Ionic vs Covalent Properties Lab - 2x 80-minute periods

Objective:
Students will use properties of ionic and covalent compounds to predict the
bonding nature of a variety of substances.

Assessment Criteria:
Criterion E - Processing Data (6 max)
Criterion F - Performance and Attitudes in Science (6 max)

Due Date:
Friday 28 January 2011

Requirements:
• 1 page (1 front + 1 back) maximum
• tables have a professional appearance (i.e. included within the body of the
document, not a separate file, not taped/glued/stapled onto the page)
• Hypotheses/Predictions
• Results (data table) - You should collate your data into ONE data table
• Analysis
• Evaluation - What were the flaws in the procedure (NOT how well did you work
with your partner or how were you organized)? How would you improve the
procedure?
• Conclusion - What specifically did you learn about the ionic or covalent nature
of each of the substances you tested? How do you know?

Research Question:
How can we use the properties of ionic and covalent compounds to identify the
nature of some known substances?

Background Information:

Table 1 - Properties of Ionic, Covalent, and Metallic Bonds

Electrical
Bond Type State Melting Point Forces
Conductivity
Strong
Only conducts attraction
Ionic solid high when molten or between
in solution. oppositely
charged ions.
gas, liquid, low Weak forces
Covalent melting-point low Non-conductor between
solid molecules

International School of Tanganyika IBMYP G10 Science 2010-2011

Ionic vs Covalent Properties Lab - 2x 80-minute periods

Strong forces
mostly high Conduct between
solid (except
Metallic (except sodium electricity when positive ions
mercury)
& some others) solid or molten and delocalised
electrons.
Instructions:
1. List each of the following substances in your notebook and write your
prediction about the type of bonds it contains. Here is a sample prediction
table for your notebook:

Table 2 - Bonding Predictions and Hypotheses

Substance Predicted Bond Reason/Evidence
NaI
sucrose
NaCl
wax
KBr
ice (H2O)
copper shavings

2. After the teacher has checked your predictions, you will receive
instructions for carrying out each of the physical tests. You will perform
these simple physical tests on the compounds in order to understand the
similarities and differences among them.
3. Read the instructions for each physical test and develop your own data
table for that test in your notebook.
4. Conduct each physical test at your group’s station and CLEAN UP
BEFORE BEGINNING THE NEXT TEST. Your teacher will provide the
next set of instructions after s/he has seen your clean lab station.
5. After you have completed all the physical tests, clean up your station and
organize your data in one place.
6. Students are not required to complete a full lab write-up for this activity.
However, you must still submit the following to your teacher:
a. Hypothesis table: This is the one your teacher checked at the start of
the activity. You can re-type it into your final write-up.
b. Data tables and observations: typed, organized, all columns and rows
labeled, units of measurement included
c. Analysis: what evidence from your observations indicates whether
each substance is ionic or covalent?
d. Evaluation: What were the flaws in the procedure (NOT the flaws in
how your group worked)? How would you improve the procedure?

International School of Tanganyika IBMYP G10 Science 2010-2011

Ionic vs Covalent Properties Lab - 2x 80-minute periods

What else might you have to do to be able to better identify these

substances as ionic or covalent (i.e. further research)?
e. Conclusion: What overall patterns were evident?

International School of Tanganyika IBMYP G10 Science 2010-2011

Ionic vs Covalent Properties Lab - 2x 80-minute periods

The physical tests to be conducted:

1. Physical appearance, texture, hardness and luster:
a. is it solid, liquid, or gas at room temperature?
b. is the texture powdered, chalky, crystalline, sandy/gritty or
something else?
c. How hard is it? Can you dent it with a fingernail or is it hard enough
to scratch other surfaces?
d. Is it shiny or dull? What kind of color does it have?
2. Melting point:
a. Wear goggles. You do not need a thermometer.
b. Place a small amount (1.0-1.5g) of each substance in the bottom of
a test tube.
c. Use the test tube clamps to hold the test tube over a Bunsen
burner. Remember to point the top of the test tube away from anyone
around you.
d. The hottest flame a Bunsen burner makes is about 800 C. Record
your results as “melts quickly (low B.P.)”, “melts after moderate heating
(medium B.P.)”, or “does not melt (high B.P.)”.
e. Wash, rinse, and clean up your station after you’ve tested all the
substances.
3. Solubility in water:
a. Measure 1.5 - 2.0 g of each substance into the bottom of a small
(150ml) beaker.
b. Add 70.0ml distilled water to the beaker and stir until the substance
disappears OR until 90 seconds have elapsed, whichever comes first.
c. Record your observations in a data table.
d. Depending on how much of each substance your group has left, you
may want to SAVE the solutions for use in the conductivity test.
4. Conductivity of its water solution:
a. Measure 1.5 - 2.0 g of each substance into a small (150ml) beaker.
b. Add 70ml distilled water to the beaker and stir until the substance
dissolves.
c. Verify that the probe is properly calibrated (0-2000μS).
d. Repeat the method you used for the conductivity lab we did on
Monday:
i. Measure conductivity over a 10-second interval and record the
mean conductivity reading.
ii. Repeat the conductivity reading 4 more times so that you have 5
mean readings.
e. You don’t need to save the digital file, but you must record the
conductivity readings in a data table with the correct units of
measurement (these can be found on the LoggerPro display on the
MacBooks).

International School of Tanganyika IBMYP G10 Science 2010-2011

Ionic vs Covalent Properties Lab - 2x 80-minute periods

f. Delete your data runs in LoggerPro and reset it so that the next group
can begin as soon as they arrive at the station.
g. Clean up any spills.

Notes, Hints, and Guidelines:

 Melting points just need estimation to the nearest 1000C. In estimating the
boiling/melting points, note that the maximum temperature of the hottest
flame of a Bunsen burner is about 8000C. Overheating substances will
lead to very unpleasant smells so stop as soon as you can make an
observation.
 It will be up to you and your partner to work out how to perform the tests
using the apparatus given.
 Perform the experiment and record the data in a data table you have
constructed in your science notebook.
 Process the data and summarize your findings. Explain your observations.
What conclusions can you make?
 Evaluate the experiment – what could you have done differently or better?
How would/could that have influenced your results?

International School of Tanganyika IBMYP G10 Science 2010-2011