TITLE:

AUTHOR(S): CONTENT/GRADE LEVEL: TECHNOLOGY LESSON? LENGTH OF LESSON: SOURCE:

Exploring the Shape of Molecules in a 3D World Ramirez, George Louis III 10th/11th Grade Chemistry/Geometry/Engineering NO 45 minutes n/a

LESSON OBJECTIVES: Upon successful completion of this lesson, students will be able to... 1) Identify the number of electron domains/pairs for a given molecule. 2) Predict all of the following using VSEPR: a. Desired bond angles of molecules b. Desired electron domain/pair geometry for molecules TEKS ADDRESSED: (1) Scientific processes. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (C) demonstrate an understanding of the use and conservation of resources and the proper disposal or recycling of materials. (2) Scientific processes. The student uses scientific methods to solve investigative questions. The student is expected to: (F) collect data and make measurements with accuracy and precision; (H) organize, analyze, evaluate, make inferences, and predict trends from data; and (I) communicate valid conclusions supported by the data through methods such as lab reports, labeled drawings, graphs, journals, summaries, oral reports, and technology-based reports. (3) Scientific processes. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom. The student is expected to: (A) in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student; (6) Science concepts. The student knows and understands the historical development of atomic theory. The student is expected to: (E) express the arrangement of electrons in atoms through electron configurations and Lewis valence electron dot structures. (7) Science concepts. The student knows how atoms form ionic, metallic, and covalent bonds. The student is expected to:

(C) construct electron dot formulas to illustrate ionic and covalent bonds; (E) predict molecular structure for molecules with linear, trigonal planar, or tetrahedral electron pair geometries using Valence Shell Electron Pair Repulsion (VSEPR) theory. SAFETY CONSIDERATIONS: Whenever students engage in kinesthetic learning or drama-based learning, there is always some element of physical risk involved. So some ground rules must be established: 1) Walk slowly, do not run or horseplay as you move to your desired spot in the classroom. 2) No physical contact of any kind between any student. 3) Do not stand on anything that is above the floor (i.e., a chair, the lab table, etc.) Your feet should remain on the floor at all times unless you are seated on a chair or lab stool. 4) Do not leave the classroom. 5) For safety purposes, you must remain completely quiet during the activity. 6) STOP THE CLASS, if you, or those you see, are at physical risk. 7) SUMMARY: STAY ALERT, FOLLOW DIRECTIONS, AND BE AWARE OF POTENTIAL HAZARDS! Moreover, as we move into the wet lab, some special safety rules (beyond those listed in AISD safety agreement to students) must be made explicit to students: 1) The Styrofoam balls and dowel sticks are to be used only for creating your model they should not be used to engage in any other activity. 2) If students use scissors, they must be used appropriately and in a controlled manner. 3) A hot glue gun is appropriate to use, but there will be only two available and will be used after seeking permission. The glue gun should never be left plugged in, rather plug it in, use it and then un-plug it. Do not ever touch the metal tip of the glue gun, ever! Use gloves (on both hands) when operating the glue gun. ADVANCED PREPARATION: Materials needed for the Teacher - Pre-prepared models for the following molecules: CH4, BCl3, NH3, H2O, BeF2,

Materials needed for EACH Student - - - - An 11x11 whiteboard Two different colored dry erase markers + eraser Warm-up handout Exit Slip

Materials needed for EACH Group - each lab station will need the following materials: - 1 Carbon (C) central atom (2 polystyrene ball labeled C and colored yellow)

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1 Boron (B) central atom (2 polystyrene ball labeled B and colored yellow) 1 Beryllium (Be) central atom (2 polystyrene ball labeled Be and colored yellow) 4 Hydrogen (H) other atoms (1 polystyrene ball labeled H and not colored) 3 Chlorine (Cl) other atoms (1.5 polystyrene ball labeled Cl and colored blue) 2 Fluorine (F) other atoms (1.5 polystyrene ball labeled F and colored green) 1 base (for use to compare two molecules) Exploration (wet lab) handout (1 per group) Group role cards

 ENGAGEMENT (Est. Time: _____) Teacher and Student Activity Segment Key Question: Why do the "other atoms" bonded to the central atom stay as far apart from each other as they possibly can? Warm-Up Activity (Individual Activity - Student Desks) Given three molecules (BeF2, BCl3, and CH4), for each molecule: 1. Draw a Lewis Dot Structure 2. Identify the central atom and other atoms 3. Identify each bond as covalent or ionic 4. Considering the "other atoms" bonded to the central atom, are they attracted or repulsive to each other? Why or why not? Students will discuss as a class their observations Probing Questions, Answers, Misconceptions Teacher Role: Facilitator Questions: What is a Lewis Dot Structure? How do we draw Lewis Dot Structures? Where is the central atom? Why is this atom considered the central atom? What distinguishes a covalent bond from an ionic bond? Why are "other atoms" repulsive to each other? Why aren't they attracted? What is keeping them apart? Formative Assessment: Students may not recall Lewis Dot Structures. Instructor may need to pose additional examples for students to re- familiarize themselves with them. Students may not understand why atoms repel each other. Instructor may need to further distinguish this idea by looking at how electrons surround atoms. Since electrons carry a negative charge, hence electrons dont like to be next to other electrons, so they will repel each other. We could model this by?

TRANSITION How do these molecules actually look? Why do they arrange themselves in this manner? EXPLORATION 1 (Est. Time: _____) Teacher and Student Activity Probing Questions, Answers, Misconceptions Segment Key Question: Are molecules Teacher Role: Facilitator "attracted" or "repulsive" to each other? State, repeat and clarify expectations prior to anyone moving to the lab stations and HANDOUT: Exploration 1 beginning the exploration 1 lab. Exploration 1 (Group Activity - Students Desks) Questions: Students will split up into two groups. Ground rules will be set prior to start of How do we arrange the "other atoms" based activity (see handout). Students not on what we observed/learned in the warm- following ground rules will only be allowed up activity? to observe the activity. Why are the bond angles in CH4 < the bond

EXPLORATION 1 (Est. Time: _____) Teacher and Student Activity First activity (attraction/repulsion) o Group 1 will get up and do the activity while Group 2 sits and observes. o Group 1 will position themselves in the classroom as if they were "attracted" to each other. They will have 10 seconds to do this. o Group 2 will make observations and write down what they observe. o The second part will involve the groups switching roles and Group 2 positioning themselves in the classroom as if they were "repelling" each other. The second activity (atoms) o Students will first answer a few questions recalling what an atom is and what it is composed of. o Students will them make a connection of whether an atom resembled what group 1 did in activity 1 or whether an atom resembled what group 2 did in activity 2. o Then the two groups will repeat the following activity, where one group performs the activity and the other observes (they will switch so that both groups does the activity and observes). o The activity involves the students transforming into an atom, where their heart is their nucleus and the surrounding body is the field where electrons are (similar to what they observe in an atom). o Students will position themselves in the classroom according to what they learned in the first activity (i.e., students as atoms should repel each other). They will have 10 seconds to do this. o Once positioned, students will place their right hand on their heart so that everybody in the room can identify where their nucleus is. o Observers will note where atoms are positioned in the room. Differences should be pointed out both in

Probing Questions, Answers, Misconceptions angles observed in BCl3? Formative Assessment: Students may have a difficult time understanding a flat model. We may need to explore the idea further by looking at another model, such as a human model.

EXPLORATION 1 (Est. Time: _____) Teacher and Student Activity Probing Questions, Answers, Misconceptions writing on their notes, and in class discussion. Students should observe that not only do atoms repel each other, but also that nucleus aren't at the same level (i.e., depending on whether students stand, sit or lay down, there will be various levels, however even if all students stand up, because of height differences in students, students will still be able to observe the same difference in levels - which will show that molecules are not flat, but rather 3D). Students will then answer follow-up questions that tie all information together (see handout) TRANSITION Are flat representations of molecules actual true representations that we observe? EXPLORATION 2 (EST. TIME: Teacher and Student Activity Probing Questions, Answers, Misconceptions Segment Key Question: Which molecules are Teacher Role: Facilitator "flat" and which molecules have a true 3D State, repeat and clarify expectations prior representation? to anyone beginning the exploration 2 lab. Exploration 2 (Group Activity - Lab Tables) Questions: Students will consider the three molecules from the warm-up activity in a spherical ball Given the spherical/3D space, how can we (3D-representation). They will do this by arrange the "other atoms" in the space while creating a model of each of the three still following what we observed/learned molecules using polystyrene balls. from the warm-up activity? o Specific and guided instructions will Are there similarities or differences between be provided and clarified prior to the the two models? What are they? Why do students beginning the activity. they exist? o Students will create models of Which molecules are "flat" and which hold a BeF2 (linear geometry), BCl3 "3D" shape? (trigonal planar geometry), and CH4 (tetrahedral geometry) Formative Assessment: models Students may place their atoms relatively Once models are created, students will closer or farther away from each other. It initially, qualitatively predict bond angles will be key for students to point out such for each molecule (i.e., are the bond angles of differences during the class discussion. If CH4 <, =, or > the bond angles observed in not, then we may need for students to BCl3? BeF2?). actually visit each model up-close to see the

EXPLORATION 2 (EST. TIME: Teacher and Student Activity

Probing Questions, Answers, Misconceptions differences in placement. Students may not see the connection between the differences, even after answering the questions. This may lead to further questions or separate mini-activity to get student to arrive at seeing the difference.

TRANSITION How can we make sense of this exploration of 3D space that molecules take up? EXPLANATION (Est. Time: _____) Teacher and Student Activity Probing Questions, Answers, Misconceptions Students will present and compare models in a class Teacher Role: Facilitator discussion. Questions: At least one representative from each group will Are there similarities/differences between present each of the three models, but all must the same models among groups? What are contribute to the presentations. they? Why do you think different groups created their model in a different manner? We will present the linear model first, then the What about comparisons between different trigonal planar model, and then finally the geometries? tetrahedral model. Which molecules are flat and which hold a 3D shape? Formative Assessment: The most difficulty will come with the tetrahedral model because the other two models are on a plane (or parallel planes), This will be the point where the discussion is going to build because there will be some groups that take advantage of all 3D space, and some that have a model on flat parallel planes with 90 degree angles (instead of 109.5 degree angles). TRANSITION How can we apply our knowledge of geometry of molecules?

 EVALUATION (Est. Time: _____) Teacher and Student Activity Exit Slip SUPPLEMENTARY MATERIALS:

Probing Questions, Answers, Misconceptions

Include any supplementary materials (handouts, worksheets, data collection tables, assessments, etc.) as part of your lesson plan. Insert a page break between individual handouts.

Warm-Up Activity For each of the following molecules below, 1. Draw a Lewis Dot Structure. 2. Label the central atom and other atoms. 3. Label each bond as covalent or ionic.

BeF2

(Beryllium fluoride)

BCl3 (Boron trichloride)

CH4 (Methane)

Now consider the following questions: Are the other atoms attracted or repulsive to each other? Why or why not?
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Exploration 1 Are atoms attracted or repulsive to each other? Discovering the geometry of molecules. The first exploration will involve us getting up and moving around the room. Before we begin, we must lay down some ground rules in order to ensure the safety of everybody in the room. Ground Rules: 1. Walk slowly, do not run or horseplay as you move to your desired spot in the classroom. 2. No physical contact of any kind between any student. 3. Do not stand on anything that is above the floor (i.e., a chair, the lab table, etc.) Your feet should remain on the floor at all times unless you are seated on a chair or lab stool. 4. Do not leave the classroom. 5. For safety purposes, you must remain completely quiet during the activity. 6. STOP THE CLASS, if you, or those you see, are at physical risk. SUMMARY: STAY ALERT, FOLLOW DIRECTIONS, AND BE AWARE OF POTENTIAL HAZARDS! ------------------------------------------------------------------------------------------------------Activity 1: How do attractive and repulsive particles behave? Now, we will do this activity in two groups. Group 1 - Lets get out of our desks. As students, lets position ourselves in the classroom as if we were attracted to each other. Group 2, take a look around and what do we see going on? Note some things that we see in the space below. Group 2, take a look around and what do we see going on? Note some things that we see in the space below.
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Now, Group 2 lets get out of our desks and Group 1 can sit down. As students, lets position ourselves in the classroom as if we were repulsive to each other. Group 1, take a look around and what do we see going on? Note some things that we see in the space below.
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As Group 2 returns to their desk, lets turn our focus from ourselves to an atom! To get us thinking about an atom and what we remember about an atom, lets answer the following questions: What is an atom composed of? Where are the different components of the atom located?
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Do certain components of atoms have a charge? If so, which ones do and what charge do they have? Where is that charge located?
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What about the atom in general? Does it have an overall charge?

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Exploration 1 Activity 2: Do atoms have attractive or repulsive behavior? Thinking about the atom, lets focus on the electrons. As we discussed earlier, electrons surround the nucleus of the atom and carry a negative (-) charge. In this activity, we will transform our bodies into atoms! Our hearts will serve as the nucleus and the rest of our body will be the field where our electrons will be. Looking back at Activity 1, which group will we as atoms resemble the most? Group 1 that had attractive behavior or Group 2 that had repulsive behavior? Why?

Now, in groups, we will position ourselves in the classroom in a way that atoms would do so in real space! Group 1, lets stand up and position ourselves the way atoms would in real space. Now place your right hand over your heart. Group 2, look around at where everybody has his or her right hand placed. What do you see? Is his or her right hand at a different level from yours? Make several comparisons.

Now lets switch places. Group 2, lets stand up and position ourselves the way atoms would in real space. Now place your right hand over your heart. Group 1, look around at where everybody has his or her right hand placed. What do you see? Is his or her right hand at a different level from yours? Make several comparisons.

Now return to your desks. Answer the questions on the next page. Why do atoms repel each other?
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Are molecules flat or are they 3D? Why?

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Lets imagine that we were all the same atoms! Would we have similar or different distances between us? Why?
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What if we were all different atoms! Would there be differences of distances between us? Why?
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Exploration 2 Which molecules are flat and which molecules are 3D? Exploring electron-domain/pair geometry. Materials: 1 Carbon central atom (polystyrene ball labeled C attached to stick) 1 Boron central atom (polystyrene ball labeled B attached to stick) 4 Hydrogen atoms (polystyrene ball labeled H attached to mini-stick) 3 Chlorine atoms (polystyrene ball labeled Cl attached to mini-stick) Activity 1: Creating the molecule, Boron trichloride (BCl3). STEP 1: Place the central atom on the base.
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STEP 2: Taking your other atoms, arrange them on your central atom in a way that would show what we learned about atoms in Exploration 1.
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Once you created your model of Boron trichloride, answer the following questions. Where did you place the other atoms in reference to other atoms?
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Why did you place them in this way? What did you see earlier that gives you reason for why you place them the way you did?
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Activity 2: Creating the molecule, methane (CH4). STEP 1: Place the central atom on the base.
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STEP 2: Taking your other atoms, arrange them on your central atom in a way that would show what we learned about atoms in Exploration 1.
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Once you created your model of methane, answer the questions on the next page. Where did you place the other atoms in reference to other atoms?
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Why did you place them in this way? What did you see earlier that gives you reason for why you place them the way you did?
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Activity 3: Comparing Methane and Boron trichloride STEP 1: Place both molecules on the base at the same level so that the central atom of both molecules is lined up.
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What do you see? Keeping in mind space, distance and arrangement, note some comparisons in the space below.
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After making some comparisons of the two molecules, answer the following questions: Are there similarities or differences between bond angles for CH4 and BCl3? What about in comparison to BeF2?
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If there are differences, can you rank in order the size of bond angles between BeF2, BCl3, and CH4 below form largest to smallest?
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LARGEST

SMALLEST

Are some molecules flat while others are 3D? Why or why not? If so, which ones of the three we observed today are flat and which ones are 3D?
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Thinking about the different components of the molecule (central atom, other atoms, bonds) and looking at all three molecules, what information would you think would be helpful in determining the shape of each molecule?

Can you describe/predict the shape of each molecule?

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EXIT SLIP For the given molecule, methanol (CH3OH), provide the following: 1. Draw a Lewis Dot Structure 2. Label the central atom and other atoms 3. Label each bond as covalent or ionic 4. Predict the bond angles between other atoms and other atoms 5. State the molecules electron-domain geometry Brief Self-Reflection - Give yourself a grade for each of the following: Category Prepared and ready to work with team Shared ideas and helped team solve problems and stay focused Was polite and kind to my teammates and listened carefully to their ideas and suggestions List any team kudos or concerns here: Your Grade Write 1- 2 sentences explaining why you would give yourself that grade.