ALEX Lesson Plan

Comparing Intermolecular Forces

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  This lesson provided by:  
Author:Shaunna Aker
System: Cullman County
School: Cullman County Board Of Education
The event this resource created for:ASTA
  General Lesson Information  
Lesson Plan ID: 34499

Title:

 Comparing Intermolecular Forces

Overview/Annotation:

Students will be conducting a series of investigations in order to compare and contrast the various intermolecular forces that exist between compounds. First, students will rank 4 substances according to their melting points. Second, students will work together using the jigsaw research approach to understand the 4 types of intermolecular forces. And lastly, students will use the information gained to go back to their data collected and compare their original compounds and type of intermolecular bond they exhibit.

This lesson plan results from a collaboration between the Alabama State Department of Education and ASTA.

 Associated Standards and Objectives 
Content Standard(s):
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
7 ) Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
8 ) Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Literacy Standards (6-12)
LIT2010 (2010)
Grade: 9-10
Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects
9 ) Draw evidence from informational texts to support analysis, reflection, and research.
Science
SC2015 (2015)
Grade: 9-12
Chemistry
4 ) Plan and conduct an investigation to classify properties of matter as intensive (e.g., density, viscosity, specific heat, melting point, boiling point) or extensive (e.g., mass, volume, heat) and demonstrate how intensive properties can be used to identify a compound.
Science
SC2015 (2015)
Grade: 9-12
Chemistry
9 ) Analyze and interpret data (e.g., melting point, boiling point, solubility, phase-change diagrams) to compare the strength of intermolecular forces and how these forces affect physical properties and changes.

Local/National Standards:

  

Primary Learning Objective(s):

  • Students will compare the relative melting points of various substances and arrange them from the lowest to the highest.

  • Students will define intermolecular forces and be able to give a description of each.

  • Student will use phase-change diagrams and other data to interpret how the different forces affect physical properties and changes.

Additional Learning Objective(s):

  
 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

  • Bonds Types and Physical Properties Lab Sheet (Alabama Science In Motion) 

  • (Following items provided by Alabama Science in Motion)

 

well plate, 24-hole

sodium chloride

 

small test tubes

magnesium sulfate

 

Mel-Temp/capillary tubes

stearic acid

 

thermometer

vanillin

 

water

cooking oil

 

isobutanol

 

  • Safety Equipment: Always wear safety glasses and an apron in the lab. The Mel-Temp can become very hot.  Avoid touching the metal surfaces.

Technology Resources Needed:

Computer with Internet Access

Background/Preparation:

  • Students will need to know the difference between covalent and ionic bonds and what types of elements make them up.

  • Students should know the difference between physical and chemical properties.

  • Students should be familiar with polar and nonpolar molecules and how they affect the strength of bonds.

  Procedures/Activities: 

Day 1:

Engage Activity:

Students will complete the Bond Types and Physical Properties lab from Alabama Science in Motion. Their goal is to create a ranking of their substances from the lowest melting point to the highest. Lab procedure and lab sheet are available to view in attachments.

Day 2

Explore/Explain Activity:

During this time, students will be divided up into four groups. They will complete a jigsaw activity where they are researching the 4 types of intermolecular forces that act on compounds within small groups. After each group completes their research, they will come back together in different groups to turn, talk and share their specific intermolecular force that they have researched with other members of the group. To conduct their research, they will complete a quick write which is simply made up of the definition of their force as well as 2 compound examples.

Explain

The last part of the lesson is to have students reference back to their original Bond Types and Physical properties lab to check if they placed each of their compounds into a specific intermolecular force category. For example, which of the 4 intermolecular forces will Vanillin fall under based on the information gained during your research. Students will follow the Intermolecular Jigsaw Activity sheet and complete each of the parts inside their Chemistry notebook. See attached Jigsaw Activity handout.


  Assessment  

Assessment Strategies

  • Students will first be observed on their laboratory skills and the information collected during their lab. 

  • Each student group should have collected melting points and solubilities on each compound. Also, they should have arranged each from the highest melting point to the lowest.

  • Students will be monitored during their group research and on how they interact within each of their groups.

  • Students should answer the questions given on the Intermolecular Forces worksheet in the attachment section.These questions should be answered for all types of intermolecular forces.

  • Students will be assessed on this comparison information that should be written in their Chemistry notebooks.

Acceleration:
 

Intervention:
 

View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.