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Basics of Ionic and Covalent Bonding
Lewis Dot diagrams
C. Souders- Battlefield
Standard of Learning
SOL CH.3 d: The student will demonstrate an understanding of various bonding processes and the properties
associated with each.
Essential Question(s)
• How are chemical bonds classified?
• How does the bond type affect properties?
• How are electron dot diagrams used to represent compounds?
Unit:
Bonding
Lesson: Ionic vs Covalent (Lewis Dot diagrams)
Time Frame:
120 m
inute
s (1
.5 b
lock
s)
PWCS Standards Based Planning Process
Standards:
What will students know and be able to do?
Essential Understanding -
�
Many chemical bonds can be classified as ionic or covalent.
•
Ionic bonds are indicated by transfer of electron(s) from one
atom to another.
•
Covalent bonds are indicated by sharing of electron(s) by
two atoms.
�
Compounds have various properties depending on bond type.
•
Electron dot diagrams can be used to represent ionic and covalent
compounds.
Essential Skill –
•
Based upon the bond types form
ed in a compound, predict the physical
properties of the compound with respect to selected properties such as
conductivity, boiling point, freezing point and any chemical properties that
affect is ability to undergo reactions.
•
Use drawings of the Bohr model of the atom to illustrate the electron
distribution of the bonds in covalent, ionic, and polar bonds.
•
Use the Lewis Dot concept to illustrate the form
ation of covalent bonds,
including single, double, and triple bonds where applicable.
Assessment: How will the student and I know when he/she is
successful?
• Before Lesson (Pre-Assessment) – I
n t
he
pre
vio
us
unit
stu
den
ts
studie
d e
lect
ron c
onfi
gura
tions.
T
est
resu
lts
from
this
unit
should
be
a cl
ear
indic
atio
n o
n w
het
her
stu
den
ts a
re r
eady t
o m
ove
on. T
he
teac
her
wil
l st
art
the
less
on w
ith t
he
war
m-u
p a
ssig
nm
ent
pro
vid
ed.
This
should
ref
resh
stu
den
ts m
em
ori
es o
n t
he
topic
and g
ive
a good
amount
of
pre
-ass
essm
ent
dat
a. T
he
teac
her
wil
l go t
hro
ugh t
he
corr
ect
answ
ers
to t
he
war
m-u
p b
y a
skin
g s
tuden
ts t
o p
ut
answ
ers
on
the
boar
d. I
t is
im
port
ant
that
all
stu
den
ts h
ave
the
corr
ect
answ
ers
bef
ore
the
new
topic
is
dis
cuss
ed b
ecau
se t
he
war
m-u
p w
ill
be
refe
rence
d t
hro
ughout
lect
ure
.
• During Lesson (Formative) –
A
s new
conce
pts
are
intr
oduce
d t
he
teac
her
should
reg
ula
rly a
sk f
or
feed
bac
k f
rom
stu
den
ts. I
f a
sam
ple
pro
ble
m i
s pre
sente
d t
o s
tuden
ts t
he
teac
her
should
then
ask
the
studen
ts t
o r
epli
cate
the
sam
e co
nce
pt
on t
hei
r ow
n, th
en a
sk f
or
the
corr
ect
answ
er. I
t is
im
port
ant
to c
onsi
sten
tly q
ues
tion t
he
dif
fere
nce
bet
wee
n i
onic
and c
oval
ent
bonds
once
they
hav
e both
bee
n
intr
oduce
d. S
tuden
ts t
end t
o m
old
thes
e in
to o
ne
new
type
of
fict
ional
bond.
• After Lesson (Summative) –
T
her
e is
a q
uiz
pre
sente
d t
o s
how
mas
tery
on t
his
par
ticu
lar
less
on. T
his
les
son i
s m
ost
lik
ely p
art
of
a
larg
er u
nit
that
wil
l hav
e a
cum
ula
tive
test
to s
how
mas
tery
of
the
enti
re u
nit
. S
tuden
ts s
hould
be
able
to i
den
tify
the
dif
fere
nce
s
bet
wee
n a
n i
onic
and a
coval
ent
bond a
nd c
reat
e fo
rmula
s bas
ed o
ff
the
elem
ents
they
are
pre
sente
d w
ith.
Task Analysis:
What knowledge, skills and level of understanding do students need to be successful with this lesson?
• Pre-Assessment Data: T
his
unit
foll
ow
s unit
s on t
he
per
iodic
tab
le a
nd e
lect
ron c
onfi
gura
tions.
o
Stu
den
ts s
hould
be
able
to c
orr
ectl
y i
den
tify
met
als,
sem
i-m
etal
s an
d n
on-m
etal
s on t
he
per
iodic
tab
le.
o
Stu
den
ts s
hould
be
able
to c
orr
ectl
y w
rite
an e
lect
ron c
onfi
gura
tion f
or
a giv
en e
lem
ent.
o
Stu
den
ts s
hould
be
able
to i
den
tify
the
ener
gy l
evel
s in
thei
r el
ectr
on c
onfi
gura
tion a
nd w
hic
h i
s th
e hig
hes
t en
ergy l
evel
and h
ow
man
y
elec
trons
are
pre
sent.
•
Important Vocabulary (Literacy) –
Ionic
bond
Ionic
Co
mpound
Coval
ent
bond
Coval
ent
(mole
cula
r) c
om
pound
Val
ence
ele
ctro
ns
Ele
ctro
n (
Lew
is)
dot
dia
gra
m
Cat
ion
Anio
n
Oct
et R
ule
Dia
tom
ic m
ole
cule
s
Sin
gle
coval
ent
bond
Double
coval
ent
bond
Tri
ple
coval
ent
bond
Poly
atom
ic i
ons
Super
scri
pt
Subsc
ript
• Skill Development and Differentiation-
Stu
den
ts s
hould
be
com
ing i
nto
this
les
son w
ith a
bri
ef k
now
ledge
of
ionic
and c
oval
ent
bondin
g f
rom
mid
dle
school
scie
nce
.
o
Ionic
com
pounds
– t
he
“Bond-S
wit
ch-B
ond”
acti
vit
y a
llow
s st
uden
ts t
o w
ork
at
thei
r ow
n p
ace
crea
ting c
om
pounds.
It
als
o a
llow
s st
uden
ts
who u
nder
stan
d t
he
topic
to w
ork
wit
h m
any s
tuden
ts w
ho m
ay n
ot
be
as c
lear
. T
hey
can
use
thei
r ab
ilit
ies
to h
elp s
om
eone
else
to u
nder
stan
d.
o
When
iden
tify
ing i
onic
and c
oval
ent
com
pounds
studen
ts s
hould
AL
WA
YS
fir
st i
den
tify
if
the
com
pound c
onta
ins
two m
etal
s or
a m
etal
and
non m
etal
.
o
Coval
ent
com
pounds
- “C
oval
ent
Com
pound B
ingo C
hip
Chal
lenge”
act
ivit
y a
llow
s st
uden
ts t
o b
e pai
red u
p b
y t
each
er c
hoic
e. S
tuden
ts w
ith
a bet
ter
under
stan
din
g c
an b
e pai
red w
ith a
stu
den
t w
ho s
truggle
s a
bit
more
. T
his
wil
l cr
eate
pee
r te
achin
g a
nd a
llow
both
lev
els
of
studen
ts t
o
exce
l. T
he
acti
vit
y a
lso o
ffer
s an
extr
a opti
on f
or
studen
ts w
ho h
ave
a st
rong g
rasp
on t
he
topic
. T
his
wil
l al
low
them
to e
xplo
re t
he
conce
pt
on a
dee
per
lev
el.
o
The
two v
ideo
cli
ps
should
off
er a
good v
isual
ref
eren
ce f
or
vis
ual
lea
rner
s. T
he
vid
eos
show
the
conce
pt
of
shar
ing a
nd g
ainin
g/l
osi
ng
elec
trons
wit
h m
oti
on.
o
The
gra
phic
org
aniz
er c
om
par
ing i
onic
and c
oval
ent
bonds
should
hel
p s
tuden
ts t
o o
rgan
ize
thei
r th
oughts
and t
he
conce
pts
bei
ng t
aught.
Ask
ing t
hem
to r
e-org
aniz
e t
hei
r th
oughts
by u
sing o
nly
key
word
s sh
ould
hel
p t
hem
to c
once
ptu
aliz
e th
e to
pic
s.
PWCS Standards Based Planning Process (continued)
Instruction Using Inquiry Model
: What learning experiences will facilitate student success?
Framing the Learning:
1. Engage – B
egin
cla
ss w
ith t
he
war
m-u
p p
rovid
ed. T
his
wil
l re
connec
t st
uden
ts t
o p
ast
less
ons.
A
sk s
tuden
ts t
o c
om
ple
te t
he
war
m-u
p, th
en c
hoose
a fe
w s
tuden
ts t
o w
rite
the
answ
ers
on t
he
boar
d. I
t is
im
port
ant
to g
o o
ver
the
answ
er w
ith t
he
studen
ts a
nd m
ake
sure
ever
yone
has
the
corr
ect
answ
ers
to t
he
war
m-u
p b
ecau
se t
hey
wil
l be
refe
rence
d t
hro
ughout
the
less
on.
Learning Experiences:
2. Explore – T
her
e ar
e tw
o a
ctiv
itie
s in
this
les
son, “B
ond-S
wit
ch-B
ond”
and “
Coval
ent
Bond B
ingo C
hip
Chal
lenge,
” th
e an
cill
ary m
ater
ials
nec
essa
ry f
or
both
of
thes
e ac
tivit
ies
wil
l be
found l
ater
in t
he
less
on.
•
In “
Bond
-Sw
itch
-Bond”
teac
her
s nee
d t
o m
ake
sure
that
stu
den
ts a
re u
nder
stan
din
g t
hat
an i
onic
bond i
s a
com
bin
atio
n o
f a
posi
tive
and
a neg
ativ
e ch
arge.
B
e su
re s
tuden
ts a
re n
ot
allo
win
g t
wo p
osi
tive
or
two n
egat
ive
char
ges
to c
om
bin
e to
mak
e a
com
pound. A
lso,
teac
her
s nee
d t
o m
ake
sure
stu
den
ts a
re u
nder
stan
din
g t
he
conce
pt
of
“cro
ssin
g a
nd d
roppin
g”
when
wri
ting a
chem
ical
form
ula
for
an
ionic
bond. S
tuden
ts t
end t
o k
eep s
uper
scri
pts
inst
ead o
f cr
eati
ng s
ubsc
ripts
, or
they
lea
ve
both
.
•
In “
Co
val
ent
Bond B
ingo C
hip
Chal
lenge”
tea
cher
s w
ill
nee
d t
o m
ake
sure
stu
den
ts a
re a
ctual
ly ‘
buil
din
g’
the
dot
dia
gra
ms
so t
hat
they
can s
ee h
ow
the
elem
ents
fit
toget
her
and s
har
e el
ectr
ons.
T
each
ers
also
nee
d t
o m
ake
sure
that
stu
den
ts a
re w
riti
ng t
he
form
ula
corr
ectl
y. A
fter
lea
rnin
g a
bout
ionic
bonds
studen
ts g
et c
aught
up o
n t
he
‘cro
ss a
nd d
rop’
met
hod a
nd s
tart
to w
rite
coval
ent
form
ula
s
inco
rrec
tly. T
his
is
a ‘c
hal
lenge’
bec
ause
they
are
giv
en a
tim
e li
mit
of
15 m
inute
s an
d t
he
gro
up t
hat
has
the
most
corr
ect
wil
l w
in.
3. Explain – A
pow
er p
oin
t w
ith n
eces
sary
info
rmat
ion i
s in
cluded
. S
tuden
ts u
sual
ly g
rasp
the
conce
pt
of
ionic
bondin
g e
asil
y, th
en a
s so
on a
s you a
dd
in c
oval
ent
bondin
g t
hey
beg
in t
o s
truggle
in r
ecogniz
ing t
he
dif
fere
nce
. T
her
e is
a h
andout
incl
uded
for
studen
ts t
o f
ill
in a
nd s
um
mar
ize
the
dif
fere
nce
bet
wee
n i
onic
and c
oval
ent
bonds.
T
his
is
an i
mport
ant
han
dout
for
studen
ts t
o u
se a
s a
quic
k r
efer
ence
in t
he
futu
re.
4. Elaborate – T
her
e ar
e han
douts
incl
uded
for
both
ionic
and c
oval
ent
bondin
g. I
t is
up t
o t
he
dis
cret
ion o
f th
e te
acher
on w
het
her
or
not
more
pra
ctic
e is
nee
ded
. B
oth
explo
rati
on a
ctiv
itie
s co
uld
be
repea
ted o
r giv
en e
xte
nded
tim
e if
more
pra
ctic
e is
nee
ded
. T
hey
can
als
o b
e al
tere
d t
o f
ocu
s
on w
hat
ever
iss
ues
the
studen
ts a
re h
avin
g.
5. Evaluate – A
quiz
on i
onic
and c
oval
ent
bondin
g i
s at
tach
ed. I
t is
a w
ritt
en f
orm
al a
sses
smen
t th
at w
ill
show
mas
tery
of
the
topic
. Y
ou m
ay c
hoose
to g
ive
to u
se s
om
e of
thes
e ques
tions
to c
hec
k f
or
under
stan
din
g d
uri
ng l
ectu
re.
PWCS Standards Based Planning Process (continued)
Resources:
•
Bondin
g w
arm
-up
•
Bondin
g P
ow
erP
oin
t
•
Ionic
Vid
eo C
lip htt
p:/
/ww
w.d
nat
ube.
com
/vid
eo/1
288/I
onic
-bond
•
Coval
ent
Vid
eo C
lip htt
p:/
/ww
w.d
nat
ube.
com
/vid
eo/1
290/C
oval
ent-
bond
•
Ionic
/Coval
ent
gra
phic
org
aniz
er h
andout
for
each
stu
den
t
•
Bond-S
wit
ch-B
ond h
and
out
for
each
stu
den
t, p
rin
ted a
nd l
amin
ated
car
ds
for
each
stu
den
t, a
nd i
nst
ruct
ions.
•
Ionic
Han
dout
for
each
stu
den
t
•
Coval
ent
Bond B
ingo C
hip
Chal
lenge
han
dout,
pri
nte
d a
nd l
amin
ated
car
ds
for
studen
ts a
nd i
nst
ruct
ions.
•
Coval
ent
Han
dout
for
each
stu
den
t
•
Ionic
/Coval
ent
Bondin
g Q
uiz
Reflection: Based on data, how do I refine the learning experiences and/or the assessm
ent?
• Analysis of Data – A
s w
ith m
any t
opic
s in
chem
istr
y, a
stro
ng u
nder
stan
din
g o
f th
is l
esso
n i
s im
per
ativ
e in
the
nex
t unit
, nom
encl
ature
. I
f st
uden
ts s
truggle
thro
ugh t
he
quiz
and/o
r ac
tivit
ies
it i
s im
port
ant
for
the
teac
her
to g
o b
ack a
nd r
einfo
rce
the
mis
sed i
nfo
rmat
ion. A
sses
smen
ts o
n t
his
topic
wil
l co
nti
nue
thro
ughout
the
curr
iculu
m.
• Immediate Implications – A
gai
n, if
stu
den
ts a
re s
truggli
ng i
t is
im
port
ant
to r
evie
w m
ater
ials
im
med
iate
ly t
o c
onquer
any m
is-c
once
pti
ons.
If
stu
den
ts h
ave
met
the
mas
tery
lev
el t
hen
rev
iew
ing t
he
conce
pt
of
elec
troneg
ativ
ity i
n o
rder
to b
e m
ore
det
aile
d a
bout
coval
ent
bondin
g w
ill
be
use
d i
n t
he
nex
t le
sson.
• Future Planning – A
lthough b
ondin
g i
s usu
ally
tau
ght
in m
iddle
sch
ool,
this
les
son is
vit
al t
o s
tuden
ts s
ucc
ess
in f
utu
re l
esso
ns.
It
is
import
ant
studen
ts
under
stan
d t
he
dif
fere
nce
bet
wee
n a
n i
onic
and a
coval
ent
bond a
nd t
hat
this
is
rein
forc
ed i
n f
utu
re l
esso
ns.
Bonding Warm-Up
Name:_____________
Warm-Up
Write the electron configuration for the following …
1. Na
2. K
3. Li
4. Cl
5. O
Name:_____________
Warm-Up
Write the electron configuration for the following …
1. Na
2. K
3. Li
4. Cl
5. O
Name:_____________
Warm-Up
Write the electron configuration for the following …
1. Na
2. K
3. Li
4. Cl
5. O
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
ENGAGE
PHASE
Name: ____________________________________
Class Period: ______ Date: ________________
Bond – Switch – Bond
• Each of you will be given an ion card.
• You will wander around the room with your hand in the air, when you come in contact
with another person slap hands, they are your bonding partner.
• Write down the positive ion and the negative ions that the two of you possess (If you do
not have opposite ions you cannot bond and you need to start mingling again) and create
your compound.
• After you and your partner have created (or eliminated the ability to create) a compound,
swap ions with each other and roam the room with your hand in the air again.
• When you find another partner, slap hands, introduce yourself to your new bonding mate
and continue to roam the room.
Cation Anion Compound
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
Name: ____________________________________
Class Period: ______ Date: ________________
c
Ga+4
Sr+2
Rb+1
In+3
As-3
Sb-3
Cs+1
Ba+2
This is an excel file. Double click on the ‘cards’ to open excel and gain access to
all of them.
Covalent Compound Bingo Chip Challenge 1. You and a partner will be given a bag of bingo chips and a bag of element cards. 2. You will have 15 minutes to create as many covalent compounds as you can
using no more than two elements in each compound. 3. You must use the element card and bingo chips to build the dot diagram for each
element in your compound to make sure they fit.
DOT DIAGRAM ELEMENT 1
DOT DIAGRAM ELEMENT 2
DOT DIAGRAM COMPOUND
FORMULA
*If you need more of a challenge you may build compounds using more than two different elements in each compound. Build a chart on the back of this paper if you need more space.
Name: ____________________________________
Class Period: ______ Date: ________________
B C N
B C N
B C N
B C N
This is an excel file. Double click on the ‘cards’ to open excel and gain access to
all of them.
Name: ____________________________________
Class Period: ______ Date: ________________
Ionic vs Covalent Bonding
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full presentation.
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
EXPLAIN
PHASE
Video Clips
Source: www.dnatube.com
Title: Covalent Bond http://www.dnatube.com/video/1290/Covalent-bond
Length: 34 seconds
Summary: This video clip shows an animated representation of a covalent bond. It shows how the electrons are
“shared” passing back and forth between elements.
Title: Ionic Bond http://www.dnatube.com/video/1288/Ionic-bond
Length: 23 seconds
Summary: This video clip shows an animated representation of an ionic bond. It shows how electrons from one
element are given up to another element in order to satisfy the octet rule.
Summarize what you have learned about covalent and ionic bonds in this easy to read chart.
Be sure to include things like properties, how the octet rule applies, what makes up each type
of bond, etc.
Ionic Bonds Covalent Bonds
Ionic Bonds
1. Fill in the following chart
ELEMENT ATOMIC
SYMBOL
TOTAL# OF
ELECTRONS
# OF
VALENCE
ELECTRONS
# OF
ELECTRONS
GAINED/LOST
DOT
DIAGRAM
Chlorine
Potassium
Magnesium
Fluorine
Aluminum
Sodium
Nitrogen
Oxygen
Carbon
Iodine
2. Write the electron configuration for both Sodium and Oxygen.
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
Name: ____________________________________
Class Period: ______ Date: ________________
ELABORATE
PHASE
a. Will these form positive or negative ions?
b. Write out their dot diagrams.
c. What ratio will they combine?
d. Write the formula of Sodium Oxide.
3. Write the electron configuration for both Alumnium and Oxygen.
a. Will these form positive or negative ions?
b. Write out their dot diagrams.
c. What ratio will they combine?
d. Write the formula of Alumnium Oxide.
4. Write the correct chemical formula for the compounds formed from each pair of ions.
a. K+, S
2−
b. Ca2+
, O2−
c. Na+, O
2−
d. Al3+
, N3−
5. Which pairs of elements are likely to form ionic compounds? If they will form a compound, write the
correct formula.
a. Cl, Br
b. Li, Cl
c. K, He
d. I, Na
Covalent Bonds
You are responsible for knowing the Polyatomic Ions, formulas and charges.
1. Describe what a molecular compound is. Explain how a molecular formula is the chemical formula of a
molecular compound.
2. Give an example of a diatomic molecule found in Earth’s atmosphere.
3. Describe how the molecule whose formula is NO is different from the molecule whose formula is N2O.
4. How are the melting points and boiling points of molecular compounds usually different from those of
ionic compounds?
5. What electron configurations do atoms usually achieve by sharing electrons to form covalent bonds?
Name: ____________________________________
Class Period: ______ Date: ________________
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
6. How is an electron dot structure used to represent a covalent bond?
7. Draw electron dot structures for the following molecules:
a. H2S
b. PH3
c. ClF
d. Fluorine + Fluorine
e. 3 Hydrogen + 1Phosphorus
f. 2 Hydrogen +1Sulfur
Ionic/Covalent Bonding Quiz
1. What are valence electrons?
2. What is one way that you can find the number of valence electrons for a representative element?
3. Draw the electron dot diagram for Fluorine. What does the dot diagram tell you?
4. Write the correct ionic compound formulas for the following ion combinations:
a. Potassium and Oxygen
b. Mg2+
and Cl1-
c. Lithium and Chlorine
d. Aluminum and Oxygen
e. Nitrogen and Sodium
f. Na+ and Cl
-
SOL CH.3 d: The student will demonstrate an
understanding of various bonding processes and the
properties associated with each.
Name: ____________________________________
Class Period: ______ Date: ________________
EVALUATE
PHASE
5. A Cation has a ________________ charge.
6. An Anion has a _______________ charge.
7. Covalent bonds are between a non-metal and a______________ while ionic bonds are between a non-
metal and a _____________________.
8. Which has higher melting and boiling points, ionic or covalent bonds?
9. Explain the difference between the octet rule for ionic bonds and the octet rule for covalent bonds.
Draw images to help your description if necessary.
10. Circle the IONIC bonds below:
NaCl CH4 SO2 Li2O MgS H2O
11. Circle the COVALENT bonds below:
BeO N02 LiBr KF BaO CO2
12. Draw the electron dot structures and formula for the following covalent compounds:
a. 1 Phosphorus and 3 Chlorine
b. 2 Hydrogen and 1 Sulfur
