Module 2 - Models of Chemical Bonding - 2022

GENERAL CHEMISTRY 1 MODULE 2: MODELS OF CHEMICAL BONDING
(Immunisation, 2020)
Sacred Heart School – Ateneo de Cebu
Senior High School Department
H. Abellana St., Canduman, Mandaue City
GENERAL
CHEMISTRY 1
Learning
Module
Name: | Section:
2
CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •
CULTURE
宿务亚典1耀MODULE
GENERAL CHEMISTRY 圣心学 2:校 MODELS OF CHEMICAL BONDING
SACRED HEART SCHOOL- ATENEO de CEBU
SENIOR HIGH SCHOOL
General Chemistry deals with the identification of the substances by which matter is composed;
the investigation of their properties and the ways in which they interact, combine, and change;
and the responsible use of these processes to form new substances. The quantitative principles,
chemical kinetics and energetics of the transformation of matter and the fundamental concepts
of organic chemistry are included to advance the learner’s understanding of the natural world
so as to help them become informed citizens, critical thinkers, and good stewards of God’s
creation.
This module is designed to not only guide you as you take on the world of Chemistry but to
help you see that the skills needed for this academic endeavor is equally useful to your daily
life. To aid in your learning, this module is divided into different parts. These are as follows:
SPRINGBOARD – In this stage, you are going to tap your prior knowledge and skills
that can facilitate learning, relearning, and unlearning. Pre-assessments are used
to check on your readiness for the lesson.
WHAT’s BREWING– At this point, an activity is prepared to hook you into the
unpacking of the concepts to be covered. Your interests on the content are
tickled by purposeful activities that will motivate you to discover and search
answers to questions.
HANDS-ON, MINDS-ON– You are going to be immersed into hands-on-minds-on

activities that will allow you to experience the concept themselves. You will
encounter structured or guided inquiry which further ignites you to pursue the
learning and unpack the concepts.
DEEP-DIVE!– After the exploratory activity, you are then challenged to discuss
your observations and ideas. This point allows you to demonstrate and take
charge of your own learning by framing the concepts in your own perspective and
readiness.
TOUCHPOINT – At this stage, you are challenged to transfer your learning into
real-world problems, issues, and realities. You will be given authentic tasks that
will enable you to creatively and critically transfer learned concepts, skills, and
attitudes into tangible and concrete measures. The authenticity of your learning
will be sealed in this part as you demonstrate achievement of the standards.
CHECKPOINT – We measure what we treasure. This part assesses your ability to

see your learning in a different scenario. This will test your authentic learning by
going through various assessment types to measure your achievement of the
expected outcomes.

CULTURE
宿务亚典1 耀
GENERAL CHEMISTRY 圣心学2:
MODULE 校MODELS OF CHEMICAL BONDING
SACRED HEART SCHOOL- ATENEO de CEBU
SENIOR HIGH SCHOOL
OVERVIEW
Life on Earth depends on water – we need water to drink, bathe, cool ourselves off on a hot summer
day. In fact, evidence suggests that life on Earth began in the water, more specifically in the ocean,
which has a combination of water and salts, most prominently common table salt – sodium chloride.
But where do water and these common salts appear on the great organizer of the elements, the periodic
table? Well they, and millions of other substances, are not found on the most famous of all chemistry
references: the periodic table. Why not? The answer is a simple one. The periodic table organizes the
118 currently recognized chemical elements, but water and sodium chloride are not elements. Rather,
both are substances that are made up of a combination of elements in a fixed ratio. Such fixed ratio
combinations of those 118 elements are known as compounds.
The chemical bond can be thought of as a force that holds the atoms of various elements together in
such compounds. It opens up the possibility of millions and millions of combinations of the elements,
and the creation of millions and millions of new compounds. In short, the existence of the chemical
bonds accounts for the richness of chemistry that reaches far beyond just those 118 building blocks.
Excerpt from: https://www.visionlearning.com/en/library/Chemistry/1/Chemical-Bonding/55
Models of Chemical Bonding

A. Models of Chemical Bonding
1. Ionic Bond Formation
• Energy Effects in Binary Ionic
Compounds
• Ionic Bond Representation
2. Covalent Bonding:
o Covalent Bond Energies
o Lewis Structures of Molecules
o Exceptions to the Octet Rule
o Formal Charges
o Resonance Structure
3. Bond Characteristics
o Bond Length
o Bond Order
o Bond Polarity
3. Chemical Nomenclature
• Binary Ionic Compounds (Type I
and II)
o Ternary Salt
o Binary and Ternary Acids
o Binary Molecules
SPRINGBOARD
Take the diagnostic test on prerequisite concepts through the link provided in the General
Channel of the Class Team. Note down any item/s which you find difficult.
Go over the review Module on Atomic Theory, Electronic Nature of the Atom, and
Periodicity.
WHAT’S BREWING?
Watch the following video. In the comments section of this post, share your insights on the
formation of compounds based on different elements. Use the guide questions that follow.
Making Table Salt in the Laboratory

https://www.youtube.com/watch?v=ji_25I_q4LQ
Guide Questions:
1. Describe the physical and chemical properties of the starting materials and the products.
How do they differ from each other?
2. What did it take for the reaction to happen? Do we expect the same requirements for
other elements? Why or why not?
3. Explain what could have happened to the starting materials at the atomic level once the
change has started.
4. What “holds” atoms together? How is this even made possible?
DEEP-DIVE
UNIT 2: MODELS OF CHEMICAL BONDING
Chemical bonds are forces that hold groups of atoms together and make them function as a unit.
Generally, there are two types of chemical bonds: ionic and covalent.
1. Ionic Bond Formation
Learning targets: Through various online learning activities, I can:

1. describe how atoms form compounds (either ionic or covalent)
2. explain ionic bond formation in light of atomic properties
3. represent ionic bond formation through Lewis electron Dot Structures (LEDS)

CULTURE
INSTRUCTIONS:
1. View the following pre-recorded lectures on Ionic Bond Formation and read through the inputs in this
module.
Ionic Bond Formation Part 1

https://www.youtube.com/watch?v=m11pUF1cnPQ&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMfR

https://www.youtube.com/watch?v=StsQ2WAxVmY&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMf
R&index=2

https://www.youtube.com/watch?v=akTZgjRfI6c&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMfR&i
ndex=3
2. Share your questions and/or insights in the comment section of this post.
3. Answer the Checkpoint: Ionic Bonding and post your answers along with your looming questions/
insights.
Ionic Bonding is a chemical bond formed by the electrostatic attraction between positive and negative
ions.
To understand why ionic bonding occurs, consider the transfer of a valence electron from a sodium
atom (electron configuration [𝑁𝑒]3𝑠1 ) to the valence shell of a chlorine atom ([𝑁𝑒]3𝑠 2 3𝑝 5 ). You can
represent the electron transfer by the following equation:
As a result of the electron transfer, ions are formed, each of which has a noble-gas configuration. The
sodium atom has lost its 3𝑠 electron and has taken on the neon configuration, [𝑁𝑒]. The chlorine atom
has accepted the electron into its 3𝑝 subshell and has taken on the argon configuration, [𝑁𝑒]3𝑠 2 3𝑝 6 .
Such noble-gas configurations and the corresponding ions are particularly stable.
Lewis Electron-Dot Symbols

You can simplify the preceding equation for the electron transfer between Na and Cl by writing Lewis
electron-dot symbols for the atoms and monatomic ions. A Lewis electron-dot symbol is a symbol in
which the electrons in the valence shell of an atom or ion are represented by dots placed around the
letter symbol of the element.
Thus the equation
can be represented as:
CHECKPOINT
Practice: Ionic Bonding
1. Use Lewis electron-dot symbols to represent the transfer of electrons in the following pairs of
elements. Indicate the resulting ionic compound and show how a neutral charge results from the
type of bonding.
a. magnesium to fluorine
b. calcium to sulfur
c. aluminum to oxygen
d. sodium to bromine
e. strontium to fluorine.

CULTURE
TOUCHPOINT
Common Ionic Compounds
Ionic compounds have many industrial, biochemical, and environmental uses. Some of which are shown
below. In the comment section, look for other ionic compounds in daily life and provide a brief discussion
of their properties, uses, possible benefits and harm and proper management/ disposal. Customize your
answer according to the profession that you are leaning into: medical and allied health sciences, or
engineering and technology.
Source: https://flexbooks.ck12.org/cbook/cbse-chemistry-class-10/section/3.6/related/lesson/ionic-compounds-ms-ps/
MODELS OF CHEMICAL BONDING

2. Lewis Structures of Molecules, Formal Charges, and Resonance

1. represent and visualize molecules using Lewis Electron Dot Structures (LEDS)
2. apply the concept of formal charges to choose which resonance structure is most valid for a particular
molecule/ ion
WHAT’S BREWING?
ATOMIC INTERACTIONS (pHET Simulation)

1. Open the http://phet.colorado.edu/
2. Click the “Play with Sims”.
3. Click the “Chemistry” link on the left hand side of the page, then “General Chemistry”.
4. Click the “Atomic Interactions” simulation. Press “Download” hard disk or “Run” for
on-line interaction.
https://phet.colorado.edu/en/simulation/atomic-interactions
5. Play with different pairs of atoms. Your goal is to make two atoms get stuck together.
6. Take a screenshot of your favorite part of the simulation AND hare your insights in the comment
section of this post by answering the following guide questions.
Guide Questions:
1. What happens when you force two atoms together?
2. What does it take for two atoms to be stuck together?
3. What type of bond was formed? How different is it from an ionic bond?
4. Hypothesize what happens in the energy diagram found in the simulation. What does the “dip” in
energy imply?
DEEP-DIVE
INSTRUCTIONS:
1. View the following pre-recorded lectures and read the inputs of this module.
1. LEDS of Molecules
https://www.youtube.com/watch?v=UAm90UU-zd0&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMfR&index=7
2. Resonance Structures
https://www.youtube.com/watch?v=6CHQ3hP-41U&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMfR&index=5
3. Selecting the Most Stable Resonance Structure

https://www.youtube.com/watch?v=alQv1PRo8xQ&list=PL_xZrCpky4CMMj6MRv2OYmUVRh00HSMfR&index=6
3. Answer the Checkpoint: LEDS of Molecules and post your answers along with your looming questions/ insights.

CULTURE
COVALENT BONDS
In 1916 Gilbert Newton Lewis proposed that the strong attractive force between two atoms in a
molecule results from a covalent bond, a chemical bond formed by the sharing of a pair of electrons
between atoms.
Consider the formation of a covalent bond between two H atoms to give the H2 molecule. As the atoms
approach one another, their 1s orbitals begin to overlap. Each electron can then occupy the space around
both atoms. In other words, the two electrons can be shared by the atoms. The electrons are attracted
simultaneously by the positive charges of the two hydrogen nuclei. This attraction that bonds the
electrons to both nuclei is the force holding the atoms together.
Lewis Formula
You can represent the formation of the covalent bond in H2 from atoms as follows:
This uses the Lewis electron-dot symbol for the hydrogen atoms and represents the covalent bond by a
pair of dots. Recall that the two electrons from the covalent bond spend part of the time in the region of
each atom. In this sense, each atom in H2 has a helium configuration. We can draw a circle about each
atom to emphasize this.
The formation of a bond between H and Cl to give an HCl molecule can be represented in a similar
way.
As the two atoms approach each other, unpaired electrons on each atom pair up to form a covalent bond.
The pair of electrons is shared by the two atoms. Each atom then acquires a noble-gas configuration of
electrons, the H atom having two electrons about it (as in He), and the Cl atom having eight valence
electrons about it (as in Ar).
A formula using dots to represent valence electrons is called a Lewis electron-dot formula. An electron
pair represented by a pair of dots in such a formula is either a bonding pair (an electron pair shared
between two atoms) or a lone, or nonbonding, pair (an electron pair that remains on one atom and is
not shared). For example,
Bonding pairs are often represented by dashes rather than by pairs of dots.
Frequently, the number of covalent bonds formed by an atom equals the number of unpaired electrons
shown in its Lewis symbol. Consider the formation of NH3.
Octet Rule
Let us consider the Lewis structure of the water molecule. The Lewis dot symbol for oxygen with two
unpaired dots or two unpaired electrons, so we expect that O might form two covalent bonds. Because
hydrogen has only one electron, it can form only one covalent bond. Thus, the Lewis structure for water
is
In this case, the O atom has two lone pairs. The hydrogen atom has no lone pairs because its only
electron is used to form a covalent bond. In the F2 and H2O molecules, the F and O atoms achieve a
noble gas configuration by sharing electrons:
The formation of these molecules illustrates the octet rule, formulated by Lewis: An atom other than
hydrogen tends to form bonds until it is surrounded by eight valence electrons. In other words, a
covalent bond forms when there are not enough electrons for each individual atom to have a complete
octet. By sharing electrons in a covalent bond, the individual atoms can complete their octets. The
requirement for hydrogen is that it attain the electron configuration of helium, or a total of two electrons.
Multiple Bonds
Atoms can form different types of covalent bonds. In a single bond, two atoms are held together by
one electron pair. Many compounds are held together by multiple bonds, that is, bonds formed when
two atoms share two or more pairs of electrons. If two atoms share two pairs of electrons, the covalent
bond is called a double bond. Double bonds are found in molecules of carbon dioxide (CO 2) and
ethylene (C2H4). A triple bond arises when two atoms share three pairs of electrons, as in the nitrogen
molecule (N2).
Drawing Lewis Structures

Lewis structures can help us understand the bonding in many compounds and are frequently used when
discussing the properties of molecules. For this reason, drawing Lewis structures is an important skill
that you should practice. To do so, you should follow a regular procedure. First, we will outline the
procedure, and then we will go through several examples:

CULTURE
1. Write the skeletal structure of the compound, using chemical symbols and placing bonded
atoms next to one another. For simple compounds, this task is fairly easy. For more complex
compounds, we must either be given the information or make an intelligent guess about it. In
general, the least electronegative atom occupies Write the symbols for the atoms to show which
atoms are attached to which, and connect them with a single bond (a dash, representing two
electrons). the central position. Hydrogen and fluorine usually occupy the terminal (end)
positions in the Lewis structure.
2. Count the total number of valence electrons present. For polyatomic anions, add the number
of negative charges to that total. (For example, for the CO3-2 ion we add two electrons because
the -2 charge indicates that there are two more electrons than are provided by the atoms.) For
polyatomic cations, we subtract the number of positive charges from this total. (Thus, for NH 4+
we subtract one electron because the +1 charge indicates a loss of one electron from the group
of atoms.)
3. Draw a single covalent bond between the central atom and each of the surrounding atoms.
Complete the octets of the atoms bonded to the central atom. (Remember that the valence
shell of a hydrogen atom is complete with only two electrons.) Electrons belonging to the
central or surrounding atoms must be shown as lone pairs if they are not involved in bonding.
The total number of electrons to be used is that determined in step 2.
4. After completing steps 1–3, if the central atom has fewer than eight electrons, try adding
double or triple bonds between the surrounding atoms and the central atom, using lone
pairs from the surrounding atoms to complete the octet of the central atom.
Formal Charges
By comparing the number of electrons in an isolated atom with the number of electrons that are
associated with the same atom in a Lewis structure, we can determine the distribution of electrons in
the molecule and draw the most plausible Lewis structure.
An atom’s formal charge is the electrical charge difference between the valence electrons in an
isolated atom and the number of electrons assigned to that atom in a Lewis structure.
To assign the number of electrons on an atom in a Lewis structure, we proceed as follows:
• All the atom’s nonbonding electrons are assigned to the atom.
• We break the bond(s) between the atom and other atom(s) and assign half of the bonding
electrons to the atom.
To illustrate the concept of formal charge using the ozone molecule (O3), we draw the skeletal structure
of O3 and then add bonds and electrons to satisfy the octet rule for the two end atoms:
You can see that although all available electrons are used, the octet rule is not satisfi ed for the central
atom. To remedy this, we convert a lone pair on one of the end atoms to a second bond between that
end atom and the central atom, as follows:
The formal charge on each atom in O3 can now be calculated according to the following scheme:
where the wavy red lines denote the breaking of the bonds. Note that the breaking of a single bond
results in the transfer of an electron, the breaking of a double bond results in a transfer of two electrons
to each of the bonding atoms, and so on. Thus, the formal charges of the atoms in O 3 are
When you write formal charges, these rules are helpful:

1. For molecules, the sum of the charges must add up to zero because molecules are electrically
neutral species. (This rule applies, for example, to the O3 molecule.)
2. For cations, the sum of formal charges must equal the positive charge. For anions, the sum of
formal charges must equal the negative charge.
Sometimes there is more than one acceptable Lewis structure for a given species. In such cases, we can
often select the most plausible Lewis structure by using formal charges and the following guidelines:
• For molecules, a Lewis structure in which there are no formal charges is preferable to one
in which formal charges are present.
• Lewis structures with large formal charges (+2, +3, and/or -2, 2-, and so on) are less plausible
than those with small formal charges.
• Among Lewis structures having similar distributions of formal charges, the most plausible
structure is the one in which negative formal charges are placed on the more electronegative
atoms.
Exceptions to the Octet Rule
As mentioned earlier, the octet rule applies mainly to the second-period elements. Exceptions to the
octet rule fall into three categories characterized by an incomplete octet, an odd number of electrons, or
more than eight valence electrons around the central atom.
1. The Incomplete Octet
In some compounds, the number of electrons surrounding the central atom in a stable molecule
is fewer than eight. For example,

CULTURE
2. Odd-Electron Molecules
Some molecules contain an odd number of electrons. Among them are nitric oxide (NO) and
nitrogen dioxide (NO2):
Odd-electron molecules are sometimes called radicals. Many radicals are highly reactive. The
reason is that there is a tendency for the unpaired electron to form a covalent bond with an
unpaired electron on another molecule.
3. The Expanded Octet
Atoms of the second-period elements cannot have more than eight valence electrons around the
central atom, but atoms of elements in and beyond the third period of the periodic table form
some compounds in which more than eight electrons surround the central atom. In addition to
the 3𝑠 and 3𝑝 orbitals, elements in the third period also have 3𝑑 orbitals that can be used in
bonding. These orbitals enable an atom to form an expanded octet.
One compound in which there is an expanded octet is sulfur hexafluoride, a very stable
compound. The electron configuration of sulfur is [𝑁𝑒]3𝑠 2 3𝑝 4 . In 𝑆𝐹6 , each of sulfur’s six
valence electrons forms a covalent bond with a fluorine atom, so there are twelve electrons
around the central sulfur atom:
CHECKPOINT:
LEDS of MOLECULES
A. Show the Lewis Electron Dot Structure (LEDS) of the following covalent
compounds. Write your answers on the space provided.
1. SO3 3. CO
2. SiH4 4. BF3
B. . Show the LEDS of the following ions. Write your answers on the space
provided.
1. NH4+ 3. PO43-
2. SO32- 4. ClO3-
TOUCHPOINT
Chemistry in Medicine
Research the use of perfluorooctylbromide (C8F17Br) as an artificial oxygen carrier in synthetic blood.
Describe how the compound works in the body to supply oxygen to tissues.
What types of bonds does this molecule contain?
What applications and implications do artificial oxygen carriers have in the development of medicine?
Learn more by reading the article found in : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC137239/
Crit Care. 1999; 3(5): R93–R97.

Published online 1999 Sep 24. doi: 10.1186/cc364
PMCID: PMC137239
PMID: 11094488
Blood substitutes Artificial oxygen carriers:

perfluorocarbon emulsions
Share your insights and reactions in the comment section of this post.

CULTURE
Lesson 3: BOND ORDER, LENGTH, and POLARITY

1. distinguish bond order, bond length, and bond polarity
2. use electronegativity values to predict the polarity of chemical bonds.
INTRUCTIONS:
1. View the pre-recorded lecture on:
BOND ORDER, LENGTH, POLARITY
https://www.youtube.com/watch?v=9RATbdDvbRQ&list=PL_xZrCpky4CMMj6MRv2OYmUVR
h00HSMfR&index=4
3. Answer the Checkpoint: Bond Polarity and upload a screenshot of your answers in the comment section
along with your insights and looming questions.
DEEP-DIVE
Electronegativity
A covalent bond, as we have said, is the sharing of an electron pair by two atoms. In a molecule like
H2, in which the atoms are identical, we expect the electrons to be equally shared—that is, the electrons
spend the same amount of time in the vicinity of each atom. However, in the covalently bonded HF
molecule, the H and F atoms do not share the bonding electrons equally because H and F are different
atoms:
A property that helps us distinguish a nonpolar covalent bond from a polar covalent bond is
electronegativity, the ability of an atom to attract toward itself the electrons in a chemical bond.
Elements with high electronegativity have a greater tendency to attract electrons than do elements
with low electronegativity. As we might expect, electronegativity is related to electron affinity and
ionization energy. Thus, an atom such as fluorine, which has a high electron affinity (tends to pick
up electrons easily) and a high ionization energy (does not lose electrons easily), has a high
electronegativity.
Dipole Moment
The difference in electronegativity between H and F leads to a polar covalent bond in the HF molecule.
Consequently, there is a concentration of negative charge on the more electronegative F atom, leaving
the less electronegative H atom at the positive end of the molecule. A molecule such as HF, in which
the centers of positive and negative charge do not coincide, is said to be a polar molecule. Thus, we
describe both bonds and entire molecules as being polar and nonpolar.
We can indicate the polarity of the HF molecule in two ways:
Recall from the preceding subsection that "𝛿 +" and " 𝛿 −" indicate the partial positive and negative
charges on the H and F atoms. In the notation on the right, the arrow denotes the shift in electron density
toward the fluorine atom. The crossed end of the arrow can be thought of as a plus sign that designates
the positive end of the molecule.
CHECKPOINT:
BOND POLARITY
1. Classify the following bonds as ionic, polar covalent, or covalent:
a. The bond in HCl
b. The bond in KF
c. The bond in CsCl
d. The bond in H2S

CULTURE
2. In each case, which bond is more polar: (a) B-Cl or C-CI, (b) P-F or P-C!? Indicate in each
case which atom has the partial negative charge.
3. Which of the following bonds is most polar: S-CI, S-Br, Se-C, or Se-Br?
HANDS ON, MINDS ON
Access the virtual simulation provided in the Assignments Tab.: IONIC and COVALENT BONDS
Have you ever wondered how atoms are held together? In this simulation, you will learn the basics
about atomic bonding in ionic and covalent compounds, and how to distinguish those compounds
experimentally. With all this knowledge, you will help your friend analyze two mysterious
substances he received from an alchemist. By testing their specific physical properties, you’ll be
able to identify the nature of the substances. Finally, you will learn how ions form lattice structures
and how this influences the property of a compound.
Learning Objectives
At the end of this simulation, you will be able to…
• Describe the formation of ionic and covalent bonds
• Identify anions and cations
• Apply the octet rule
• Describe ionic lattice structure
• Draw Lewis dot structures
• Explain the formation of single, double, and triple bonds
• Distinguish between ionic compounds and covalent compounds
source: https://docs.google.com/document/d/1y3i7BsBAG9Jo8dzKupfZ2TFCQZYNTp7gkYdte5UZWfc/edit#heading=h.prg7bq2sufyh
LESSON 4: Chemical Nomenclature and Formula Writing

1. apply IUPAC rules in naming and writing the chemical formulas of compounds
- Binary Ionic
- Ternary salts
- Binary Covalent
- Binary and Ternary Acids
1. View the following pre-recorded lectures and read through the inputs of this module.
Chemical Nomenclature and Formula Writing: (found in one playlist)
Binary Ionic (Fixed Charge and Variable Charges)

https://www.youtube.com/watch?v=xIMmPuww848&list=PL_xZrCpky4CMPWoczO_tNI_pWqon
v8_xw
Binary Covalent Compounds

https://www.youtube.com/watch?v=sy7UVCpQQM8&list=PL_xZrCpky4CMPWoczO_tNI_pWqo
nv8_xw&index=3
Ternary Salts and Acids

https://www.youtube.com/watch?v=Q9KVtEFO1U4&list=PL_xZrCpky4CMPWoczO_tNI_pWqon
v8_xw&index=2
https://www.youtube.com/watch?v=MvixSwNOSb4&list=PL_xZrCpky4CMPWoczO_tNI_pWqon
v8_xw&index=4
Charges of Ions
https://www.youtube.com/watch?v=FkuIPkjQBLw&list=PL_xZrCpky4CMPWoczO_tNI_pWqonv
8_xw&index=5
3. Answer the Checkpoint: Chemical Nomenclature in the Assignments Tab.
DEEP-DIVE
Molecules and Ions
A molecule is an aggregate of at least two atoms in a definite arrangement held together by chemical
forces (also called chemical bonds). A molecule may contain atoms of the same element or atoms of
two or more elements joined in a fixed ratio, in accordance with the law of definite proportions.
An ion is an atom or a group of atoms that has a net positive or negative charge. The number of
positively charged protons in the nucleus of an atom remains the same during ordinary chemical changes
(called chemical reactions), but negatively charged electrons may be lost or gained.

CULTURE
The loss of one or more electrons from a neutral atom results in a cation, an ion with a net positive
charge. On the other hand, an anion is an ion whose net charge is negative due to an increase in the
number of electrons.
Chemical Formulas
Chemical formulas are used to express the composition of molecules and ionic compounds in terms of
chemical symbols.
A molecular formula shows the exact number of atoms of each element in the smallest unit of a
substance. Meanwhile, the empirical formula tells us which elements are present and the simplest
whole-number ratio of their atoms, but not necessarily the actual number of atoms in a given molecule.
Formula of Ionic Compounds
The formulas of ionic compounds are usually the same as their empirical formulas because ionic
compounds do not consist of discrete molecular units. For ionic compounds to be electrically neutral,
the sum of the charges on the cation and anion in each formula unit must be zero. If the charges on the
cation and anion are numerically different, we apply the following rule to make the formula electrically
neutral: The subscript of the cation is numerically equal to the charge on the anion, and the subscript of
the anion is numerically equal to the charge on the cation.
CHEMICAL NOMENCLATURE:
Ionic Compounds
Metal cations take their names from the elements.
Many ionic compounds are binary compounds, or compounds formed from just two elements. For
binary ionic compounds the first element named is the metal cation, followed by the nonmetallic
anion. Thus, NaCl is sodium chloride. The anion is named by taking the first part of the element name
(chlorine) and adding “-ide.”
The “-ide” ending is also used for certain anion groups containing different elements, such as
hydroxide (OH-) and cyanide (CN-). Thus, the compounds LiOH and KCN are named lithium hydroxide
and potassium cyanide. These and several other such ionic substances are called ternary compounds,
meaning compounds consisting of three elements.
CATIONS
1. Generally, cations formed from metal atoms have the same name as the metal itself.
Na+ sodium ion Zn2+ zinc ion
However, there are metals that can form more than one charge, such that of those in the
transition metals. To name these cations, a Roman numeral enclosed in parentheses
following the name of the metal indicates the positive charge.
Fe2+ iron(II) ion Fe3+ iron(III) ion

Cu+ copper(I) ion Cu2+ copper(II) ion
2. Another way to name these ions is by applying the suffix –ous or –ic following the root Latin
name of the metal.
Fe2+ ferrous ion Fe3+ ferric ion

Cu+ cuprous ion Cu2+ cupric ion
3. Cations formed from nonmetal atoms have names with suffix –ium
NH4+ ammonium ion H 3O + hydronium ion
ANIONS
1. The names of monoatomic anions formed by replacing the end of the name of the element
with the suffix –ide.
H- hydride ion O-2 oxide ion

2. Some of the polyatomic anions containing oxygen have names ending in –ate or –ite. These
anions are called oxyanions. The ending -ate is used for the most common oxyanion of an
element. The ending –ite is used for an oxyanion that has the same charge but one O atom
fewer
NO3- nitrate ion NO2- nitrite ion

SO4-2- sulfate ion SO3-2 sulfite ion
Prefixes are used when the series of oxyanions of an element extends to four members, as
with the halogens. The prefix per- indicates one more 0 atom than the oxyanion ending in -
ate; the prefix hypo- indicates one 0 atom fewer than the oxyanion ending in –ite
ClO4- perchlorate has one more O atom than chlorate

ClO3- chlorate common or representative oxyanion
ClO2- chlorite has one less O atom than chlorate
ClO- hypochlorite has one less O atom than chlorite
List of common oxyanions

CULTURE
3. Anions derived by adding H+ to an oxyanion are named by adding as a prefix the word
hydrogen or dihydrogen
CO3-2 carbonate HCO3- hydrogen carbonate
PO4-3 phosphate H2PO4- dihydrogen phosphate
Notice that every addition of hydronium ion reduces the negative charge of the parent anion by
one. An older method of naming these ions is using the prefix bi-. Thus HCO3- is commonly
called bicarbonate ion and HSO4- is sometimes called bisulfate ion.
Names and Formulas of Acids
Acids are important class of hydrogen-containing compounds, and they are named in a special way. For
this topic, acid is a substance whose molecules yield hydrogen ions (H+) when dissolved in water.
Chemical formulas for acids usually begin with H followed by its respective anion. To maintain
neutrality in molecule, there should be enough number of H+ molecules to balance anion’s charge. Thus
sulfate ion (SO4-2) requires two hydronium ions to form H2SO4.
1. Acids containing anions whose names end in –ide are named by changing the –ide ending to –
ic, adding the prefix hydro- to this anion name, and then following with the word acid.
HCl hydrochloric acid

HF hydrofluoric acid

CULTURE
2. Acids containing anions whose names end in –ate or –ite are named by changing –ate to –ic,
and –ite to –ous , and then adding the word acid. Prefixes in the anion name are retained in the
name of the acid. These rules are illustrated by the oxyacids of chlorine.
Names and Formulas of Bases
A base can be described as a substance that yields hydroxide ions (OH -) when dissolved in water. Some
examples are
NaOH Sodium hydroxide

KOH Potassium hydroxide
Ba(OH)2 Barium hydroxide
Names of Hydrates
Hydrates are compounds that have a specific number of water molecules attached to them. For example
BaCl2•2H2O Barium chloride dihydrate
LiCl•H2O Lithium chloride monohydrate
MgSO4•7H2O Magnesium sulfate heptahydrate
Names and formulas of BINARY MOLECULAR COMPOUNDS
The procedures used for naming binary (two-element) molecular compounds are similar to those used
for naming ionic compounds:
1. The name of the element farther to the left in the periodic table is usually written first. An
exception to this rule occurs in the case of compounds that contain oxygen. Oxygen is always
written last except when combined with fluorine.
2. If both elements are in the same group in the periodic table, the one having the higher atomic
number is named first.
3. The name of the second element is given an -ide ending.
4. Greek prefixes are used to indicate the number of atoms of each element. The prefix mono- is
never used with the first element. When the prefix ends in a or o and the name of the second
element begins with a vowel (such as oxide), the a or o of the prefix is often dropped.
The following examples illustrate these rules:
Cl20 dichlorine monoxide

NF3 nitrogen trifluoride
N204 dinitrogen tetroxide
P4S10 tetraphosphorus decasulfide
CHECKPOINT:
CHEMICAL NOMENCLATURE:
You are a chemical technician tasked to do an inventory of the materials in the
laboratory. You found the following list with some information missing from last year’s
inventory and figured out that the best way of curating the chemicals is by separating
according to the type of compounds present. You are to base your classification based
on the chemical name and/or the chemical formula so you need to supply the missing
information in the table.
Chemical Formula Chemical Name Ionic/ Covalent/Acid

1 copper (II) chloride
2 lithium acetate
3 potassium permanganate
4 sodium sulfate
5 sulfuric acid
6 Na2CO3
7 Al2S3
8 Li3PO4
9 Zn(OH)2
10 MgBr2
11 FeCl3
12 NH4OH
13 HClO4 (aq)
14 HBr (aq)
15 CCl4

CULTURE
SUMMATIVE ASSESSMENT
Access the summative assessment through the link provided on MS Teams. Follow
instructions strictly and accomplish within the designated time period. Be honest in your
work.
TOUCHPOINT
• Gather peer-reviewed studies related to your CAPSTONE Project.

• Outline the main arguments of your position paper.
• Relate the properties of active ingredients and substances related to Health Practices to your
understanding of chemical structures.
• Take note of the following mechanics and competences for the capstone project:
PROMOTING HEALTH LITERACI-TIES
INTEGRATED PERFORMANCE TASK (CAPSTONE ACTIVITY)
The CoVID-19 pandemic has demanded huge measures around the world to halt the virus’ transmission.
The difference however, will be spelled not at the macroscale but in the micro level. Current practices have been
implemented and various alternative efforts have been suggested to counter the virus. Mass vaccinations are
now being implemented to achieve herd immunity while maintaining the basic health protocols.
To prevent future outbreaks and pandemics from happening, there is need to educate the general public about the
use of select chemical compounds and materials in the mitigation and prevention of    diseases.
In this task, you will assume the role of:

a. Healthcare professionals
b. Chemists/ biotechnologists
c. Researchers specializing on virology and immunology
commissioned by the DOH-7 to conduct a data-driven and community-based study on materials used in existing
or emerging health practices to mitigate and/ or prevent diseases  and present findings through a public  awareness drive. 
You are going to conduct a literature review on either of the following:

a. existing or novel medicines and/health practices
b. phytochemical compounds found in traditional medicines
c. Alternative home remedies
which can be used as preventive measures for (or treatment to) certain illnesses and write a POSITION
PAPER detailing the merits of the medicine, material, or practice. Discuss the viability and feasibility of the
treatment/practice in addressing diseases; and provide recommendations for further improvements to heighten
its effect. After which, you are to present your key findings through an INFOVLOG (INFORMATION
VLOG) which should be evaluated by DOH officials and be made accessible to the general public, thereby
encouraging them to either support or discontinue the practice.
COMPETENCES ADVANCED PROFICIENT DEVELOPING INTERVENTION

REQUIRED
Gen Chem 1: Students Students Students Students
demonstrate STRONG evidence of demonstrate STRONG evide demonstrate LIMITED e demonstrate LACK of mastery
-evaluate selected chemical mastery and understanding by using nce of mastery and vidence of mastery and and understanding as evidenced
compounds with regard to scientific concepts understanding by using understanding by by the inability to mention
their physical and chemical synthesized in a literature review to scientific concepts employing scientific basic concepts and relations
properties and their uses in critically examine and give valued synthesized in a literature definitions of basic necessary to develop a critical
addressing recurring or judgements on the use of chemical review to explain the effects concepts provided in the examination of chemical
novel societal and compounds in health of chemical compounds in literature review to compounds associated with
environmental issues practices. Student further health practices. Student describe chemical COVID-19 health practices.
demonstrates knowledge by citing further demonstrates compounds in health
- evaluate practices, logical alternatives and proposal of knowledge by citing logical practices. Student lacks
preventive measures, and applications to solve long-standing alternatives and proposal of the ability to see the real-
remedies against diseases problems in applications to solve world applications of the
the community especially in terms of immediate problems in the learned concepts.
crises management and preventing community.
future pandemics.
Oral Comm Students demonstrate Students demonstrate Students Students
STRONG evidence of mastery and SUFFICIENT evidence of demonstrate LIMITED e demonstrate LACK of
-speak effectively in understanding of effective mastery and understanding of vidence of mastery and evidence in mastery and
different varieties of communication by being able to effective communication by understanding of understanding of effective
speech. exhibit appropriate verbal and being able to exhibit effective communication communication by being
nonverbal behaviors in a appropriate verbal and by being able to exhibit able to exhibit appropriate
given speech. Students display a nonverbal behaviors in a appropriate verbal and verbal and nonverbal
creative introduction which captures given speech. Students use nonverbal behaviors in behaviors in a
-use different methods of listener’s attention. Excellent good introduction which a given speech. Students given speech. Students lack the
organizing and delivering a pronunciation and enunciation. somehow captures listener’s attempt to display an ability to apply concepts of
speech. Gestures and facial expressions are attention. Proper observable skill to verbal and nonverbal
dynamic and natural. Eye contact with pronunciation and enunciation communicate communication.
the audience is established and of words is observed. effectively.
maintained. Voice is audible and Consistent use of hand
pleasant. Students further demonstrate gestures, eye contact, and
excellent use of language form and movements are fluid. Voice is
style with an effective organization clear. Student also displays
pattern to present ideas and facts good use of appropriate
concisely and clearly. Speakers show language forms and style to
focus, confidence and spontaneity. present ideas clearly.
Speakers demonstrate focus
in speaking.
General Mathematics
Develop solutions to Demonstrates STRONG evidence of Demonstrates SUFFICIENT Demonstrates LIMITED Demonstrates LACK of
developmental and societal mastery by utilizing gathered data to evidence of mastery by evidence of mastery by evidence of mastery evidenced
problems involving formulate an accurate solution to a utilizing gathered data to utilizing gathered data to by the inability to formulate
functions. problem of chosen context. formulate an accurate solution formulate a solutions to a problem of a
to a chosen context solution, with several chosen context.
with minor error to a errors, to a problem of
problem of chosen context chosen context
Analyze reliable primary Demonstrates STRONG evidence of Demonstrates LACK of
and secondary data to make mastery by creating a mathematical Demonstrates SUFFICIENT evidence of mastery evidenced
sound projections on model to make projection and come up evidence of mastery by and Demonstrates LIMITED by the inability of to create a
various aspects of business, with figures to help arrive at a well creating a mathematical evidence of mastery by mathematical model to make
societal and developmental thought decision. model to make projection and creating a mathematical projection and come up with
processes. come up with figures to help model to make projection figures to help arrive at a well
arrive at a well thought in a seemingly thought decision.
decision. acceptable manner and
come up with figures to
help arrive at a well
thought decision.

CULTURE
REFERENCES:
Bauer R.C., Birk, J. P., Marks, P.S. General Chemistry (Books I and II). McGraw Hill
Education.2016.
Buthelezi T., Dingrando L., Haien, N. et al. CHEMISTRY Matter and Change Teacher
Edition.
The McGraw-Hill Companies. 2013
Butler. L.J., Gillis, H.P., Oxtoby D.W. Principles of Modern Chemistry. Eighth Edition.
Cengage
Learning. Boston, USA. 2016
Zumdahl, S. and Zumdahl, S. Chemistry: An Atoms First Approach. 1st edition. Cengage Learning,
USA, 2012;
Lim, P., Locaylocay, Jo. Maquilang, Q., et al. The Chemistry Laboratory. Soline Printing Press. Cebu,
2014.

CULTURE

Module 2 - Models of Chemical Bonding - 2022

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Module 2 - Models of Chemical Bonding - 2022

Uploaded by

Copyright:

Available Formats

GENERAL CHEMISTRY 1 MODULE 2: MODELS OF CHEMICAL BONDING

HANDS-ON, MINDS-ON– You are going to be immersed into hands-on-minds-on

CHECKPOINT – We measure what we treasure. This part assesses your ability to

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Models of Chemical Bonding

Making Table Salt in the Laboratory

1. Ionic Bond Formation

Learning targets: Through various online learning activities, I can:

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Ionic Bond Formation Part 1

Ionic Bond Formation Part 2

Ionic Bond Formation Part 3

Lewis Electron-Dot Symbols

Thus the equation

can be represented as:

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

MODELS OF CHEMICAL BONDING

Learning targets: Through various online learning activities, I can:

ATOMIC INTERACTIONS (pHET Simulation)

3. Selecting the Most Stable Resonance Structure

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Drawing Lewis Structures

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

When you write formal charges, these rules are helpful:

Exceptions to the Octet Rule

1. The Incomplete Octet

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

3. The Expanded Octet

Learn more by reading the article found in : https://www.ncbi.nlm.nih.gov/pmc/articles/PMC137239/

Crit Care. 1999; 3(5): R93–R97.

Blood substitutes Artificial oxygen carriers:

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Lesson 3: BOND ORDER, LENGTH, and POLARITY

Learning targets: Through various online learning activities, I can:

BOND ORDER, LENGTH, POLARITY

We can indicate the polarity of the HF molecule in two ways:

c. The bond in CsCl

d. The bond in H2S

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

HANDS ON, MINDS ON

LESSON 4: Chemical Nomenclature and Formula Writing

Learning targets: Through various online learning activities, I can:

Chemical Nomenclature and Formula Writing: (found in one playlist)

Binary Ionic (Fixed Charge and Variable Charges)

Binary Covalent Compounds

Ternary Salts and Acids

3. Answer the Checkpoint: Chemical Nomenclature in the Assignments Tab.

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Formula of Ionic Compounds

Metal cations take their names from the elements.

Na+ sodium ion Zn2+ zinc ion

Fe2+ iron(II) ion Fe3+ iron(III) ion

Fe2+ ferrous ion Fe3+ ferric ion

NH4+ ammonium ion H 3O + hydronium ion

H- hydride ion O-2 oxide ion

NO3- nitrate ion NO2- nitrite ion

ClO4- perchlorate has one more O atom than chlorate

List of common oxyanions

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Names and Formulas of Acids

HCl hydrochloric acid

CHRIST-CENTEREDNESS • COMPETENCE • CONSCIENCE • CHARACTER • COMMUNITY • COMPASSION •

Names and Formulas of Bases