Shapes Of Covalently Bonded Lesson Plan Template Page 3
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If I am with students in a classroom (not virtual) then we will start with having
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students make marshmallow and toothpick models of a few small molecules. This
is done to tap into prior knowledge and to hopefully pull on misconceptions
because they are inherently with us.
If this is a virtual setting, then I would have images and ask students to identify the
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pictures of ionic formulas and which ones look like they could be covalently
bonded molecules.
Techniques and activities:
Review how ionic and covalent molecules differ.
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Go through C, O, N, H, and a halogen to identify how many valence electrons
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they have. This time they are not going to gain or lose any so we need to figure
out how many gaps they have. For now, we are going to assume single bonds
and only work with small molecules.
We go through how to combine C, O, N, and a halogen with hydrogen to
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complete the required valence electrons to be stable: 8.
We could look at images of covalently bonded molecules to see if there are any
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patterns. Does there seem to be a regularity to how many times each atom
bonds to another atom? If so, what is that pattern?
Then I we look at the number of single bonds each atom needs to make to be
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stable. This should automatically lead to them seeing H needs one bond, Oxygen
needs 2, Nitrogen needs 3, and Carbon needs 4. Use the HONC 1234 image at
this point.
Now we discuss shapes of molecules. If they did the opening exercise where they
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made molecules with gumdrops and mini-marshmallows, they bring out their
drawings to see if there are any changes they would now make. If so, what are
these changes? On the paper, draw another column so they can sketch their
changes.
Use real modeling kits so students can build molecules that are forced to be in
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three dimensions.
Draw another line down the page so students can redraw their molecules based
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on what the model kit had them make.
Pass around models of the molecules made in the organic chemistry kit.
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Talk about where there are lone pairs of electrons on the central atom.
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Does having a lone pair or two on the central atom seem to affect how the
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other atoms are bonded to it? How?
Pass out copies of the tetrahedral, trigonal pyramidal, or bent images so students
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can see how that they have been doing matches with what is on the images.
Draw another line to make another column. Have students now try to draw the
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image of their molecules in three dimensions. Draw, not trace.
Lesson Closure:
There are a few ways to draw these days to a close.
Students do more work on their ionic vs covalent Venn diagram
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