Ionic and Molecular Lab

Sept 21, 2021

Lesson Title Ionic and Molecular Lab Grade Level 10

Subject Ionic and Molecular Lab Time Frame 1 Class, 80 minutes

Developed By Danielle Mohler-Penna

Learning Outcomes

UNIT A
GLO 2: Explain, using the periodic table, how elements combine to form compounds, and follow IUPAC
guidelines for naming ionic compounds and simple molecular compounds

Knowledge:
● A.2.2 explain the importance of and need for the IUPAC system of naming compounds, in terms of the
work that scientists do and the need to communicate clearly and precisely
● A.2.3 explain, using the periodic table, how and why elements combine to form compounds in specific
ratios
● A.2.4 predict formulas and write names for ionic and molecular compounds and common acids (e.g.,
sulfuric, hydrochloric, nitric, ethanoic), using a periodic table, a table of ions and IUPAC rules
● A.2.5 classify ionic and molecular compounds, acids and bases on the basis of their properties; i.e.,
conductivity, pH, solubility, state

Skills:
Initiating and Planning
● Ask questions about observed relationships, and plan investigations of questions, ideas, problems and
issues
○ state a prediction and a hypothesis based on available evidence and background information
○ evaluate and select appropriate instruments for collecting evidence and appropriate processes
for problem solving, inquiring and decision making

Analyzing and Interpreting

● Analyze data and apply mathematical and conceptual models to develop and assess possible solutions
○ describe and apply classification systems and nomenclature used in the sciences
○ identify new questions or problems that arise from what was learned

Communication and Teamwork

● Work as members of a team in addressing problems, and apply the skills and conventions of science in
communicating information and ideas and in assessing results
○ communicate questions, ideas and intentions; and receive, interpret, understand, support and
respond to the ideas of others
Essential Questions

1. What are the properties of ionic and molecular compounds?

2. How can we differentiate between ionic and molecular compounds in the lab?
3. How can lab results be misinterpreted?
4. How can we avoid the collection of incorrect information?

Knowledge: Skills:

Students will know... Students will be able to…

1. How to differentiate between ionic and 1. Perform conductivity tests and melting point
molecular compounds tests
2. How to perform tests in the lab 2. Identify unexpected results and determine a
rationale for why they may have occurred

Stage 1: Desired Results

Learning Students will:

Objective(s) 1. Perform conductivity and melting tests on four known and two unknown substances
2. Differentiate between ionic and molecular compounds by testing their properties
3. Account for unexpected results

Stage 2: Assessment Evidence

Summative None Formative Lab experiments

Assessment Assessment Following procedures
Writing down observations
Skills checklist

Stage 3: Learning Experience

Tech to Do Set up lab Resources to Bring Lab supplies - already set up in the lab

Time Content/Description Notes

5 minutes Introduction
● Today we will be going through a lab with the intention
of determining which of our substances are ionic or
molecular
● Once your group members are here you can begin
reading through your lab protocol and get started when
you are ready

Safety considerations on the whiteboard:

● NO FOOD OR DRINK IN THE LAB
 ● Backpacks away - get what you need (pencil, eraser, etc)
● Aprons & eyeglasses!

40 minutes LAB
● The door to the lab should be propped open to allow for
good airflow in the classroom. The windows in the lab
can also be opened to help with airflow.
● Students entering the classroom. Putting backpacks away,
grabbing their pencils and erasers.
● Students head to their lab benches. Once class begins,
and students are settled, they can begin working on their
labs.
● Remind them to:
○ Be standing during this lab at ALL times. No
one should be sitting on a stool.
○ Stir their samples with a new toothpick each
time
○ Clean their conductivity testers between each
use
○ Make sure there are no holes in their melting
dishes and to make sure they create a handle on
their melting dish so that they don’t burn
themselves
○ REMOVE THE MELTING DISH IF
ANYTHING STARTS TO BURN
● When we enter the lockdown - UNPLUG your hot plates,
remove your melting dishes from the hot plates. Get
behind a lab bench and near the far wall. Close the
windows. NO CELLPHONES are to be used during a
lockdown.
● Walk around the room and monitor student work and
assess student work stations. Are workstations tidy and
organized? How can they be improved? Make
suggestions to students when walking around.
● What are students recording for their data? Suggest
improvements where possible (ex. More detail, more
descriptive language, etc.)
● Ensure that students have created handles for their
aluminum foil melting plates. The handle is important for
students to be able to safely remove the hot tinfoil from
the hot plate.

9:45 am LOCK DOWN

● Students need to unplug their hot plates and remove their
melting dishes from the hot plate
● Students need to get under the lab benches and near the
back wall (NO CELLPHONES CAN BE USED
DURING THIS TIME).
 ● Teacher to do:
○ Frost the glass windows
○ Close the blind at the front of the classroom by
the door
○ Check for students in the hallway who need a
place to be during the lockdown
○ Ensure the door is locked (they lock
automatically, but do a double check).
○ Check that the door to the back workroom is
also closed and locked.
● These students are with me until 11am because we have
SOAR after class, so they will remain in the classroom
until 11 even after the lockdown is over.

Remaining time up Post-lockdown/Cleanup

to 11am ● Now that the lockdown is over, students will need to tidy
up their work stations so that the future classes have
clean spaces to come into for the lab as well.
● Once the work stations are tidy, students can bring out
any remaining work that they need to get done for
science or any other classes (using SOAR time).

Reflections and The lab today went quite well and I felt that the preparation yesterday really paid off in
Follow Up class today. The melting tests for this lab finish pretty quickly, so that’s great to know
moving forward. Most of the groups were able to finish their melting tests before the
lockdown started, so after the lockdown they were able to focus their time on cleaning up
and the analysis of the lab.

The lockdown did not run so smoothly. This was the first lockdown of the year and of
course we practice for a reason… We could not hear the lockdown announcement over the
students in our classroom, so we had no idea that the lockdown had started until about 15
minutes into it. A student came back from the washroom and told me that we were in
lockdown. I discussed this with CPS and our principal to avoid this from happening in the
future, but it definitely made me feel a bit nervous about if this were to ever be a real
scenario. I had let 2 students leave the classroom to enter the hallway to go to the
washroom, and had this been a real lockdown I would have potentially been putting them
in harm's way. I suppose this is what lockdown drills are for, however it was a bit
unnerving.