This is my powerpoint for an IB Chemistry Option D class at my school in Shanghai. It is extremely thorough, accurate and profusely illustrated, with many molecular models, and leavened with touches of humor. The graphics are designed to be used with a remote presenter. The content reflects the 2009 Option D curriculum, but should be adaptable to the new 2014 version. Teachers may adapt the material, however, I request that my name and school information be left in place. The second version is without the background image for printing purposes.

This is a little activity I drew up to fulfill the simulation and IT requirements for the IB Chemistry practical programme. It relates to topic 6 and specifically to the Maxwell-Boltzmann distribution. The website it refers to requires Java which may not work in some browsers, so it is advisable to test first. Keywords: KS4, IB Chemistry, Kinetics, Maxwell-Boltzmann, Topic 6, IT for Chemistry, Simulation

Covalently bound chemicals (i.e. molecules) can be depicted in many different ways, which is sometimes confusing for students: full electronic structures showing inner shells; Lewis structures; dot-cross structures; structural formulae as used in organic chemistry; and 3-d formulae which would be suitable for topics like VSEPR theory. This worksheet is designed to provide carefully scaffolded practice with ALL of these ways simultaneously; it is intended not only to familiarize students with the different methods, but also to show them how they interrelate. Indirectly, the worksheet also shows why the methods are appropriate in different situations; for example, full electronic structures are cumbersome for large molecules containing heavy atoms, and 2-d structural formulae are not good for showing 3-d features such as bond angles. Two versions of the worksheet are provided. The “complete” version has answers already in place for the first molecule, water. This is recommended for most classes since the completed example row shows what is required for the other rows. There is also a blank version supplied, since some teachers may prefer to work through the “water” row in class, with the students transcribing the structures as they appear. Lastly, a full mark scheme with point values is provided. Level: mainly intended for IB Chemistry, the worksheet is also suitable for A-Level or AP Chemistry students, although in the latter case teachers may need to explain full electronic structures and dot-cross structures first, since these methods do not seem to be common in US chemistry curricula. In addition, I have successfully used it with KS3 groups (grades 9-10), including IGCSE and MYP sets, although these students will naturally require a little more support and pre-teaching of the theory. Marking recommendations: 3 points for each correct structure with partial marks awarded for slightly defective answers. There are 99 marks available but I usually only require 75 with the extra available as “bonus points”, of course if your school’s assessment system does not allow this then it can be marked out of 99. Differentiation: for lower attaining groups difficult problems like the full electronic structure for bromomethane, can be X’d out before duplicating the worksheet.

This is a pair-based activity intended to teach students about covalent bonding and molecular structures, using the Molymod model building pieces. It is very carefully scaffolded, starting with very easy questions to build confidence, then by the end students are dealing with advanced concepts like isomerism and ring strain. Note that molymod kits are absolutely required (see Supplies below), however if your school does have these, it squeezes a tremendous amount of educational benefit out of them. In my opinion, over a 30-year teaching career this is one of the most effective resources I have ever created; I have used it with several classes in multiple countries and it never fails to have most students highly engaged, building molecules and racing to finish the questions. **Topics: ** covalent bonding, molecular structure, single vs. double vs. triple bonds, effect of bonding on molecular shape, VSEPR theory; isomerism; organic rings; ring strain Required supplies: Molymod kits sufficient for your class size. Each pair requires approximately 5 black carbon pieces, 5 red oxygen pieces, around 6 white hydrogen pieces; 2 blue nitrogen pieces; and 2 green chlorine (halogen) pieces. About eight of the gray plastic single bond pieces and 4 or so of the gray plastic double bond pieces are also needed. Having said that, if you are short of pieces you can simply use larger groups, although I don’t recommend this as it creates a “spectator effect” where some students might just be watching and not building. (Note: molymod kits are available from Amazon, Philip Harris, etc.) Periodic tables for each pair 60-80 min of class time Recommendations for use of resource: Before beginning this activity, students should already have a basic understanding of atomic structure (particle composition of different elements) and covalent bonding (so the idea that “full shell means stable” should be somewhat familiar to them). As mentioned, your school must have a sufficient supply of molymod kits for the class. Print out sufficient copies of the activity handout for each pair of students. It is designed to fit on 4 pages, so if you use double sided printing only two sheets per pair are required. Show the molymod kits to the students, point out that different elements are represented by different colors, and build a simple molecule like water as an example. Then stand back and let them get on with it. I have found that 60-80 minutes are sufficient for most pairs to complete all 4 pages. Assessment: A full mark scheme is provided; I personally assess it with 58 required points and 19 additional “bonus points” available. If your assessment scheme does not allow grades exceeding 100%, then you can simply make the bonus parts optional enrichment, or allow students attempting them to demonstrate answers to the class. Due to the hands-on nature of this activity I consider it part of their lab grade, even though no “wet” chemicals are used.