Honors Chemistry Name ________________

Anchor Guide TOP UP – Lewis Covalent Bonding and Intermolecular Forces

Learning Objectives:
A. Covalent Lewis Diagrams
I can…
1. Predict the type of bond formed (ionic, polar covalent, nonpolar covalent) between
elements using the periodic table and the electronegativity scale.
2. Identify bond polarities and dipoles using the electronegativity scale.
3. Draw Lewis Diagrams for compounds by applying the octet rule.
4. Draw Lewis Diagrams for resonance structures and for compounds with exceptions to
the octet rule.
5. Explain the VSEPR theory, with specific reference to bonding domains and lone pairs.
6. Predict the shapes and bond angles in molecules using the VSEPR theory.
7. Justify, with models as evidence, whether a molecule is polar or nonpolar.

B. Intermolecular Forces
I can…
1. Explain the difference between an intramolecular bond and an intermolecular bond.
2. Compare the strength of different intermolecular forces: London dispersion,
dipole-dipole, hydrogen bonding.
3. Predict the properties of compounds, referencing the IMFs.
4. Justify, with models as evidence, predictions and/or data about bulk properties (ex.
melting/boiling point, viscosity, solubility)

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RACETRACK LAB

Modeling: What is the difference between an:

Intermolecular Force (IMF) vs Intramolecular Force?

Planning & Conducting an Investigation

We are going to test other substances’ evaporation rate at room temperature (the point at which the
substance changes to a gas). From here, maybe we can gather a better understanding of what’s
happening in the phenomenon.

Question: How is the strength of IMF in a substance related to the ease of evaporation?
Read through the procedure to complete these prompts

Independent Variable: ________________________(what are you going to change)

Dependent Variable: ________________________(what are you going to measure)

Controlled Variables are specific actions you will take during the lab to ensure the data is accurate.
Each must contain a verb. List these in order of importance and state WHY each would change your
result):
1. Action taken:_______________________________________________________________

Reason why: _______________________________________________________________

2. Action taken:_______________________________________________________________

Reason why: _______________________________________________________________

3. Action taken:_______________________________________________________________

Reason why: _______________________________________________________________

Prediction:
Using the knowledge you’ve gained thus far, and the molecular structures, make a prediction to rank
the order in which the substances will evaporate, using 1-evaporates first, 6-evaporates last. Rank
the rest 2-5 from fastest to slowest. Consider each molecular structure and have a reasoned
discussion with your partner on WHY you are ranking them the way you do. Note that you will be
running this test at room temperature for all trials.

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Substance Actual Results
Compound Name and Chemical Formula Prediction (Rank)
Letter (Rank)

A Methanol (CH3OH)

B Ethanol (CH3CH2OH)

C 2 - Propanol (CH3CHOHCH3)

D 1- Propanol (CH3CH2CH2 OH)

E Hexane (C6H14)

F Water (H2O)

Materials:
6 known liquids labelled A through F
Cotton swabs

Safety Concern:
-These liquids are volatile. Do not breathe vapors directly.
-Methanol is quickly absorbed through the skin. Use care in handling all liquids.

Procedure:
1. For this lab, you will be testing each substance against every other substance, keeping track of
which substance evaporates first during each test.

2. Have one partner open two tubes simultaneously while a second partner briefly dips the swabs
into the tube, controlling for the amount of time, to ensure a similar saturation of swab in each trial.

3. At the same time, streak the cotton swabs along the tabletop with equal amounts of pressure.

4. Observe each liquid’s evaporation rate as they compare to one another.

5. Repeat for all six liquids until you have built an organizational chart of the fastest evaporating
liquid to the slowest evaporating liquid.

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Data:
Data Table**Place the letter of the winner in the box to indicate which substance
evaporated faster.**
A B C D E F
(Methanol) (Ethanol) (2-Propanol) (1-Propanol) (Hexane) (H2O)

A x x x x x x

B x x x x x

C x x x x

D x x x

E x x

F x

Total “wins”

Ranking from
1-6
(Fastest = 1)

Analyze & Interpret Data:

Record the actual rankings in your prediction table in the table

● Use 1 for the first to evaporate or the fastest. (Least IMF)
● Use 6 for the last to evaporate or the slowest. (Most IMF)
● Rank the rest as 2 - 5 from fastest to slowest
● Log your data on the Class Data Board

In small groups, you will be given TWO of these molecules to develop a Claim, Evidence, Reasoning
for this question: “How does the structure of the molecule affect the rate at which it evaporates?”
Your board will include a section for SUPs: “specific un-resolved questions”

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I. Why do atoms form bonds? What electrostatic relationships determine bond
length? pHET simulation

a) When two atoms (A and B) come together to form a chemical bond, Q1 and Q2 must be
oppositely charged to create this attraction.
What is Q1 in this situation? ________________________________________________
What is Q2? ______________________________________________________________

b) When the two atoms repel as seen above in the graph, what causes the repulsion?

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 II. Electronegativity and Bonding

❖ Electronegativity:

Draw arrows to indicate the trend in

increasing electronegativity on the
following table.

For a bond between atom A and atom B

Diff. in EN, ΔEN Bond character Diagram/Example

ΔEN > 2.1

Use + and - Li and F

0.5 < ΔEN < 1.6

Use δ + and δ- H and O

1.6 <ΔEN < 2.1 Metal present: ionic Na and Cl

Only nonmetals: polar cov. F and As

ΔEN < 0.5 C and H

Concept Check #1
1. Classify each bond by itsΔEN ; indicate full or partial charges, if any.
a) Ca & Cl b) C & O c) Se & F

2. Circle the more polar bond (the one with greater ΔEN), use symbols to indicate the dipoles, and use
an arrow to show the direction of polarity in each bond.
a) O—C and C—N b) P—Br and P—Cl

3. Arrange the following in order of increasing bond polarity: H-Cl, H-Br, H-I

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 Ionic ΔEN > 2.1 (symbolized with + and - )
ΔX is between 1.6-2.1: Ionic if a metal is present, Polar Covalent if only nonmetals
present
Polar Covalent 0.5 < ΔEN < 1.6 (symbolized with δ + and δ- )
Pure (non-polar) Covalent ΔEN < 0.5 (no charges)

III. Lewis Dot Structures

A. Lewis dot structures represent a chemical formula
▪ The nuclei and inner-shell electrons are represented by the element’s atomic symbol
▪ Covalent bonds are represented by pairs of dots or by dashes
▪ Each dot is represents an _________________

Concept Check #2: Identify the number of valence. Then, draw the Lewis dot structure for the
element
a) S b) N Remember: don’t pair up dots until you have to

In order to be stable, covalent bonds share electrons to achieve _________________

.
❖ To show the pairs of electrons shared in a bond, you can draw a pair of dots (:) or a line

Example: Chlorine, Cl2 Cl Cl or

Hydrogen, H2 H H or

How to Draw Lewis Structures (5 easy steps)

https://www.youtube.com/watch?v=1ZlnzyHahvo&list=PL4QdxKv18mvWv9gfy_C6-vFQK122z3
wH9&index=28

Step 1 Ex

Step 2 Ex.
What is the important note?

Step 3 Ex.

Step 4 Ex.

Step 5 Ex.

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Optional: The MATHEMATICAL METHOD of drawing Lewis Structures:

Problem Solving Strategy Example: CO2

1. Add up the number of atoms in the molecule
2. Determine the number of electrons needed if each atom is
satisfied. Ex. 8 electrons in outer shell, 2 electrons for
hydrogen
3. Add up the total number of valence electrons in your atoms

4. Subtract the number of valence electrons (#2) from the

number of electrons needed for a “satisfied” atom (#1). This
tells you the number of electrons that need to be shared.
5. Divide by 2 to give you the number of bonds between atoms

6. Share the bonds between the atoms in the molecule.

How do we determine the central atom?

▪ The atom with the smallest electronegativity is often the central atom; usually 1st.
▪ When a molecule contains more atoms of one element than the others, these atoms
often surround the central atom.

Concept Check #3: Follow the steps outlined above and draw the Lewis structure for
a) iodine monochloride b) hydrogen monobromide

b) molecule of oxygen c)molecule of nitrogen.

d)Draw the Lewis structure for methanol, CH3OH. Draw the CH3 part first, then add O and H.

e)Draw the Lewis structure for HCN

Double bonds are when __________ electrons are shared or ___ pairs of electrons are shared.
Triple bonds are when ___________ electrons are shared or ___ pairs of electrons are shared.

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 Complex Lewis Structures
Draw the Lewis structure for SO3

▪ 4 bonds? How can this be? What possibilities exist?

resonance- when the position of a double bond varies, or "resonates"

The actual structure is an average of all the Lewis diagrams.
Resonance adds ________________ to a structure.
You should draw all the possibilities, separated by an arrow.

Drawing Lewis structures for polyatomic ions Ex: SO32-

▪ What does this charge indicate? Extra electrons or less electrons?
▪ These can be added to the valence electrons as available for bonding.
▪ We include [ ] and the charge

Concept Check #4: Draw the following Lewis Diagrams. Include resonance if needed.

a) Nitrate ion b) Nitrite ion

c) Ammonium ion d) sulfur dioxide

Exceptions to the Octet Rule

1. Be does not form an octet. Be only forms 2 bonds; only needs 4 e- Ex. BeF2
2. B does not form an octet. B forms three bonds; only need 6 e- Ex. BF3
3.When the central atom is from Period 3 and below, it can have an expanded octet due to
the presence of the d orbital. Ex PCl5

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VSEPR POGIL

1. Consider the type of bonds shown in the left-hand column of Model 1. Are these ionic or covalent bonds?

2. Examine the drawings in Model 1.

a) What does a solid line between two element symbols represent in these Lewis structures?
b) What does a pair of dots represent in these Lewis structures?

3. In the English language, what does the word “domain” mean? Have fun and give your definition below.
For questions 4-6, answer the questions verbally with a partner.

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 4. Which molecules in Model 1 have four electron domains? Identify the four electron domains in the Lewis
structures for each molecule that you identified.
5. Which molecules in Model 1 have three domains? Identify the three electron domains in the Lewis
structures for each molecule that you identified.
6. Which molecules in Model 1 have two electron domains? Identify the two electron domains in the Lewis
structures for each molecule that you identified.

7. When determining the number of electron domains in a Lewis structure, which of the following should you
count? Use Model 1 as a guide. Highlight all of the options below that are correct.
a) Bonds on the center atom
b) Lone pairs on the center atom
c) Total number of atoms in the molecule
d) Lone pairs on peripheral/outside atoms

8. When determining the number of electron domains in a Lewis structure, do you count double bonds as one
domain or two domains? Cite evidence in Model 1 to support your answer.

9. Explain the difference between a bonding electron domain and a nonbonding electron domain using the
examples in Model 1.

10. Highlight the correct word or phrase to complete each sentence:

a) Pairs of electrons will (attract/repel) each other
b) Two bonds on the same atom will try to get as (close to/far from) each other as possible
c) A lone pair of electrons and a bonded pair of electrons will (push away from/move toward) each other

Model 2
11. Identify the three molecules shown in Model 2 that have four electron domains each.
a) What happens to the size of the bond angle(s) in a molecule as the number of lone pairs on the central
atom increases?
b) Discuss in your group some possible explanations for the trend in part a. Your presenter should be
ready to present to the class one or two of your hypotheses for full class discussion!

12. A student does not “waste” his time drawing a Lewis structure before determining the shape of PF3. The
student thinks that the shape of PF3 must be trigonal planar because there are three fluorine atoms bonded
to the central phosphorous atom.
a) Draw the Lewis structure for PF3
b) Was the student’s answer for the shape correct? Explain.
c) What factors are important to consider before identifying the shape of the molecule
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Molecular Geometry/VSEPR

IV. Valence Shell Electron Pair Repulsion (VSEPR) Theory

VSEPR allows us to predict the shape of a molecule. Why is this so important?

1) The shape of a molecule ultimately affects whether it will dissolve in water or not.
The key to the marker phenomenon is interactions due to shape.
Here is a link to a startup company in Boston whose innovations involve shape:
https://www.youtube.com/watch?v=7is6r6zXFDc

2) The taste of food. This is an example of the familiar “lock and key” model from bio

receptor protein for taste

Steps to Using the VSEPR Model to determine SHAPE

1. Draw the Lewis structure ; classify it using the VSEPR notation around central atom

A = Central atom
X = bonding domains (remember single, double, and triple all count as 1 domain
E = # nonbonding domains(lone pairs) on CENTRAL atom

Concept Check #5: Draw the Lewis Structure and write the VSEPR (AXE) notation for the
following molecules.

NBr3 b) HCN

The shape of a molecule is determined by the ______________________ of all the electrons

around the central atom.

The actual shape __________________________ the electron repulsion and allows the electrons
to be as far apart as possible.

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 VSEPR Shapes & Angles
Molecule Lewis Diagram # AXmEn Shape Bond Picture
domains Angle
HF

PN

CO2

BeF2

BCl3

SO2

CH4

NF3

H2S

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VI. Bond Polarity vs. Molecular Polarity

Bond polarity
▪ Previously, we discussed the idea of bond polarity related to ΔEN
Polar Covalent 0.5 < ΔEN < 1.6 (symbolized with δ + and δ- )
Pure (non-polar) Covalent ΔEN < 0.5 (no charges)

o C-H vs C- F

Determining Molecular Polarity Start watching at 7:40, and fill in the flow chart mapped out in
the video, There is some reference data under the flow chart.
Step 1: Draw the correct Lewis Diagram, then

START HERE

Ex: PH3 (EN P = 2.1, H = 2.1) NH3 ( N = 3.0) CF4 (C= 2.5, F= 4.0) CHF3 SF2 (S = 2.5)

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Concept Check 6: : Draw the Lewis Diagram in the correct SHAPE, then fill out the chart.

H2O CH4 BF3 CO2

AXmEn: AXmEn: AXmEn: AXmEn:

Shape: Shape: Shape: Shape:
Polar bonds? Polar bonds? Polar bonds?
Polar bonds? Polar molecule? Polar molecule? Polar molecule?
Polar molecule?

CH3Cl HBr HCP SiF2Cl2

AXmEn: AXmEn: AXmEn: AXmEn:

Shape: Shape: Shape: Shape:
Polar bonds? Polar bonds? Polar bonds? Polar bonds?
Polar molecule? Polar molecule? Polar molecule? Polar molecule?

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Lab: Building Molecular Models INSERT PAGES HERE

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Phenomenon: Little Green Men

Observations

Asking Questions:
What questions do you have about the phenomenon? Your questions should be testable!
Testable Question:

Developing Models: My first attempt

Great models: Zoom in, show particles, show the components of the system, explain, show a
sequence. The goal of this model is to put forth a reasoned explanation!

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IMF POGIL PAGes - insert HERE

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19
 Intermolecular Forces of Attraction (IMFs) POGIL
Summary chart

IMF: LDF (London Dispersion Forces), WEAKEST, Found in ALL

substances
Analogy: Sheep in a field Fun Fact: LDF help geckos walk effortlessly along walls and ceilings.
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Reasoning
Just as sheep wander around in a field, e- wander around in an atom, creating Momentary/Temporary
dipoles watch 2:00-5:00 and construct a model showing how these dipoles form and uniform. These
bubbles will help you get started. https://www.youtube.com/watch?v=1iYKajMsYPY

The strength of LDF depends on:

1) # electrons in the atom: large electron clouds are more loosely held than smaller electron clouds and
the movement of a high number of electrons creates a stronger temporary dipole.

If you’d tested pentane (C5H12)vs hexane (C6H14)in the Racetrack Lab, which would have evaporated faster?
Why?

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 2) Shape of molecule
Bulky vs linear: Linear molecules have more surface area for IMF’s to act and the results can be
seen in the data. Match these melting points to the correct molecule:
-16˚C, -160˚C, -130˚C

IMF: Dipole- Dipole, 2nd strongest, Found in all Polar molecules

Key picture: Unequal sharing of an electron pair Sketch two more molecules below

Compare hexane to 1-fluorohexane. Circle the molecule with dipole- dipole IMF and label δ+ and δ- . List
IMF for each.

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Hexane 1-fluorohexane

IMF: IMF: The two actual boiling points are 92 oC and 68oC.
Which boiling point goes with which molecule?

IMF: Hydrogen Bonding The strongest IMF Molecules must have: H- FON
A special type of dipole-dipole interaction.

Key Idea: H just wants to have FON

Which molecule took the longest to evaporate in the Racetrack Lab? _____________

Draw three of these molecules in the correct shape and oriented correctly to each other. Use a dotted line
to show at least 2 H bonds between water molecules.

Just because a molecule has H and F, O, or N it may not have H bonds. The H needs to be directly
attached to F, O, or N.

vs

Identifying IMFs & Tying Them to Bulk Properties of Compounds

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Guiding Example: HCN
1. Draw the Lewis structure for the molecule. 

2. Identify all the IMF

LDF: Y or N
Dipole-Dipole: Y or N
H Bonds: Y or N
What is the strongest IMF in HCN?

Draw two HCN molecules and use a dotted line to show the strongest IMF.

Concept Check 7:
1. List all the IMFs that exist in the following compounds:

a) CH4 b) HCl c) HF

2. Circle, then justify, which of the following molecules has the stronger IMF.

a) Solids or liquids?
Justification:

b) Water at 25oC or Argon at 25oC?

Justification:

c) CH4 or C2H6 ?
Justification:

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Macroscopic or Bulk Properties

▪ Solubility: “Like dissolves like”

o Solute_______________ will dissolve in the solvent_______________ if they have
________________ IMFs.
In the space below, draw how a molecule of HCl will be attracted to a molecule of water.

In the space below, draw how a molecule of ethanol will be attracted to a molecule of water.

In order for a molecule to be soluble in water, it must be more attracted to water than it is to
itself.

Explain why NH3 is soluble in water, while PH3 is not( EN H = 2.1; N = 3.0, P = 2.1)

0.00312 g/100 mL water

47 g/100mL water ..

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 ▪ Volatility: How easily the liquid evaporates
o High volatility means __________attraction between molecules and ___________
IMFs

In everyday life, volatile solids are used as air fresheners.

▪ Viscosity: resistance to flow

o High viscosity means ___________attraction between molecules
and_________IMFs

▪ Surface Tension: Attraction of molecules at the surface of a liquid

o High surface tension means ____________________ attraction between
molecules and ___________IMFs

Water molecules at the surface of a drop are more attracted to each other than they are
attracted to air.

26
 Concept Check 8: A useful format to follow in problems about relative bulk properties of two
substances if is to climb the staircase! Start at the bottom (or wherever the given info stops).
You can expect to see the Evidence, Claim, Reasoning format on your practice and
assessments.

Use scientific reasoning to explain your claim

Make your claim
Identify the IMF’s present evidence
Determine polarity - yes? No? evidence
VSEPR Model - evidence
Start: Lewis structure - evidence

1. Consider alcohol (CH3CH2OH). Will it dissolve in water or hexane (C6H14)?

Claim: CH3CH2OH will dissolve in

Evidence: Reasoning:

2. One of these substances is a liquid at room temperature and the other is a gas. Which
one is which? Sulfur dioxide (SO2) vs carbon dioxide (CO2)
Claim: is the gas, while is the liquid.

Evidence: Reasoning:

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 3. This penny has 48 drops of water on it. Would there be more or less drops if hexane
were used instead?

https://www.youtube.com/watch?v=4ZtHUoDy_Gk

Claim:

Evidence: Reasoning:

4. Map out your own ECR to predict which substance has a higher boiling point:
a) CH4 vs. NH3

b) Br2 and chlorine (Cl2)

Revising the Phenomenon in this Unit.

Can you provide a particle level model to zoom in and explain?:

1. The results of the IMF Racetrack - be able to make strong comparisons between any
two molecules
2. The Little Green Men

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3. Wave Bottles

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