Lesson Plans

Synthesized objective:

These lesson plans are for three days at the end of a unit. To perform this lesson the students need to know how to draw Lewis dot structures, determine the molecular geometry, and if the molecule is polar. This reflects back to the NGSS and the Michigan content expectations. To see these reflections see the unit plan.

Analyze molecules and data to explain the type and strengths of intermolecular forces present.

Big Ideas Intermolecular forces are forces of attraction or repulsion which act between neighboring particles. These are the weaker of the two forces. The weak intermolecular bonds in liquids and solids are often called van der Waals forces. These forces are the ones that are affected when a molecule changes state. One such force is dipole-dipole force. Dipole-dipole occurs when molecules with a dipole moment, can attract each other electrostatically by lining up so that the positive and negative ends are close to each other. To tell if there will be an unequal sharing of the electron it is important to look at the electronegativity of the atoms in the bond. If the electronegativity is differing by a large amount this will result in the unequal sharing and cause a dipole moment. A molecule can also be polar if there are lone electrons on the central atom. The lone pair electrons will force the molecules structure to change by pushing the bonded atoms closer together. This will happen due the large negativity of the lone pair electrons. To see if there are lone electrons the atom should first be drawn using the Lewis dot structure and then using it to see the VESPR geometry of the molecule. One specifically strong dipole-dipole occurs when hydrogen is bonded to a highly electronegative atom, specifically oxygen, nitrogen, or fluorine. Due to its difference in strength to that of other dipole-dipole forces it is classified as a different intermolecular force, hydrogen bonding. Hydrogen bonding is such a strong intermolecular force due to great polarity of the bond the close approach of the dipoles, which is allowed by the very small size of the hydrogen atom. Even molecules without dipole moments must exert forces on each other. This has to be true due to all elements, even the noble gases, exist in liquid and solid states under certain conditions. The forces that exist between the noble gases and nonpolar molecules are the London dispersion forces. The different intermolecular forces cause different molecules to have very different physical properties. For example water contains hydrogen bonding which results in it have a much higher boiling and melting point to molecules that are very similar to it.

Day 1
Materials Polar liquid Nonpolar liquid Polar liquid with hydrogen bonding Hot plate Exit tickets

Activities Opener (10 minutes)-warm-up The class will start with a warm-up that will ask the students to determine the polarity of CF4, HCF3, HCN, HCP. This will be a guiding demonstration that we will refer back to in the class discussion Demonstration ( 5 minutes) I will do a demonstration where the students will examine the evaporation of a nonpolar, polar, and a polar molecule that contains hydrogen bonding.

My class always starts with a warm-up. This particular one is a formative assessment of the previous lesson. It will allow me to see if additional time needs to be spent going over the old material before applying that knowledge in this new lesson.

Class Discussion (25 minutes) To start the class discussion I will ask the students why they think the three liquids would take different amounts of time to evaporate. I will provide the class with the structures for the liquids used. To steer the class into the right direction I plan on using the following guiding questions: By thinking of possible scaffolding questions Why does it require energy to evaporate liquids? ahead of time I am What is happening to the molecule when it evaporates? better able to direct Are the bonds inside the molecule breaking? the students ideas in Why do you think the different molecules required different amounts the upcoming lesson. of energy to evaporate? Are some of these molecules polar while others are nonpolar? Why do you think that the polar molecules took longer to evaporate? Do you think that partial negative portion of the polar molecule could have an interaction with neighboring molecule? If this interaction was happening do you think it would take energy to overcome those interactions to evaporate the liquid?

Notes (10 minutes) Introduction of intermolecular forces Define intermolecular and intamolecular forces- break the word down Explain that these are the forces that are broken when molecules change state Explain that one of the intermolecular forces is dipole- dipole and this is the one that happens between two polar molecules. Show class and example on the board how the negative portion of one molecule can create a dipole with the positive portion of another molecule.

Closer (5 minutes) Five minutes before bell Exit ticket question will be given as a formative assessment of the differentiation between intermolecular forces and intamolecular forces. Exit ticket picture and questions can be seen below

Use the above picture answer the following questions. 1. What type of line ( dashed or filled in) represents an intermolecular force? Explain your answer. 2. What type of line (dashed or filled in) represents an intamolecular force? Explain your answer. 3. Are the dashed lines broken in a physical or chemical change?

Each day the students are given some form of assessment. This allows me to gauge the student prior knowledge and to see how they are doing on the current content. Assessment -warm-up: assessed the student prior knowledge from previous lessons that they will have to be applying for this lesson -Closer: evaluated content taught today

Day 2
Materials Worksheet Pictures of the data table and graph Activities The warm-up will allow us to transition back to our discussion of intermolecular forces and examining why noble gases and nonpolar molecules can exist in all of the states.

Opener (10 minutes)- warm-up If the reason why it takes energy to change states is due to the breaking of intermolecular forces why are nonpolar molecules able to exist in liquid and solid state? Class model (15 minutes)Break the class evenly into two parts and have the two groups stand at the front and back of the classroom. Tell the class that they are representing the electrons and they are representing the two of the same elements that are bonded together, for example the halogens. The space between the class is representing the bond between the elements. Hold up a positive sign and tell class that I am a positively charged particle that happens to go by the molecule. Walk by one of the students and ask the class what will happen when the positive particle comes close to an electron. Take the electron over the other atom in the molecule. Ask class what partial charge the side that gained an electron now has. Discussion questions during class model: If the class next door happened to be doing the same exact activity right now how would they be aligned? Would their positive side be on the same side as our classes? This class model will allow students to visualize the London dispersion force.

Have the electron go back to its original position so that the molecule is nonpolar and explain this is what happens in nonpolar molecules there can be induced or temporary dipoles. Introduce London dispersion force and ask the class if they would expect it to be stronger or weaker than dipole-dipole interactions. Can this force only happen in nonpolar molecules?

Class Discussion (25 min)

Estimation of time depends on class participation. If students are not participating I will have them talk first their benches then share out to the class.

Present the class with the data table below and ask them what pattern is being shown from the data. Compound pentane hexane heptane octane nonane Formula CH3(CH2)3CH3 CH3(CH2)4CH3 CH3(CH2)5CH3 CH3(CH2)6CH3 CH3(CH2)7CH3 Boiling Point Melting Point 36C 69C 98C 126C 151C 130C 95C 91C 57C 54C

Why do you think that as the molecules become larger they have higher boiling and melting point?

Present the class with the graph below and ask them if the graph follows the same trend as they had predicted in the above data

Does a portion of this graph follow the trend? Which part does not follow? What type of intermolecular forces is present in these molecules? Do you think that we might need to add another classification for these dipole moments that have very high melting points for such small molecules? When hydrogen bonded to which three molecules did you see the raise in the melting point? Explain hydrogen bonding and that it is a special case of dipole-dipole.

Closer (5 minutes) Students will fill out the intermolecular force column of the worksheet that has been done throughout the unit. This worksheet started off with the students determining the Lewis dot structure then the molecular geometry and the polarity. The last column will have the students using the previous columns to determine the intermolecular force present in the molecule. Assessment -warm-up is usually an assessment of the previous days material -closer/ homework assessment on the application of todays material

The worksheet the students are finishing allows them to see how the material is all interconnected. The worksheet started off drawing the Lewis dot structure then finding the molecular geometry and then polarity.

Day 3
Material Pennies Pipettes Distilled water Isopropyl alcohol Soap

While the students are working on the warm up I will be going around the benches and stamping in the previous days homework.

Opener (10 mintues) warm-up So far we have examine how the boiling and melting point are affected by the intermolecular forces present in the molecule. What are some other physical properties that you think are affected by the intermolecular forces? How to you think the different strengths of the forces would be represented in that physical property? Checking homework (5 minutes) Students will check their answers and I will do any problems that the students had trouble with.

Demonstration (10 minutes) Class will be broken up into three sections. o Section 1- counting the number of drops of water that will fit on a penny o Section 2- counting the number of drops of isopropyl alcohol that will fit on a penny o Section 3- counting the number of soapy water drops that will fit on a penny Each section will run three trials and find their average number of drops.

This trial is put in to relate back to the overarching question for the unit of how does soap work.

Class discussion(10 minutes) To start the discussion I will ask the students why we were able to put the most drops of water on the penny. Does the alcohol and water have different intermolecular forces? Is one of the molecules able to have more hydrogen bonding than the other? How did the number of possible hydrogen bonding effect the number of droplets that could fit on the penny before spilling off? What do you think the overall pattern is? What is this physical property that we are examining? Have you seen this property in everyday life before? How did the soap affect the water? Based on what you saw what do you think the soap did to the intermolecular forces of the water?

Demonstration (5 minutes) Students will be given three labeled test tubes and will be examining the viscosity of the three solutions. Before starting the demonstration I will define the word viscosity. The following molecules will be used. ethanol ethylene glycol glycerine

Class Discussion (10 minutes) To start the discussion I will ask the class what pattern they noticed between the number of hydrogen bonds and the viscosity of the compound. How do you think the viscosity of water compares to the three compounds that you examined? Students have to determine What caused water to have a lower viscosity than the ethanol? the pattern and then apply prior knowledge of how the molecules weight factors in. Closer (10 minutes) Students will be given a worksheet where they will be looking at physical properties and relating them back to the intermolecular forces present. The worksheet can be seen on the next page. Assessments -warm-up: has the student think about the concepts before we got into them -Homework- application of the concepts covered in the lesson

Intermolecular Forces Worksheet 1. Explain why ethyl alcohol (C2H5OH) has a higher boiling point (78.40 C) than methyl alcohol (CH3OH; 64.70 C). 2. Rank the following compounds from lowest to highest boiling point: calcium carbonate, methane, methanol (CH3OH), dimethyl ether (CH3OCH3). 3. Explain how dipole-dipole forces cause molecules to be attracted to one another. 4. Explain what causes surface tension. In your explanation draw a picture/model. 5. Motor oil largely consists of molecules that consist of long chains of carbon atoms with hydrogen atoms attached to them. Using your knowledge of intermolecular forces, why wouldnt it be better to use a compound like glycerol. The formula of glycerol is CHOH(CH2OH)2. 6. Water (H2O) and methane (CH4) molecules are similar in size and mass. However, water is a liquid at room temperature, while methane is a gas. Use the Lewis Structure of water and methane and the idea of intermolecular forces to explain why water is a liquid and methane is a gas at room temperature. 7. Explain why fluorine and chlorine are gases but bromine is a liquid and iodine is a solid 8. At room temperature, substance A is a solid, substance B is a liquid and substance C is a gas. Which material has the greatest IMF? 9. For the following descriptions use the following choices: a) dispersion b) dipole-dipole c) hydrogen bonding d) ionic bond _____ a. The force between SO2 molecules _____ b. The force that makes HF a liquid at room temperatures _____ c. The force which results from temporary, induced dipoles _____ d. The type of force felt by H2 and F2 _____ e. The type of IMF felt by the noble gases _____ f. What causes NaCl to have a high melting point 10. Rank the following compounds by increasing melting point. Draw the Lewis dots for the compounds.

(a) C2H6, C2H5OH, C2H5F (b) H2S, H2O, H2 (c) BBr3, BI3, BCl3

The graph above shows the boiling points of four compounds at varying pressures. Research the formulas of the four compounds and list them below. Identify the IMFs present on each compound and use them to explain the boiling points observed in the curve. Compound Diethyl Ether Formula Lewis Dot IMF

Ethyl Alcohol

Water

Ethylene Glycol

Explain: