1. CONCEPT PRESENTATION
IONIC AND COVALENT
BONDING (SCH3U)
Presenter: Iris Lo
Instructors: Janine Extavour & Marty Zatzman, OISE/UT

2. Overview
 Curriculum Expectations
 Common Misconceptions
 Curriculum Placement
 4 Day Lesson Sequence
 Applications
 Teacher Resources

3. Curriculum Expectations
Sp e c ific Ex p e c ta tio ns :
 B2.1 – Use appropriate terminology related to chemical trends and
chemical bonding, including, but not limited to: atomic radius,
effective nuclear charge, electronegativity, ionization energy and
electron affinity.
 B2.4 – Draw Lewis structures to represent the bonds in ionic and
molecular compounds.
 B2.5 - Predict the nature of a bond (e.g., non-polar covalent, etc.)
using electronegativity values of atoms.
 B2.6 - Build molecular models, and write structure formulae, for
molecular compounds containing single and multiple bonds and for
ionic crystalline structures.
 B3.4 – Explain the differences between the formulation of ionic
bonds and the formation of covalent bonds.
 B3.5 – Compare and contrast the physical properties of ionic and
molecular compounds.

4. Bonding Analogy
 Welcome to the Dr. Phil Show!
 Today we will be counseling 3 divorced
couples
 Lisa Simpson and Milhouse
 Buzz Lightyear and Jessie
 Ken and Barbie
 Let’s have a look at how they interact to
determine what is ‘bonding’ them together
before we begin!

5. Couple #1
 Milhouse is still very
attracted to Lisa while she
feels no attraction.
 Milhouse has taken sole
custody of their child,
Nelson, a factor that keeps
them bonded together.
 Which bond does this
couple represent (ionic,
polar covalent or non-polar
covalent)?

6. Couple #2
 Buzz Lightyear is more attracted
to Jessie than she is to him.
 Although this attraction is
unequal, they Do still share a love
for one another.
 They have joint custody of their
son, Buzz Jr, with Buzz Jr.
spending time primarily with his
father.
 Which bond does this couple
represent (ionic, polar covalent or
non-polar covalent)?

7. Couple #3
 This couple has equal
attraction to each other
 They maintain their bond
by having shared custody
of their son, Ben.
 Ben spends an equal
amount of time with both
parents.
 Which bond does this
couple represent (ionic,
polar covalent or non-
polar covalent)?

8. Common Student
Misconception #1
“Since both involve charges, the attraction
between polar covalent molecules is the same as
the attraction between ions in an ionic compound”
Solutions:
 Emphasize that charges across polar covalent bonds
are only p a rtia l charges
 Use the Dr. Phil bonding analogy

9. Common Student
Misconception #2
“The Lewis structure of covalent compounds
gives the shape of the molecule.”
Solutions:
 Reinforce that Lewis structure only shows atom
linkage
 Have students build molecular models
(modification: use gumdrops and toothpicks)

10. Common Student
Misconception #3
“When predicting bond type using electronegativity,
there is a sharp divide between ionic and covalent
bonds.”
Solutions:
 Emphasize that the spectrum of electronegativity difference
values is smooth
 Reinforce using a model of a bonding continuum and a table
organizer showing percent ionic/covalent character for various
∆EN values

11. Common Student
Misconception #4
 “The modern view of the atom is one in
which the electrons circle the nucleus in fixed
orbits, like the planets orbiting the sun.”
Solutions:
 Make students aware that the models they are using
is simplified
 Chemists describe electrons in terms of energy and
probability of finding electrons within a region of space
 Use videos to help students visually
 Covalent Bonding Video
 Ionic Bonding Video

12. Curriculum Placement of the
Unit
Matter, Chemical Trends and Chemical Bonding
unit:
 Matter, Chemical Trends and Chemical bonding
unit is placed as the1st unit of the course
 Covers underlying basis of all other units
 Natural progression from grade 9 and 10 Chemistry
 Chemical Reactions suggested to be the 2nd unit
 Natural progression from grade 10 Chemistry
 Natural progression from Unit 1 - writing chemical
formulas and naming of compounds needed for
writing chemical equations, predicting chemical
reaction products, etc.)

13. Concept Placement Within the
Unit
 Placed after periodic trends and before writing chemical formulas and
naming compounds
 Suggested order of the chemical bonding section:
1) Review:
Bo hr m o d e l o f the a to m , io n fo rm a tio n, p ro p e rtie s o f io nic a nd m o le c ula r
c o m p o und s
2) Introduce key underlying concepts:
O c te t rule , Le wis s truc ture s
3) Introduce bonding overview:
To give students some context
4) Intramolecular bonds: Ionic and covalent bonding
5) Intermolecular and Metallic Bonding

14. Bonding Overview

15. 4 Day Lesson Sequence
 Day 1: Review & Classifying Chemical Compounds
 PowerPoint presentation:
Bohr model of the atom
Drawing Lewis structures
Properties of ionic and covalent compounds.
 Demo:
Test and compare the conductivity of salt solution and sugar solution
Safety: Use low-voltage conductivity apparatus
 Group Activity: Bond With a Classmate
Students act as positive and negative ions and form bonds with their peers. Introductory activity
for day 2.
 Assessment:
Informal question and answer (diagnostic)
Lewis structure and Properties of Ionic/Covalent Compounds worksheet
Predict, Observe, Explain Activity

16. Bond With a Classmate Activity: Your
Thoughts?
 In your table groups, discuss:
a) Pros/cons of this activity?
b) Ways to modify this activity for:
-Different grade levels
-Different streams (i.e. academic, applied, etc.)

17. Day 2: Introduction to Bonding
 PowerPoint presentation:
Octet rule
Electronegativity (including its periodic trend)
Bonding continuum/characteristics of ionic, polar covalent, covalent
bonds
 Video Clip on Bonding/Electronegativity
 Role-Play:
Use the analogy of 3 couples going through relationship counseling
to represent ionic, polar covalent and covalent bonding.
 Assessment:
Informal question and answer
Determine Bond Type Using Electronegativity worksheet
Observation & feedback

18. Day 3: Ionic and Covalent
Bonding
 Ionic Bonding
 PowerPoint presentation/Chalk and Talk:
Formation of ions,
Transferring single /multiple electrons & bonding involving > 2 ions (shown using Lewis structures/structural
formulas),
Properties of ionic compounds.
 Demo: Poker chips used to simulate ionic bonding.
 Video Clip: Ionic Bonding
 Covalent Bonding
 PowerPoint presentation (continuation):
Single and multiple covalent bonding (shown using Lewis structures/structural formulas)
Coordinate covalent bonds
Exceeding the octet rule
Properties of covalent compounds
Compare/contrast ionic and covalent compounds.
 Demo: Poker chips used to simulate covalent bonding.
 Video Clip: Covalent Bonding

19. Day 3 (Cont’d)
 Assessment:
Informal question and answer
Drawing Lewis and Structural Diagrams of Ionic
and Covalent Compounds worksheet

20. Day 4: Polar Covalent Bonding
 PowerPoint presentation:
Polar covalent bonding (shown using Lewis structures and structural
formulas)
Polar/non-polar molecules, partial charges, and overall polarity
Summary of all 3 bonds
 Demo:
Place a charged ebonite rod next to water and then hexane. Water
(polar) is attracted to the rod, hexane is not (non-polar)
Safety: Hexane is a flammable liquid – do not place near open flames.
Do not directly smell it. Use in well-ventilated area.
 Class discussion: Applications and societal implications.
 Lab: Gumdrop Molecular Models
Build molecular models and draw the Lewis diagram, structural
formulas and predicted shape of molecule for ionic and covalent
compounds (Cherkas e t a l. , 2002).
Safety: Students must not eat the candy if they are working with it in
the lab.

21. Day 4 (Cont’d)
 Assessment and Evaluation:
Informal question and answer (assessment)
Polar Covalent Bonding worksheet
(assessment)
Predict, Observe, Explain Activity
(assessment) Learning skills rubric
(assessment)
Lab worksheet (evaluation)

22. Concept Applications
1 ) I ns a nd the Hum a n Bo d y
o
 Humans depend on ions for their survival they
are essential for maintaining good health
2 ) Ca rbo n Dio x id e in So ft Drinks : ACo va le nt
Co m p o und
 CO2 is somewhat soluble in water, especially at
high pressures which is why soft drinks are
bottled under pressure (Mustoe e t a l. , 2001).
 When you open a bottle of pop, some of the CO2
comes out of solution due to its low solubility
(Mustoe e t a l. , 2001).
3 ) A p lic a tio n o f Wa te r Po la rity : M ro wa ve
p ic
O ve ns
 Water is a polar molecule that is a good
absorber of microwaves (Rayner-Canham, e t
a l. , 2002).
 The energy is converted into heat to warm up
food (Rayner-Canham, e t a l. , 2002).

23. Resources
1) Nelson and McGraw-Hill Ryerson Chemistry 11
Teacher’s Resource
 Both provide:
 background info
 teaching suggestions (activities, tips/safety precautions for
conducting labs, effective ways to approach the topic)
 answers to lab/textbook questions
 common misconceptions and solutions
 Prefer McGraw-Hill Ryerson Teacher’s Resource
 more detailed, includes strategies to support diverse student
needs (ex. ESL students, etc.)

24. Resources (cont’d)
2) Chemistry Games: J. Hand’s class website
 Provides pre-made review games
3) Chalkbored: J. Schneider’s class website
 Provides
PowerPoint presentations, handouts, labs,
worksheets for grade 11 and 12
4) Chemistry Demonstrations: T. Sperring’s website
 Provides many quick Chemistry demos
 Materials, procedure and what should be observed are
included

25. References
1) Cherkas, A., Freure, C., George, T., Ivanco, J., Kisway, L., Plavetic, S.J., Stewart, J., and G. Wisnicki. (2002). M G ra w-Hill Ry e rs o n
c
Che m is try 1 1 Te a c he r’s Re s o urc e . Toronto: Mc-Graw-Hill Ryerson.
2) Hand, J. (2010). Che m is try G a m e s . Retrieved July 9, 2010, from <http://www.mansfieldct.org/schools/mms/staff/hand/chemgames.htm>
3) Jenkins, F., van Kessel, H., Davies, L., Lantz, O., Thomas, P., and D. Tompkins. (2002). N ls o n Che m is try 1 1 . Toronto: Nelson
e
Thomson Learning.
4) Jenkins, F., van Kessel, H., Davies, L., Sanader, M., Tompkins, D., Lantz, O., and S. Haberer. (2002). N ls o n Che m is try 1 1
e
Te a c he r’s Re s o urc e . Toronto: Nelson Thomson Learning.
5) Mustoe, F., Jansen, M., Doram, T., Ivanco, J., Clancy, C., and A. Ghazariansteja. (2001). M G ra w-Hill Ry e rs o n Che m is try
c
1 1 . Toronto: McGraw-Hill Ryerson Limited.
6) Rayner-Canham, G., Damju, S., and U. Goering-Boone. (2002). A d is o n We s le y Che m is try 1 1 . Toronto: Addison Wesley.
d
7) Schneider, J. (2009). Cha lkbo re d : Che m is try 1 1 . Retrieved July 9, 2010, from <http://www.chalkbored.com/lessons/chemistry-11.htm>
8) Sperring, T. (2000). Che m is try De m o ns tra tio ns . Retrieved July 9, 2010, from
<http://webcache.googleusercontent.com/search?q=cache:vRVGMG9e6HcJ:alex.edfac.usyd.edu.au/methods/scien
ce/Chemistry%2520Demonstrations+water,+ebonite+rod,+hexane&cd=1&hl=en&ct=clnk&gl=ca>