Subject: Chemistry

Grade: 10

Date: February 19 – March 2, 2018.

Topic: Structure and Bonding & Writing Chemical Equations

Specific Objectives:

1. State that solids can be divided into four groups based on their structure- Ionic crystals,
Atomic crystals, simple molecular crystals, giant metallic.
2. Describe the properties of the four groups that solids may belong to
3. Provide at least 2 examples of solids that belong to each of the groups in objective 1
above
4. Explain the term allotropy
5. Describe the structure of diamond and graphite
6. Explain the similarities and differences in the structure of diamond and graphite
7. Relate the properties and uses of diamond and graphite to their bonding and structure
8. Recall how to correctly write the chemical formula for ionic and covalent compounds
9. Write word equations and convert these into chemical equations
10. Understand how to use/ assign state symbols in an equation
11. Balance chemical equations using a prescribed set of rules
12. State the rules used to determine the solubility of compounds.

Materials/ Resources
Models of Sodium chloride, diamond & graphite, whiteboard, Chemistry Concise – Anne
Tindale, CSEC Chemistry workbook- Anne Tindale, Student text book, handout

Content summary
 Ionic crystals results from the formation of ionic bonds e.g sodium chloride,
lithium oxide…all ionic compounds. They have an ionic lattice in which cations
and anions are held together in a regular, repeating 3D pattern.
 Giant molecular crystals composed of atomic lattice as with ionic but the atoms
are held together by strong covalent bonds. Eg Diamond and graphite
 Simple molecular crystals- molecular lattice of small molecules held together by
weak intermolecular forces…eg iodine, Sulphur, ice, dry ice.
 Allotropes are different structural forms of the same element in the same physical
state. They have different physical properties but the same chemical properties.
Diamond and graphite are allotropes of carbon.
  In diamond all electrons are involved in bonding while in graphite only 3 of the
electrons are involved in the bonding giving rise to their different physical
properties.
 A chemical equation is shorthand representation of a chemical reaction; reactants
on left products on right separated by an arrow.
 Rules for balancing refer to Chemistry A concise revision course for CSEC by
Anne Tindale (Nelson Thornes) page 31-32
 Determining solubility of compounds refer to Concise Revision Course CSEC
Chemistry by Anne Tindale (Collins) page 46-47.

Lesson 1 objectives 1-7 will be covered

Engage: Students will be asked to recall the type of bonding covered so far, explain the resulting
particle from the bond formation and tell some of the properties these particles may have.

Explore: Students will be introduced to the four groups of solids and asked to predict which
compounds would be placed into what group. A discussion will then follow on why they made
the choices they did.

Explain: The students will be given the properties of the various groups and specific examples
discussed.

Elaborate: The properties of diamond and graphite will be explored and discussed after which
the terms “alloptropes” and “allotropy” will be introduced. Students would by this point have
discussed their different properties arising from their respective bonding.

Evaluate: Students will be given the attached worksheet to be completed and handed in next
lesson. This will form part of the homework/ classwork grade.

Lesson 2 objectives 8 & 9 will be covered

Engage: Students will be asked to write the formula (or symbol) for the following compounds:
Zinc nitrate, sodium hydroxide, calcium chloride, sodium oxide, calcium hydroxide, carbon
dioxide, methane, chlorine, hydrogen chloride.

Explore: the students will be asked to identify those that are ionic and those that are covalent.
They will be reminded here that the halogens along with nitrogen, oxygen and hydrogen are
diatomic and when written their formula should reflect this.
Explain: Students will be asked what happens during any chemical change generally. This will
then be used to explain what a chemical equation shows drawing also on their math knowledge
(writing equations in math…arrow means produces similar to the equal sign in math).

Elaborate: Students will be given the set of rules for writing and balancing equations to write as
notes. They will be asked to silently read these over to themselves.

Evaluate: An example will be done on the board after which students will be asked to convert
the following into word equations:

Magnesium burns in oxygen to produce magnesium oxide

When zinc reacts with hydrochloric acid it forms the salt zinc chloride and water

During photosynthesis carbon dioxide reacts with water to form glucose and oxygen

When copper (II) carbonate reacts with hydrochloric the products formed are copper chloride,
water and carbon dioxide.

Lesson 3 Objectives 10 & 11

Engage: Students will be asked to look back at all that was done in the previous lesson.

Explore: One student will be asked to read the rules for balancing chemical equations while the
others follow along in their books.

Explain: The word equation for the formation of magnesium oxide will be placed on the board.
Students will be instructed to write the symbol equation for this.

Elaborate: The students will be asked to balance the equation using their rules and a volunteer
will place the answer on the board. This will be discussed, other examples tried and further
explanation and discussions take place.

Evaluate: Students will be asked to write symbol equations and balance these for the examples
done in the previous evaluation.

Lesson 4 Objective 12 (reinforce 10 & 11)

Engage: Students will be given a number of equations to write in words then convert to balanced
chemical equations. Magnesium oxide and hydrochloric acid to form magnesium chloride and
water. Sodium and water to produce sodium hydroxide and hydrogen. Aluminium and sulphuric
acid reacts to form aluminium sulphate and hydrogen.

Explore: Students will be asked to place their answers on the board which will then be discussed
and corrected if needs be.

Explain: Students will be introduced to the solubility of various compounds, this will be
discussed and the rules written down by them.

Elaborate: Students will be given a list of compounds to classify as soluble or insoluble based
on the rules they were given.

Evaluate: Students will be randomly selected to recap salient points of the lesson. They will be
prompted and questioned if needs be.

Evaluation: