Solid State in High School Esther Hines Billerica

Solid State in High School Esther Hines Billerica Memorial High School New England Association of Chemistry Teachers 78 th Summer Conference Fitchburg State University July 14, 2017

Table of Content 1. Alignment with HS Chemistry & with AP Chemistry framework 2. Solid State lecture notes 3. In-class activity - POGIL 4. Hand-on activity – Building crystal structures 5. Laboratory Experiment – Quantitative analysis of alloys (bronze)

1. Alignment with the High School Chemistry Framework DESE-MA HS Standards for Chemistry April 2016 HS-PS 1 -3. Cite evidence to relate physical properties of substances at the bulk scale to spatial arrangements, movement, and strength of electrostatic forces among ions, small molecules, or regions of large molecules in the substances. Make arguments to account for how compositional and structural differences in molecules result in different types of intermolecular or intramolecular interactions. . HS-PS 2 -6. Communicate scientific and technical information about the molecular-level structures of polymers, ionic compounds, acids and bases, and metals to justify why these are useful in the functioning of designed materials. * State Assessment Boundary: • State assessment will be limited to comparing substances of the same type with one compositional or structural feature difference.

Alignment with the AP Chemistry Framework Enduring understanding 2. A: Matter can be described by its physical properties. The physical properties of a substance generally depend on the spacing between the particles (atoms, molecules, ions) that make up the substance and the forces of attraction among them) Enduring understanding 2. C: The strong electrostatic forces of attraction holding atoms together in a unit are called chemical bonds. Enduring understanding 2. D: The type of bonding in the solid state can be deduced from the properties of the solid state.

Alignment with the AP Chemistry Framework • • Essential knowledge 2. A. 1: The different properties of solids and liquids can be explained by differences in their structures, both at the particulate level and in their supramolecular structures. Learning Objective for EK 2. A. 1: LO 2. 3 The student is able to use aspects of particulate models (i. e. , particle spacing, motion, and forces of attraction) to reason about observed differences between solid and liquid phases and among solid and liquid materials. Essential knowledge 2. C. 2: Ionic bonding results from the net attraction between oppositely charged ions, closely packed together in a crystal lattice. ✘Knowledge of specific types of crystal structures is beyond the scope of this course and the AP Exam. • Learning Objective for EK 2. C. 2: Learning Objective 2. 19 The student can create visual representations of ionic substances that connect the microscopic structure to macroscopic properties, and/or use representations to connect the microscopic structure to macroscopic properties (e. g. , boiling point, solubility, hardness, brittleness, low volatility, lack of malleability, ductility, or conductivity). • • • Essential knowledge 2. C. 3: Metallic bonding describes an array of positively charged metal cores surrounded by a sea of mobile valence electrons. Learning Objective for EK 2. C. 3: LO 2. 20 The student is able to explain how a bonding model involving delocalized electrons is consistent with macroscopic properties of metals (e. g. , conductivity, malleability, ductility, and low volatility) and the shell model of the atom.

Alignment with the AP Chemistry Framework • • • Essential knowledge 2. D. 1: Ionic solids have high melting points, are brittle, and conduct electricity only when molten or in solution. Learning Objectives for EK 2. D. 1: LO 2. 23 The student can create a representation of an ionic solid that shows essential characteristics of the structure and interactions present in the substance. LO 2. 24 The student is able to explain a representation that connects properties of an ionic solid to its structural attributes and to the interactions present at the atomic level. ) Essential knowledge 2. D. 2: Metallic solids are good conductors of heat and electricity, have a wide range of melting points, and are shiny, malleable, ductile, and readily alloyed. Learning Objectives for EK 2. D. 2: LO 2. 25 The student is able to compare the properties of metal alloys with their constituent elements to determine if an alloy has formed, identify the type of alloy formed, and explain the differences in properties using particulate level reasoning. LO 2. 27 The student can create a representation of a metallic solid that shows essential characteristics of the structure and interactions present in the substance. LO 2. 28 The student is able to explain a representation that connects properties of a metallic solid to its structural attributes and to the interactions present at the atomic level. Essential knowledge 2. D. 3: Covalent network solids have properties that reflect their underlying 2 -D or 3 -D networks of covalent bonds. Covalent network solids generally have extremely high melting points and are hard. Essential knowledge 2. D. 4: Molecular solids with low molecular weight usually have low melting points and are not expected to conduct electricity as solids, in solution, or when molten. Learning Objectives for EK 2. D. 3 & 2. D. 4 LO 29, 30 , & 31

2. Solid State Lecture Notes 2. A Chemical bonding in solids 2. B Types of solids: Ionic, molecular, network covalent, metallic. 2. C Other types of solids: Nanomaterials, biomaterials, materials by biomimicry

2. A Chemical Bonding in solids 2. A. 1 Crystals – Ionic bond & lattice energy 2. A. 2 Molecular solids & network covalent solids –Covalent bond & covalent bond theories (Lewis, VSEPR, valence shell, molecular orbitals) 2. A. 3. Metallic solids – Band Theory to explain model of “sea of electrons”, valence band, conductive band, and band gap.

2. A. 1 Review of Ionic Bond • Review: Formation of an Ionic compound https: //youtu. be/lh. C 42 qxk 5 k. Q

2. A. 2 Review of Covalent Bond • Review of Covalent bond formation • https: //youtu. be/Mo 4 Vfqt 5 v 2 A

2. A. 3 Review of Band Theory • Review of Molecular Orbital theory & Band Theory MO Part 1 https: //youtu. be/i. BAz. ZWx 7 x. O 8

2. B. Types of Solids

2. B. 1 Crystals - Ionic Solids • Ionic Crystals Ionic bond explained – electrostatic attraction using Coulomb’s law. Physical properties of crystals: melting point, enthalpy of fusion, etc. https: //youtu. be/5 v. SBj. S 99 Ozs

2. B. 2 Molecular Solids • Molecular Solids and their properties https: //youtu. be/qk. Gx. ZO 4 z_k 8

2. B. 3 Covalent Network solids • Covalent Network Solids and their properties https: //youtu. be/PU 9 rz. Tj. Lyb 4

2. B. 4 Metals & metallic bond • Review of Molecular Orbital theory MO Part 1 https: //youtu. be/i. BAz. ZWx 7 x. O 8 • Metallic Bond , conductors & insulators MO Part 2 https: //youtu. be/LB 4 p. DYl. VX 60 • Metallic Bond, semiconductors MO Part 3 https: //youtu. be/Gv 1 UHN 1 Dy. T 8

2. C. Other Types of Solids

2. C. 1 Nanomaterials • What is nanotechnology? https: //youtu. be/DAOFpgocfrg • Chemical & Engineering News “ 2 -D Materials Go Beyond Graphene” http: //cen. acs. org/articles/95/i 22/2 -Dworld. html? utm_source=Newsletter&utm_me dium=Newsletter&utm_campaign=CEN

2. C. 2 Biomaterials • Biomaterials https: //youtu. be/uta 5 Vo 86 XL 4

2. C. 3 Biomimicry Inspired Materials • Materials by biomimicry https: //www. bloomberg. com/news/photoessays/2015 -02 -23/14 -smart-inventionsinspired-by-nature-biomimicry

3. In –Class POGIL • POGIL Activities for AP*Chemistry, Flinn Scientific, Inc. (catalog Number AP 7935) p. 8199

4. Hands-on Activity • • Building Crystal Structure Models J. Chem. ED. Letter www. pubs. acs. org/chemeduc DOI: 10. 1021/acs. jchemed. 7 b 00305 “Constructing Cost-effective Crystal structures with Table Tennis Balls and Tape That Allows Students to Assemble and Model Multiple Unit Cells”; Catherine Elsworth, et. al. ; Trinity College, Australia.

Additional Model Building Resource • Super Value Laboratory Kit, Flinn Scientific Inc. (Catalog Number AP 7036)

5. Lab Experiment with Alloys • Spectroscopic determination of copper in brass • https: //youtu. be/gk. Gi. OJ 1 p 7 n. Q • Determination of copper in brass (Flinn Scientific Inc. videos) • https: //youtu. be/m-5 En. GAMKF 4

Additional Lab Activities Resources • Building Crystal Models - University of Wisconsin Lab kit • http: //www. webassign. net/question_assets/ncsugenchem 102 labv 1/lab_6/manual. html • Plymouth State U. Lab • http: //jupiter. plymouth. edu/~jsduncan/courses/2012_Spring/Inorg anic. Chemistry/Labs/03 -Solid. State. Models. pdf • Solid State Model Kit (Wisconsin) • http: //education. mrsec. wisc. edu/supplies/SSMK/ • http: //ice. chem. wisc. edu/Catalog/Sci. Kits. html#Anchor-Solid-31140 • Video Simulation • https: //youtu. be/Rm-i 1 c 7 zr 6 Q

Additional Teachers Resources • MIT Material Science Department – Introduction to Solid State chemistry https: //ocw. mit. edu/courses/materials-science-and-engineering/3091 sc-introduction-to-solid-state-chemistry-fall-2010/syllabus/ • ACS-PPt on nanomaterials • http: //cen. acs. org/articles/95/i 22/2 -Dworld. html? utm_source=Newsletter&utm_medium=Newsletter&ut m_campaign=CEN • Careers in Material Science • https: //www. acs. org/content/acs/en/careers/college-tocareer/chemistry-careers/materials-science. html • Beyond Benign: Green Chemistry Education • http: //www. beyondbenign. us/home/

Thank you! Ms. Esther Hines Billerica Memorial High School ehines@billericak 12. com