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Teacher(s) Lubna Radwan Subject group and course Chemistry

Course part Topic 4 : Bonding SL or HL/Year 1 or 2 Dates

and topic

Unit description and texts DP assessment(s) for unit

Chemical bonding lies at the very heart of your understanding of the

subject. In this topic we shall cover covalent bonding (sharing
electrons), ionic bonding (swapping electrons) and metallic bonding.
For covalent compounds we shall how to predict the shapes of
molecules and ions using VSEPR theory. Lastly we shall look at
intermolecular forces and bond polarities and how these affect
chemical properties

INQUIRY: establishing the purpose of the unit

Transfer goals
List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher.

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 Ionic compounds consist of ions held together in lattice structures by ionic bonds
Covalent compounds form by the sharing of electrons.
Lewis (electron dot) structures show the electron domains in the valence shell and are used to predict molecular shape.
The physical properties of molecular substances result from different types of forces between their molecules.
Metallic bonds involve a lattice of cations with delocalized electrons.
Inquiry questions:
Content-based How do metals bond with non-metals?
Content-based How do non-metals bond with other non-metals?
Content-based What is the bonding like in metals? Content-based What intermolecular bonds exist?
Concept-based What is a bond?
Concept-based What determines the shape of a covalent molecule?
Concept-based How can we explain or predict the properties of ionic and covalent compounds?
Concept-based What is bond polarity and how does this determine the type of intermolecular forces in a substance?
Skills-based How do we predict the shapes of molecules using VSPER?
Skills-based How can we relate bonding to the form and physical properties of the substance?
Debatable Will we ever be able to "see" chemical bonds?

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ACTION: teaching and learning through inquiry
Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Bonds are the "glue" that hold atoms together in compounds. Metals combine with Learning experiences and strategies/planning for self-supporting
non-metals to form ionic compounds when they swap valence electrons in order to learning:
gain a stable electronic configuration in a chemical reaction. Non-metals combine with Lecture
other non-metals to form covalent compounds when they share valence electrons in
order to gain a stable electronic configuration in a chemical reaction.. The number of Socratic seminar
electrons lost, gained or shared is determined by the electron configuration of the Small group/pair work
atoms involved or valence electrons which can be deduced from the group number in
the periodic table. The presence or absence of ions or free-moving electrons in the PowerPoint lecture/notes
product determines the physical properties of the compound. Very weak bonds Individual presentations
between molecules (intermolecular bonding) are important as they determine the
Group presentations
overall physical form and thus properties of the substance.
Student lecture/leading
Interdisciplinary learning
Details:
Students will know the following content ::
I will stress the link with Biology in terms of Biochemistry of
• Positive ions (cations) form by metals losing valence electrons.
molecules when appropriate.
• Negative ions (anions) form by non-metals gaining electrons.
Other/s:
• The number of electrons lost or gained is determined by the electron configuration
of the atom.

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 • The ionic bond is due to electrostatic attraction between oppositely charged ions.
• Under normal conditions, ionic compounds are usually solids with lattice structures.
• Students should be familiar with the names of these polyatomic ions: NH4+, OH- ,
NO3-, HCO3-, CO32-, SO42- and PO43- .
• A covalent bond is formed by the electrostatic attraction between a shared pair of
electrons and the positively charged nuclei.
• Single, double and triple covalent bonds involve one, two and three shared pairs of
electrons respectively.
• Bond length decreases and bond strength increases as the number of shared
electrons increases.
• Bond polarity results from the difference in electronegativities of the bonded atoms.
• Lewis (electron dot) structures show all the valence electrons in a covalently bonded
species.
• The “octet rule” refers to the tendency of atoms to gain a valence shell with a total
of 8 electrons.
• Some atoms, like Be and B, might form stable compounds with incomplete octets of
electrons.
• Resonance structures occur when there is more than one possible position for a
double bond in a molecule.
• Shapes of species are determined by the repulsion of electron pairs according to
VSEPR theory.
• Carbon and silicon form giant covalent/network covalent structures.
• Intermolecular forces include London (dispersion) forces, dipole-dipole forces and
hydrogen bonding.
• The relative strengths of these interactions are London (dispersion) forces < dipole-
dipole forces < hydrogen bonds.

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 •A metallic bond is the electrostatic attraction between a lattice of positive ions and
delocalized electrons.
• The strength of a metallic bond depends on the charge of the ions and the radius of
the metal ion.
• Alloys usually contain more than one metal and have enhanced properties.

Students will develop the following skills:

• Deduction of the formula and name of an ionic compound from its component ions,
including polyatomic ions.
• Explanation of the physical properties of ionic compounds (volatility, electrical
conductivity and solubility) in terms of their structure.
• Deduction of the polar nature of a covalent bond from electronegativity values.
• Deduction of Lewis (electron dot) structure of molecules and ions showing all
valence electrons for up to four electron pairs on each atom.
• The use of VSEPR theory to predict the electron domain geometry and the
molecular geometry for species with two, three and four electron domains.
• Prediction of bond angles from molecular geometry and presence of non-bonding
pairs of electrons.

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 • Prediction of molecular polarity from bond polarity and molecular geometry.
• Deduction of resonance structures, examples include but are not limited to C6H6,
CO32- and O3.
• Explanation of the properties of giant covalent compounds in terms of their
structures.
• Deduction of the types of intermolecular force present in substances, based on their
structure and chemical formula.
• Explanation of the physical properties of covalent compounds (volatility, electrical
conductivity and solubility) in terms of their structure and intermolecular forces.
• Explanation of electrical conductivity and malleability in metals.
• Explanation of trends in melting points of metals.
• Explanation of the properties of alloys in terms of non-directional bonding.
• Improving their range of practical skills

Students will grasp the following concepts:

● Bonding forces exist between particles and inside of molecules/structures
● Ionic bonding involves electrostatic attraction forces
● Covalent bonds involve sharing outer electrons

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 ● Both types of bonding aims to reach a complete or stable electronic configuration
similar to that of the noble gases
● Bonds have different strengths

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 Formative assessment:

☒Observation of practical skills and ability to follow steps and

show working
☒Questioning
☒Discussion of the methodology of the calculations and what
working is necessary: class, small group, pair, individual,
teacher-led, student-led (highlight which ones)
☐Presentations: individual, paired, group(highlight which ones)
☒Think, pair, share
☒Quiz
☒Some of the above are peer assessment ☒Some of the above
are self-assessment tasks ☒Other/s: please provide extra detail
below Worksheets and past paper questions

Summative assessment:

☒End of unit test in controlled conditions (paper-based)

☒Report (practical lab)
☐Unseen examination: using past papers

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 Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:
☐Interpersonal learning: Paired or group work (possibly with
specific roles)
☒Use of modelling or kinesthetic techniques when appropriate
☒Use of technology (simulations of molecular shapes online)
☐Creative learning styles
☒Structuring support: e.g. be able to work in small groups,
pairing up weaker students with stronger ones, interim
deadlines ☒Competition using Kahoot! for a quiz
☒Allowing students to choose their method of presentation
☒Extension tasks: giving higher ability students harder Past
Paper questions to try
☐Intrapersonal learning: quiet research or practice time for
those who prefer this style of learning
☐Scaffolding where appropriate
☒1:1 or after school support for weaker students

Approaches to learning (ATL)

Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

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 Thinking
Social
Communication
Self-management
Research
Details:
☒Thinking: using concept electron domains to explain shapes of molecules
☒Social: Discussion in pairs and within class to solve problems, working together to complete research and present it to the class
☒Communication: using subject specific terminology in Chemistry to communicate understanding in a scientific, concise manner, presenting answers
and working on the board, showing working clearly, use of maths and units, use of command terms
☒Self-management: completing problems within a given amount of time, research in given time
☒Research: Research on giant molecular structures

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
learning connections made during the unit. For connections made during the unit If you check any of the boxes, provide a brief
more information on the IB’s approach to language note in the “details” section explaining how
and learning, please see the guide. students engaged in CAS for this unit.

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 Activating background knowledge Personal and shared knowledge Creativity
Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:
By using subject specific terminology in Chemistry • General rules in chemistry (like the octet
to communicate understanding in a scientific, rule) often have exceptions. How many
concise manner, presenting answers and working exceptions have to exist for a rule to cease to
on the board, showing working clearly, use of maths be useful?
and units, use of command terms
• What evidence do you have for the existence
of ions? What is the difference between direct
and indirect evidence?
• Does the need for resonance structures
decrease the value or validity of Lewis
(electron dot) theory? What criteria do we use
in assessing the validity of a scientific theory?
• The nature of the hydrogen bond is the topic
of much discussion and the current definition
from the IUPAC gives six criteria which should
be used as evidence for the occurrence of
hydrogen bonding. How does a specialized
vocabulary help and hinder the growth of
knowledge?

Resources

List and attach (if applicable) any resources used in this unit

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Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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