Bond, Chemical Bond

A WebQuest for High School Chemistry

 

 

Introduction

Task

Process

Sources

Rubric

Get Started 

 
 
Introduction

Compounds just like humans strive to bond with others.  There seems to be a universal need for connections.  Brace yourself as we prepare to embark on a journey that will lead you into the vast domain of chemical bonding.  What are the various types of chemical bonds and what properties do they possess?  How do these bonds impact the world around you? 

 
 
Task

Teenagers are always screaming that no one listens to them!  As your Chemistry teacher, I agree.  I am constantly telling you what to do.  Well, now it is your turn.  

As a small group YOU will decide what you will turn in to prove to me that you all have learned the material.  As long as you use some technology (Word processor, Presentation software, Digital camera, etc) and you follow the rubric you can turn in just about anything you would like.  I need to give you the final thumbs up, but the decision as to what to do is pretty much up to YOU.  If you need a little help on possibilities of products.

 
 
Process

Whoa, now don't get too excited.  Before you begin your task, you should REALLY UNDERSTAND what is meant by chemical bonding.  Try researching the topic, using the internet, books in the classroom, etc.  After your research, demonstrate your newfound knowledge by completing a questionnaire you can obtain from me.

After completing the questionnaire, you should be ready to begin your selected task.  Each task must include (at a minimum) the following:

  1. Describe the three major types of bonds (ionic, covalent, and metallic).
  2. Explain the forces that hold the bonds together.
  3. Compare and contrast the three bonds in great detail. 
  4. Give examples of compounds representing the three bond types, and discuss ways to classify compounds as ionic, covalent, or metallic.
  5. Relate the bonds to recent material covered in class (valence configurations, periodic trends, etc.).
  6. Discuss the properties of each bonding type that makes them unique from the others.

The only other thing I need to tell you is that your group must have something to physically turn in to the basket on the day it is due.

 
 
Sources:

Any resource that you can find is okay by me.  Any Chemistry textbook will include a discussion of these topics, as will most Chemistry websites.  You might use the questionnaire as a guide to help decide what is the most important information to glean from a source. 

Here is a website to help get you started:

 
 
Getting Started:

It might help to get started by agreeing on a plan of action.  This link might help you get some kind of format for planning whatever product you might choose.  I will help you organize your efforts, set specific goals, and anticipate your needs. 

Check out this form

Rubric:
Beginning

1

Developing

2

Accomplished

3

Exemplary

4

Score
The group is expected to identify the characteristics of atoms involved in chemical bonding. Includes information on some of the characteristics, but level of information provided is weak, and is far from complete. Includes information on most of the characteristics, and the  level of information provided is stronger, yet is still far from complete. Includes information on most or all of the characteristics, and the  level of information provided is strong, and includes enough detail to be complete. Includes information on all of the major characteristics, and the  level of information provided is very strong, and is detailed and complete.   
The group is expected to investigate and compare the physical and chemical properties of ionic and covalent compounds. Includes little evidence of understanding both  physical and chemical properties, and level of information provided is weak, and is far from complete. Includes some evidence of understanding both  physical and chemical properties, and the level of information provided is stronger, yet is far from complete. Includes evidence of understanding both physical and chemical properties, and the level of information provided is strong, and includes enough detail to be complete. Includes evidence of deep understanding both physical and chemical properties, and the level of information provided is very strong, and is detailed and complete.   
The group is expected to compare the arrangement of atoms in molecules, ionic crystals, and metallic substances. Includes little evidence of understanding of the arrangement of atoms in bonding, and level of information provided is weak, and is far from complete. Includes some evidence of understanding of the arrangement of atoms in bonding, and the level of information provided is stronger, yet is far from complete. Includes evidence of understanding of the arrangement of atoms in bonding, and the level of information provided is strong, and includes enough detail to be complete. Includes evidence of a deep understanding of the arrangement of atoms in bonding, and the level of information provided is very strong, and is detailed and complete.   
The group is expected to describe the influence of intermolecular forces on the physical and chemical properties of covalent compounds. Includes little evidence of understanding the influence of intermolecular forces on the properties of covalent compounds, and level of information provided is weak, and is far from complete. Includes some evidence of understanding the influence of intermolecular forces on the properties of covalent compounds, and the level of information provided is stronger, yet is far from complete. Includes evidence of understanding the influence of intermolecular forces on the properties of covalent compounds, and the level of information provided is strong, and includes enough detail to be complete. Includes evidence of a deep understanding of the influence  intermolecular forces have on the properties of covalent compounds, and the level of information provided is very strong, and is detailed and complete.