Compounds: Electromagnetic Attraction in · PDF fileCompounds: Electromagnetic Attraction in...

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Compounds: Electromagnetic Attraction in Molecules

INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)

Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

INTRODUCING Compounds: Electromagnetic Attraction in Molecules

Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

PREPARATION FOR VIEWING

Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

AFTER VIEWING THE PROGRAM

Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Compound Match-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20True or False . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21Reverse Alphabet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Chemical Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27

ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28

SECTION 1

SECTION 2

SECTION 3

SECTION 4

© Copyright 1999 AIMS MultimediaAll Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS

Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduceconsumable ATM pages, identified in Section 4, for student or classroom use.

AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries fornearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of

the instructional and pedagogical resources available to develop and distribute educational programs in film, videocassette, laserdisc, CD-ROM and CD-i formats.

Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:

AIMS Multimedia

1-800-FOR-AIMS1-800-367-2467

© Copyright 1999 AIMS Multimedia2


Congratulations!You have chosen a learning programthat will actively motivate your studentsAND provide you with easily accessibleand easily manageable instructionalguidelines designed to make yourteaching role efficient and rewarding.

The AIMS Teaching Module providesyou with a video program keyed to yourclassroom curriculum, instructions andguidelines for use, plus a comprehen-sive teaching program containing awide range of activities and ideas forinteraction between all content areas.Our authors, educators, and consultantshave written and reviewed the AIMSTeaching Modules to align with theEducate America Act: Goals 2000.

This ATM, with its clear definition ofmanageability, both in the classroomand beyond, allows you to tailor spe-cific activities to meet all of your class-room needs.


RATIONALE

In today’s classrooms, educational ped-agogy is often founded on Benjamin S.Bloom’s “Six Levels of CognitiveComplexity.” The practical applicationof Bloom’s Taxonomy is to evaluate stu-dents’ thinking skills on these levels,from the simple to the complex:Knowledge (rote memory skills),Comprehension (the ability to relate orretell), Application (the ability to applyknowledge outside its origin), Analysis(relating and differentiating parts of awhole), Synthesis (relating parts to awhole), and Evaluation (making a judg-ment or formulating an opinion).

The AIMS Teaching Module is designedto facilitate these intellectual capabili-ties, AND to integrate classroom expe-riences and assimilation of learningwith the students’ life experiences, real-ities, and expectations. AIMS’ learnerverification studies prove that our AIMSTeaching Modules help students toabsorb, retain, and to demonstrate abil-ity to use new knowledge in their world.Our educational materials are writtenand designed for today’s classroom,which incorporates a wide range ofintellectual, cultural, physical, and emo-tional diversities.


ORGANIZATION ANDMANAGEMENT

To facilitate ease in classroom manage-ability, the AIMS Teaching Module isorganized in four sections. You arereading Section 1, Introduction to theAims Teaching Module (ATM).

SECTION 2, INTRODUCING THIS ATMwill give you the specific informationyou need to integrate the program intoyour classroom curriculum.

SECTION 3,PREPARATION FOR VIEWINGprovides suggestions and strategies formotivation, language preparedness,readiness, and focus prior to viewingthe program with your students.

SECTION 4, AFTER VIEWING THE PROGRAMprovides suggestions for additionalactivities plus an assortment of consum-able assessment and extended activities,designed to broaden comprehension ofthe topic and to make connections toother curriculum content areas.

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FEATURES

INTRODUCING EACH ATM

SECTION 2

Your AIMS Teaching Module isdesigned to accompany a video pro-gram written and produced by some ofthe world’s most credible and creativewriters and producers of educationalprogramming. To facilitate diversity andflexibility in your classroom, your AIMSTeaching Module features these compo-nents:

Themes

The Major Theme tells how this AIMSTeaching Module is keyed into the cur-riculum. Related Themes offer sugges-tions for interaction with othercurriculum content areas, enablingteachers to use the teaching module toincorporate the topic into a variety oflearning areas.

Overview

The Overview provides a synopsis ofcontent covered in the video program.Its purpose is to give you a summary ofthe subject matter and to enhance yourintroductory preparation.

Objectives

The ATM learning objectives provideguidelines for teachers to assess whatlearners can be expected to gain fromeach program. After completion of theAIMS Teaching Module, your studentswill be able to demonstrate dynamicand applied comprehension of thetopic.

© Copyright 1999 AIMS Multimedia


PREPARATION FOR VIEWING

SECTION 3In preparation for viewing the videoprogram, the AIMS Teaching Moduleoffers activity and/or discussionideas that you may use in any orderor combination.

Introduction To The Program

Introduction to the Program isdesigned to enable students to recallor relate prior knowledge about thetopic and to prepare them for whatthey are about to learn.

Introduction To Vocabulary

Introduction to Vocabulary is areview of language used in the pro-gram: words, phrases, usage. Thisvocabulary introduction is designed toensure that all learners, including lim-ited English proficiency learners, willhave full understanding of the lan-guage usage in the content of the pro-gram.

Discussion Ideas

Discussion Ideas are designed to helpyou assess students’ prior knowledgeabout the topic and to give students apreview of what they will learn.Active discussion stimulates interest ina subject and can motivate even themost reluctant learner. Listening, aswell as speaking, is active participa-tion. Encourage your students to par-ticipate at the rate they feelcomfortable. Model sharing personalexperiences when applicable, andmodel listening to students’ ideas andopinions.

Focus

Help learners set a purpose forwatching the program with Focus,designed to give students a focalpoint for comprehension continuity.

Jump Right In

Jump Right In provides abbreviatedinstructions for quick management ofthe program.

AFTER VIEWING THE PROGRAM

SECTION 4After your students have viewed theprogram, you may introduce any orall of these activities to interact withother curriculum content areas, pro-vide reinforcement, assess compre-hension skills, or provide hands-onand in-depth extended study of thetopic.

SUGGESTEDACTIVITIES

The Suggested Activities offer ideasfor activities you can direct in theclassroom or have your students com-plete independently, in pairs, or insmall work groups after they haveviewed the program. To accommo-date your range of classroom needs,the activities are organized into skillscategories. Their labels will tell youhow to identify each activity and helpyou correlate it into your classroomcurriculum. To help you schedule yourclassroom lesson time, the AIMShourglass gives you an estimate of thetime each activity should require.Some of the activities fall into thesecategories:

Meeting IndividualNeeds

These activities are designed to aid inclassroom continuity. Reluctant learn-ers and learners acquiring Englishwill benefit from these activitiesgeared to enhance comprehension oflanguage in order to fully grasp con-tent meaning.

CurriculumConnections

Many of the suggested activities areintended to integrate the content ofthe ATM program into other contentareas of the classroom curriculum.These cross-connections turn theclassroom teaching experience into awhole learning experience.

Critical Thinking

Critical Thinking activities aredesigned to stimulate learners’ ownopinions and ideas. These activitiesrequire students to use the thinkingprocess to discern fact from opinion,consider their own problems and for-mulate possible solutions, draw con-clusions, discuss cause and effect, orcombine what they already knowwith what they have learned to makeinferences.

Cultural Diversity

Each AIMS Teaching Module has anactivity called Cultural Awareness,Cultural Diversity, or CulturalExchange that encourages students toshare their backgrounds, cultures,heritage, or knowledge of other coun-tries, customs, and language.

Hands On

These are experimental or tactileactivities that relate directly to thematerial taught in the program.Yourstudents will have opportunities tomake discoveries and formulate ideason their own, based on what theylearn in this unit.

Writing

Every AIMS Teaching Module willcontain an activity designed for stu-dents to use the writing process toexpress their ideas about what theyhave learned. The writing activitymay also help them to make the con-nection between what they are learn-ing in this unit and how it applies toother content areas.

In The Newsroom

Each AIMS Teaching Module containsa newsroom activity designed to helpstudents make the relationshipbetween what they learn in the class-room and how it applies in theirworld. The purpose of In TheNewsroom is to actively involve eachclass member in a whole learningexperience. Each student will have anopportunity to perform all of the tasksinvolved in production: writing,researching, producing, directing,and interviewing as they create theirown classroom news program.

Extended Activities

These activities provide opportunitiesfor students to work separately ortogether to conduct further research,explore answers to their own ques-tions, or apply what they havelearned to other media or contentareas.

Link to the World

These activities offer ideas for con-necting learners’ classroom activitiesto their community and the rest of theworld.

Culminating Activity

To wrap up the unit, AIMS TeachingModules offer suggestions for ways toreinforce what students have learnedand how they can use their newknowledge to enhance their worldview.


MATH


VOCABULARY

Every ATM contains an activity thatreinforces the meaning and usage ofthe vocabulary words introduced inthe program content. Students willeither read or find the definition ofeach vocabulary word, then use theword in a written sentence.

CHECKINGCOMPREHENSION

Checking Comprehension is designedto help you evaluate how well yourstudents understand, retain, andrecall the information presented in theAIMS Teaching Module. Dependingon your students’ needs, you maydirect this activity to the whole groupyourself, or you may want to havestudents work on the activity pageindependently, in pairs, or in smallgroups. Students can verify their writ-ten answers through discussion or byviewing the video a second time. Ifyou choose, you can reproduce theanswers from your Answer Key orwrite the answer choices in a WordBank for students to use. Students canuse this completed activity as a studyguide to prepare for the test.

CONSUMABLEACTIVITIES

The AIMS Teaching Module providesa selection of consumable activities,designed to specifically reinforce thecontent of this learning unit.Whenever applicable, they arearranged in order from low to highdifficulty level, to allow a seamlessfacilitation of the learning process.You may choose to have students takethese activities home or to work onthem in the classroom independently,in pairs or in small groups.

CHECKINGVOCABULARY

The Checking Vocabulary activityprovides the opportunity for studentsto assess their knowledge of newvocabulary with this word game orpuzzle. The format of this vocabularyactivity allows students to use therelated words and phrases in a dif-ferent context.

TEST

The AIMS Teaching Module Test per-mits you to assess students’ under-standing of what they have learned.The test is formatted in one of severalstandard test formats to give yourstudents a range of experiences intest-taking techniques. Be sure toread, or remind students to read, thedirections carefully and to read eachanswer choice before making aselection. Use the Answer Key tocheck their answers.


ADDITIONAL AIMS MULTIMEDIAPROGRAMS

After you have completed this AIMSTeaching Module you may be interestedin more of the programs that AIMSoffers. This list includes several relatedAIMS programs.

ADDITIONAL READINGSUGGESTIONS

AIMS offers a carefully researched list ofother resources that you and your stu-dents may find rewarding.

ANSWER KEY

Reproduces tests and work pages withanswers marked.

© Copyright 1999 AIMS Multimedia Compounds: Electromagnetic Attraction in Molecules11

OBJECTIVES

Compounds: Electromagnetic Attraction in Molecules

THEMESCompounds: Electromagnetic Attract-ion in Molecules shows students howelements combine through chemicalreactions and form compounds. Thedifferences between covalent andionic bonds are discussed, as well asthe importance of electron configura-tion in various elements. In addition,students will learn to recognize theproperties of acids and bases.

OVERVIEWThe world around us is made up ofcompounds which are formed duringchemical reactions. In these reactions,atoms gain, give up or share elec-trons in order to form bonds with oneanother. These bonds provide theatoms with a configuration thatresembles that of the highly stablenoble gases. The bonds formed whenatoms gain or lose electrons arecalled ionic bonds. The bonds formedwhen atoms share electrons arecalled covalent bonds. In addition toatoms, molecules can also gain orlose electrons and form ions. Ionsformed out of molecules are knownas polyatomic ions. All compoundsare classified as either acids orbases. The pH scale measures the rel-ative strength of these two groups.Compounds can also be classified aseither organic or non-organic.Organic compounds are vital tomany life processes such as photo-synthesis.

To discuss the types of chemicalreactions that lead to the forma-tion of compounds.

To examine the two basic types ofchemical bonding: covalent andionic.

To learn more about the forma-tion of polyatomic ions.

To explore the properties of acidsand bases.

To better understand how chemi-cal formulas and oxidation num-bers represent different com-pounds.

To discuss the importance oforganic compounds in lifeprocesses.

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12© Copyright 1999 AIMS Multimedia Compounds: Electromagnetic Attraction in Molecules

Our AIMS Multimedia Educational Department welcomes your observations and comments. Please feel free to address your correspondence to:

AIMS MultimediaEditorial Department9710 DeSoto Avenue

Chatsworth, California 91311-4409

Use this page for your individual notes about planning and/or effective ways to manage thisAIMS Teaching Module in your classroom.


INTRODUCTION TOTHE PROGRAM

To study compounds, we must studychanges. All compounds are bornwhen two or more elements interactand change into a new substancewith different properties. Thesechanges are constantly taking placeall around us. The more we learnabout these changes, the better wecan understand how compoundswork on a molecular level. Even with-out seeing electrons and protons, wecan see how these sub-atomic parti-cles give compounds their propertiesand define the world we live in.

INTRODUCTION TOVOCABULARY

Ask students to look up the words“covalence” and “ion” in the dictio-nary. What are the meanings of thetwo words? (Covalence is a bondcharacterized by the sharing of elec-trons. Ion is an atom or group ofatoms that carries a positive or nega-tive charge as a result of losing orgaining electrons.)

DISCUSSION IDEAS

When potassium is exposed to ordi-nary water, it reacts violently andbegins to burn. On the other hand,gold has no reaction with water.What could be the differencebetween elements that are highlyreactive and those that are not? Whatcould atomic structure have to do withthis property? (The exchange of elec-trons is the basis of all reactions.Some elements have the correct num-ber of electrons for stability, whileothers are always trying to gain orlose electrons to become more sta-ble.)

FOCUS

Ask students to think about the deli-cate balance of the atomic world.From the cellular conversion of sugarinto energy, to the heating of gasesand rock inside a volcano, chemicalchanges shape everything around us.Encourage students to keep this inmind as they begin the program.


JUMP RIGHT IN

Preparation

Read Compounds: Electromag-netic Attraction in MoleculesThemes, Overview, and Objec-tives to become familiar with pro-gram content and expectations.

Use Preparation for Viewingsuggestions to introduce the topic to students.

Viewing Compounds:Electromagnetic Attraction in Molecules

Set up viewing monitor so that allstudents have a clear view.

Depending on your classroomsize and learning range, you maychoose to have students viewCompounds: ElectromagneticAttraction in Molecules in theUniverse together or in smallgroups.

Some students may benefit fromviewing the video more than onetime.

After Viewing Compounds:Electromagnetic Attraction in Molecules

Select Suggested Activities thatintegrate into your classroom cur-riculum. If applicable, gathermaterials or resources.

Choose the best way for studentsto work on each activity. Someactivities work best for the wholegroup. Other activities aredesigned for students to workindependently, in pairs, or insmall groups. Whenever possible,encourage students to share theirwork with the rest of the group.

Duplicate the appropriate numberof Vocabulary, CheckingComprehension, and consumableactivity pages for your students.

You may choose to have studentstake consumable activities home,or complete them in the class-room, independently, or ingroups.

Administer the Test to assess stu-dents’ comprehension of whatthey have learned, and to providethem with practice in test-takingprocedures.

Use the Culminating Activityas a forum for students to display,summarize, extend, or sharewhat they have learned with eachother, the rest of the school, or alocal community organization.

HOW TO USE THE Compounds: Electromagnetic Attraction in Molecules AIMS TEACHING MODULE

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SUGGESTED ACTIVITIES

Connection to Science

Provide students with a copy of the Periodic Table. Discuss with them the information given foreach element, including Atomic Number, Atomic Weight and Chemical Symbol. Some PeriodicTables also include information about Electron Configuration and Oxidation States.

Ask students to write down the name of an element from the Alkali Metals Group. What is theAtomic Weight of this element? Next, ask them to write down the name of an element from theNoble Gases Group. What is the atomic number of this element? Finally, ask them to writedown the name of an element in the Non-Metal Group. How many electrons are present ineach shell of this element?

Meeting Individual Needs

Ask students to make sentences using the following words. Encourage them to use a dictionaryif they are unsure of the meanings. Make sure that their sentences display an understanding ofthe words as they relate to the program.

• compound - substance formed by the combining of elements or other compounds through chemical reaction

• electron - tiny particles that move around the nucleus of an atom and can be shared, gainedor given up to form chemical bonds

• ion - atom or compound that has a positive or negative charge as a result of gaining or los-ing one or more electrons

• molecule - smallest particle of an element or compound that retains the properties of the ele-ment or compound

Hands On

Before class, prepare a jar of red cabbage solution. Chop half of a red cabbage and placethe pieces in a pot of water. Bring the water to a boil, stirring often. Remove the solution fromthe heat and allow it to soak for about an hour. Pour the water through a strainer and place itin a glass jar. When the liquid cools, seal the jar tightly.

Explain to students that the cabbage solution can be used to determine if a substance is an acidor a base. If a base is added to it, the solution will turn light green or blue. If an acid is addedto it, the solution will turn red or pink. Using small amounts of the cabbage solution, test thefollowing items: baking soda, vinegar, washing powder, window cleaner, apple juice, orangejuice, milk of magnesia and cream of tartar. Ask students to make a chart to record the resultsof the tests.

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SCIENCE

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Extended Activity

Based on what they have learned, ask students to make a list of the compounds that we seeand use in our everyday lives. Have them separate the list into man-made compounds and nat-ural compounds. Some examples are listed below.

Man-Made Compounds: plastic, paint, glue, drugs, pesticides, fertilizers

Natural Compounds: water, salt, carbon dioxide, citric acid, starch, rubbing alcohol, ammo-nia, bicarbonate of soda, hydrogen peroxide

Critical Thinking

Next to hydrogen, helium is the lightest element known. How is this fact related to helium’sAtomic Number? How do we put the extraordinary lightness of helium to use? (Helium has anatomic number of 2. It follow hydrogen on the Periodic Table. Helium’s extraordinary lightnessis used to give party balloons, hot-air balloons and airships their loft.)

When someone breathes in helium, they speak at a higher pitch than normal. What could bethe reason for this? (Since helium is lighter than air, sound waves travel more quickly throughit. This produces a higher pitched sound.)

Connection to History

Even early humans took advantage of chemical reactions. Once fire was discovered, peoplebegan to make pottery by baking clay. Weapons were made by heating metals to extreme tem-peratures. Even food was chemically changed when it was exposed to heat and cooked.

Ask students to search library books, encyclopedias and other texts to find examples of earlychemical reactions performed by ancient craftsmen, physicians and others. Have each studentpresent their discovery to the class. (Some examples include using dyes, concocting potionsor medicines, making glass, making building materials, curing leather and embalming thedead.)

20 Minutes

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60 Minutes

HISTORY


Link to the World

The first forms of plastic were made in the 1860s. Cellulose found in cotton fibers was modi-fied on a molecular level to make moldable materials. Before this time, expensive substancessuch as ivory and silver were used to make many items. Only after scientists developed anunderstanding of molecules could quality plastics be processed.

Ask students to think about the impact that plastic and other man-made compounds have hadon our lives. What are some important plastic items that we use each day? (Some examplesinclude food and beverage containers; furniture, carpet and upholstery; clothing, shoes andcoats; bicycle and automobile parts; and appliance parts.)

Connection to Language Arts

Not all chemical symbols on the Periodic Table are obvious choices. For example, iron couldnot be represented by “Ir” because that symbol was already used for iridium. Instead, scien-tists decided to give iron the symbol “Fe,” for the Latin name of iron, ferrum.

Ask students to investigate the chemical symbols for lead, silver and potassium. What are thechemical symbols for these elements? Where did they originate? (The symbol for lead is “Pb”from the Latin word for lead, plumbum. The symbol for silver is “Ag,” from the Latin word forsilver, argent. The symbol for potassium is “K,” from kalium, the Latin name for the element.)

Culminating Activity

Serve as the host of a Chemical Talk Show. Assign an element to each member of the class.Tell the class to study up on their assignments before the show. Interview each “guest” by ask-ing them about their various properties. What is their boiling point? How many electrons dothey have in their outer shells? Are they stable or do they tend to react with other elements toform compounds?

20 Minutes

20 Minutes

LANGUAGE

ARTS

Extended Time

Name

VOCABULARY

The following terms are from Compounds: Electromagnetic Attraction in Molecules. Fill in thenumber of each term next to its closest definition.

1. acid2. base3. compound4. covalent bond5. hydrocarbons6. ion7. ionic bond 8. molecule

___ molecules made only of hydrogen and carbon atoms

___ process by which green plants convert the energy of sunlight into food energy

___ formed by the combining of elements or other compounds through chemical reaction

___ a man-made covalent solid with a low melting point

___ atom or compound that has a positive or negative charge as a result of gaining or losing

one or more electrons

___ ions formed out of molecules that gain or lose electrons

___ the study of compounds that contain carbon atoms

___ substance which forms a salt when it reacts with an acid

___ configuration of eight electrons in the outer level of an atom

___ chemical bond created by the transfer of electrons between atoms

___ chemical bond that occurs when atoms share electrons

___ smallest particle of an element or compound that retains the properties of the element or

compound

___ describes the combining ability of an element

___ developed to measure the relative strength of acids or bases in a solution

___ any compound that can react with a base to form a salt


9. octet10. organic chemistry 11. oxidation number12. photosynthesis13. pH scale14. plastic15. polyatomic ions

© Copyright 1999 AIMS Multimedia Compounds: Electromagnetic Attraction in Molecules

Name

CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

The world around us is made up of ___1___ which are formed during chemical reactions. In thesereactions, atoms gain, give up or share ___2___ in order to form bonds with one another. Thesebonds provide the atoms with a configuration that resembles that of the highly stable ___3___ gases.This stable configuration is called ___4___ because of the number of electrons present. The bondsformed when atoms gain or lose electrons are called ___5___ bonds. The bonds formed when atomsshare electrons are called ___6___ bonds. In addition to atoms, molecules can also gain or lose elec-trons and form ions. Ions formed out of molecules are known as ___7___ ions. All compounds areclassified as either ___8___ . The ___9___ scale measures the relative strength of these two groups.___10___ paper is one way to classify substances based on this scale.

1.A. basesB. compounds C. octetsD. electrons

2. A. ionsB. hydrocarbonsC. electrons D. protons

3. A. noble B. hydrocarbonC. earthD. salt

4. A. a polyatomic bondB. an octet C. a halogen D. an electromagnetic bond

5. A. covalentB. tripleC. ionic D. litmus

6. A. molecularB. polysyntheticC. ionicD. covalent

7. A. polyatomic B. organicC. plasticD. chemical

8. A. octets or septets B. acids or bases C. electrons or protonsD. organic or noble chemicals

9. A. ReactiveB. Octet C. pH D. Oxidation

10. A. Litmus B. Organic C. OmegaD. Radon

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MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. bonds

2. chemical formula

3. chemical reaction

4. electron configuration

5. halogens

6. hydrocarbons

7. ionic substances

8. noble gases

9. organic compounds

10. phenolphthalein


structure of an atom’s outer energy shell

elements with the most stable electron configuration

ionic and covalent are two types

indicator that turns clear in an acid and pink in a base

a specific group of organic compounds derived from dead matter

when one substance chemically changes to another

compounds formed by ionic bonding

carbon-based substances

shorthand method of representing a molecule

nonmetallic chemicals such as flourine, chlorine and bromine


Name

TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ When elements combine through chemical reactions, compounds are formed.

2. ___ Ionic bonds are formed when atoms share electrons.

3. ___ Noble gases have very stable electron configurations.

4. ___ An octet occurs when there are eight protons in an atom.

5. ___ The charged particles created when atoms gain or lose electrons are known as hydrocarbons.

6. ___ The net charge of all ions added together during a reaction will equal zero.

7. ___ When atoms share electrons, molecules are formed.

8. ___ Oxidation numbers represent the relative strength of an acid or base.

9. ___ In a chemical formula, the element with the positive oxidation number is usually listed first.

10. ___ In general, bases are much more reactive than acids.

Name

REVERSE ALPHABET

An important word in each sentence below is written in Reverse Alphabet. Use the code below todiscover the important word in each sentence.

A= Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K= P, L = O, M=N, N=M, O=L, P=K, Q=J,R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A

1. The forces that hold atoms together in compounds are called XSVNRXZO bonds.

_________________________

2. Noble gases have very stable VOVXGILM configurations.

_________________________

3. The ZOPZORMV Earth Metals achieve a stable octet by losing one electron and gaining a positive ion.

_________________________

4. Compounds formed by covalent bonding are often ORJFRWH or TZHVH at room temperature.

_________________________

5. The combining ability of an element is described by its LCRWZGRLM number.

_________________________

6. Ions formed out of molecules are referred to as KLOBZGLNRX ions.

_________________________

7. All bases contain negatively charged SBWILCRWV ions.

_________________________

8. Organic compounds are formed through XLEZOVMG bonds.

_________________________



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CHEMICAL FORMULAS

Match each chemical formula on the left with the compound it represents on the right. Feel free torefer to a Periodic Table if you need help.

1. I2S2

2. CO

3. AsBr3

4. KOH

5. Hcl

6. LiOH

7. CaO

8. Fe2O3

9. H2O2

10. NaCl

potassium hydroxide

sodium chloride

iodine disulfide

calcium oxide

arsenic tribromide

hydrogen peroxide

hydrogen chloride

iron oxide

carbon monoxide

lithium hydroxide

L T E T C O V Q H N M W

G P J Q E L E C T R O N

C B L O I E O T H U L V

K E P G B O S C T M E N

C O V A L E N T S B C H

O A N X D K R I M K U A

M W K C P R D Z C W L L

P O L Y A T O M I C E O

O N E J A G R A Q J L G

U B G P L D J L D X H E

N H Y D R O C A R B O N

D M Q B O R G A N I C Y

Name

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

compoundcovalentelectronhalogenhydrocarbon ionicmoleculeoctetorganicpolyatomic



Name

TEST

Circle the phrase which best answers each question.

1. Compounds are formed when atoms give up, gain or share:

• neutrons.• protons.• electrons. • photons.

2. _____ occur when electrons are transferred from one atom to another.

• Ionic bonds • Covalent bonds• Noble gases • Ions

3. Most noble gases are stable elements because their electrons form:

• hydrogen molecules.• covalent bonds. • ionic bonds. • octets.

4. The pH scale measures the relative strength of acids or bases in:

• isolation. • metals.• solutions. • hydrocarbons.

5. When atoms combine with the help of covalent bonds, _____ are formed.

• electrons.• neutrons.• protons. • molecules.

Name

TEST (CONTINUED)

6. Molecules are represented using a shorthand method called:

• oxidation numbers.• polyatomic formulas.• compound ions.• chemical formulas.

7. The ability of an element to combine with other elements is represented by its:

• oxidation number. • chemical formula.• pH level.• compound number.

8. _____ are formed when molecules share electrons.

• Metals• Acids• Hydrocarbons• Polyatomic ions

9. Methane is an example of:

• a subatomic particle.• a hydrocarbon. • a covalent bond.• an octet.

10. Nearly all of the elements with negative oxidation numbers are:

• metals. • gases.• organic chemicals.• halogens.



ADDITIONAL AIMS MULTIMEDIA PROGRAMS

You and your students might also enjoy these other AIMS Multimedia programs:

Chemistry Essential SeriesMatter: Form and Substance in the UniverseAtomic Structure: Mapping an Invisible WorldPeriodic Table: Reactions and RelationshipsReactions: The Chemistry of ChangeMixtures: Together But Separate

ANSWER KEY for page 18


VOCABULARY

The following terms are from Compounds: Electromagnetic Attraction in Molecules. Fill in thenumber of each term next to its closest definition.

1. acid2. base3. compound4. covalent bond5. hydrocarbons6. ion7. ionic bond 8. molecule

___ molecules made only of hydrogen and carbon atoms

___ process by which green plants convert the energy of sunlight into food energy

___ formed by the combining of elements or other compounds through chemical reaction

___ a man-made covalent solid with a low melting point

___ atom or compound that has a positive or negative charge as a result of gaining or losing

one or more electrons

___ ions formed out of molecules that gain or lose electrons

___ the study of compounds that contain carbon atoms

___ substance which forms a salt when it reacts with an acid

___ configuration of eight electrons in the outer level of an atom

___ chemical bond created by the transfer of electrons between atoms

___ chemical bond that occurs when atoms share electrons

___ smallest particle of an element or compound that retains the properties of the element or

compound

___ describes the combining ability of an element

___ developed to measure the relative strength of acids or bases in a solution

___ any compound that can react with a base to form a salt

5

12

3

14

6

15

10

2

9

7

4

8

11

13

1

9. octet10. organic chemistry 11. oxidation number12. photosynthesis13. pH scale14. plastic15. polyatomic ions



CHECKING COMPREHENSION

Read the following sentences and circle the letter of the word that best fills each blank.

The world around us is made up of ___1___ which are formed during chemical reactions. In thesereactions, atoms gain, give up or share ___2___ in order to form bonds with one another. Thesebonds provide the atoms with a configuration that resembles that of the highly stable ___3___ gases.This stable configuration is called ___4___ because of the number of electrons present. The bondsformed when atoms gain or lose electrons are called ___5___ bonds. The bonds formed when atomsshare electrons are called ___6___ bonds. In addition to atoms, molecules can also gain or lose elec-trons and form ions. Ions formed out of molecules are known as ___7___ ions. All compounds areclassified as either ___8___ . The ___9___ scale measures the relative strength of these two groups.___10___ paper is one way to classify substances based on this scale.

1. A. basesB. compounds C. octetsD. electrons

2. A. ionsB. hydrocarbonsC. electrons D. protons

3. A. noble B. hydrocarbonC. earthD. salt

4. A. a polyatomic bondB. an octet C. a halogen D. an electromagnetic bond

5. A. covalentB. tripleC. ionic D. litmus

6. A. molecularB. polysyntheticC. ionicD. covalent

7. A. polyatomic B. organicC. plasticD. chemical

8. A. octets or septets B. acids or bases C. electrons or protonsD. organic or noble chemicals

9. A. ReactiveB. Octet C. pH D. Oxidation

10. A. Litmus B. Organic C. OmegaD. Radon



MATTER MATCH-UP

Match each term on the left with the best group of words on the right.

1. bonds

2. chemical formula

3. chemical reaction

4. electron configuration

5. halogens

6. hydrocarbons

7. ionic substances

8. noble gases

9. organic compounds

10. phenolphthalein

structure of an atom’s outer energy shell

elements with the most stable electron configuration

ionic and covalent are two types

indicator that turns clear in an acid and pink in a base

a specific group of organic compounds derived from dead matter

when one substance chemically changes to another

compounds formed by ionic bonding

carbon-based substances

shorthand method of representing a molecule

nonmetallic chemicals such as flourine, chlorine and bromine



TRUE OR FALSE

Place a T next to statements that are true and an F next to statements that are false.

1. ___ When elements combine through chemical reactions, compounds are formed.

2. ___ Ionic bonds are formed when atoms share electrons.

3. ___ Noble gases have very stable electron configurations.

4. ___ An octet occurs when there are eight protons in an atom.

5. ___ The charged particles created when atoms gain or lose electrons are known as hydro-carbons.

6. ___ The net charge of all ions added together during a reaction will equal zero.

7. ___ When atoms share electrons, molecules are formed.

8. ___ Oxidation numbers represent the relative strength of an acid or base.

9. ___ In a chemical formula, the element with the positive oxidation number is usually listed first.

10. ___ In general, bases are much more reactive than acids.

T

F

T

F

F

T

T

F

T

F



REVERSE ALPHABET

An important word in each sentence below is written in Reverse Alphabet. Use the code below todiscover the important word in each sentence.

A= Z, B=Y, C=X, D=W, E=V, F=U, G=T, H=S, I=R, J=Q, K= P, L = O, M=N, N=M, O=L, P=K, Q=J,R=I, S=H, T=G, U=F, V=E, W=D, X=C, Y=B, Z=A

1. The forces that hold atoms together in compounds are called XSVNRXZO bonds.

_________________________

2. Noble gases have very stable VOVXGILM configurations.

_________________________

3. The ZOPZORMV Earth Metals achieve a stable octet by losing one electron and gaining a positive ion.

_________________________

4. Compounds formed by covalent bonding are often ORJFRWH or TZHVH at room temperature.

_________________________

5. The combining ability of an element is described by its LCRWZGRLM number.

_________________________

6. Ions formed out of molecules are referred to as KLOBZGLNRX ions.

_________________________

7. All bases contain negatively charged SBWILCRWV ions.

_________________________

8. Organic compounds are formed through XLEZOVMG bonds.

_________________________

CHEMICAL

ELECTRON

ALKALINE

LIQUIDS, GASES

OXIDATION

POLYATOMIC

HYDROXIDE

COVALENT



CHEMICAL FORMULAS

Match each chemical formula on the left with the compound it represents on the right. Feel free torefer to a Periodic Table if you need help.

1. I2S2

2. CO

3. AsBr3

4. KOH

5. Hcl

6. LiOH

7. CaO

8. Fe2O3

9. H2O2

10. NaCl

potassium hydroxide

sodium chloride

iodine disulfide

calcium oxide

arsenic tribromide

hydrogen peroxide

hydrogen chloride

iron oxide

carbon monoxide

lithium hydroxide



L T E T C O V Q H N M W

G P J Q E L E C T R O N

C B L O I E O T H U L V

K E P G B O S C T M E N

C O V A L E N T S B C H

O A N X D K R I M K U A

M W K C P R D Z C W L L

P O L Y A T O M I C E O

O N E J A G R A Q J L G

U B G P L D J L D X H E

N H Y D R O C A R B O N

D M Q B O R G A N I C Y

WORD SEARCH

The following words can be found in the maze below. The letters may be arranged horizontally,vertically, diagonally or backward.

compoundcovalentelectronhalogenhydrocarbon ionicmoleculeoctetorganicpolyatomic



TEST

Circle the phrase which best answers each question.

1. Compounds are formed when atoms give up, gain or share:

• neutrons.• protons.• electrons. • photons.

2. _____ occur when electrons are transferred from one atom to another.

• Ionic bonds • Covalent bonds• Noble gases • Ions

3. Most noble gases are stable elements because their electrons form:

• hydrogen molecules.• covalent bonds. • ionic bonds. • octets.

4. The pH scale measures the relative strength of acids or bases in:

• isolation. • metals.• solutions. • hydrocarbons.

5. When atoms combine with the help of covalent bonds, _____ are formed.

• electrons.• neutrons.• protons. • molecules.



TEST (CONTINUED)

6. Molecules are represented using a shorthand method called:

• oxidation numbers.• polyatomic formulas.• compound ions.• chemical formulas.

7. The ability of an element to combine with other elements is represented by its:

• oxidation number. • chemical formula.• pH level.• compound number.

8. _____ are formed when molecules share electrons.

• Metals• Acids• Hydrocarbons• Polyatomic ions

9. Methane is an example of:

• a subatomic particle.• a hydrocarbon. • a covalent bond.• an octet.

10. Nearly all of the elements with negative oxidation numbers are:

• metals. • gases.• organic chemicals.• halogens.

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