Interactions of Matter: Timeline

UNIT
5 1828
Urea, a compound found
1858
German chemist
in urine, is produced in a Friedrich August
TIMELINE laboratory. Until this time, Kekulé suggests
chemists had believed that carbon forms
that compounds created four chemical
by living organisms could bonds and can
Interactions not be produced in the

laboratory.
form long chains.
of Matter
In this unit you will study
the interactions through
which matter can change
1942
The first nuclear
its identity. You will learn chain reaction
how atoms bond with one is carried out in
a squash court
another to form compounds under the foot-
and how atoms join in ball stadium at
the University of
different combinations Chicago.
to form new substances
through chemical reactions.
You will also learn about
the properties of several
categories of compounds. 1979
Finally, you will learn how Public fear about nuclear
power grows after an
nuclear interactions can accident occurs at the
actually change the Three Mile Island nuclear
power station located in
identity of an atom. This Pennsylvania.
timeline includes some of
the events leading to the
current understanding of
these interactions of matter.
360 Unit 5
1867 1898 1903
Swedish chemist Alfred Nobel The United States Marie Curie, Pierre
develops dynamite. Dynamite’s defeats Spain Curie, and Henri
explosive power is a result of in the Spanish- Becquerel are
the decomposition reaction of American War. awarded the Nobel
nitroglycerin. Prize in physics for
the discovery of
radioactivity.
1964 1969
Dr. Martin Luther King, The Nimbus III weather
Jr., American civil rights satellite is launched by the
leader, is awarded the United States, representing
Nobel Peace Prize. the first civilian use of
nuclear batteries.
1996 2001 2002

Evidence of organic compounds The first total solar eclipse Hy-wire, the world’s first drivable
in a meteorite leads scientists of the millenium occurs vehicle to combine a hydrogen
to speculate that life may have on June 21. fuel cell with by-wire technology,
existed on Mars more than 3.6 is introduced.
billion years ago.
Interactions of Matter 361

13 Chemical Bonding Compression guide:
To shorten instruction
Chapter Planning Guide because of time limitations,
omit the Chapter Lab.
OBJECTIVES LABS, DEMONSTRATIONS, AND ACTIVITIES TECHNOLOGY RESOURCES

PACING • 90 min pp. 362–367 SE Start-up Activity, p. 363 g OSP Parent Letter ■
Chapter Opener CD Student Edition on CD-ROM
CD Guided Reading Audio CD ■
TR Chapter Starter Transparency*
VID Brain Food Video Quiz
Section 1 Electrons and Chemical TE Demonstration Breaking Bonds, p. 364 g OSP Lesson Plans (also in print)
Bonding SE Science in Action Math, Social Studies, and Language TR Bellringer Transparency*
Arts Activities, pp. 384–385 g TR P50 Electron Arrangement in an
• Describe chemical bonding.
Atom*
• Identify the number of valence electrons in an atom.
TR P110 Determining the Number of
• Predict whether an atom is likely to form bonds.
Valence Electrons*
CD Science Tutor
PACING • 45 min pp. 368–371 SE School-to-Home Activity Studying Salt, p. 369 g OSP Lesson Plans (also in print)
Section 2 Ionic Bonds TR Bellringer Transparency*
• Explain how ionic bonds form.
TR P52 Forming Positive and Negative
Ions*
• Describe how positive ions form.
CRF SciLinks Activity* g
• Describe how negative ions form.
CD Science Tutor
• Explain why ionic compounds are neutral.
PACING • 90 min pp. 372–377 TE Activity Cereal-Dot Diagrams, p. 372 g OSP Lesson Plans (also in print)
Section 3 Covalent and Metallic Bonds TE Activity Hydrogen Bonds, p. 373 a TR Bellringer Transparency*
• Explain how covalent bonds form.
TE Making Models Gumdrop Models, TR P53 Covalent Bond*
p. 373 g TR P54 Covalent Bonds in a Water
• Describe molecules.
TE Activity Drawing Diagrams, p. 374 g Molecule*
• Explain how metallic bonds form.
SE Connection to Biology Proteins, p. 375 g TR LINK TO LIFE SCIENCE L19 The Making
• Describe the properties of metals.
TE Connection Activity Art, p. 375 g of a Protein A; L20 The Making of a
SE Quick Lab Bending with Bonds, p. 376 g Protein: B*
CRF Datasheet for Quick Lab* SE Internet Activity, p. 374 g
SE Model-Making Lab Covalent Marshmallows, VID Lab Videos for Physical Science
p. 378 g CD Science Tutor
CRF Datasheet for Chapter Lab*
LB Long-Term Projects & Research Ideas The Wonders of
Water* a
PACING • 90 min
CHAPTER REVIEW, ASSESSMENT, AND Online and Technology Resources
STANDARDIZED TEST PREPARATION
CRF Vocabulary Activity* g
SE Chapter Review, pp. 380–381 g
CRF Chapter Review* ■ g
CRF Chapter Tests A* ■ g, B* a, C* s Visit go.hrw.com for This CD-ROM package includes:
SE Standardized Test Preparation, pp. 382–383 g access to Holt Online • Lab Materials QuickList Software • ExamView ® Test Generator
CRF Standardized Test Preparation* g Learning, or enter the • Holt Calendar Planner • Interactive Teacher’s Edition
CRF Performance-Based Assessment* g keyword HP7 Home • Customizable Lesson Plans • Holt PuzzlePro®
OSP Test Generator, Test Item Listing for a variety of free • Printable Worksheets • Holt PowerPoint® Resources
online resources.
361A Chapter 13 • Chemical Bonding

KEY CRF Chapter Resource File SS Science Skills Worksheets IT Interactive Textbook
OSP One-Stop Planner MS Math Skills for Science Worksheets * Also on One-Stop Planner
SE Student Edition LB Lab Bank CD CD or CD-ROM ◆ Requires advance prep
TE Teacher Edition TR Transparencies VID Classroom Video/DVD ■ Also available in Spanish
SKILLS DEVELOPMENT RESOURCES SECTION REVIEW AND ASSESSMENT STANDARDS

CORRELATIONS
CORRELATION
SE Pre-Reading Activity, p. 362 g National Science
OSP Science Puzzlers, Twisters & Teasers* g Education Standards
SAI 1; PS 1b
CRF Directed Reading A* ■ b, B* s SE Reading Checks, pp. 365, 366 g UCP 1, 2; PS 1b, 1c
IT Interactive Textbook* Struggling Readers TE Reteaching, p. 366 b
CRF Vocabulary and Section Summary* ■ g TE Quiz, p. 366 g
SE Reading Strategy Discussion, p. 364 g TE Alternative Assessment, p. 366 g
TE Support for English Language Learners, p. 365 SE Section Review,* p. 367 ■ g
SE Connection to Social Studies History of a Noble Gas, p. 366 g CRF Section Quiz* ■ g
TE Inclusion Strategies, p. 366
CRF Directed Reading A* ■ b, B* s SE Reading Checks, pp. 368, 370 g UCP 1, 2, 3; PS 1b, 3a, 3e
IT Interactive Textbook* Struggling Readers TE Reteaching, p. 370 b
CRF Vocabulary and Section Summary* ■ g TE Quiz, p. 370 g
SE Reading Strategy Paired Summarizing, p. 368 g TE Alternative Assessment, p. 370 g
TE Support for English Language Learners, p. 369 SE Section Review,* p. 371 ■ g
SE Math Practice Calculating Charge, p. 370 g CRF Section Quiz* ■ g
TE Inclusion Strategies, p. 370
MS Math Skills for Science Comparing Integers on a Number
Line* g
MS Math Skills for Science Arithmetic with Positive and Negative
Numbers* g
CRF Reinforcement Worksheet Is It an Ion?* b
CRF Directed Reading A* ■ b, B* s SE Reading Checks, pp. 372, 374, 376 g UCP 1, 2, 3; SAI 1; PS 1b;
IT Interactive Textbook* Struggling Readers TE Homework, p. 375 g Chapter Lab: UCP 2
CRF Vocabulary and Section Summary* ■ g TE Reteaching, p. 376 b
SE Reading Strategy Reading Organizer, p. 372 g TE Quiz, p. 376 g
TE Support for English Language Learners, p. 375 TE Alternative Assessment, p. 376 g
CRF Reinforcement Worksheet Interview with an Electron* b SE Section Review,* p. 377 ■ g
CRF Critical Thinking The Road to Knowledge* a CRF Section Quiz* ■ g
Classroom Classroom Holt Lab Generator

Videos CD-ROMs CD-ROM
www.scilinks.org
Maintained by the National Check out Current Science • Lab Videos demonstrate • Guided Reading Audio CD Search for any lab by topic, standard,
Science Teachers Association. articles and activities by the chapter lab. (Also in Spanish) difficulty level, or time. Edit any lab
See Chapter Enrichment pages visiting the HRW Web site • Brain Food Video Quizzes • Interactive Explorations to fit your needs, or create your own
that follow for a complete list at go.hrw.com. Just type help students review the • Virtual Investigations labs. Use the Lab Materials QuickList
of topics. in the keyword HP5CS13T. chapter material. • Visual Concepts software to customize your lab
materials list.
• Science Tutor
Chapter 13 • Chapter Planning Guide 361B

13 Chapter Resources
Visual Resources
CHAPTER STARTER BELLRINGER
TRANSPARENCY TRANSPARENCIES TEACHING TRANSPARENCIES
Chemical Bonding CHAPTER STARTER Chemical Bonding BELLRINGER TRANSPARENCY
Electron Arrangement in an Atom
Determining the Number of Valence Electrons

Rb
Na Mg
Cs
Fr
Li
H
K
1
Section: Electrons and Chemical Bonding
Ra
Ba
Ca
Be
Sr
2
The following are some very common chemical
a The first energy
as their group number.

number of valence electrons
1 and 2 have the same
Atoms of elements in Groups
to 2 electrons.
and can hold up
to the nucleus
level is closest
formulas:
Ac
La
Sc
3
Y
C6H12O6
C2H5OH
Hf
Rf
Zr
Ti
electrons to their group number.

not have a rule relating their valence
Atoms of elements in Groups 3–12 do
4
C6H8O6
Db
Nb
Ta
5
C6H8O7
Identify the elements in these compounds and predict
Mo
Cr Mn
Sg
6
whether the compounds are similar to each other and
Bh
Re
Tc
why.
7
Strange but True!
Ru
Hs
Os
Fe
8
Record your answers in your science journal.
Rh
Mt
Co
In 1987, pilots Richard Rutan and Jeana of the stitching with superglue. And
Ir
9
Yeager flew the Voyager aircraft, shown dentists can use superglue to hold a
above, around the world without refuel- cracked tooth together.
Ds Uuu Uub Uut Uuq Uup
Pd
10
Pt
Ni
ing. The record-breaking trip lasted just Chemical bonding is responsible for
over 9 days. In order to carry enough the properties of materials. In this
atoms have only 2 valence electrons.

their group number. However, helium
have 10 fewer valence electrons than
Atoms of elements in Groups 13–18
fuel for the trip, the plane had to be as chapter, you will learn about the different
Au
Ag
Cu
11
lightweight as possible. Using fewer bolts types of bonds that hold atoms together
than usual to attach parts would make and how those bonds affect the properties
Section: Ionic Bonds
Hg
Zn
Cd
12
the airplane lighter. But without the bolts, of the materials. Historically, salt has had many uses beyond just a
c The third energy level in this
b Electrons will begin filling the

what would hold the parts together? The
electrons.
energy level can hold up to 8
the first level is full. The second
second energy level only after
spice you put in your soup. Salts are ionic
level of the atom is not full.

a total of 17 electrons. This outer
only 7 electrons, so the atom has
model of a chlorine atom has
designers decided to use glue!
Ga
13
In
Al
Tl
B
Not just any glue would do. They compounds. Brainstorm some uses for salts, things
used superglue. When superglue is Superglue was discovered in the early
1950s by a scientist who was trying to
that contain salts, or words and phrases containing
Pb
Ge
Sn
applied, it combines with water from the
14
Si
C
develop a new plastic for the cockpit
air to form chemical bonds. The result—
the materials stick together as if they
bubble of a jet plane. the term salt. Where do you think salt comes from?
Sb
As
Bi
15
TEACHING TRANSPARENCY
TEACHING TRANSPARENCY
P
N
were one material. Superglue is so strong
that the weight of a two-ton elephant
cannot separate two metal plates Write your answers in your science journal.
Po
16
Te
Se
O
S
glued together with just a few drops!
Along with household uses, super-
17 He
Br
At
Cl
glue also has uses in industry and
F
I
medicine. To make shoes stronger and
P110
lighter, manufacturers can replace some
Rn
P50
Xe
Kr
Ar
Ne
18
Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved.
CONCEPT MAPPING
TEACHING TRANSPARENCIES TRANSPARENCY
TEACHING TRANSPARENCY TEACHING TRANSPARENCY
TEACHING TRANSPARENCY Chemical Bonding CONCEPT MAPPING TRANSPARENCY
Covalent Bond P53 The Making of a Protein: A L19
Forming Positive and Negative Ions P52
Use the following terms to complete the concept map below:
Forming Positive Ions Proteins are built in the
cytoplasm by using RNA copies of
covalent bonds, ions, molecules, electrons, metallic bonds,
Here’s How It Works: During chemical changes, Here’s How It Works: During chemical changes, a segment of DNA. The order of chemical bonds
the bases on the RNA determines
Copyright © by Holt, Rinehart and Winston. All rights reserved.

a sodium atom can lose its 1 electron in the an aluminum atom can lose its 3 electrons in
the order of amino acids that are Cytoplasm
third energy level to another atom. The filled sec- the third energy level to another atom. The filled Shared assembled at the ribosome.
ond level becomes the outermost level, so the second level becomes the outermost level, so the electrons
resulting sodium ion has 8 valence electrons. resulting aluminum ion has 8 valence electrons. 1 2
A copy is made of one side This mirrorlike copy of a
The protons and the of the DNA segment where DNA segment is called
mRNA
a particular gene is located. messenger RNA (mRNA).
shared electrons attract This copy is transferred to
Nucleus
one another. This attraction the cytoplasm.
is the basis of the covalent

bond that holds the atoms Base
together. join atoms
together using
Sodium atom (Na) Sodium ion (Na) Aluminum atom (Al) Aluminum ion (Al3) 3
Each group of three bases
11 protons 11 protons 13 protons 13 protons on the mRNA segment
11 electrons 10 electrons 13 electrons 10 electrons codes for one amino acid.
0 charge 1 charge 0 charge 3 charge
Forming Negative Ions which are which move

TEACHING TRANSPARENCY TEACHING TRANSPARENCY
which are transferred throughout a
Here’s How It Works: During chemical changes,
an oxygen atom gains 2 electrons in the second
Here’s How It Works: During chemical changes,
a chlorine atom gains 1 electron in the third
Covalent Bonds in a Water Molecule P54 The Making of a Protein: B L20 shared to form to form material to form
energy level from another atom. An oxide ion energy level from another atom. A chloride ion
that has 8 valence electrons is formed. Thus, its that has 8 valence electrons is formed. Thus, its
outermost energy level is filled. outermost energy level is filled.
ionic
4
Ribosome bonds
The mRNA segment
The oxygen atom shares one of its electrons is fed through the
with each of the two hydrogen atoms. It now ribosome. Cytoplasm

has its outermost level filled with 8 electrons. between electrons
mRNA between atoms and positively
to make up between charged
Oxygen atom (O) Oxide ion (O2) Chlorine atom (Cl) Chloride ion (Cl)
8 protons 8 protons 17 protons 17 protons
5 2nd 1st
8 electrons 10 electrons 17 electrons 18 electrons Molecules of 3rd amino amino
amino acid acid
0 charge 2 charge 0 charge 1 charge This electron-dot diagram transfer RNA 4th acid
(tRNA) deliver amino
for water shows only amino acids from acid
the outermost level of the cytoplasm to
5th
Each hydrogen atom shares its the ribosome. amino 7
electrons for each atom. acid The amino acids are joined
1 electron with the oxygen atom. But you still see how the to make a protein. Usually,
one protein is produced
Each hydrogen atom now has an atoms share electrons. 6 for each gene.
The amino acids
outer level filled with 2 electrons. are dropped off
tRNA
at the ribosome.
amino
acid
Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved.
Chapter: Genes and DNA
Planning Resources
LESSON PLANS PARENT LETTER TEST ITEM LISTING
TEACHER RESOURCE PAGE TEST ITEM LISTING
SAMPLE SAMPLE SAMPLE
Lesson Plan Dear Parent,
The World of Science
MULTIPLE CHOICE
Section: Waves
Your son's or daughter's science class will soon begin exploring the chapter entitled “The 1. A limitation of models is that
World of Physical Science.” In this chapter, students will learn about how the scientific a. they are large enough to see.
Pacing b. they do not act exactly like the things that they model.
method applies to the world of physical science and the role of physical science in the c. they are smaller than the things that they model.
This CD-ROM includes all of the

Regular Schedule: with lab(s):2 days without lab(s):2 days
world. By the end of the chapter, students should demonstrate a clear understanding of the d. they model unfamiliar things.
Block Schedule: with lab(s): 1 1/2 days without lab(s):1 day
Answer: B Difficulty: I Section: 3 Objective: 2
chapter’s main ideas and be able to discuss the following topics:
2. The length 10 m is equal to
Objectives
1. Relate the seven properties of life to a living organism.
2. Describe seven themes that can help you to organize what you learn about
1. physical science as the study of energy and matter (Section 1)
2. the role of physical science in the world around them (Section 1)

a. 100 cm.
b. 1,000 cm.
Answer: B Difficulty: I
c. 10,000 mm.
d. Both (b) and (c)
Section: 3 Objective: 2
resources shown here and the
biology.
3. Identify the tiny structures that make up all living organisms.
4. Differentiate between reproduction and heredity and between metabolism
3. careers that rely on physical science (Section 1)
4. the steps used in the scientific method (Section 2)

3. To be valid, a hypothesis must be
a. testable.
b. supported by evidence.
c. made into a law.
d. Both (a) and (b)
Section: 3 Objective: 2 1
following time-saving tools:
and homeostasis. 5. examples of technology (Section 2) 4. The statement "Sheila has a stain on her shirt" is an example of a(n)
a. law. c. observation.
6. how the scientific method is used to answer questions and solve problems (Section 2)
National Science Education Standards Covered
• Lab Materials QuickList
b. hypothesis. d. prediction.
LSInter6:Cells have particular structures that underlie their functions. 7. how our knowledge of science changes over time (Section 2)
5. A hypothesis is often developed out of
LSMat1: Most cell functions involve chemical reactions. 8. how models represent real objects or systems (Section 3)
Software
a. observations. c. laws.
b. experiments. d. Both (a) and (b)
LSBeh1:Cells store and use information to guide their functions. 9. examples of different ways models are used in science (Section 3) Answer: B Difficulty: I Section: 3 Objective: 2
UCP1:Cell functions are regulated. 6. How many milliliters are in 3.5 kL?
10. the importance of the International System of Units (Section 4)
a. 3,500 mL c. 3,500, 000 mL
• Customizable lesson plans

SI1: Cells can differentiate and form complete multicellular organisms.
11. the appropriate units to use for particular measurements (Section 4) b. 0.0035 mL d. 35,000 mL
PS1: Species evolve over time. Answer: B Difficulty: I Section: 3 Objective: 2
ESS1: The great diversity of organisms is the result of more than 3.5 billion years 12. how area and density are derived quantities (Section 4) 7. A map of Seattle is an example of a
of evolution. a. law. c. model.
ESS2: Natural selection and its evolutionary consequences provide a scientific

explanation for the fossil record of ancient life forms as well as for the striking
molecular similarities observed among the diverse species of living organisms.
Questions to Ask Along the Way
b. theory.
d. unit.
Section: 3
8. A lab has the safety icons shown below. These icons mean that you should wear
Objective: 2 • Holt Calendar Planner
You can help your son or daughter learn about these topics by asking interesting questions a. only safety goggles. c. safety goggles and a lab apron.
ST1: The millions of different species of plants, animals, and microorganisms
that live on Earth today are related by descent from common ancestors.
ST2: The energy for life primarily comes from the sun.
such as the following:
• What are some surprising careers that use physical science?

b. only a lab apron.
d. safety goggles, a lab apron, and gloves.
Section: 3 Objective: 2
9. The law of conservation of mass says the tot al mass before a chemical change is
• The powerful
ExamView ® Test
a. more than the total mass after the change.
SPSP1: The complexity and organization of organisms accommodates the need • What is a characteristic of a good hypothesis? b. less than the total mass after the change.
for obtaining, transforming, transporting, releasing, and eliminating the matter c. the same as the total mass after the change.
and energy used to sustain the organism. • When is it a good idea to use a model? d. not the same as the total mass after the change.
SPSP6: As matter and energy flows through different levels of organization of

living systems—cells, organs, communities—and between living systems and the
physical environment, chemical elements are recombined in different ways.
• Why do Americans measure things in terms of inches and yards instead of centimeters
and meters ?
10. In which of the following areas might you find a geochemist at work?
a. studying the chemistry of rocks c. studying fishes
Generator
b. studying forestry d. studying the atmosphere
HNS1: Organisms have behavioral responses to internal changes and to external Answer: B Difficulty: I Section: 3 Objective: 2
stimuli.
Copyright © by Holt Rinehart and Winston All rights reserved
361C Chapter 13 • Chemical Bonding

For a preview of available worksheets covering math and science skills,
see pages T26–T33. All of these resources are also on the One-Stop Planner®.
Meeting Individual Needs

DIRECTED READING A VOCABULARY ACTIVITY REINFORCEMENT SCILINKS ACTIVITY
Name Class Date Name Class Date Name Class Date Name Class Date
Skills Worksheet Activity Skills Worksheet Activity
Directed Reading A SAMPLE SAMPLE Reinforcement SAMPLE SciLinks Activity SAMPLE

Vocabulary Activity
Section: Exploring Getting the Dirt on the Soil The Plane Truth MARINE ECOSYSTEMS
THAT’S SCIENCE! After you finish reading Chapter: [Unique Title], try this puzzle! Use the clues below Complete this worksheet after you finish reading the Section: [Unique Section Go to www.scilinks.com. To find links related
1. How did James Czarnowski get his idea for the penguin boat, Proteus? to unscramble the vocabulary words. Write your answer in the space provided. Title] to marine ecosystems, type in the keyword Developed and maintained by the
National Science Teachers Association
Explain. HL5490. Then, use the links to answer the
1. the breakdown of rock into 9. the chemical breakdown of rocks You plan to enter a paper airplane contest sponsored
Flaps
GENERAL GENERAL
following questions about marine ecosys-
smaller and smaller pieces: and minerals into new by Talkin’ Physical Science magazine. The person Topic: Reproductive System
tems. Irregularities
AWERIGNETH substances: CAMILCHE whose airplane flies the farthest wins a lifetime sub-
1. What percentage of the Earth’s surface is SciLinks code: HL5490
THEARIGWEN scription to the magazine! The week before the con-
test, you watch an airplane landing at a nearby covered by water?
2. What is unusual about the way that Proteus moves through the water?
2. layer of rock lying beneath soil: airport. You notice that the wings of the airplane have
CROKDEB 10. layers of soil, to a geologist: flaps, as shown in the illustration at right. The paper
SNORHIZO airplanes you’ve been testing do not have wing flaps. 2. What percentage of the Earth’s water is found in the oceans?
MATTER + AIR ➔ PHYSICAL SCIENCE

VOCABULARY AND
3. type of crop that is planted
between harvests to reduce soil 11. the uppermost layer of soil:
What question would you ask yourself based on these observations? Write your
question in the space below for “State the problem.” Then tell how you could use
the other steps in the scientific method to investigate the problem.
SCIENCE PUZZLERS,
3. What is the largest animal on Earth?
DIRECTED READING B
3. What do air, a ball, and a cheetah have in common?
SECTION SUMMARY
erosion: CROVE SPOTOIL
CRITICAL THINKING
1. State the problem.
TWISTERS & TEASERS
4. Describe an ocean animal.
4. action of rocks and sediment
12. process in which rainwater car-
scraping against each other and
ries dissolved substances from
4. What is one question you will answer as you explore physical science? wearing away exposed surfaces: 2. Form a hypothesis.
the uppermost layers of soil to the
Name Class Date NameSABRONIA Class Date Name Class Date Name _______________________________________________ Date ________________ Class ______________
bottom layers: HELANCIG
Skills Worksheet Skills Worksheet Skills Worksheet CHAPTER
SAMPLE SAMPLE SAMPLE 13

Directed Reading B Vocabulary & Notes
5. a mixture of small mineral frag-
ments and organic matter: LISO
13. small particles of decayed plant
and animal material in soil:
Critical Thinking
3. Test the hypothesis.
SCIENCE PUZZLERS, TWISTERS & TEASERS
5. Chemistry and physics are both fields of . Chemists

MUUSH Chemical Bonding
study theExploring
Section: different forms of and how they interact. Section: Unique 14. the process in which wind, water, A Solar Solution Dancing Elements
6. rock that is a source of soil: or ice moves soil from one
THAT’S SCIENCE! and how it affects are VOCABULARY
PRATEN CORK 1. A number of elements from the periodic table have shown up at
location to another: ROOSINE Dear Mr. Burns, the spring dance, and they are looking for dance partners. Their
1. How didinJames
studied Czarnowski get his idea for the penguin boat, Proteus?
physics. In your own words, write a definition of the following term in the space provided.
I’ve got this great idea for a new product called the Bliss chemical identities are hidden in the first two letters of their
Explain. 1. scientific method Heater. It’s a portable, solar-powered space heater. names. Whether two elements will make good dance partners
7. type of reaction that occurs when 15. the methods humans use to take The heater’s design includes these features:
Identify the field of physical science to which each of the following descriptions • he heater will be as long
depends on the number of valence electrons they have. Examine
oxygen combines with iron to care of soil: 4. Analyze the results. the situations below and answer the questions.
belongs by writing physics or chemistry in the space provided. Tas an adult’s arm and as
form rust: oxidation OSIL VASETONRICON wide as a acking box. a. Nadine and Clark have sat at opposite ends of the table in sci-
• he heater p will have a Joseph D. Burns
_______________________ 6. way
2. What is unusual about the how that
a compass
Proteusworks
moves through the water? T glass top set at an angle
ence class since sixth grade. Clark thinks Nadine is cute, so he
2. technology moves in closer. Will Nadine and Clark make good dance part-
8. type of weathering caused by to catch the sun’s rays. Inventors’ Advisory Consultants
_______________________ 7. why water boils at 100°C physical means: CLEMANIACH • he inside of the heater ners? Explain. If they could dance together, what type of bond
5.T Draw conclusions.
will be dark colored to Portland, OR 97201 would they form?
_______________________ 8. how chlorine and sodium combine to form table salt absorb solar heat.
If you think my idea will work, I will make the Bliss
SPECIAL NEEDS
_______________________ 9. why you move to the right when the car you are in
MATTER + AIR ➔ PHYSICAL SCIENCE
turns left
3. What do air, a ball, and a cheetah have in common?
GENERAL 3. observation Heaters right away without wasting time and money on test-
ing and making models. Please write back soon with your
opinion. GENERAL
Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved. Copyright © by Holt, Rinehart and Winston. All rights reserved.
Labs and Activities

LONG-TERM PROJECTS & DATASHEETS FOR
RESEARCH IDEAS QUICK
QUICKLABS
LABS
TEACHER RESOURCE PAGE
Name ___________________________________________________ Date _________________ Class _____________ Name Class Date
PROJECT Quick Lab DATASHEET FOR QUICK LAB
63 STUDENT WORKSHEET Reaction to Stress SAMPLE

The Wonders of Water Background
What is the difference between a pile of water molecules and a water droplet? Is The graph below illustrates changes that occur in the membrane potential of a
there a difference? Certainly! When five or fewer water molecules group together, neuron during an action potential. Use the graph to answer the following
they bond tightly in a cluster. However, when a sixth molecule joins in, everything questions. Refer to Figure 3 as needed.
changes. The bonds between molecules break and re-form, causing structures that
give a water droplet its round shape. It is the bonds between the water molecules
DATASHEETS FOR
as well as the bonds within a single molecule that give water its unique properties.
Ice Demystified Analysis

1. Water is odd when it comes to one particular property—
freezing. The solid form of most substances is more dense
than its liquid form, but not so with water! Have you ever
CHAPTER LABS
1. Determine about how long an action potential lasts.
wondered why ice floats in water? Well, between water

2. State whether voltage-gated sodium, chanels are open or closed at point A.
molecules, there are weak bonds called hydrogen bonds. TEACHER RESOURCE PAGE
Research these bonds. How do they work? Build a model
of water molecules that demonstrates hydrogen bonding, Skills Practice Lab DATASHEET FOR CHAPTER LAB
and write your findings as a newspaper article. 3. State whether voltage-gated potassium channels are open or closed at
Using Scientific Methods
point B. SAMPLE
USEFUL TERM Another Research Idea
fullerenes 2. What do fuzzyballs and buckyballs have to do with chemi- Using Scientific Methods
cal bonding? Each are nicknames for different forms of 4. Critical Thinking Recognizing Relationships What causes the menberne
a class of molecules;
soccer-ball-shaped fullerenes. Diamonds, graphite, and fullerenes are very dif-
Teacher’s
Answer here.Notes
otential to become less negative at point A?
forms of carbon with ferent substances, but they are all made of carbon atoms. TIME REQUIRED
extraordinary stability Find out more about the discovery and use of fullerenes. One 45-minute class period.
How are the atoms in diamonds, graphite, and fullerenes Answer here. Jason Marsh
Montevideo High
INTERNET arranged? How do the properties of the substances differ? RATING Easy 1 2 3 4
Hard and Country School
KEYWORDS Present your findings to the class in an oral presentation. Teacher Prep–3
Buckminster Fuller
fullerenes
Long-Term Project Idea
3. Does your tap water conduct electricity? Find out by build-
ing your own tester! Use scissors to strip 1 cm of insula-
DATASHEETS FOR
Student Set-Up–2
5. Critical
Answer Thinking
Concept
potential
Clean
Level–2 Recognizing Relationships What causes the membrane
here.
to become more negative at point B?
Up–2
MATERIALS
• scissors
• metric ruler
tion from each end of three 10 cm lengths of copper wire.
Use one wire to connect one terminal of a small flashlight
bulb socket and bulb to one terminal of a dry cell. Attach
MATERIALS LABBOOK
Answer here.
The materials listed on the student page are enough for a group of 4–5 students.
• 30 cm insulated the second wire to the other terminal of the socket. Attach Large, dried beans of any kind will work well in this exercise.
copper wire the third wire to the vacant terminal of the dry cell. TEACHER RESOURCE PAGE
• flashlight socket Prepare three small beakers of the following solutions: dis- SAFETY CAUTION
• flashlight bulb tilled water, sodium chloride, and sugar. Dip the free ends Skills Practice Lab DATASHEET FOR LABBOOK LAB
• dry cells of the wires into each solution. Now use your tester to Remind students to review all safety cautions and icons before beginning this lab
• 3 small beakers
• distilled water determine which solutions conduct an electric current. Does It All Add Up?
activity. SAMPLE
• sugar Collect water from a variety of sources: the tap, a pond, a Answer here.
• sodium chloride lake, a spring, the ocean, or even collect some rain water.
(table salt) Check each sample with your tester. In which solutions
does the bulb glow? Why? Present your results in a maga- Teacher’s Notes
zine article. TIME REQUIRED
One 45-minute class period.
Copyright © by Holt, Rinehart and Winston. All rights reserved. Jason Marsh
Montevideo High
Review and Assessments

STANDARDIZED TEST
SECTION QUIZ CHAPTER REVIEW CHAPTER TEST B PREPARATION
Name Class Date Name Class Date Name Class Date Name Class Date
Assessment Skills Worksheet Assessment Assessment
Section Quiz SAMPLE Chapter Review SAMPLE Chapter Test B SAMPLE Standardized Test Preparation SAMPLE
Section: Energ USING VOCABULARY [Unique READING

In the space provided, write the letter of the description that best matches the 1. Define biome in your own words. MULTIPLE CHOICE Read the passages below. Then, read each question that follows the passage.
term or phrase. In the space provided, write the letter of the term or phrase that best completes Decide which is the best answer to each question.
each statement or best answers each question. Passage 1 adventurous summer camp in the world. Billy can’t
______ 1. building molecules that can be used as a. photosynthesis
an energy source. or breaking down molecules
in which energy is stored
b. autotroph
c. heterotroph
2. Describe the characteristics of a savanna and a desert.
______ 1. Surface currents are formed by
a. the moon’s gravity. c. wind.
GENERAL wait to head for the outdoors. Billy checked the recommended
supply list: light, summer clothes; sunscreen; rain gear; heavy,
down-filled jacket; ski mask; and thick gloves. Wait a minute! Billy
b. the sun’s gravity. d. increased water density.
GENERAL GENERAL
______ 2. the process by which light energy is converted d. cellular respiration thought he was traveling to only one destination, so why does he
to chemical energy need to bring such a wide variety of clothes? On further investiga-
e. metabolism ______ 2. When waves come near the shore,
tion, Billy learns that the brochure advertises the opportunity to
a. they speed up. c. their wavelength increases.
______ 3. an organism that uses sunlight or inorganic f. cellular respiration “climb the biomes of the world in just three days.” The destination
b. they maintain their speed. d. their wave height increases.
substances to make organic compounds
______ 4. an organism that uses sunlight or inorganic

3. Identify the relationship between tundra and permafrost. ______ 3. Longshore currents transport sediment
a . out to the open ocean. c. only during low tide.
PERFORMANCE-BASED
is Africa’s tallest mountain, Kilimanjaro.
______ 1. The word destination in this passage means

substances to make organic compounds
SECTION REVIEW
______ 5. an organism that consumes food to get energy CHAPTER TEST A CHAPTER TEST C
b. along the shore. d. only during high tide.
______ 4. Which of the following does NOT control surface currents?

ASSESSMENT A camp
C place.
B vacation.
D mountain.
______ 2. Which of the following is a FACT in the passage?

______ 6. the process of getting energy from food a. global wind c. Coriolis effect
F People ski on Kilimanjaro.
logs burning in a fire 4. Compare the open-water zone and the deep-water zone. b. tides d. continental deflections
G Kilimanjaro is Africa’s tallest mountain.
In the space provided, write the letter of Class
Name the term or phrase thatDate
best completes Name Class Date ______ 5. Whitecaps break
Name Class Date Name H It rains a lot on Kilimanjaro.
Class Date
each statement or best answers each question. a. in the surf. c. in the open ocean. J The summers are cold on Kilimanjaro.
Skills Worksheet Assessment Assessment
b. in the breaker zone. d. as their wavelength increases. Assessment SKILL BUILDER
______ 3. Billy wondered if the camp was advertising only one destination after
______ 7. Which of the following most
Section Review SAMPLE
______ 9. An organism’s reproductive
Chapter Test A SAMPLE Chapter Test C SAMPLE Performanced-Based Assessment
he read the brochure, which said that
SAMPLE
closely resembles cellular cells, such as sperm or egg ______ 6. Most ocean waves are formed by
respiration? cells, are called? a . earthquakes. c. landsides. A the camp was the most adventurous summer camp in the world.
5. Use each of the following terms in an original sentence: plankton, littoral
a. warm water moving a. genes b. wind. d. impacts by cosmic bodies. B he would need light, summer clothes and sunscreen.
zone, and estuary.
Section: Unique
through copper pipes b. chromosomes [Unique [Unique OBJECTIVE C he would need light, summer clothes and a heavy, down-filled
b. people movimg alomg a c. gamates. ______ 7. Which factor controls surface currents? Determine whichjacket.
factors cause some sugar shapes to break down faster than others.
KEY TERMS MULTIPLE CHOICE MULTIPLE CHOICE
escalator d. zygotes. a. global winds c. continental deflection D the summers are cold on Kilimanjaro.
1. What do paleontologist study? In the space provided, write the letter of the term or phrase that best completes In the space
b.provided, write
the Coriolis the letter of the term
effect or phrase
d. all that best completes
of the above KNOW THE SCORE!
c. mixing different foods in
______10. Which of the following most each statement or best answers each question. each statement or best answers each question.
a blender As you work through the activity, keep in mind that you will be earning a grade
closely resembles cellular ______ 8. Streamlike movments of ocean water far below the surface are
d. logs burning in a fire ______ 1. Surface currents are formed by ______ 1. called
Surface currents are formed by for the following:
respiration? 6. Describe how marshes and swamps differ.
______ 8. An organism’s reproductive a. warm water moving
a. the moon’s gravity. c. wind. a. jet
a. thecurrents
moon’s gravity. c. surface
c. wind. currents. • how you form and test the hypothesis (30%)
2. How does a trace fossil differ from petrified wood? b. the sun’s gravity. d. increased water density. b. Coriolis
b. the sun’scurrents.
gravity. d. deep
d. increased water density.
currents. • the quality of your analysis (40%)
cells, such as sperm or egg through copper pipes
cells, are called? b. people movimg alomg a ______ 2. When waves come near the shore, ______ 2. When
______ 9. When thewaves come
sunlit near
part the moon
of the shore, that can be seen from Earth • the clarity of your conclusions (30%)
a. genes escalator a. they speed up. c. their wavelength increases. a. theylarger,
speed itup.is c. their wavelength increases.
grows
b. chromosomes c. mixing different foods in b. they maintain their speed. d. their wave height increases. b. they maintain their speed. d. their
a. waxing. c. in thewave height phase.
new moon increases.
Using Scientific Methods
c. gamates.
3. Define fossil. a blender
b. waning. d. in the full moon phase.
GENERAL GENERAL GENERAL

d. zygotes. d. ______ 3. Longshore currents transport sediment ______ 3. Longshore currents transport sediment ASK A QUESTIONS
a . out to the open ocean.
b. along the shore.
c. only during low tide.
d. only during high tide.

SPECIAL NEEDS
______10. aThe
. out
b.
to theWay
Milky
along
a. an
open
the shore.
elliptical
thought to be c. only during low tide.
is ocean.
galaxy. d. only
c. a during
spiral high tide.
galaxy.
Why do some sugar shapes erode more rapidly than others?
MATERIALS AND EQUIPMENT

UNDERSTANDING KEY IDEAS Copyright © by Holt, Rinehart and Winston. All rights reserved.
a global wind c Coriolis effect Copyright © by Holt, Rinehart and Winston. All rights reserved.
a global wind c Coriolis effect •Copyright
1 regular sugar
© by Holt, Rinehart • 90 mL of water
cubeand Winston. All rights reserved.
Chapter 13 • Chapter Resources 361D

13 Chapter Enrichment
This Chapter Enrichment provides relevant and • Energy is absorbed when an electron moves from a
interesting information to expand and enhance lower energy level to a higher energy level. Energy is
your presentation of the chapter material. released when an electron moves from a higher level
to a lower one. Bohr’s model of the atom has been
compared to the structure of an onion, with the layers
of onion corresponding to the energy levels occupied
by electrons.
Electrons and Chemical Bonding • Bohr’s idea of fixed energy levels was eventually
Discovery of the Electron proved wrong. Scientists now describe electrons as par-
ticles with properties similar to those of waves. These
• Electrons are important in all types of chemical
properties led scientists to describe regions in the atom
bonding. English physicist Joseph John Thomson
(1856–1940) discovered the electron in 1897 when where electrons are likely to be found because the
studying cathode rays. Cathode rays are invisible exact path of an electron cannot be predicted. These
beams emitted from negative electrodes when electri- regions are called electron clouds.
cal energy is passed through a vacuum tube.
Ionic Bonds
Ionic or Covalent?
• Bonding between atoms of different elements is rarely
purely ionic or purely covalent. Bonding is usually
somewhere between these two extremes, depending on
how strongly the atoms of each element attract electrons.
Electronegativity is a measure of an atom’s ability to
attract electrons. In general, the electronegativities of
atoms increase across the rows of the periodic table
and decrease down the columns. The degree to which
• Thomson believed that cathode rays were composed of a bond between atoms of two elements is ionic or
particles of matter that he called corpuscles. He also the- covalent can be estimated by calculating the difference
orized that the corpuscles—later renamed electrons— in the elements’ electronegativities.
were negatively charged and were identical, no matter
what type of gas or metal carried the electrical energy.
Is That a Fact!
◆ J. J. Thomson’s model of the atom, which was eventu-
ally superseded by other models, was dubbed the
plum-pudding model because some people visualized
Thomson’s model as a positively charged sphere of
“pudding” interspersed with negatively charged
“plums,” or electrons. • In general, bonding between atoms with an
electronegativity difference of 1.7 or less has an ionic
character of 50% or less and is classified as covalent.
Bohr’s Theory of Atomic Structure Bonding between atoms with an electronegativity dif-
• In 1913, Danish physicist Niels Bohr (1885–1962) theo- ference greater than 1.7 is classified as ionic. However,
rized that electrons occupy energy levels, which are at this rule has exceptions, and there are other ways to
certain specified distances from an atom’s nucleus. estimate the ionic or covalent character of a bond.
361E Chapter 13 • Chemical Bonding

For background information about teaching strategies and
issues, refer to the Professional Reference for Teachers.
Covalent and Metallic Bonds

G. N. Lewis and the Theory of the
Electron Pair
• In the early 1900s, American chemist Gilbert Newton
Lewis (1875–1946) noticed that elements with certain
numbers of electrons are especially unreactive, and
that other elements are highly reactive. Helium, which
has 2 electrons, is inert, but hydrogen, which has 1
electron, is reactive. Lewis also noticed that the next
nonreactive element on the periodic table, neon, has
• Carbon rings can form when carbon atoms bond to
other carbon atoms. The carbon compound benzene,
8 more electrons than helium does.
C6H6, for example, is a hexagonal ring consisting of six
carbon atoms bonded to each other with a hydrogen
atom bonded to each carbon. The benzene ring is the
parent compound of many substances, including aro-
matics, such as vanilla, perfumes, and mothballs.
• Long chains of repeating molecular units are known as

polymers. The wide variety of plastics we use, with all
of their different physical properties, are examples of
polymers. These different properties are the result of
the type of repeating unit and the way in which these
units are bonded together.
Is That a Fact!
• Lewis theorized that atoms have “layers” of electrons
◆ To some people, the word polymer is synonymous with
and that a specific number of electrons—8 electrons, plastic. However, many polymers exist in nature.
for example—is required to fill the outermost layer. Cellulose, a polymer chain containing repeating units
From this observation came Lewis’s “octet rule.” of the molecule glucose, is the chief constituent of
The octet rule states that ions or atoms with a filled plant cells. Wood is about 50% cellulose, and cotton
outermost layer of 8 electrons are stable.
is 90% cellulose.
• Lewis published his theory in 1916. It was the first
explanation of the covalent bond and went a long way
toward explaining the mechanism of many chemical
reactions.
• Electron-dot diagrams, often called Lewis structures, Developed and maintained by the
have helped several generations of chemistry students National Science Teachers Association
visualize molecular structures and bonding. SciLinks is maintained by the National Science Teachers Association
to provide you and your students with interesting, up-to-date links that
The Unique Bonding Properties of Carbon will enrich your classroom presentation of the chapter.
Visit www.scilinks.org and enter the SciLinks code for more
• Carbon and carbon compounds are the basis of all information about the topic listed.
living things. Carbon atoms have 4 valence electrons
Topic: The Electron Topic: Types of Chemical Bonds
and can combine with other carbon atoms to form SciLinks code: HSM0489 SciLinks code: HSM1565
molecules with high molecular weight. These large
Topic: Periodic Table Topic: Properties of Metals
molecules may take many forms, such as rings or SciLinks code: HSM1125 SciLinks code: HSM1231
long chains.
Chapter 13 • Chapter Enrichment 361F

13
Overview
13
Tell students that this chapter
will help them learn about
chemical bonding. The chapter
describes how the valence
electrons of atoms are involved
Chemical
in forming chemical bonds and
describes the three kinds of Bonding
chemical bonds—ionic, cova-
lent, and metallic.
Assessing Prior Atoms combine by forming

ionic, covalent, and metallic
Knowledge bonds.
Students should be familiar
with the following topics:
SECTION
• the periodic table
1 Electrons and
• the structure of the atom Chemical Bonding . . . . . . . . . . 364
Identifying 2 Ionic Bonds. . . . . . . . . . . . . . . . 368

Misconceptions
As students learn the material in 3 Covalent and
this chapter, some of them may Metallic Bonds . . . . . . . . . . . . . 372
think that ionic compounds are
made up of molecules of the
PRE-READING
compounds. Tell students that
because ionic compounds form About the
Three-Panel Flip Chart
crystal lattices, chemists usually What looks like a fantastic “sculpture” is
Before you read the chapter,
do not refer to molecules when really a model of deoxyribonucleic acid (DNA). create the FoldNote entitled
discussing ionic compounds. DNA is one of the most complex molecules “Three-Panel Flip Chart” described in the
in living things. In DNA, atoms are bonded Study Skills section of the Appendix.
Instead, chemists refer to the Label the flaps of the three-panel flip
together in two very long spiral strands. These
smallest ratio of ions in an chart with “Ionic bond,” “Covalent bond,”
strands join to form a double spiral. The DNA and “Metallic bond.” As you read the
ionic compound as a formula in living cells has all the coding for passing on chapter, write informa-
unit. For example, the chemical the traits of that cell and that organism. tion you learn about
formulas of sodium chloride, each category under
NaCl, and calcium fluoride, the appropriate flap.
CaF2, represent one formula

unit of each compound.
Standards Correlations
Section 2 Ionic Bonds
National Science Education Standards UCP 1, 2, 3; PS 1b, 3a, 3e
The following codes indicate the National Science Education Section 3 Covalent and Metallic Bonds
Standards that correlate to this chapter. The full text of the UCP 1, 2, 3; SAI 1; PS 1b
standards is at the front of the book.
Chapter Lab
Chapter Opener UCP 2
SAI 1; PS 1b
Chapter Review
Section 1 Electrons and Chemical PS 1b
Bonding
UCP 1, 2; PS 1b, 1c Science in Action
ST 1; SPSP 3, 5; HNS 1
362 Chapter 13 • Chemical Bonding

START-UP v
MATERIALS
FOR EACH STUDENT
• borax solution, 40 g/L (100 ml)
• cups, paper (2)
• glue, white (1 : 1 solution of glue
and water)
• spoon, plastic (or craft stick,
wooden)
Safety Caution: Caution stu-

dents to wear safety goggles,
gloves, and aprons during this
lab activity. Caution students
to keep their hands away from
their eyes and face during this
lab activity.
Ingestion of large amounts of
borax can cause severe vomiting,
diarrhea, and shock. Have the
telephone number for your local
poison control center available
during this activity.
Be sure eyewash equipment is
available and is working.
Caution students to wash their
hands thoroughly when they
are finished with this activity.
START-UP Use only nontoxic white glue.
From Glue to Goop 3. Pour the borax solution into the cup of white glue,
and stir well using a plastic spoon or a wooden Answers
Particles of glue can bond to other particles and
craft stick.
hold objects together. Different types of bonds 1. The glue is a white liquid that
create differences in the properties of substances. 4. When the material becomes too thick to stir,
In this activity, you will see how the formation of remove it from the cup and knead it with your flows easily. The new material
bonds causes a change in the properties of fingers. Record the properties of the material. is white and has properties that
white glue. Analysis are more like those of a solid
Procedure 1. Compare the properties of the glue with those of than like those of a liquid.
1. Fill a small paper cup 1/4 full of white glue. the new material. 2. The properties of the material
Record the properties of the glue. 2. The properties of the material resulted from bonds would be more like the proper-
2. Fill a second small paper cup 1/4 full of borax between the borax and the glue. Predict the
properties of the material if less borax is used. ties of the glue. The material
solution.
would flow more easily and
would not hold its shape well.
Chemical Bonding CHAPTER STARTER

CHAPTER RESOURCES
Technology
Transparencies READING
• Chapter Starter Transparency SKILLS
Student Edition on CD-ROM
Strange but True!
In 1987, pilots Richard Rutan and Jeana
Yeager flew the Voyager aircraft, shown
of the stitching with superglue. And
dentists can use superglue to hold a
Guided Reading Audio CD
above, around the world without refuel-
ing. The record-breaking trip lasted just
over 9 days. In order to carry enough
cracked tooth together.
Chemical bonding is responsible for
the properties of materials. In this
• English or Spanish
fuel for the trip, the plane had to be as chapter, you will learn about the different
lightweight as possible. Using fewer bolts
than usual to attach parts would make
the airplane lighter. But without the bolts,
types of bonds that hold atoms together
and how those bonds affect the properties
of the materials.
Classroom Videos
what would hold the parts together? The
designers decided to use glue!
Not just any glue would do. They
• Brain Food Video Quiz
used superglue. When superglue is Superglue was discovered in the early
1950s by a scientist who was trying to
applied, it combines with water from the
air to form chemical bonds. The result—
the materials stick together as if they
develop a new plastic for the cockpit
bubble of a jet plane. Workbooks
were one material. Superglue is so strong
that the weight of a two-ton elephant
cannot separate two metal plates
glued together with just a few drops!
Chapter Starter Transparency
Along with household uses, super-
Science Puzzlers, Twisters & Teasers
• Chemical Bonding g
glue also has uses in industry and
medicine. To make shoes stronger and
Use this transparency to help students
lighter, manufacturers can replace some
begin thinking about chemical bonding.

Chapter 13 • Chemical Bonding 363

1
Electrons and Chemical
1 Bonding
Have you ever stopped to consider that by using only the 26
Overview letters of the alphabet, you make all of the words you use
This section defines chemical What You Will Learn every day?
bonding and describes the role Describe chemical bonding. Although the number of letters is limited, combining the letters
of electrons in the formation of Identify the number of valence in different ways allows you to make a huge number of words.
chemical bonds. electrons in an atom. In the same way that words can be formed by combining
Predict whether an atom is likely letters, substances can be formed by combining atoms.
to form bonds.
Bellringer Combining Atoms Through Chemical Bonding
Vocabulary
Display the following chemical chemical bonding Look at Figure 1. Now, look around the room. Everything you
formulas but not their identities: chemical bond see—desks, pencils, paper, and even your friends—is made of
C6H12O6 (glucose, a sugar) valence electron atoms of elements. All substances are made of atoms of one
or more of the approximately 100 elements. For example, the
C2H5OH (ethyl alcohol) READING STRATEGY atoms of carbon, hydrogen, and oxygen combine in different
C6H8O6 (vitamin C) Discussion Read this section silently. patterns to form sugar, alcohol, and citric acid. Chemical bonding
C6H8O7 (citric acid) Write down questions that you have is the joining of atoms to form new substances. The properties
about this section. Discuss your of these new substances are different from the properties of
Ask students to identify the questions in a small group.
the original elements. An interaction that holds two atoms
elements in these compounds together is called a chemical bond. When chemical bonds form,
and to predict whether the com- electrons are shared, gained, or lost.
pounds are similar to each other
and why. Identify and discuss Discussing Bonding Using
Theories and Models
the compounds.
We cannot see atoms and chemical
bonds with the unaided eye. For more
than 150 years, scientists have done
many experiments that have led to a
theory of chemical bonding. Remem-
ber that a theory is an explanation
Demonstration --------------g for some phenomenon that is based
Breaking Bonds Heat sugar in on observation, experimentation, and
a crucible with a Bunsen burner reasoning. The use of models helps
until a black goo remains. Ask people discuss the theory of how and
students to identify the black why atoms form bonds.
goo. (carbon) Ask students to
explain why the sugar turned
into carbon. (Sugar is composed
of carbon, hydrogen, and oxygen. Figure 1 Everything you see
The hydrogen and oxygen combine in this photo is formed by
combining atoms.
to form water. The thermal energy
evaporates the water.) Explain
that the energy broke the chemi-
cal bonds that were holding the
atoms of the elements together. CHAPTER RESOURCES o
l Visual Chapter Resource File Noble Gas Compounds Before 1962, most
CRF • Lesson Plan scientists believed that noble gases could
• Directed Reading A b not form compounds with other elements.
• Directed Reading B s After all, no noble-gas compounds were
Technology known to exist. In that year, though,
chemists first created a compound
Transparencies of xenon and fluorine called xenon
• Bellringer
• P50 Electron Arrangement in an Atom tetrafluoride, XeF4. Much to their surprise,
Workbooks these chemists found that xenon and fluo-
rine reacted quite easily to form the com-
Interactive Textbook Struggling Readers pound. Under the right conditions, krypton
and radon can also form compounds.

Figure 2 Electron Arrangement in an Atom
a The first energy

level is closest
b Electrons will begin filling the
second energy level only after SUPPORT FOR
to the nucleus
the first level is full. The second
and can hold up
to 2 electrons.
energy level can hold up to 8 English Language
electrons. Learners
Valance Electrons For
c The third energy level in this additional practice with the
model of a chlorine atom has concept of valance elec-
only 7 electrons, so the atom has
a total of 17 electrons. This outer trons, have students draw
level of the atom is not full. the valence electrons of the
elements magnesium, neon,
Electron Number and Organization aluminum, sulfur, and argon
To understand how atoms form chemical bonds, you need to after they have read this page.
know about the electrons in an atom. The number of electrons
Write the names of these
in an atom can be determined from the atomic number of the
element. The atomic number is the number of protons in an
five elements on the board
atom. But atoms have no charge. So, the atomic number also and direct students to the
represents the number of electrons in the atom. chemical bonding the combining periodic table in Chapter 12
Electrons in an atom are organized in energy levels. of atoms to form molecules or ionic to find out the number of
compounds
Figure 2 shows a model of the arrangement of electrons in a electrons in each element.
chlorine atom. This model and models like it are useful for chemical bond an interaction that Have students model their
counting electrons in energy levels of atoms. But, these models holds atoms or ions together
diagrams after the diagram on
do not show the true structure of atoms. valence electron an electron that counting valance electrons
is found in the outermost shell of an
Outer-Level Electrons and Bonding atom and that determines the atom’s on this page, including the
Not all of the electrons in an atom make chemical bonds. Most chemical properties total number of electrons
atoms form bonds using only the electrons in the outermost and the electrons at each
energy level. An electron in the outermost energy level of an level. Evaluate diagrams based
atom is a valence electron (VAY luhns ee LEK TRAHN). The models on accuracy of information
in Figure 3 show the valence electrons for two atoms. and clarity of presentation.
✓ Reading Check Which electrons are used to form bonds? l Visual/Logical
(See the Appendix for answers to Reading Checks.)
MISCONCEPTION
Figure 3 Counting Valence Electrons ALERT
Oxygen Sodium Atom Diagrams Students

Electron total: 8 Electron total: 11 may think that electrons are
First level: 2 electrons First level: 2 electrons
Second level: 6 electrons Second level: 8 electrons arranged in precise circular
Third level: 1 electron levels around the nuclei of
An oxygen atom has atoms. Remind students that
6 valence electrons. A sodium atom has
1 valence electron. the diagrams do not show
the true arrangement of elec-
trons in atoms. These dia-
grams are intended only to
illustrate the concept of
Is That a Fact! energy levels and to help stu-
dents understand chemical
An early theory of chemical bonding was widely accepted. In many ways, it bonding. The locations of
was developed by Swedish chemist Jöns is a fairly accurate explanation of ionic electrons are best described
Jacob Berzelius (1779–1848). Berzelius bonding. Berzelius’s theory fell short, as regions called orbitals.
theorized that all elements had either a however, by implying that molecules Orbitals have many shapes,
positive or a negative charge and that containing more than one atom of the and scientists cannot predict
only positive and negative elements same element could not exist because exactly where the electrons
would bond with each other. His theory those atoms would repel each other. are within the orbitals.
Answer to Reading Check

Most atoms form bonds only with
their valence electrons.
Section 1 • Electrons and Chemical Bonding 365
Figure 4 Determining the Number of Valence Electrons
Atoms of elements in Groups Atoms of elements in Groups 13–18

Reteaching -------------------------------------b 1 and 2 have the same have 10 fewer valence electrons than
Using the Periodic Table Have number of valence electrons their group number. However, helium
as their group number. atoms have only 2 valence electrons.
students refer to Figure 4 and H 18
answer the following questions:
1. How many valence electrons 1 2 Atoms of elements in Groups 3–12 do 13 14 15 16 17 He
not have a rule relating their valence
are there in an atom of Li Be
electrons to their group number.
B C N O F Ne
radium? of lead? of iodine? of
neon? of cesium? (2, 4, 7, 8, 1) Na Mg 3 4 5 6 7 8 9 10 11 12 Al Si P S Cl Ar
2. Which elements from ques- K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn Ga Ge As Se Br Kr

tion 1 would be likely to bond
with other atoms? (radium, Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe
lead, iodine, cesium)
Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn
3. Which element from question
1 would be least likely to Fr Ra Ac Rf Db Sg Bh Hs Mt Ds Uuu Uub Uut Uuq Uup
bond with other atoms?
(neon)
l Visual/Logical e Valence Electrons and the Periodic Table
You can use a model to determine the number of valence
electrons of an atom. But what would you do if you didn’t
Quiz ---------------------------------------------------------------------g have a model? You can use the periodic table to determine the
1. What is the joining of atoms number of valence electrons for atoms of some elements.
to form new substances Elements are grouped based on similar properties. Within
called? (chemical bonding) a group, or family, the atoms of each element have the same
number of valence electrons. So, the group numbers can help
2. Why do some atoms rarely you determine the number of valence electrons for some atoms,
bond? (They have a filled outer- as shown in Figure 4.
WRITING History of a
most energy level with 8 elec- SKILL Noble Gas When
trons, which makes them very Dmitri Mendeleev organized To Bond or Not to Bond
nonreactive.) the first periodic table, he did Not all atoms bond in the same manner. In fact, some atoms
not include the noble gases.
rarely bond at all! The number of electrons in the outermost
The noble gases had not
energy level of an atom determines whether an atom will
Alternative been discovered at that time.
form bonds.
Research the history of the
Assessment ---------------------------g discovery of one of the noble Atoms of the noble gases (Group 18) do not usually form
Concept Mapping Have students gases. Write a paragraph in chemical bonds. Atoms of Group 18 elements (except helium)
your science journal to
create a concept map using the summarize what you learned.
have 8 valence electrons. Having 8 valence electrons is a
following terms: chemical bond- special condition. In fact, atoms that have 8 electrons in their
ing, chemical bond, and valence outermost energy level do not usually form bonds. The
outermost energy level of an atom is considered to be full if
electron. Students should include
the energy level contains 8 electrons.
examples of elements from the
periodic table to clarify their ✓ Reading Check The atoms of which group in the periodic table
rarely form chemical bonds?
concept map. l Visual
INCLUSION Answer to Reading Check

Strategies Atoms in Group 18 (the noble gases) rarely form
• Behavior Control Issues • Gifted and Talented chemical bonds.
• Attention Deficit Disorder
Friendly competition makes learning
more fun for many students. Give stu-
dents a chance to understand valence
electrons by dividing the students into
teams, randomly calling out different
elements, and awarding points to the
first team that holds up a card with the
correct number of valence electrons.
l Interpersonal

Filling The Outermost Level Figure 5 Filling Outermost Energy Levels
Answers to Section Review
An atom that has fewer than 8 valence electrons is 1. Sample answer: An atom of
much more likely to form bonds than an atom that Sulfur sodium uses its valence electron
has 8 valence electrons is. Atoms bond by gaining, An atom of sulfur has when forming a chemical bond.
6 valence electrons.
losing, or sharing electrons to have a filled outer- 2. b
It can have 8 valence
most energy level. A filled outermost level contains electrons by sharing 3. Chemical bonding is the
8 valence electrons. Figure 5 describes how atoms 2 electrons with or
gaining 2 electrons
joining of atoms to form
can achieve a filled outermost energy level.
from other atoms. new substances.
Is Two Electrons a Full Set? 4. Most atoms need 8 valence elec-
Not all atoms need 8 valence electrons to have a trons. If an atom has fewer than
Magnesium
filled outermost energy level. Helium atoms need
An atom of magnesium
8 valence electrons, it will form
only 2 valence electrons. The outermost energy has 2 valence electrons. bonds. However, atoms of hydro-
level in a helium atom is the first energy level. It can have a full gen, helium, and lithium form
The first energy level of any atom can hold only outer level by losing bonds to have 2 valence
2 electrons. So, the outermost energy level of a 2 electrons. The second
energy level becomes electrons.
helium atom is full if the energy level has only 2 the outermost energy 5. They will share or gain 3
electrons. Atoms of hydrogen and lithium also form level and contains
bonds by gaining, losing, or sharing electrons to 8 electrons.
electrons.
achieve 2 electrons in the first energy level. 6. A barium atom has 2 valence
electrons.
7. Fluorine will form bonds. The flu-
orine atom has only 7 valence
electrons, so it will form a bond
Using Key Terms Interpreting Graphics to share or gain 1 electron to fill
Review 1. Use the following terms in the 7. Look at the model below. How its outermost energy level.
same sentence: chemical bond many valence electrons are in
and valence electron. a fluorine atom? Will fluorine
atoms form bonds? Explain.
Understanding Key Ideas
Summary 2. Which of the following atoms
do not usually form bonds?
• Chemical bonding is
the joining of atoms to a. calcium c. hydrogen
form new substances. b. neon d. oxygen
A chemical bond is an 3. Describe chemical bonding.
interaction that holds
two atoms together. 4. Explain how to use the valence Fluorine
electrons in an atom to predict if
• A valence electron is
an electron in the the atom will form bonds.
outermost energy
level of an atom. Critical Thinking
Developed and maintained by the
• Most atoms form bonds
by gaining, losing, or
5. Making Inferences How can
an atom that has 5 valence
National Science Teachers Association
For a variety of links related to this

sharing electrons until electrons achieve a full set of chapter, go to www.scilinks.org
they have 8 valence valence electrons?
electrons. Atoms of Topic: The Electron; Periodic Table
6. Applying Concepts Identify SciLinks code: HSM0489; HSM1125
some elements need
the number of valence electrons
only 2 electrons to fill
in a barium atom.
their outermost level.
CHAPTER RESOURCES
Chapter Resource File
CRF • Section Quiz g
• Section Review g
• Vocabulary and Section Summary g
Technology
Transparencies
• P110 Determining the Number of Valence
Section 1 • Electrons and Chemical Bonding 367

2
Ionic Bonds
2 Have you ever accidentally tasted sea water? If so, you
probably didn’t enjoy it. What makes sea water taste different
from the water in your home?
Overview
Sea water tastes different because salt is dissolved in it. One
This section introduces ionic What You Will Learn
of the salts in sea water is the same as the salt that you eat.
bonds and describes how ions Explain how ionic bonds form. The chemical bonds in salt are ionic (ie AHN ik) bonds.
are formed. Students will also Describe how positive ions form.
learn about the properties of Describe how negative ions form. Forming Ionic Bonds
ionic compounds. Explain why ionic compounds are
neutral. An ionic bond is a bond that forms when electrons are trans-
ferred from one atom to another atom. During ionic bonding,
Bellringer Vocabulary one or more valence electrons are transferred from one atom to
ionic bond another. Like all chemical bonds, ionic bonds form so that the
Salts are ionic compounds. Have ion outermost energy levels of the atoms in the bonds are filled.
students brainstorm uses for crystal lattice Figure 1 shows another substance that contains ionic bonds.
salts, things that contain salts,
or words and phrases containing READING STRATEGY Charged Particles
the term salt. (Sample answer: Paired Summarizing Read this An atom is neutral because the number of electrons in an atom
salt water, rubbing salt in a wound, section silently. In pairs, take turns equals the number of protons. So, the charges of the electrons
summarizing the material. Stop to and protons cancel each other. A transfer of electrons between
salt on icy roads, salt in tears) discuss ideas that seem confusing.
atoms changes the number of electrons in each atom. But the
number of protons stays the same in each atom. The negative
charges and positive charges no longer cancel out, and the
atoms become ions. Ions are charged particles that form when
ionic bond a bond that forms atoms gain or lose electrons. An atom normally cannot gain
when electrons are transferred from electrons without another atom nearby to lose electrons (or
Discussion ----------------------------------g one atom to another, which results cannot lose electrons without a nearby atom to gain them).
Penny Analogy Most conve- in a positive ion and a negative ion
But it is easier to study the formation of ions one at a time.
nience stores have a small
container near the cash register
ion a charged particle that forms
when an atom or group of atoms ✓ Reading Check Why are atoms neutral? (See the Appendix for
gains or loses one or more electrons answers to Reading Checks.)
with pennies in it. Discuss with
students what purpose this con-
tainer of pennies serves. (Many
people leave a penny or two in it
when they receive change. Others
take a penny or two when they need
to.) Discuss with students how Figure 1 Calcium carbonate in this
this give-a-penny and take-a- snail’s shell contains ionic bonds.
penny strategy is similar to what
atoms do when they form ionic
bonds. l Logical
CHAPTER RESOURCES Answer to Reading Check

Chapter Resource File Atoms are neutral because the number of pro-
tons in an atom always equals the number of
CRF • Lesson Plan electrons in the atom.
• Directed Reading A b
• Directed Reading B s
Technology
Transparencies
• Bellringer
• P52 Forming Positive and Negative Ions
Workbooks
Interactive Textbook Struggling Readers

Figure 2 Forming Positive Ions
Here’s How It Works: During chemical changes, Here’s How It Works: During chemical changes,
a sodium atom can lose its 1 electron in the an aluminum atom can lose its 3 electrons in SUPPORT FOR
third energy level to another atom. The filled sec- the third energy level to another atom. The filled
ond level becomes the outermost level, so the second level becomes the outermost level, so the English Language
resulting sodium ion has 8 valence electrons. resulting aluminum ion has 8 valence electrons. Learners
Graphic Organizer To clarify
the important differences
between positive and negative
ions, have students create a
T-chart and fill it in as they
read this section. When they
have finished reading, ask
Sodium atom (Na) Sodium ion (Na) Aluminum atom (Al) Aluminum ion (Al3) them to compare charts with
11 protons 11 protons 13 protons 13 protons a partner and correct any
11 electrons 10 electrons 13 electrons 10 electrons
0 charge 1 charge 0 charge 3 charge errors or fill in any missing in-
formation in each. l Logical/
Interpersonal
Forming Positive Ions
Ionic bonds form during chemical changes when atoms pull
electrons away from other atoms. The atoms that lose electrons CONNECTION to
form ions that have fewer electrons than protons. Because the Life Science ----------------------------a
positive charges outnumber the negative charges, these ions
have a positive charge. Ions and Neurons Some ions
are very important to your nerve
Metal Atoms and the Loss of Electrons cells, or neurons. A neuron at
Atoms of most metals have few valence electrons. Metal atoms rest has a negative charge
tend to lose these valence electrons and form positive ions. because there are negative
Look at the models in Figure 2. When a sodium atom loses Studying Salt chloride ions inside its cell
its only valence electron to another atom, the sodium atom Spread several grains of salt membrane. Outside the mem-
becomes a sodium ion. A sodium ion has 1 more proton on a dark sheet of construction
than it has electrons. So, the sodium ion has a 1 charge. paper. Use a magnifying lens to brane are positive sodium ions.
The chemical symbol for this ion is written as Na. Notice examine the salt. Ask an adult When the neuron receives an
at home to examine the salt. impulse from another neuron,
that the charge is written to the upper right of the chemical
Discuss what you saw. Then,
symbol. Figure 2 also shows a model for the formation of an gently tap the salt with a small its membrane allows the sodium
aluminum ion. hammer. Examine the salt ions to rush in. The ions change
again. Describe your observa-
the neuron’s overall charge from
The Energy Needed to Lose Electrons tions in your science journal.
negative to positive. This change
Energy is needed to pull electrons away from atoms. Only a
passes the impulse along to
small amount of energy is needed to take electrons from metal
atoms. In fact, the energy needed to remove electrons from another neuron. The neuron
atoms of elements in Groups 1 and 2 is so small that these then pumps sodium ions out
elements react very easily. The energy needed to take electrons to restore its negative charge.
from metals comes from the formation of negative ions.
MISCONCEPTION
ALERT
Strength of Ionic Bonds

Students may assume that
ionic compounds tend to be
Q: What do you call a bond that is fond An ionic compound has properties dif- brittle because ionic bonds
of sarcasm? ferent from those of the elements that are weak. Explain that ionic
A: an ironic bond form it. Table salt, or sodium chloride, bonds are very strong bonds;
is a good example. Elemental sodium is the high melting points of
highly reactive—when it is placed in ionic solids indicate how
water, it bursts into flame! Elemental difficult it is to break ionic
chlorine gas is toxic to humans. But bonds. An ionic compound
when these two elements join, the must be heated to its melting
resultant compound is nonreactive point for its bonds to break.
and harmless.
Section 2 • Ionic Bonds 369

Forming Negative Ions
Some atoms gain electrons from other atoms during chemical
Answer to Math Practice changes. The ions that form have more electrons than protons.
(16) (18) 2; S2–; sulfide ion So, these ions have a negative charge.
Calculating Charge
Calculating the charge of an Nonmetal Atoms Gain Electrons
Reteaching -------------------------------------b ion is the same as adding
The outermost energy level of nonmetal atoms is almost full.
integers (positive or nega-
Never Transfer Protons Ions tive whole numbers and 0) Only a few electrons are needed to fill the outer level of a
form by transferring electrons, that have opposite signs. You nonmetal atom. So, atoms of nonmetals tend to gain electrons
never by transferring protons. write the number of protons from other atoms. Look at the models in Figure 3. When an
as a positive integer and the oxygen atom gains 2 electrons, it becomes an oxide ion that
To reinforce this concept, draw number of electrons as a
models of a sodium atom and a has a 2 charge. The symbol for the oxide ion is O2. Notice
negative integer. Then, you
add the integers. Calculate that the name of the negative ion formed from oxygen ends
chlorine atom on the board that
the charge of an ion that with -ide. This ending is used for the names of the negative
show the atom’s electrons. Then, contains 16 protons and 18 ions formed when atoms gain electrons. Figure 3 also shows
draw an arrow to show how electrons. Write the ion’s a model of how a chloride ion is formed.
the valence electron from the symbol and name.
sodium is transferred to the The Energy of Gaining Electrons

chlorine atom. l Visual Energy is given off by most nonmetal atoms when they gain
electrons. The more easily an atom gains an electron, the more
energy the atom releases. Atoms of Group 17 elements give off
Quiz ---------------------------------------------------------------------g the most energy when they gain an electron. These elements
1. How does an atom develop a are very reactive. An ionic bond will form between a metal
charge? (by gaining or losing and a nonmetal if the nonmetal releases more energy than is
electrons) needed to take electrons from the metal.
2. What is a crystal lattice? (the ✓ Reading Check Atoms of which group on the periodic table
give off the most energy when forming negative ions?
regular pattern in which a crystal
is arranged)
Figure 3 Forming Negative Ions
Alternative Here’s How It Works: During chemical changes, Here’s How It Works: During chemical changes,
Assessment ---------------------------g an oxygen atom gains 2 electrons in the second
energy level from another atom. An oxide ion
a chlorine atom gains 1 electron in the third
energy level from another atom. A chloride ion
Ion Model Have students build that has 8 valence electrons is formed. Thus, its that has 8 valence electrons is formed. Thus, its
models of atoms with “move- outermost energy level is filled. outermost energy level is filled.
able” electrons. For example, a
stack of quarters can represent
the nucleus of an atom and pen-
nies around the stack can repre-
sent the electrons. Have students
use their models to demonstrate
the formation of positive and
negative ions. l Kinesthetic Oxygen atom (O) Oxide ion (O2) Chlorine atom (Cl) Chloride ion (Cl)
8 protons 8 protons 17 protons 17 protons
8 electrons 10 electrons 17 electrons 18 electrons
Answer to Reading Check 0 charge 2 charge 0 charge 1 charge
Atoms in Group 17 give off the most
energy when forming negative ions.
INCLUSION
Strategies
• Learning Disabled • Developmentally Delayed sit down. Ask the partners to stand
• Hearing Impaired together. Explain that the group is no
Help students understand the concept of longer neutral because a “positive” has
adding positive and negative charges. no partner. Tell students that this is
Ask six students to pair up. Have one what happens in atoms when an atom
student from each pair tape a minus sign loses an electron—the atom is no longer
to his or her shirt, and have the rest tape neutral. Tell students that if the group in
plus signs to their shirts. Explain that front of the room were an ion, it would
the group is neutral because the number be a positive ion because it has an extra,
of pluses is equal to the number of unmatched positive part.
minuses. Then, ask one “negative” to l Kinesthetic/Interpersonal
e

Ionic Compounds Answers to Section Review
When ionic bonds form, the number of electrons lost by the 1. Sample answer: A positive ion
metal atoms equals the number gained by the nonmetal atoms. and a negative ion are needed to
The ions that bond are charged, but the compound formed is form an ionic bond.
neutral because the charges of the ions cancel each other. When 2. Sample answer: A crystal lattice
ions bond, they form a repeating three-dimensional pattern is a repeating pattern in which a
called a crystal lattice (KRIS tuhl LAT is), like the one shown crystal lattice the regular pattern crystal is arranged.
in Figure 4. The strong attraction between ions in a crystal in which a crystal is arranged
3. b
lattice gives ionic compounds certain properties, which include
brittleness, high melting points, and high boiling points. 4. An atom becomes a positive ion
by losing electrons. An atom
becomes a negative ion by
gaining electrons.
Figure 4 This model of the 5. Sample answer: Ionic com-
crystal lattice of sodium chloride,
or table salt, shows a three-
pounds are brittle and have high
dimensional view of the bonded melting points.
ions. In the model, the sodium 6. The ion has a charge of 2. The
ions are pink and the chloride
ions are green. symbol is Mg2+.
7. Elements in Group 16 gain two
electrons when forming ionic
bonds.
8. Ionic compounds are neutral
because the number of electrons
Using Key Terms Critical Thinking
Review 1. Use the following terms in 7. Applying Concepts Which
lost by the metal atoms is equal
to the number of electrons
the same sentence: ion and group of elements gains two
ionic bond. valence electrons when the gained by the nonmetal atoms.
atoms form ionic bonds? So, the charges on the ions
2. In your own words, write a defi-
cancel each other out.
Summary nition for the term crystal lattice. 8. Identifying Relationships
Explain why ionic compounds 9. Energy is needed to form positive
Understanding Key Ideas are neutral even though they are
• An ionic bond is a made up of charged particles.
ions, but energy is given off
bond that forms 3. Which types of atoms usually when negative ions are formed.
when electrons are become negative ions? 9. Making Comparisons Compare
transferred from one the formation of positive ions
a. metals
atom to another. with the formation of negative
b. nonmetals ions in terms of energy changes.
During ionic bonding,
the atoms become c. noble gases
oppositely charged ions. d. All of the above
• Ionic bonding usually

occurs between atoms
4. How does an atom become a
positive ion? a negative ion?
Developed and maintained by the
of metals and atoms of National Science Teachers Association
5. What are two properties of ionic
nonmetals.
compounds? For a variety of links related to this
• remove
Energy is needed to
electrons from
chapter, go to www.scilinks.org
Math Skills Topic: Types of Chemical Bonds
metal atoms. Energy
is released when most 6. What is the charge of an ion SciLinks code: HSM1565
nonmetal atoms gain that has 12 protons and 10 elec-
electrons. trons? Write the ion’s symbol.
CHAPTER RESOURCES
• Reinforcement Worksheet b
• SciLinks Activity g
Workbooks
Math Skills for Science
• Comparing Integers on a Number Line g
• Arithmetic with Positive and Negative
Numbers g
Section 2 • Ionic Bonds 371

3
Covalent and Metallic Bonds
3 Imagine bending a wooden coat hanger and a wire coat
hanger. The wire one would bend easily, but the wooden one
would break. Why do these things behave differently?
Overview
One reason is that the bonds between the atoms of each
In this section, students will What You Will Learn
object are different. The atoms of the wooden hanger are held
learn how covalent and metallic Explain how covalent bonds form. together by covalent bonds (KOH VAY luhnt BAHNDZ). But the
bonds are formed. Students will Describe molecules. atoms of the wire hanger are held together by metallic bonds.
also learn how to draw electron- Explain how metallic bonds form. Read on to learn about the difference between these kinds of
dot diagrams and will study the Describe the properties of metals. chemical bonds.
properties of metals. Vocabulary
covalent bond
Covalent Bonds
Bellringer molecule Most things around you, such as water, sugar, oxygen, and
metallic bond wood, are held together by covalent bonds. Substances that
Give students one minute to have covalent bonds tend to have low melting and boiling
brainstorm a list of things made READING STRATEGY points and are brittle in the solid state. For example, oxygen
of metal. Then, ask them to use has a low boiling point, which is why it is a gas at room
Reading Organizer As you read
their list to describe three prop- this section, create an outline of the temperature. And wood is brittle, so it breaks when bent.
erties of metals. section. Use the headings from the A covalent bond forms when atoms share one or more
section in your outline. pairs of electrons. When two atoms of nonmetals bond, a
large amount of energy is needed for either atom to lose an
electron. So, two nonmetals don’t transfer electrons to fill the
covalent bond a bond formed outermost energy levels of their atoms. Instead, two nonmetal
when atoms share one or more atoms bond by sharing electrons with each another, as shown
pairs of electrons
v--------------------------g in the model in Figure 1.
Cereal-Dot Diagrams Use cereal

✓ Reading Check What is a covalent bond? (See the Appendix for
answers to Reading Checks.)
pieces to represent electrons
when making electron-dot dia- Figure 1 By sharing electrons in a covalent bond, each
grams. Have students write hydrogen atom (the smallest atom) has a full outermost
energy level containing two electrons.
chemical symbols on index
cards and place the correct num-
ber of cereal pieces around the Shared
symbol. Once students learn electrons
how to place the cereal pieces,
have them make cereal-dot The protons and the
shared electrons attract
diagrams of water, H2O, and one another. This attraction
ammonia, NH3. Have students is the basis of the covalent
use cereal pieces of a different bond that holds the atoms
together.
color for each atom to help
them see where each electron
originated. For example, a stu-
dent may use green cereal pieces
for oxygen electrons and red
cereal pieces for the hydrogen
CHAPTER RESOURCES Answer to Reading Check
electrons. l Kinesthetic
Chapter Resource File A covalent bond is a bond that forms when
atoms share one or more pairs of electrons.
CRF • Lesson Plan
• Directed Reading A b
• Directed Reading B s
Technology
Transparencies
• Bellringer
• P53 Covalent Bond
• P54 Covalent Bonds in a Water Molecule
Workbooks
Interactive Textbook Struggling Readers

Figure 2 Covalent Bonds in a Water Molecule
The oxygen atom shares one of its electrons

with each of the two hydrogen atoms. It now
v--------------------------a
has its outermost level filled with 8 electrons. Hydrogen Bonds In addition
to the covalent bonds that link
hydrogen atoms to an oxygen
atom in a molecule of water,
another type of bond is impor-
This electron-dot diagram tant in water. This bond, which
for water shows only
the outermost level of is actually an intermolecular
Each hydrogen atom shares its electrons for each atom. force, is called a hydrogen bond.
1 electron with the oxygen atom. But you still see how the
Each hydrogen atom now has an Have students investigate hydro-
atoms share electrons.
outer level filled with 2 electrons. gen bonding and the properties
they impart to water and other
substances. Ask students to make
Covalent Bonds and Molecules a poster to illustrate what they
Substances containing covalent bonds consist of individual learn. l Visual
particles called molecules (MAHL i KYOOLZ). A molecule usually molecule the smallest unit of
consists of two or more atoms joined in a definite ratio. A a substance that keeps all of the
hydrogen molecule is composed of two covalently bonded
physical and chemical properties Making Models ----------g
of that substance
hydrogen atoms. However, most molecules are composed Gumdrop Models Demonstrate
of atoms of two or more elements. The models in Figure 2 how to make three-dimensional
show two ways to represent the covalent bonds in a water models of hydrogen sulfide, H2S,
molecule. molecules using gumdrops and
One way to represent atoms and molecules is to use electron- toothpicks. One color of gum-
dot diagrams. An electron-dot diagram is a model that shows
drop represents the sulfur atom,
only the valence electrons in an atom. Electron-dot diagrams
can help you predict how atoms might bond. To draw an
and another color represents
electron-dot diagram, write the symbol of the element and the two hydrogen atoms. Use
place one dot around the symbol for every valence electron toothpicks to “bond” the
in the atom, as shown in Figure 3. Place the first 4 dots alone hydrogen gumdrops to the
on each side, and then pair up any remaining dots. sulfur gumdrop. Give students
gumdrops and toothpicks, and
Figure 3 Using Electron–Dot Diagrams have them make their own
models of ammonia, NH3, and
methane, CH4.
l Kinesthetic e
Carbon atoms have
Oxygen atoms have
Krypton atoms have
This diagram rep-
resents a hydrogen
Discussion ----------------------------------g
A carbon atom needs An oxygen atom needs Krypton is nonreactive. molecule. The dots Double and Triple Bonds
4 more electrons to only 2 more electrons Krypton atoms do between the letters
Explain to students that atoms
have a filled outermost to have a filled outer- not need any more represent a pair of
energy level. most energy level. electrons. shared electrons. can form double or triple cova-
lent bonds if they need more
than one electron to complete
their outermost energy level.
MISCONCEPTION An oxygen atom forms a double
ALERT
bond with another oxygen
Electron Sharing In certain covalent atom. Draw the electron-dot
Q: What is the one thing that atoms in compounds, atoms may have fewer or diagram for oxygen, O2, on the
molecules do not have to teach their more than 8 electrons in their outer chalkboard. Point out that each
children? energy level. In boron trifluoride, BF3, oxygen atom’s outer energy level
A: how to share with others the boron atom has only 6 electrons in has 4 shared electrons (2 per
its outer energy level. In sulfur hexaflu- bond) and 4 unshared electrons,
oride, SF6, sulfur has 12 electrons in its so the outermost energy level
outer energy level. For the purposes of has a total of 8 electrons. Ask
this chapter, students can assume that students to make electron-dot
sharing electrons to have 8 electrons in diagrams for nitrogen, N2, and
the outermost energy level is the rule. carbon dioxide, CO2. l Logical
Section 3 • Covalent and Metallic Bonds 373

Discussion --------------------------------------b
Valence Electrons Remind stu-
dents that they can use the peri-
odic table to find the number of
valence electrons for atoms of
elements in Groups 13–18.
Subtracting 10 from any of these
group numbers will determine
the number of valence electrons
in an atom of any element in
the group. Display a periodic
table, and have students deter- Figure 4 The water in this
fishbowl is made up of many
mine the number of valence tiny water molecules. Each
electrons for silicon (6) and molecule is the smallest
iodine (7). l Visual/Logical particle that has the chemical
properties of water.
v--------------------------------------g Covalent Compounds and Molecules

Drawing Diagrams Follow An atom is the smallest particle into which an element can be
these guidelines to construct divided and still be the same element. Likewise, a molecule is
electron-dot diagrams for chlo- the smallest particle into which a covalently bonded compound
For another activity related
rine gas, Cl2, and ammonia, can be divided and still be the same compound. Look at the
to this chapter, go to
NH3: go.hrw.com and type in the three-dimensional models in Figure 4. They show how a sample
keyword HP5BNDW. of water is made up of many individual molecules of water.
1. Add up the valence electrons Imagine dividing water over and over. You would eventually
for all of the atoms that make end up with a single molecule of water. What would happen
up the molecule. if you separated the hydrogen and oxygen atoms that make up
a water molecule? Then, you would no longer have water.
2. Use one pair of electrons to
indicate the bond(s) shared by The Simplest Molecules
atoms. Molecules are composed of at least two covalently bonded
3. Arrange the remaining elec- atoms. The simplest molecules are made up of two
trons to form a stable mole- bonded atoms. Molecules made up of two atoms are called
cule. Each atom (except diatomic molecules. Elements that are found in nature as
diatomic molecules are called diatomic elements. Hydrogen
hydrogen) needs 8 electrons
Figure 5 Two covalently bonded is a diatomic element. Oxygen, nitrogen, and the halogens
to fill its outermost energy fluorine, chlorine, bromine, and iodine are also diatomic
fluorine atoms have filled
level.
l Visual e outermost energy levels. The two
electrons shared by the atoms
elements. Look at Figure 5. The shared electrons are counted
as valence electrons for each atom. So, both atoms of the
are counted as valence electrons
molecule have filled outermost energy levels.
for each atom.
Answer to Reading Check ✓Reading Check How many atoms are in a diatomic molecule?
There are two atoms in a diatomic
molecule.
Is That a Fact!
MISCONCEPTION
ALERT
Even though a molecule of water is Arrangement of Water Molecules For

bigger than the hydrogen and oxygen clarity, the model of liquid water in
atoms it comprises, it is still an extremely Figure 4 shows only one layer of mol-
tiny particle. There are about 2 million ecules with spaces between them. Make
quadrillion (2 followed by 21 zeros) water sure students understand that, in reality,
molecules in a single drop of water! the molecules are always in contact
with and sliding past molecules above
and below the layer shown.

Hydrogen
h -----------------------------g
Carbon WritingPlastics Around You Tell
students that plastics are
a good example of mate-
Figure 6 A granola bar contains rials made of covalently bonded
sucrose, or table sugar. A molecule molecules. Have students make
of sucrose is composed of carbon
atoms, hydrogen atoms, and oxygen a list of the plastic items they
Oxygen atoms joined by covalent bonds. use during the day. Ask them to
Proteins Proteins perform
many functions throughout write a paragraph describing
More-Complex Molecules your body. A single protein can how their lives would be differ-
have thousands of covalently ent without plastics. l Verbal
Diatomic molecules are the simplest molecules. They are also bonded atoms. Proteins are
some of the most important molecules. You could not live built from smaller molecules
called amino acids. Make
without diatomic oxygen molecules. But other important
a poster showing how CONNECTION to
molecules are much more complex. Soap, plastic bottles,
and even proteins in your body are examples of complex
amino acids are joined to
make proteins.
Life Science ----------------------------g
molecules. Carbon atoms are the basis of many of these complex Proteins Very large molecules
molecules. Each carbon atom needs to make four covalent
that are made of many smaller,
bonds to have 8 valence electrons. These bonds can be with
repeating units are called poly-
atoms of other elements or with other carbon atoms, as shown
in the model in Figure 6. mers. Many polymers are found
in nature, including protein, cel-
Metallic Bonds lulose, DNA, and rubber. Use the
Look at the unusual metal sculptures shown in Figure 7. Some teaching transparencies entitled
metal pieces have been flattened, while other metal pieces “Making of a Protein A and B”
have been shaped into wires. How could the artist change to show how proteins are made.
the shape of the metal into all of these different forms
CONNECTION v
without breaking the metal into pieces? Metal can be shaped
because of the presence of a metallic bond, a special kind of
chemical bond. A metallic bond is a bond formed by the metallic bond a bond formed Art --------------------------------------------------------------------g
attraction between positively charged metal ions and the by the attraction between positively
electrons in the metal. Positively charged metal ions form
charged metal ions and the electrons Metal Sculpting Copper is so
around them
when metal atoms lose electrons. malleable that it is not necessary
to heat the metal in order to
shape it. Give students some 18-
gauge copper wire, and allow
them to investigate its malleabil-
ity by challenging them to cre-
ate a small sculpture or piece of
jewelry. l Kinesthetic
Figure 7 The different
shapes of metal in these
sculptures are possible MISCONCEPTION
because of the bonds that ALERT
hold the metal together.
Covalent Versus Metallic
Students may think that
covalently bonded materials
should have the same proper-
SUPPORT FOR CHAPTER RESOURCES
ties as metals because the
Technology
English Language Learners electrons in both kinds of
Covalent and Metallic bonds Students Transparencies bonds can move around.
may need reinforcement of the differ- • LINK TO LIFE SCIENCE L19 The Making of a Explain that the electrons
Protein: A; L20 The Making of a Protein: B
ences between covalent and metallic involved in covalent bonding
bonds. Diagram each type of bond on a are confined to an area
transparency. When students have read around the atoms but that
the section, show the transparency. Ask the electrons in metallic
them to write a brief description naming bonds are not confined
the bond each diagram represents and to the same area.
the reasons for their answer. Evaluate
the descriptions on accuracy, reason-
ing, spelling, and grammar, and have
students make corrections if necessary.
l Visual/Verbal/Logical
Figure 8 Moving
Reteaching -------------------------------------b electrons are attracted
to the metal ions, and
Malleability and Ductility To the attraction forms
help students understand the metallic bonds.
difference between malleability

and ductility, show students Negative electrons
The positive
metal objects of different shapes. metal ions are in are free to move.
Ask students to identify whether fixed positions
malleability or ductility was in the metal.
more important to molding the

metal into each shape. l Visual
Movement of Electrons Throughout a Metal
Quiz ---------------------------------------------------------------------g Bonding in metals is a result of the metal atoms being so
close to one another that their outermost energy levels overlap.
1. What is the smallest particle This overlapping allows valence electrons to move throughout
of a covalently bonded com- the metal, as shown in Figure 8. You can think of a metal as
pound? (a molecule) being made up of positive metal ions that have enough valence
2. List three common materials electrons “swimming” around to keep the ions together. The
electrons also cancel the positive charge of the ions. Metallic
that contain covalent bonds
bonds extend throughout the metal in all directions.
(Sample answer: water, soap, and
plastic bottles) Bending with Bonds
1. Straighten out a wire
Properties of Metals
3. Why can metals conduct elec- paper clip. Record your Metallic bonding is what gives metals their particular properties.
tric current? (Metals can con- observations. These properties include electrical conductivity, malleability,
duct electric current because the 2. Bend a piece of chalk. and ductility.
electrons in metallic bonds are Record your observations.
3. Chalk is composed of Conducting Electric Current
free to move around.) calcium carbonate, a Metallic bonding allows metals to conduct electric current. For
compound containing
ionic bonds. What kind example, when you turn on a lamp, electrons move within
Alternative of bond is present in the the copper wire that connects the lamp to the outlet. The
Assessment ---------------------------g paper clip? electrons that move are the valence electrons in the copper
Bonding Charades Organize 4. Explain why you could atoms. These electrons are free to move because the electrons
change the shape of the are not connected to any one atom.
students in small groups. Have paper clip but could not
them develop a charade that bend the chalk without Reshaping Metals
breaking it.
depicts either covalent or metal- Because the electrons swim freely around the metal ions, the
lic bonding. Students may want atoms in metals can be rearranged. As a result, metals can be
to use a few props, such as balls reshaped. The properties of ductility (the ability to be drawn into
to represent electrons. Have wires) and malleability (the ability to be hammered into sheets)
each group present a charade. describe a metal’s ability to be reshaped. For example, copper
Then, have the remainder of the is made into wires for use in electrical cords. Aluminum can
be pounded into thin sheets and made into aluminum foil.
class determine the type of bond
being portrayed. l Kinesthetic ✓Reading Check What is ductility?
Answer to Reading Check

Ductility is the ability to be drawn
into wires.
MATERIALS Answers
FOR EACH STUDENT 3. metallic bonds
• chalk, piece 4. The metallic bonds give the paper clip the
• paper clip, wire ability to bend without breaking because
the electrons move within the metal. The
Safety Caution: Remind students to ionic bonds in the piece of chalk cause the
review all safety cautions and icons chalk to be brittle.
before beginning this lab activity.

Bending Without Breaking Answers to Section Review
When a piece of metal is bent, some of the metal ions 1. Sample answer: A carbon
are forced closer together. You might expect the metal monoxide molecule contains
to break because all of the metal ions are positively a covalent bond. Metals can
charged. Positively charged ions repel one another. be reshaped because of the
Figure 9 Metal
However, positive ions in a metal are always surrounded can be reshaped nature of the metallic bond.
by and attracted to the electrons in the metal—even if without breaking 2. Sample answer: A mol-
the metal ions move. The electrons constantly move because metallic
bonds occur in
ecule is the smallest piece
around and between the metal ions. The moving elec-
many directions. of a substance joined by
trons maintain the metallic bonds no matter how the
covalent bonds.
shape of the metal changes. So, metal objects can be
bent without being broken, as shown in Figure 9. 3. c
4. The electrons are shared
between two atoms.
5. 6
6. Three properties that are a
result of metallic bonds are
Using Key Terms Critical Thinking
Review 1. Use each of the following terms 9. Identifying Relationships How
ductility, malleability, and
electrical conductivity.
in a separate sentence: covalent do the metallic bonds in a staple
bond and metallic bond. allow it to function properly? 7. The valence electrons in a
2. In your own words, write a 10. Applying Concepts Draw an metal “swim” around the metal
Summary definition for the term molecule. electron-dot diagram for
ammonia (a nitrogen atom
ions to hold the ions together.
8. Sample answer: Ductility is
Understanding Key Ideas covalently bonded to three
• Intwocovalent bonding,
atoms share 3. Between which of the following
hydrogen atoms). the ability to be drawn into
wires. Malleability is the ability
electrons. A covalent atoms is a covalent bond most
Interpreting Graphics to be pounded into thin sheets.
bond forms when likely to occur?
atoms share one or a. calcium and lithium 11. This electron-dot diagram is not Copper can be drawn into long
more pairs of electrons. complete. Which atom needs to wires. Long wires are useful to
b. sodium and fluorine
• Covalently bonded
atoms form a particle
c. nitrogen and oxygen
form another bond? Explain.
connect a television to an out-
called a molecule. A
d. helium and argon let that is on the other side of
molecule is the smallest 4. What happens to the electrons the room. Steel can be pounded
particle of a compound in covalent bonding? into thin sheets. The sheets are
that has the chemical
properties of the
5. How many dots does an useful for building car bodies.
electron-dot diagram of a
compound.
sulfur atom have?
9. Sample answer: A staple
• valence
In metallic bonding, the
electrons move 6. List three properties of
must bend to hold papers
metals that are a result of together. The metallic bonds
throughout the metal.
A bond formed by the metallic bonds. in the staple allow it to bend
attraction between 7. Describe how the valence without breaking.
positive metal ions and electrons in a metal move.
the electrons in the
For a variety of links related to this 10. Students should draw an N
8. Explain the difference between chapter, go to www.scilinks.org surrounded by 8 dots: 2 above,
metal is a metallic bond.
ductility and malleability. Give Topic: Types of Chemical Bonds;
• Properties of metals
an example of when each Properties of Metals
2 on the right, 2 on the left, and
include conductivity,
property is useful. SciLinks code: HSM1565; HSM1231 2 below. Three Hs should be
ductility, and malleability. drawn, one on each of three
sides of the N.
11. The carbon atom needs to form
another bond. The electron dot
CHAPTER RESOURCES diagram shows that carbon has
Chapter Resource File only 7 valence electrons. It
needs one more electron to
have a filled outer energy level
(8 valence electrons).
• Reinforcement Worksheet b
• Critical Thinking a
• Datasheet for Quick Lab

Model-Making Lab
Model-Making Lab
Covalent
Marshmallows
Covalent Marshmallows
Teacher’s Notes OBJ ECTIVES A hydrogen atom has 1 electron in its outermost energy level,
but 2 electrons are required to fill its outermost level. An
Build a three-dimensional
Time Required model of a water molecule.
oxygen atom has 6 electrons in its outermost level, but 8
One 45-minute class period electrons are required to fill its outermost level. To fill their
Draw an electron-dot diagram outermost energy levels, two atoms of hydrogen and one atom of
of a water molecule. oxygen can share electrons, as shown below. Such a sharing of
Lab Ratings electrons to fill the outermost level of atoms is called covalent
MATE RIALS
r • marshmallows (two of one
bonding. When hydrogen and oxygen bond in this manner, a
molecule of water is formed. In this lab, you will build a three-
color, one of another color)
Teacher Prep f f
dimensional model of water to better understand the covalent
• toothpicks bonds formed in a water molecule.
Student Set-Up f
SAFETY
Concept Level f f A Model of a Water Molecule
Clean Up f
MATERIALS
Materials listed are for one to two Oxygen Hydrogen
students. Colored marshmallows are
available in some grocery stores.
To create different colored marsh-
mallows, “paint” the marshmallows
lightly with diluted food coloring. To
discourage students from eating the Hydrogen
marshmallows, dust the marshmal-
lows lightly with alum, a bitter spice
that can be purchased at a grocery
store. An alternative method of color- Procedure
ing the marshmallows is to spray 1 Using the marshmallows and toothpicks, create a model of
them lightly with hair spray, and a water molecule. Use the diagram above for guidance in
sprinkle them with different colors building your model.
of glitter. Be sure students do not
eat the marshmallows. 2 Draw a sketch of your model. Be sure to label the hydrogen
and oxygen atoms on your sketch.
3 Draw an electron-dot diagram of the water molecule.

Safety Caution
Remind students to review all
safety cautions and icons before
beginning this lab activity.
Procedure Notes CHAPTER RESOURCES

To extend this activity, you may use addi- Chapter Resource File
tional colors to create marshmallow models
CRF • Datasheet for Chapter Lab
of various molecules. In addition, different-
• Lab Notes and Answers
sized marshmallows can be used to repre-
sent the relative sizes of atoms of different Technology
elements. Classroom Videos
• Lab Video

Analyze the Results
1. The marshmallows represent
atoms. The toothpicks repre-
sent the pairs of electrons that
create the covalent bonds.
2. Marshmallows are different
Analyze the Results colors to represent atoms of
Applying Your Data different elements.
1 Classifying What do the marshmallows rep-
resent? What do the toothpicks represent? Create a model of a carbon dioxide molecule, 3. Accept all reasonable
which consists of two oxygen atoms and one answers. Sample answer:
2 Evaluating Models Why are the marshmal- carbon atom. The structure is similar to the
I could use marshmallows
lows different colors? structure of water, although the three atoms
bond in a straight line instead of at angles. of different sizes to show the
3 Analyzing Results Compare your model The bond between each oxygen atom and the difference in size between the
with the diagram on the previous page. How carbon atom in a carbon dioxide molecule is a atoms. Then, I could make sure
double bond, so use two connections. Do the the atoms form an angle and
might your model be improved to more accu-
double bonds in carbon dioxide appear
rately represent a water molecule? stronger or weaker than the single bonds in are not in a straight line.
water? Explain your answer.
Draw Conclusions Draw Conclusions
4 Making Predictions Hydrogen in nature can 4. A hydrogen molecule could
covalently bond to form hydrogen molecules, be modeled by using a tooth-
H2. How could you use the marshmallows and pick to connect the two hydro-
toothpicks to model this bond? gen marshmallows together.
5 Applying Conclusions Draw an electron-dot 5. An electron-dot diagram of
diagram of a hydrogen molecule. the hydrogen molecule should
6 Drawing Conclusions Which do you think look like the following: H : H.
would be more difficult to create—a model of 6. Accept all reasonable
an ionic bond or a model of a covalent bond? answers. Sample answer: A
Explain your answer. model of an ionic bond would
be more difficult to create
because it involves the transfer
of electrons. You would have to
break off a little piece of one
marshmallow and glue it to
another marshmallow. But
then there is no way to hold
the marshmallows together.
Applying Your Data

The double bonds appear stronger
than single bonds because there is
more “attraction” (more toothpicks)
holding atoms together. It is more diffi-
cult to separate two shared pairs of
electrons (break two toothpicks) than
to separate one shared pair of elec-
trons (break one toothpick).
CHAPTER RESOURCES
Workbooks Holt Lab Generator CD-ROM
Long-Term Projects & Research Ideas Search for any lab by topic, standard, difficulty level,
or time. Edit any lab to fit your needs, or create your
• The Wonders of Water a own labs. Use the Lab Materials QuickList software
to customize your lab materials list.
SSROO
LA
M
C
Rebecca Ferguson
VED
North Ridge Middle School

TEST
North Richland Hills, Texas

D
O
E
& APPR
Chapter 13 • Chapter Lab 379

Assignment Guide
SECTION QUESTIONS USING KEY TERMS
1 1, 5, 7 Complete each of the following 8 Which of the following describes what

sentences by choosing the correct happens when an atom becomes an
2 2, 6, 8, 10–11, 13, 15 term from the word bank. ion with a 2– charge?
3 3–4, 9, 12, 18–19, 21–23 crystal lattice ionic bond a. The atom gains 2 protons.
2 and 3 14, 17, 20 molecule chemical bond b. The atom loses 2 protons.
chemical bonding metallic bond c. The atom gains 2 electrons.
1, 2, and 3 16 valence electron ion d. The atom loses 2 electrons.
covalent bond
9 The properties of ductility and
ANSWERS 1 An interaction that holds two atoms
malleability are associated with
together is a(n) . which type of bonds?
Using Key Terms a. ionic c. metallic
1. chemical bond 2 A charged particle that forms when an b. covalent d. All of the above
2. ion atom transfers electrons is a(n) .
3. covalent bond 0 What type of element tends to lose
3 A bond formed when atoms share electrons when it forms bonds?
4. metallic bond electrons is a(n) .
a. metal c. nonmetal
5. valence electron
4 Electrons free to move throughout a b. metalloid d. noble gas
6. crystal lattice material are associated with a(n) .
q Which pair of atoms can form an
Understanding Key Ideas 5 An electron in the outermost energy ionic bond?
7. b level of an atom is a(n) . a. sodium, Na, and potassium, K
8. c b. potassium, K, and fluorine, F
6 Ionic compounds are bonded in a
9. c three-dimensional pattern called c. fluorine, F, and chlorine, Cl
10. a a(n) . d. sodium, Na, and neon, Ne
11. b Short Answer

12. Answers may include a low UNDERSTANDING KEY IDEAS
melting point, a low boiling Multiple Choice w List two properties of covalent
compounds.
point, and brittleness in the
solid state. (Students should 7 Which element has a full outermost e Explain why an iron ion is
list at least two properties.) energy level containing only two
attracted to a sulfide ion but
electrons?
not to a zinc ion.
a. fluorine, F c. hydrogen, H
b. helium, He d. oxygen, O r Compare the three types
of bonds based on what
happens to the valence
electrons of the atoms.
13. Metal atoms tend to lose electrons and 14. Ionic bonds involve the transfer of valence
form positive ions. Both iron and zinc are electrons between atoms. Covalent bonds
metals, and both form ions that are posi- involve the sharing of valence electrons
tively charged. Ions with the same charge between atoms. Metallic bonds involve the
repel one another, so an iron ion is not movement of valence electrons between
attracted to a zinc ion. Nonmetal atoms many atoms within a metal.
tend to gain electrons and form negative
ions. Sulfur is a nonmetal, so a sulfide ion is
negatively charged. The positively charged
iron ion is attracted to the sulfide ion.

15. a. lose 2 electrons; 2+
b. gain 3 electrons; 3–
c. gain 1 electron; 1–
d. gain 2 electrons; 2–
Math Skills o Predicting Consequences Using your
knowledge of valence electrons, Critical Thinking
t For each atom below, write the explain the main reason so many
number of electrons it must gain or 16. An answer to this
different molecules are made from exercise can be
lose to have 8 valence electrons. Then,
carbon atoms. found at the end
calculate the charge of the ion that
would form. of this book.
p Making Inferences Does the substance
a. calcium, Ca being hit in the photo below contain 17. a. metallic
b. phosphorus, P ionic or metallic bonds? Explain your b. covalent
c. bromine, Br
answer. c. covalent
d. sulfur, S d. ionic
18. a. 6 dots; 2 bonds
CRITICAL THINKING b. 5 dots; 3 bonds
y Concept Mapping Use the following c. 8 dots; no bonds
terms to create a concept map: chemi- d. 7 dots; 1 bond
cal bonds, ionic bonds, covalent bonds,
e. 4 dots; 4 bonds
metallic bonds, molecule, and ions.
19. Carbon atoms have 4 valence
u Identifying Relationships Predict the electrons. Each carbon atom
type of bond each of the following must make 4 bonds to fill its
pairs of atoms would form: outermost energy level with 8
INTERPRETING GRAPHICS electrons. Because each car-
a. zinc, Zn, and zinc, Zn
b. oxygen, O, and nitrogen, N Use the picture of a wooden pencil bon atom can bond with up to 4
c. phosphorus, P, and oxygen, O below to answer the questions that atoms (including other carbon
d. magnesium, Mg, and chlorine, Cl follow. atoms), carbon forms the basis
of many different compounds.
i Applying Concepts Draw electron-dot 20. It contains ionic bonds because
diagrams for each of the following the substance is breaking into
atoms, and state how many bonds
smaller pieces as the hammer
it will have to make to fill its outer
hits it. The substance is brittle,
energy level. a In which part of the pencil are metallic so the bonds are more likely to
a. sulfur, S
bonds found?
be ionic.
b. nitrogen, N s List three materials in the pencil that
c. neon, Ne are composed of molecules that have Interpreting Graphics
d. iodine, I covalent bonds. 21. the metal band near the eraser
e. silicon, Si 22. graphite, wood, and rubber
d Identify two differences between the
properties of the material that has (eraser)
metallic bonds and the materials that 23. Sample answer: The metalli-
have covalent bonds. cally bonded material is shiny,
and the covalently bonded
materials are not shiny. The
metal can be bent without
CHAPTER RESOURCES breaking, but the wood or
Chapter Resource File graphite will break if bent.
CRF • Chapter Review g

• Chapter Test A g
• Chapter Test B a
• Chapter Test C s
• Vocabulary Activity g
Workbooks
Study Guide
• Study Guide is also available in Spanish.
Chapter 13 • Chapter Review 381

Teacher’s Note
To provide practice under more READI NG
realistic testing conditions, give
Read each of the passages below. Then, answer the questions
students 20 minutes to answer that follow each passage.
all of the questions in this
Standardized Test Preparation. Passage 1 In 1987, pilots Richard Rutan and Passage 2 One of the first contact lenses was
Jeana Yeager flew the Voyager aircraft around developed by a Hungarian physician named
the world without refueling. The record-breaking Joseph Dallos in 1929. He came up with a way
MISCONCEPTION trip lasted a little more than nine days. To carry to make a mold of the human eye. He used these
ALERT enough fuel for the trip, the plane had to be as molds to make a glass lens that followed the shape
lightweight as possible. Using fewer bolts than of the eye. Unfortunately, the glass lenses he made
Answers to the standardized the number of bolts usually used to attach parts were not very comfortable.
test preparation can help you would make the airplane lighter. But without bolts, Many years later, in an effort to solve the com-
what would hold the parts together? The designers fort problem of contact lenses, Czechoslovakian
identify student misconcep- decided to use glue! chemists Otto Wichterle and Drahoslav Lim
tions and misunderstandings. They could not use regular glue. They used invented a water-absorbing plastic gel. The lenses
superglue. When superglue is applied, it combines made from this gel were soft and pliable, and
with water from the air to form chemical bonds. they allowed air to pass through the lens to the
So, the materials stick together as if they were one eye. These characteristics made the lenses more
READING material. Superglue is so strong that the weight comfortable to wear than glass lenses.
of a two-ton elephant cannot separate two metal
plates glued together with just a few drops! 1. In the passage, what does pliable mean?
1. B A able to be bent
1. Who are Richard Rutan and Jeana Yeager?
B very stiff
2. F A the designers of the Voyager aircraft C spongelike
3. C B the pilots of the Voyager aircraft D similar to glass
C the inventors of superglue
D chemists that study superglue 2. Which of the following statements is a fact
from the passage?
2. In the passage, what does aircraft mean? F The first contact lenses were plastic.
Question 2: Students may be F an airplane G Two Hungarian physicians developed a way
tempted to select answer choice I G a helicopter of making molds of human eyes.
because the Voyager aircraft flew H a hot-air balloon H Glass contact lenses were not comfortable.
around the world without refueling. I an airplane that doesn’t need fuel I Joseph Dallos was a chemist.
Explain to students that this statement 3. The author probably wrote this passage to 3. What is a possible reason that glass contact
means that Voyager did not need addi- A encourage people to fly airplanes. lenses were not comfortable?
tional fuel during its trip, but it was B tell airplane designers how to make A Glass contact lenses allow air to pass
airplanes that need less fuel. through the lens to the eye.
filled with fuel before the flight started.
C explain why superglue was a good B Glass contact lenses did not follow the
substitute for bolts in the Voyager aircraft. shape of the human eye.
D explain why people should buy superglue C Glass contact lenses absorb water.
instead of regular glue. D Glass contact lenses are very hard.
Passage 2
1. A
2. H Question 3: The reason why glass contact
3. D lenses were not comfortable is not directly stated
in the passage. However, students should notice
that the lenses made of plastic gel are described
as both soft and comfortable. Therefore, they can
infer that hard, glass lenses are uncomfortable.

INTERPRETING GRAPHICS
I NTE RPRETI NG G RAPH ICS MATH
1. C
The graph below shows chemicals used by Read each question below, and choose the
the science department at Harding Middle best answer. 2. H
School. Use the graph below to answer the 3. D
questions that follow.
1. Protons have a charge of 1 and electrons 4. G
have a charge of 1. A magnesium ion has 12
protons and 10 electrons. What is the charge of
Chemicals Used at Harding Middle School the ion?
A 2
14 Ionic compounds
B 2 Question 1: Students may select
Covalent compounds
12 Metals C 10 answer choice B because the tallest
Number Used
10
D 12
8 bar is in the month of October. Remind
6
4 2. Fructose is the chemical name for a sugar students that they need to look at the
2 found in some fruits. The chemical formula key to the graph to know which bars
0 for fructose is C6H12O6. The C is the symbol for
Sept. Oct. Nov. Dec. carbon, the O is the symbol for oxygen, and
to compare. The correct answer is C.
Month the H is the symbol for hydrogen. The numbers
after each letter tell you how many atoms of
each element are in one molecule of fructose. MATH
1. In which month were the most ionic What percentage of the atoms in fructose are
carbon atoms?
1. A
compounds used?
A September F 0.25% 2. H
B October G 6% 3. B
C November H 25%
4. H
D December I 33%
2. Which type of chemical was used the least 3. The density of an object is found by dividing
number of times? its mass by its volume. Katie has a piece of
silver metal that has a mass of 5.4 g and a
F ionic compounds Question 2: To find the answer to
Standardized Test Preparation

volume of 2.0 cm3. What is the density of
G covalent compounds Katie’s metal? this question, students need to find
H metals A 0.37 cm3/g the total number of atoms in a mol-
I both ionic compounds and metals B 2.7 g/cm3 ecule of fructose by adding the sub-
C 7.4 g/cm3
3. How many covalent compounds were used scripts on the chemical formula
D 10.8 g•cm3
during all four months? (6 12 6 24). Then, students
A 16 should divide the number of carbon
4. Ms. Mazza is a chemistry teacher. During class,
B 25 her students ask her four to six questions every
C 28
atoms by the total number of atoms
10 min. What is a reasonable estimate of the
D 36 number of questions asked during a 45 min and multiply by 100% to find the per-
class period? centage of carbon (6 24 100%
4. In which month were the most compounds F 12 questions 25%).
used? G 15 questions
F September H 23 questions
G October I 40 questions
H November
I December
CHAPTER RESOURCES
CRF • Standardized Test Preparation g
State Resources
For specific resources for your state,
visit go.hrw.com and type in the
keyword HSMSTR.
Chapter 13 • Standardized Test Preparation 383

in Action
Science, Technology,
and Society
in Action
Discussion --------------------------------- GENERAL
Lead a discussion comparing
the use of superglue, stitches,
and bandages to cover or close
wounds. Ask students to name
some advantages and disad-
vantages of using superglue to
close wounds. (Sample answer:
Bandages often fall off when they
get wet, but superglue will stay on
Weird Science
in water. Superglue bandages are How Geckos Stick to Walls
Geckos are known for their ability to climb
more expensive than regular up smooth surfaces. Recently, scientists
bandages.)
and Society found the secret to the gecko’s sticky talent.
Geckos have millions of microscopic hairs
Superglue Bandages and Stitches on the bottom of their feet. Each hair splits
Weird Science If you aren’t careful when using superglue, into as many as 1,000 tinier hairs called hair-
you may accidentally learn that superglue lets. At the end of each hairlet is a small pad.
Background quickly bonds skin together! This property As the gecko walks, each pad forms a van der
of superglue led to the development of Waals force with the surface on which the
A van der Waals force is a type
new kinds of superglue that can be used gecko is walking. A van der Waals force is an
of intermolecular force (a force as alternatives for bandages and stitches. attraction similar to an ionic bond, but the
between molecules). Van der Using superglue to close wounds has several van der Waals force is much weaker than an
Waals forces are attractions advantages over using bandages and stitches. ionic bond and lasts for only an instant. But
resulting from the uneven dis- For example, superglue bandages can cover because there are so many pads on a gecko’s
cuts on parts of the body that are difficult to foot, the van der Waals forces are strong
tribution of electrons and the enough to keep the gecko from falling.
cover with regular bandages. And superglue
creation of temporary dipoles. stitches are less painful than regular stitches.
The positive end of a dipole on Finally, wounds closed with superglue are
one molecule attracts the nega- easier to care for than wounds covered by Language Arts
tive end of a dipole on another bandages or closed with stitches.
WRITING Imagine that you could stick to
molecule, and the molecules are SKILL walls as well as a gecko can.
briefly held together. Van der Write a five-paragraph short story describing
Waals forces are compared to Math what you would do with your wall-climbing
ability.
ionic bonds in the text because A wound can be closed 3 times faster with
glue than it can be with stitches. If it takes
ionic bonds are also attrac- a doctor 27 min to close a wound by using
tions between opposite charges. stitches, how long would it take to close
However, be sure your students the same wound by using glue?
understand that van der Waals

forces are much weaker than
ionic bonds.
Answer to Math Activity Answer to Language Arts Activity
27 min 3 9 min Accept all reasonable responses. All stories
should describe how students would use their
wall-climbing ability. For example, students may
discuss becoming a superhero and using their
wall-climbing ability to fight crime.

Careers
Background
Roberta Jordan Originally, analytical chemists
Analytical Chemist Have you ever looked at something and wondered what chemi- worked using tests in which
cals it contained? That’s what analytical chemists do for a living. They use tests to find they reacted the unknown sub-
the chemical makeup of a sample. Roberta Jordan is an analytical chemist at the Idaho stance with other substances.
National Engineering and Environmental Laboratory in Idaho Falls, Idaho.
Jordan’s work focuses on the study of radioactive waste generated by nuclear power
These methods often involved
plants and nuclear-powered submarines. Jordan works with engineers to develop safe changing the original sample.
ways to store the radioactive waste. She tells the engineers which chemicals need to But in the last 50 years, the field
be studied and which techniques to use to study those chemicals.
of instrumental analysis (in
Jordan enjoys her job because she is always learning new techniques. “One of the
things necessary to be a good chemist is you have to be creative. You have to be able which instruments are used to
to think above and beyond the normal ways of doing things to come up with new analyze substances) has grown.
ideas, new experiments,” she explains. Jordan believes that a person interested in a Many of these instruments, such
career in chemistry has many
opportunities. “There are a lot as infrared spectrophotometers
of things out there that need to and nuclear magnetic resonance
be discovered,” says Jordan. spectrometers, are able to ana-
lyze a substance without
Social Studies changing it chemically.
Many elements in the periodic

table were discovered by
analytical chemists. Pick an
element from the periodic
table, and research its history.
Make a poster about the
discovery of that element.
Check out Current Science®

To learn more about these articles related to this chapter
Science in Action topics, visit by visiting go.hrw.com. Just
go.hrw.com and type in the type in the keyword HP5CS13.
keyword HP5BNDF.
Answer to Social Studies Activity

Encourage students to focus their research on
the main group elements or the transition metals
in periods 4–6. The discovery of these elements
is better documented, and the elements often
have interesting histories.
Accept all reasonable responses. All posters
should include the name of the element
researched, the name(s) of the person who dis-
covered it, and the year it was discovered.
Chapter 13 • Science in Action 385

Interactions of Matter: Timeline

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UNIT

Interactions not be produced in the

1996 2001 2002

Interactions of Matter 361

OBJECTIVES LABS, DEMONSTRATIONS, AND ACTIVITIES TECHNOLOGY RESOURCES

361A Chapter 13 • Chemical Bonding

SKILLS DEVELOPMENT RESOURCES SECTION REVIEW AND ASSESSMENT STANDARDS

Classroom Classroom Holt Lab Generator

Chapter 13 • Chapter Planning Guide 361B

Electron Arrangement in an Atom

Determining the Number of Valence Electrons

a The first energy

as their group number.

electrons to their group number.

Ds Uuu Uub Uut Uuq Uup

atoms have only 2 valence electrons.

c The third energy level in this

b Electrons will begin filling the

level of the atom is not full.

Copyright © by Holt, Rinehart and Winston. All rights reserved.

is the basis of the covalent

Forming Negative Ions which are which move

with each of the two hydrogen atoms. It now ribosome. Cytoplasm

Chapter: Genes and DNA

This CD-ROM includes all of the

2. the role of physical science in the world around them (Section 1)

4. the steps used in the scientific method (Section 2)

• Customizable lesson plans

ESS2: Natural selection and its evolutionary consequences provide a scientific

• What are some surprising careers that use physical science?

SPSP6: As matter and energy flows through different levels of organization of

Copyright © by Holt Rinehart and Winston All rights reserved

361C Chapter 13 • Chemical Bonding

Meeting Individual Needs

Skills Worksheet Activity Skills Worksheet Activity

Directed Reading A SAMPLE SAMPLE Reinforcement SAMPLE SciLinks Activity SAMPLE

MATTER + AIR ➔ PHYSICAL SCIENCE

SAMPLE SAMPLE SAMPLE 13

5. Chemistry and physics are both fields of . Chemists

Labs and Activities

Name ___________________________________________________ Date _________________ Class _____________ Name Class Date

PROJECT Quick Lab DATASHEET FOR QUICK LAB

63 STUDENT WORKSHEET Reaction to Stress SAMPLE

Ice Demystified Analysis

wondered why ice floats in water? Well, between water

Review and Assessments

Section: Energ USING VOCABULARY [Unique READING

______ 4. an organism that uses sunlight or inorganic

______ 1. The word destination in this passage means

______ 4. Which of the following does NOT control surface currents?

______ 2. Which of the following is a FACT in the passage?

GENERAL GENERAL GENERAL

______ 4. Which of the following does NOT control surface currents?

MATERIALS AND EQUIPMENT

Chapter 13 • Chapter Resources 361D

361E Chapter 13 • Chemical Bonding

Covalent and Metallic Bonds

• Long chains of repeating molecular units are known as

Chapter 13 • Chapter Enrichment 361F

Assessing Prior Atoms combine by forming

Identifying 2 Ionic Bonds. . . . . . . . . . . . . . . . 368

CaF2, represent one formula

362 Chapter 13 • Chemical Bonding

Name ___________________________________________ Date _ Class _____ Name Class Date