Candidates Names: Completed by Jennifer Ferrari and Petya Pisan

Title of concept: Are there Intermolecular forces in your everyday life? Grade 11 – Molecular Compounds & Intermolecular Forces Expectations  B1. Analyze the properties of commonly used chemical substances and their effects on human health and the environment, and propose ways to lessen their impact;  B2. Investigate physical and chemical properties of elements and compounds, and use various methods to visually represent them;  B3. Demonstrate an understanding of periodic trends in the periodic table and how elements combine to form chemical bonds.

Background Information & Prerequisites: A required prerequisite for the SCH3U course is the grade 10 academic general science course at the secondary level (SNC2D). Students require a strong background in the Chemistry strand of this course. They should have a knowledge base on how chemicals react with one another and how chemical reactions may impact the environment. More specifically, students must have a good foundation with the following overall expectations: C1 and C3, also, the specific expectations C2.1, C2.2, C2.5, and basic concepts 3.1, 3.2, 3.4, and 3.8.

Students would have also developed their understanding of chemistry concepts in their first year grade nine general science class, SNC1D. In this course students begin to develop the understanding of chemistry and learn from the chemistry strand that elements and compounds have both physical and chemical properties that determine their function and uses. In this course they would also learn that the use of elements and compounds have both positive and negative effects on society and the environment. Furthermore, they must rely on their knowledge from the Overall Expectations C1, C2, and C3 as well as the following specific expectations: C2.1, C2.2, C2.5 and basic concepts 3.1, 3.2, 3.3, 3.5, 3.7, and 3.8.

Advance Preparation This course is an excellent university preparation course for students wishing to further study any of the sciences at the post secondary educational level. In this strand there are plenty of opportunities to integrate career exploration into the learning material. The McGraw-Hill Chemistry 11 textbook and the Nelson Chemistry 11 textbook both outline a number of interesting career paths that students may investigate further. This helps to achieve Expectation A2.1 and A2.2 as outlined in the curriculum documents. In taking this senior chemistry course, students would perhaps go on to taking the Grade 12 advanced university preparation as well. Beyond their secondary level of education students would perhaps go on to study areas such as pharmaceuticals, medicine, research, or teaching.

Special Materials The following is a list of special materials that are required for the accompanying four lessons -projector, laptop -students require their Nelson Chemistry 11 textbook -music, stereo/cd player -unknown powders and liquids and equipment for -white board solubility melting and boiling point determination -internet access for videos

Student Difficulties/Misconceptions 1) Visual – Spatial and Kinesthetic learners may have difficulties understanding the 3-D shapes of the atoms, valence electrons and orbitals as well as the shapes of the molecules. Hence, the shape and the bonding properties would be difficult to determine. This could be addressed by using hands-on laboratories, role- play skits and moving around activities. 2) Students will have difficulties with abstract ideas and therefore need to view videos, demonstrations, 3D models. 3) Special needs and students with exceptionalities must be accommodated to fit their varying learning styles and modified according to their individual IEPs. Teaching Ideas The following ideas were incorporated into our lesson sequence to ensure success for all learners.

 Cooperative learning strategies,  Valid, reflective assessment encompassing assessment as, for and of  Modifications/Accommodations according to student IEPs  ELL modifications and ESL friendly activities

Assessment & Evaluations Procedures -Diagnostic quiz (atomic radius, periodic trends, electronegativity, intramolecular bonds) -self assessment/reflection -Exit ticket out the door to determine what the students already know from previous units. In order to establish how we will design and modify the unit. - Role play skit for dramatic improvisation technique to allow kinesthetic learners to get up and move i.e. super hero skit. - Research on computers with partners for Intermolecular forces subtopics Hands on laboratory – identification of an unknown substance - Debate as a culminating activity to bring in all the theoretical concepts and curriculum expectations together. All members of the class participate and take a turn to take their position, become the audience as well as the judge, if time permits.

Applications and Societal Issues/Implications 1) At the end of the 4 lessons students will have a practical understanding and uses of common kitchen ingredients used for cooking purposes. For example: baking soda, vinegar, water, salt etc…) 2) Students will understand how and why certain liquids and substances mix with each other and why some do not mix with each other. 3) At the end of the lessons the Big Ideas students will have acquired specific to Intermolecular forces as they relate to Matter, Chemical Trends, and Chemical Bonding are the following:  Every element has predictable chemical and physical properties determined by its structure.  The type of chemical bond in a compound determines the physical and chemical properties of that compound.  It is important to use chemicals properly to minimize the risks to human health and the environment.

Lesson Sequence (4-5 lessons)

Lesson Teaching Teaching & Learning Strategies Assessment / Method & Evaluation Learning Expectation(s ) Lesson Introduction Intermolecular Forces and Review of Prior Concepts (Periodic 1 Table, Atomic Size, Electron Affinity, Electronegativity, B2.1 Intramolecular bonds: Ionic vs. Covalent Bonds) w/ diagnostic B2.2 assessment B2.4 B3.3 Diagnostic 1) In your own words define what your superhero bond is? (i.e. Diagnostic Test to Test covalent bond?) accompany hook: 2) What atoms do you bond with? B2.4 3) Give an example of molecules that you create with your B2.5 superhero bond B2.6 Hook: Incorporate the kinesthetic activity –“milling to music” as hook to ionic vs. covalent bond lesson (4 cards: i) Superhero ionic bond, ii) B2.5 Superhero pure covalent bond, iii) Superhero polar covalent bond, iv) Lesson Teaching Teaching & Learning Strategies Assessment / Method & Evaluation Learning Expectation(s ) B2.6 Superhero non polar covalent bond) Super Hero Covalent Bond Man: B3.4 What are his powers? B3.5 He shares the electrons sometimes equally and sometimes not equally! Peer and teacher What are his weaknesses? evaluation of how well Dipole molecule can be broken by other dipole-dipole molecule i.e. water can break up HCl and dissolve it! they played their super hero. Class mates are Super Hero Ionic Bond Woman: given 2 stars and a wish What are her powers? sheet to fill out for all Transfer electrons from one atom to the other super hero groups. She creates a very strong bond Teacher to complete a need high energy to break the bond checklist evaluation What are her weaknesses? based on creativity, She can be dissolved (broken) up by water through dipole-dipole scientific theory interaction. incorporated in skit etc… * Students come up with the answers and are assigned role-play partners. One girl with one boy are teamed up and they create a skit to be shared with the class by using all their powers of their particular bond to destroy, dissolve, “annihilate” the other super hero. Activity/ Show video: http://www.youtube.com/watch? Demo v=QqjcCvzWwww&NR=1 . Students to complete spectrum of Ionic versus Covalent bond on black board . On one side of the black board is a posting of Ionic bonding and on the opposite end is a covalent sign. . After students perform the role-play skit they are asked to come up to pick from bowl a card with a molecular formula. They are then required to place the formula card where they think it should go on the bonding spectrum. Other class mates are not to help them as they will be playing for points. Once the pair chooses the spot, they need to sit down. Then the other students can make corrections for them for extra points for their team, if they wish. The teacher tallies the Students need to add ionic correct answers and announces the winner. bonding to the flowchart . Teacher then presents an overhead of an algorithmic – flow chart and to complete for to assess what type of bonding a molecule has i.e. see page 106 of evaluation pgs. 107-108 Nelson Grade 11 text book. (reading and problems #1- 8)

Lesson B2.5 Van der waal forces: London Dispersion Forces & Dipole-dipole 2 B2.6 Hook: Together with your class create a mind map or flow chart including Students need to copy all the different types of bonds. the final mind map and flow chart on a piece of paper in class Activity/ Read pages 109 - 112 presentations by each Demonstrati Jigsaw Readings and sharing group to be evaluated by on - Students are to read the 4 pages individually as homework the peers and check list by previous day. teacher - Each student is given a number (#1-4) which will represent a page Computer Research in the text book handout is given to #1: Intermolecular forces introduction & comparing Bonds pg. 109 Lesson Teaching Teaching & Learning Strategies Assessment / Method & Evaluation Learning Expectation(s ) #2: Intermolecular forces & Physical properties pg. 110 students to insure they #3: Intermolecular forces & Dipole-Dipole forces pg. 110 have researched at least #4: London Dispersion Forces pg. 111 all of these to further their knowledge before *Each group is to spend time discussing and re-reading their specific sharing infront of the topic and then they are given time to research additional information class in a presentation on the internet. Information is gathered by all members, shared and organized on chart paper to be presented in front of the class to their format: peers. - 1 Youtube video - Scientific Journal Computer - powerpoint lab time for presentation Research Lesson B3.5 Hydrogen Bonding in Everyday life and Biochemistry 3 Read pages 111 – 113 for homework the previous day

Hook: Show properties of liquids and solids and how intermolecular forces Students are asked a 3 play a role through a short Teacher demonstration: part question during the - Teacher explain difference of Solids, Liquids and gases and the demonstration to ensure arrangement of the molecules Example used is Ice turning to liquid student engagement: water and then boiled to gaseous vapor. - Teacher describes verbally what is happening at each phase What type of intra and transition and incorporates the type of intra-molecular bonding that occurs in each phase. inter molecular bonds - As the ICE melts, teacher discusses how “INTER” molecular occurs in the ice, liquid bonds of the ice molecules are broken and liquid water molecules water and in the gaseous are formed. water vapor? - As the WATER is boiled, teacher discusses the energy that is needed to break the INTER molecular bonds of the liquid water so the molecules can escape into the gaseous phase from the liquid phase.

Activity/ Animation on hydrogen bonding to demonstrate on projector Students are to take the Demonstrati http://bioactive.mrkirkscience.com/02/ch2c4.html tutorial quiz on http://bioactive.mrkirksc ience.com/02/ch2quiz.ht ml 10 questions (mark out of 10) Lesson B2.3 Inquiry Activity Lab – Mystery Scene Investigations 4 B3.5 Investigative Design Hook: Show a clip from CSI video to engage the students in a detective Students need to laboratory experiment submit laboratory safety quiz and flow chart before they can start the experiment

Activity/ Unknown substances and liquids determination using theories and Students will be Demonstrati concepts learned in Intermolecular Forces lessons evaluated based on most on - Students will be divided in to groups of 2 or 3 and given unknown efficient method to powders and liquids of which will be: determine the unknown Powders: salt, sugar, baking soda, substances and liquids Liquids: oil, water, vinegar, salad dressing using the apparatuses Lesson Teaching Teaching & Learning Strategies Assessment / Method & Evaluation Learning Expectation(s ) The purpose of the lab investigation is for each group to design a step and laboratory by step procedure for determining the type of intermolecular bonding equipment that exists in the unknown substances that where found at a crime scene at a party they had recently attended. They will need to test for: - Solubility - Melting point and - Boiling points Lesson Hook: Show the class an organized and well thought out video clip of a Students are give a 5 debate. Discuss it in class for a few minutes. Ask students, “ What short questionnaire makes this a good debate?” about debate rules to ensure they know the details Culminating activity- Debate on Van der Waal forces vs. B1.1 hydrogen bonding in our Daily lives Judges act as peer B1.2 Introduce the concept of a classroom debate. Tell the students the assessment evaluators ground rules and the code of conduct. Divide the class into 3 groups: Teacher to provide i) Van der walls forces group: London Dispersion forces rubric and checklist for & Dipole-dipole forces ii) Hydrogen bonding group evaluation purposes. iii) Audience (no more than 5) Teacher reviews iv) Judges (3) necessary list of items v) Debate organizer (1) before students present. Only one person talks at a time. The debate opens up with the Debate organizer and then the 3 judges *Culminating Activity is go up. given to students at the beginning of unit to Both the Van der walls forces and the Hydrogen bonding group will ensure they know what need to consider how their intermolecular force is used in real world is expected of them and practical applications such as: to allow for group work What happens to the intermolecular forces during? and preparation outside - The physical states of matter: Solid, Liquid and Gases of classroom hours. - Water boiling - Water freezing to ice - Salt added to boiling water - Creation of salad dressing - Adding cream to coffee - Gasoline and why it must be stored in a tank and not left in the air too long? - As the carbon chain of a hydrocarbon (example gasoline propane 3 carbons to Decane 10 carbons) increases and what happens to the boiling point? - Other real life practical issues they can tie into the debate After discussing the code of conduct ask students to perform a short multiple choice question quiz to ensure they understand the rules. Start debate and time it to ensure all members have a voice.

Annotated References & Internet Addresses

1) CSI youtube Video This is a very brief video clip of the hit television series CSI. This video can be used as a hook to our murder mystery lesson. http://www.youtube.com/watch?v=3NzgPNpQkno

2)Hydrogen Bonding URL

This link provides a textual as well as a video animation of the concept of Hydrogen bonding. The link discusses hydrogen bonds are a weak electrostatic attraction between atoms which display partial postitive and partial negative charges. It goes on to demonstrate this in a short animation. http://bioactive.mrkirkscience.com/02/ch2c4.html

3) Ionic vs. Covalent Bond video

This video is an animated video clip explaining the difference between ionic and covalent bonding. A detailed analysis of the two different bonds using various and compounds and elements are demonstrated. The video very thoroughly explains the concept of having a stable octet. http://www.youtube.com/watch?v=QqjcCvzWwww&NR=1

4)Ministry Documents

The above document outlines all curriculum expectations for the topic Molecular Compounds and Intermolecular Forces http://www.ed.gov.nl.ca/edu/k12/curriculum/guides/science/chem2202/unit2.pdf http://www.edu.gov.on.ca/eng/curriculum/secondary/2009science11_12.pdf http://www.angelo.edu/faculty/kboudrea/index/Notes_Chapter_11.pdf

5)Haberer et. al. Chemistry 11. Nelson Education. 2011.

The above textbook provides a detailed explanation of many concepts related to molecular compounds and intermolecular compounds. Through the use of tables, charts, diagrams and text students are able to explore various concepts such as dipole-dipole forces, van der wall forces, hydrogen bonding and ionic vs. covalent bonds.