Parent plan · Week 10 · Bonding, Formulas & Molecular Structure — connect, calculate and revise — Physical Science: Chemistry

Units to teach or revisit

Chapter 3 · Bonding, Formulas & Molecular Structure

Assigned readings

Why three solids need three different explanations

Develop this chapter question: How do electron interactions determine a material’s properties?

This week’s goals

Explain models, species, arrows and axes before substituting values.
Conserve the relevant atoms, charge, amount and energy account.
Apply independently, state limits and revise from evidence.

Read Why three solids need three different explanations at chapter launch and revisit it alongside this week’s linked units, figures and investigation.

Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.

Session 1 · Bond Models and Material Properties — calculate, explain and revise

Use the linked chapter reading, unit explanations, figures and notebook.

Your task

Calculate/graph the records with correct labels. Answer the analysis questions, compare an alternative account, revise the model and submit a report with evidence, uncertainty and next test.

Prepare the assigned explanation and identify the question.
Trace a model or graph, labeling its species and units.
Attempt the assigned reasoning and calculation before opening guidance.
Compare with criteria and retain an explained correction.

Hint and response guidance

Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.

CO₂ bond dipoles cancel in its linear geometry. Salt conduction requires mobile ions, while copper has mobile electrons in the solid. Property predictions require structure and phase; a single property is not a unique identity test. Preserve the original observations, intermediate working and a labeled mechanism. Report the relevant boundary and model assumptions, discuss an alternative explanation, and identify the next useful measurement; do not replace unexpected data with the illustrative record.

Use the supplied evidence and correct species/units.
Explain the relevant mechanism or relationship.
Show intermediate working or a labeled model.
State an assumption, limitation or useful next test.

Session 2 · Consolidation — Ionic Bonding

Use the linked chapter reading, unit explanations, figures and notebook.

Your task

Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. Al³⁺ combines with O²⁻. Find the simplest neutral formula and explain why it is not a five-ion molecule drawing for the solid.

Prepare the assigned explanation and identify the question.
Trace a model or graph, labeling its species and units.
Attempt the assigned reasoning and calculation before opening guidance.
Compare with criteria and retain an explained correction.

Hint and response guidance

Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.

The least common charge magnitude is 6: two Al³⁺ and three O²⁻ give +6−6=0, so Al₂O₃. The formula states a stoichiometric ratio in an extended solid, not a claim of isolated five-ion molecules.

Use the supplied evidence and correct species/units.
Explain the relevant mechanism or relationship.
Show intermediate working or a labeled model.
State an assumption, limitation or useful next test.

Session 3 · Consolidation — Covalent Bonding

Use the linked chapter reading, unit explanations, figures and notebook.

Your task

Use marked evidence to choose a real gap: redraw and explain a figure, complete a new calculation or compare an alternative mechanism. If secure, design a further test and identify its controls. Compare CO₂ and H₂O: both have polar bonds. Explain why bond polarity alone cannot establish that both molecules have a net dipole.

Prepare the assigned explanation and identify the question.
Trace a model or graph, labeling its species and units.
Attempt the assigned reasoning and calculation before opening guidance.
Compare with criteria and retain an explained correction.

Hint and response guidance

Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.

CO₂ is linear with equal opposing bond contributions that cancel in the ideal symmetric molecule. H₂O is bent, so its bond dipoles do not cancel. Geometry and the full charge distribution matter.

Use the supplied evidence and correct species/units.
Explain the relevant mechanism or relationship.
Show intermediate working or a labeled model.
State an assumption, limitation or useful next test.

Session 4 · Chapter review and targeted correction

Use the linked chapter reading, unit explanations, figures and notebook.

Your task

Attempt the full chapter review before consulting guidance. Include the changed transfer cases and explain why an earlier error occurred. Select further practice from marked evidence.

Prepare the assigned explanation and identify the question.
Trace a model or graph, labeling its species and units.
Attempt the assigned reasoning and calculation before opening guidance.
Compare with criteria and retain an explained correction.

Hint and response guidance

Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.

Use each item’s supplied worked guidance and criteria; retain both an independent attempt and an explained correction.

Use the supplied evidence and correct species/units.
Explain the relevant mechanism or relationship.
Show intermediate working or a labeled model.
State an assumption, limitation or useful next test.

Session 5 · Chapter quiz and human marking

Use the linked chapter reading, unit explanations, figures and notebook.

Your task

Attempt the complete chapter quiz independently. Mark objective answers afterward and have a parent/teacher judge written explanations using the criteria. Discuss priority corrections.

Prepare the assigned explanation and identify the question.
Trace a model or graph, labeling its species and units.
Attempt the assigned reasoning and calculation before opening guidance.
Compare with criteria and retain an explained correction.

Hint and response guidance

Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.

A correct unsupported number does not replace the requested reasoning. Use the item criteria and preserve examples of independent work.

Use the supplied evidence and correct species/units.
Explain the relevant mechanism or relationship.
Show intermediate working or a labeled model.
State an assumption, limitation or useful next test.

Submit this week

Labeled first/revised models and intermediate calculations.
Assigned practice and assessed attempts with explained corrections.
Investigation record/report when assigned, identifying supplied versus collected data.

Parent / teacher weekly conference

Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.

Can each relevant symbol and unit be explained?
Does the calculation conserve the appropriate quantities?
Can the learner solve a changed case and explain an assumption?

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