscutting Concepts
Patterns
• Different patterns may be observed at
each of the scales at which a system is
studied and can provide evidence for
causality in explanations of phenomena.
(HS-PS1-1),(HS-PS1-3)
Structure and Function
• Investigating or designing new systems
or structures requires a detailed
examination of the properties of different
2
between systems or between
components of a system. (HS-PS1-1)
Planning and Carrying Out Investigations
Planning and carrying out investigations in 912 builds on K-8 experiences and
progresses to include investigations that
provide evidence for and test conceptual,
mathematical, physical, and empirical
models.
• Plan and conduct an investigation
individually and collaboratively to
produce data to serve as the basis for
evidence, and in the design: decide on
types, how much, and accuracy of data
needed to produce reliable
measurements and consider limitations
on the precision of the data (e.g.,
number of trials, cost, risk, time), and
refine the design accordingly. (HS-PS13)
Obtaining, Evaluating, and
Communicating Information
Obtaining, evaluating, and communicating
information in 9–12 builds on K–8 and
progresses to evaluating the validity and
reliability of the claims, methods, and
designs.
• Communicate scientific and technical
information (e.g. about the process of
development and the design and
performance of a proposed process or
system) in multiple formats (including
orally, graphically, textually, and
mathematically). (HS-PS2-6)
reflect patterns of outer electron states.
(HS-PS1-1)
• The structure and interactions of matter
at the bulk scale are determined by
electrical forces within and between
atoms. (HS-PS1-3),(secondary to HSPS2-6)
PS2.B: Types of Interactions
• Attraction and repulsion between electric
charges at the atomic scale explain the
structure, properties, and
transformations of matter, as well as the
contact forces between material
objects.(secondary to HS-PS11),(secondary to HS-PS1-3),(HS-PS2-6)
materials, the structures of different
components, and connections of
components to reveal its function and/or
solve a problem(HS-PS2-6).
Engineering Design
Performance Expectations
NGSS Science and Engineering Practices
Disciplinary Core Ideas
Cross Cutting Concepts
3
Common Core State Standards
CCSS: English Language Arts
Reading Informational Text
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
CCSS.ELA-LITERACY.RL.11-12.2
Determine two or more themes or central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another to produce
a complex account; provide an objective summary of the text.
CCSS: WritingCCSS.ELA-LITERACY.W.9-10.1.A
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
CCSS.ELA-LITERACY.W.9-10.1.B
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience's knowledge
level and concerns.
CCSS.ELA-LITERACY.W.9-10.1.C
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
CCSS: Speaking and Listening:
CCSS.ELA-LITERACY.SL.9-10.1.A
Come to discussions prepared having read and researched material under study; explicitly
draw on that preparation by referring to evidence from texts and other research on the topic
or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.9-10.1.B
Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, and presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
CCSS.ELA-LITERACY.SL.9-10.1.C
Propel conversations by posing and responding to questions that relate the current
4
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.
CCSS.ELA-LITERACY.SL.9-10.1.D
Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
CCSS: Mathematics
CCSS.MATH.CONTENT.HSN.Q.A.1
Use units as a way to understand the problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.
CCSS.MATH.CONTENT.HSN.Q.A.2
Define appropriate quantities for the purpose of descriptive modeling.
CCSS.MATH.CONTENT.HSN.Q.A.3
Choose a level of accuracy appropriate to limitations on measurement when reporting
quantities.
5
CONCEPTUAL FLOW CHART/MAP
6
UNIT NAME
Chemical bonding, formulas and compounds
7 weeks
Unit Overview
The periodic table’s patterns are now known as related to the atom’s valence electron patterns, which play a
significant role in explaining bond formation and chemical reactivity, and the periodic table continues to be a
useful way to shape this information. This unit covers chemical bonding and characteristics of different chemical
bonds and uses electronegativity values to contrast different types of bonding. Also covers theories of molecular
geometry, and discusses how intermolecular attraction effects MG.
Background Information
Review electron configurations and ion formation and electronegativity values. Two atoms with same electronegativity will
share their valence electrons to form a covalent bond and with different electronegativity will form ionic compounds.
Enduring Understanding:
•
•
•
•
Each atom has a charged substructure
consisting of a nucleus, which is made of
protons and neutrons, surrounded by
electrons. (HS-PS1-1)
The periodic table orders elements
horizontally by the number of protons in the
atom’s nucleus and places those with
similar chemical properties in columns. The
repeating patterns of this table reflect
patterns of outer electron states. (HS-PS11)
The structure and interactions of matter at
the bulk scale are determined by electrical
forces within and between atoms. (HS-PS13),(secondary to HS-PS2-6)
Attraction and repulsion between electric
charges at the atomic scale explain the
structure, properties, and transformations of
matter, as well as the contact forces
between material objects.(secondary to HSPS1-1),(secondary to HS-PS1-3),(HS-PS26)
Essential Questions: Overarching
•
•
•
•
•
•
•
•
•
•
•
Explain why most atoms
form chemical bonds?
Classify a bonding type
according to
electronegativity
differences?
Describe ionic and
covalent bonding?
State the octet rule?
Compare and contrast a
chemical formula for a
molecular compound with
one for an ionic
compound?
Explain how to determine
Lewis structure for
molecules and poly
atomic ions?
Explain why metals are
good electrical
conductors
Explain why metals are
malleable and ductile but
ionic crystalline
compounds are not?
Predict the shapes of
molecules and polyatomic
ions using VSEPR
theory?
Describe the
intermolecular forces?
Explain how the shapes
of molecules are
accounted for by the
hybridization theory?
Cross Cutting Concepts
Patterns
Different patterns may be
observed at each of the scales at
which a system is studied and can
provide evidence for causality in
explanations of phenomena. (HSPS1-1),(HS-PS1-3)
Structure and Function
Investigating or designing new
systems or structures requires a
detailed examination of the
properties of different materials,
the structures of different
components, and connections of
components to reveal its function
and/or solve a problem (HS-PS26).
7
•
•
Explain what determines
molecular polarity?
Describe the significance
of a chemical formula?
STUDENT OUTCOMES
HS-PS11.
HS-PS12
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.
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, and knowledge of the patterns of chemical
properties.
HS-PS13.
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk
scale to infer the strength of the electrical forces between particles
HS-PS 26
Communicate scientific and technical information about why the molecular-level structure is important in the
functioning of designed materials.*
Key Vocabulary
Electronegativity, valence electrons, bond length, bond energy, ionic bonding, covalent bonding, metallic bonding, molecular
compound, ionic compound, chemical formula, molecular geometry, VSEPR theory, binary compound, poly atomic ion, single bond,
double bond, triple bond, lone pair, boding pair, polar bonds
•
•
•
•
•
•
•
Preconception /Misconceptions
Bonding is about obtaining full shells.
Bonding is limited to two types; ionic and covalent.
Choosing Sodium ion over Sodium atom as the stable one as the ion has a full outer shell.
The term sharing in covalent bonds intends to reflect its social meaning; “equal” and thus students have difficulty
making sense of polar bonds.
There is no bonding in metals.
The electric current in metals was produced by the movement of atoms or ions.
Students usually think elements exist as isolated atoms.
8
Ionic bonding and ionic compounds
3.5 weeks
CHAPTER Overview
The periodic table’s patterns are now known as related to the atom’s valence electron patterns, which play a
significant role in explaining bond formation and chemical reactivity, and the periodic table continues to be a useful
way to shape this information. This chapter covers ionic bonding and characteristics ionic bonds and ionic
compounds.
Background Information Chapter
Review electron configurations and ion formation and electronegativity values. Two atoms with different electronegativity
values will form ionic compounds.
Enduring Understanding:
Each atom has a charged substructure consisting
of a nucleus, which is made of protons and
neutrons, surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by
the number of protons in the atom’s nucleus and
places those with similar chemical properties in
columns. The repeating patterns of this table
reflect patterns of outer electron states. (HS-PS11)
•
•
•
Electronegativity values are used to
classify different chemical bonding ex:
ionic bonding
Chemical compounds tend to form so that
each atom, by gaining, losing or sharing
electrons, has an octet of electrons in the
highest occupied energy level.
Lewis structures show the electrons that
are shared as dashes to represent bonds.
The structure and interactions of matter at the bulk
scale are determined by electrical forces within
and between atoms. (HS-PS1-3),(secondary to
HS-PS2-6)
Attraction and repulsion between electric charges
at the atomic scale explain the structure,
properties, and transformations of matter, as well
as the contact forces between material
objects.(secondary to HS-PS1-1),(secondary to
HS-PS1-3),(HS-PS2-6)
•
•
•
•
Essential Questions: Overarching
•
•
•
•
•
•
•
•
Explain why most atoms
form chemical bonds?
Classify a bonding type
according to
electronegativity
differences?
Describe ionic bonding?
State the octet rule?
How do you name an ionic
compound?
Explain why metals are
good electrical conductors
Explain why metals are
malleable and ductile but
ionic crystalline compounds
are not?
Describe the significance of
a chemical formula?
Cross Cutting Concepts
Patterns
Different patterns may be
observed at each of the scales
at which a system is studied
and can provide evidence for
causality in explanations of
phenomena. (HS-PS1-1),(HSPS1-3)
Structure and Function
Investigating or designing new
systems or structures requires
a detailed examination of the
properties of different
materials, the structures of
different components, and
connections of components to
reveal its function and/or solve
a problem (HS-PS2-6).
Ionic compounds are held together by
strong, attractive forces, so they have
higher melting and boiling points than
molecular compounds.
Metals are malleable and ductile but ionic
crystalline compounds are not.
A chemical formula indicates the relative
number of atoms of each kind in a
chemical compound.
The chemical formula of an ionic
compound represents the simplest ratio of
the compound’s cation and anion.
9
STUDENT OUTCOMES
HS-PS11.
HS-PS12
HS-PS13.
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.
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, and knowledge of the patterns of chemical
properties.
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
Knowledge:
•
Skills:
•
Cation is positively charged and Anion is
negatively charged
Ionic Compounds are formed from metal and
nonmetal.
Properties of Ionic Compounds including melting
point, boiling point and conductivity in solutions.
Naming of Ionic compounds.
•
•
•
Making ionic compounds lab
Insoluble ionic compounds demo.
Ion-fit project.
•
•
•
•
•
•
They will study the formation of anions and
cations.
They will learn the formation of ionic
compounds by electron transfer between the
ions.
They will understand the properties of ionic
compounds.
They will name the ionic compounds with
single atomic ions and poly atomic ions.
Referenced Activity/link
10
Evidence of Understanding:
Identify what students will produce to demonstrate that they have met the challenge, learned content, and employed 21st century skills.
Additionally, identify the audience they will present what they have produced to.
Audience:
Products
☐Peers
Lab reports on “making ionic compounds lab” .
☐Experts / Practitioners
Poster presentation on ion fit project.
☐Teacher(s)
Process
Group activity : ion fit project
Lab : making ionic compounds
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
Actions
Assignments: section quizzes, chapter tests
Lab skills: Safety procedures, co-operation, peer review
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
Performance
Following rubric,
Note booking,
Presentation skills,
Test taking skills,
Lab reports.
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
Others
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
STEM Specialist Connection
Describe how a STEM Specialist may be used to enhance the learning experience
11
Key Vocabulary
Electronegativity, valence electrons, bond length, bond energy, ionic bonding, metallic bonding, ionic compound chemical formula, binary
compound, poly atomic ion.
Suggested Resources
www.njctl.org
www.explorelearning.com
phet.colorado.edu/en/simulations/category/chemistry
Preconception /Misconceptions
•
•
•
•
•
•
Bonding is about obtaining full shells.
Bonding is limited to two types; ionic and covalent.
Choosing Sodium ion over Sodium atom as the stable one as the ion has a full outer shell.
There is no bonding in metals.
The electric current in metals was produced by the movement of atoms or ions.
Students usually think elements exist as isolated atoms.
12
Covalent bonding and molecular compounds
3.5 weeks
CHAPTER Overview
The periodic table’s patterns are now known as related to the atom’s valence electron patterns, which play a
significant role in explaining bond formation and chemical reactivity, and the periodic table continues to be a useful
way to shape this information. This chapter covers covalent bonding and characteristics of covalent bonds and uses
electronegativity values to contrast different types of bonding. Also covers theories of molecular geometry, and
discusses how intermolecular attraction effects MG.
Background Information Chapter
Review electron configurations and ion formation and electronegativity values. Two atoms with same electronegativity will
share their valence electrons to form a covalent bond.
Enduring Understanding:
Each atom has a charged substructure consisting
of a nucleus, which is made of protons and
neutrons, surrounded by electrons. (HS-PS1-1)
The periodic table orders elements horizontally by
the number of protons in the atom’s nucleus and
places those with similar chemical properties in
columns. The repeating patterns of this table
reflect patterns of outer electron states. (HS-PS11)
•
•
•
Electronegativity values are used to
classify different chemical bonding ex:
ionic bonding, Polar and nonpolar
covalent bonding.
Chemical compounds tend to form so that
each atom, by gaining, losing or sharing
electrons, has an octet of electrons in the
highest occupied energy level.
Lewis structures show the electrons that
are shared as dashes to represent bonds.
The structure and interactions of matter at the bulk
scale are determined by electrical forces within
and between atoms. (HS-PS1-3),(secondary to
HS-PS2-6)
Attraction and repulsion between electric charges
at the atomic scale explain the structure,
properties, and transformations of matter, as well
as the contact forces between material
objects.(secondary to HS-PS1-1),(secondary to
HS-PS1-3),(HS-PS2-6)
•
•
•
Using the VSEPR theory, one can predict
the geometry of molecules or poly atomic
ions.
Dipole-Dipole forces, hydrogen bonding
and London dispersion forces have an
effect on properties of compounds such as
boiling and melting points.
A chemical formula indicates the relative
number of atoms of each kind in a
chemical compound.
Essential Questions: Overarching
•
•
•
•
•
•
•
•
•
•
•
Explain why most atoms
form chemical bonds?
Classify a bonding type
according to
electronegativity
differences?
Describe covalent bonding?
State the octet rule?
Compare and contrast a
chemical formula for a
molecular compound with
one for an ionic compound?
Explain how to determine
Lewis structure of
molecules and polyatomic
ions?
Predict the shapes of
molecules and polyatomic
ions using VSEPR theory?
Describe the intermolecular
forces?
Explain how the shapes of
molecules are accounted for
by the hybridization theory?
Explain what determines
molecular polarity?
Describe the significance of
a chemical formula?
Cross Cutting Concepts
Patterns
Different patterns may be
observed at each of the scales
at which a system is studied
and can provide evidence for
causality in explanations of
phenomena. (HS-PS1-1),(HSPS1-3)
Structure and Function
Investigating or designing new
systems or structures requires
a detailed examination of the
properties of different
materials, the structures of
different components, and
connections of components to
reveal its function and/or solve
a problem (HS-PS2-6).
13
STUDENT OUTCOMES
HS-PS11.
HS-PS12
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.
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, and knowledge of the patterns of chemical
properties.
HS-PS13.
Plan and conduct an investigation to gather evidence to compare the structure of substances at the bulk
scale to infer the strength of the electrical forces between particles
HS-PS 26
Communicate scientific and technical information about why the molecular-level structure is important in the
functioning of designed materials.*
Knowledge:
•
•
•
•
•
•
•
•
•
•
Covalent bonding forms when atoms of a molecule
share valence electrons.
Molecular Compounds have low melting points and
boiling points.
Molecular compounds have low enthalpies of fusion
and vaporization and these properties are usually
one or two orders of magnitude smaller than they
are for ionic compounds.
Molecular compounds are poor electrical and
thermal conductors.
Molecular compounds are named using the prefix
method.
Lewis Structures show the bonding between atoms
in a molecule and the lone pairs of electrons that
may exist in the molecule.
Multiple bonds form when two or more electron
pairs are shared between atoms.
Equivalent Lewis structures are called resonance
structure
Molecular shapes are predicted using the VSEPR
theory.
Polarity of molecules and symmetry are related.
Skills:
Students will be able to…
•
•
•
•
•
They will study the formation of covalent
compounds by sharing electron pairs between
the atoms.
They will learn about the properties of
molecular compounds and compare those
with ionic compounds.
They will distinguish the difference between
multiple covalent bonds and coordinate
covalent bonds.
They will learn to draw the Lewis dot
structure of molecules and ions and use it to
derive the VSEPR number and then to predict
the geometry of the compound.
They will understand how the symmetry and
polarity of the molecules are related and will
be able to predict the molecule is going to be
polar or not from the information.
Referenced Activity/link
•
Molecular geometry, activity
14
Evidence of Understanding:
Identify what students will produce to demonstrate that they have met the challenge, learned content, and employed 21st century skills.
Additionally, identify the audience they will present what they have produced to.
Audience:
Products
☐Peers
Molecular models, lab report
☐Experts / Practitioners
☐Teacher(s)
Audience:
Process
☐Peers
☐Experts / Practitioners
Group activity: Molecular geometry
☐Teacher(s)
Audience:
Actions
☐Peers
Assignments: section quizzes, chapter tests
☐Experts / Practitioners
Lab skills: Safety procedures, cooperation, peer review
☐Teacher(s)
Performance
Following rubric,
Note booking,
Presentation skills,
Test taking skills,
Lab reports.
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
Others
Audience:
☐Peers
☐Experts / Practitioners
☐Teacher(s)
STEM Specialist Connection
Describe how a STEM Specialist may be used to enhance the learning experience
15
Key Vocabulary
Electronegativity, valence electrons, bond length, bond energy, covalent bonding, metallic bonding, molecular compound, chemical
formula, molecular geometry, VSEPR theory, binary compound, poly atomic ion, single bond, double bond, triple bond, lone pair, boding
pair, polar bonds
Suggested Resources
www.njctl.org
www.explorelearning.com
phet.colorado.edu/en/simulations/category/chemistry
•
•
•
•
•
Preconception /Misconceptions
Bonding is about obtaining full shells.
Bonding is limited to two types; ionic and covalent.
The term sharing in covalent bonds intends to reflect its social meaning; “equal” and thus students have difficulty
making sense of polar bonds.
There is no bonding in metals.
Students usually think elements exist as isolated atoms.
16
Please consider how the following are included in the curriculum:
•
•
•
•
•
•
Science and STEM projects (Science Fair)
Readorium – Science Reading Comprehension program
Star Lab components
Outdoor Classrooms and Greenhouses
Robotics
Others
17