Identifying and Comparing Properties of Ionic and Covalent Compounds in Order to Classify

Unknown Compounds.

Teacher Version

Kim Appleby

Justin Barry

Sean Wolosin

Contents:

I. Introduction............................................................................................................Pg 2

II. Materials .................................................................................................................Pg 3

III. Outline of Activity..................................................................................................Pg 3

IV. Basic Rubric for Pre-Lab........................................................................................Pg 4

V. Teacher Notes .......................................................................................................Pg 4

VI. Pre-Lab Activity................................................................................................. Pgs 5-8

VII. Part A ......................................................................................................................Pg 9

VIII. Part B .....................................................................................................................Pg 10

IX. Conductivity Tester Assembly Instructions .......................................................Pg 11

X. Part C ....................................................................................................................Pg 12

XI. Follow Up Assessment Questions................................................................Pgs 13-14

XII. Extension and Closing Questions ......................................................................Pg 15

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Lab Title:

Identifying and Comparing Properties of Ionic and Covalent Compounds in Order to Classify
Unknown Compounds.

Where This Activity Fits into Curriculum:

This lab activity is an appropriate accompaniment for a high school general chemistry course for a
unit involving Aqueous Reactions and Solution Stoichiometry which is typically covered early on in a
general chemistry curriculum or Intermolecular Forces, Liquid, and Solids which is typically cover later
in the year in a general chemistry curriculum. The lab allows students to perform a conductivity test
on various substances dissolved in water to qualitatively determine if a substance is an electrolyte or
a molecular compound. This aspect of the lab activity allows the student to observe the properties
of both ionic and molecular compounds in solution and requires that the student interpret results to
make a determination about the type of compound they are working with. The lab also allows
students to determine the solubility of ionic compounds and molecular compounds in both polar and
non-polar solvents. Lastly the lab requires allows students to qualitatively compare the melting points
of both ionic and molecular compounds. This lab is strictly qualitative due to the fact that the goal of
the lab is to have students collect data on three separate macroscopic phenomena that are
influenced by the nanoscopic interactions (type of bonds) that each compound involved in the lab
has. The student then must reason as to why a certain type of compound will behave a certain way
based on the type or class of compound in which it belongs.

Prerequisite knowledge:

This lab has been designed as a guided inquiry activity in that its purpose is to allow students to
explore and eventually determine the answer to a “big” question. The “big” question being
proposed to the student is “how does the bonding involved in a compound (nanoscopic
interactions) influence the macroscopic physical properties that can be observed of the
compound?” The student is also being asked to apply knowledge gained about these
macroscopic interactions to unknown samples that they are given during the lab in order to identify
these substances as being covalently bonded or ionic bonded substances. In order for the student
to benefit from this lab activity the student should have a good understanding of the difference
between an ionic compound and a molecular compound. The student should also have a good
understanding of the various physical properties that they will be exploring in the lab activity
(conductivity, solubility, melting point). If the lab is being used in a unit on Aqueous Reactions and
Solution Stoichiometry, then the student will need to do some research as to what intermolecular
forces affect solubility and melting points. If the lab is being used during a unit on Intermolecular
Forces, Liquid, and Solids than the student will need to revisit the properties of an electrolyte and
factors influencing conductivity. It should be emphasized that this lab has been designed to
encourage the student to perform their own research on each of the various physical properties that
they will be observing during the activity.

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Purpose and Objectives:

• Students will use critical thinking skills and previous (as well as gained) knowledge in order to
solve a problem.
• Students will be able to explain how macroscopic observations are influenced by nanoscopic
interactions.
• Students will be able to explain what influences the conductivity of a substance in solution and
the properties of an electrolyte vs. a non electrolyte.
• Students will be able to describe how the type of bonding in a compound influences the
solubility of a compound in polar and non-polar solvents.
• Students will be able to describe how intermolecular interactions influence the melting point of
a compound.
• Students will be able to describe how bonding influences intermolecular interactions.

Master Materials List: Based on a class of 24 students working in groups of 4

• 24 student safety goggles • 6 hot plates

• 24 student aprons • 6 spatulas
• Fume hood • (18) 20 mL glass containers with lids
• 6 qualitative conductivity testers (see pg 11 • Adhesive labels
for instructions on how to build these if your • (18) 50 mL beakers
school does not have them) • 6 glass stirring rods
• Aluminum foil

Consumables:
• Approximately 150 g Naphthalene crystals divided equally into (6) 20 mL glass containers and
labeled Unknown Sample A
• Approximately 150 g potassium chloride crystals divided equally into (6) 20 mL glass containers
and labeled Unknown Sample B
• Approximately 150 g sodium bicarbonate powder divided equally into (6) 20 mL glass
containers and labeled Unknown Sample C
• Approximately 360 mL cyclohexane - (3) 20 mL allotments per group.

Activity Synopsis: (this lesson may be split in two separate days)

Students will:
1. PreLab (before class)- Answer questions from laboratory experiment report sheet and fill in the
chart listing the properties of known compounds. Review concepts include: ionic compound
composition, molecular compound composition, melting time, and electrical conductivity.
Make predictions about the identity of various compounds based on their physical and
chemical properties.
2. Laboratory experiment- Teacher demonstrates safety precautions and how to properly use the
conductivity meters. (5 min) Gather the selected supplies from their lab station. Test unknown
samples each separately for solubility, conductivity, and melting point. Students will follow all
directions under the procedure section of lab manual. (15 min)
3. PostLab- After making observations and recording results, answer the POGIL questions on the
experiment report sheet. Make conclusions about the compounds, whether they were ionic or
covalent and observe any trends among them. (15 min)
4. Laboratory experiment #2- Upon finishing the experimental tests for Unknowns A, B, and C,
students will then test unknown D. (5 min)
5. Clean up all lab equipment and materials and properly dispose of all materials as directed in
the lab. (5 min)
6. Answer closing POGIL type questions at the end of the lab to test their understanding of the
lab. (20-30 min the following class period)
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Basic Rubric for scoring:

PRE-Lab Grading Rubric:

Requirement Meets Expectations Minor Errors Serious Errors

Compound Research All required information Some information Information missing or
Chart in chart is included and inaccurate. inaccurate.
is accurate
Venn Diagram
Definitions
Questions For Review

Teacher Introduction Notes:

Students will bring their completed pre-lab chart and pre-lab questions answered before
coming to lab.

Students will be instructed what the objective of the lab is and where materials can be found.

Safety precautions will be review with the particular materials we are using.

A brief procedural introduction of the test will be given (especially for the conductivity test)

Students will pair up in to 2-4 people (depending on size of class) and begin working only after
all students have their safety goggles on.

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Pre-Lab: Teacher Version

Please complete the chart prior to coming into the lab. Be sure to include MSDS information, as well
as the structure. Most structures can be found by visiting http://www.chemfinder.com/. You can
also find information on these structures by visiting
http://www.sigmaaldrich.com/Area_of_Interest/The_Americas/United_States.html.

Completed Student Chemical Research Chart:

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Using the template below, and the data from your table diagram the trends found in ionic and
covalent compounds.

Ionic Covalent

Please Define the Following Terms:

1) Solubility

When we talk about the mixing of two or more substances together in solution we must consider solubility.
Simply defined, it is a measure of how much solute will dissolve into the solvent. Not all substances will
dissolve in all solvents. Understanding solubility properties will provide a basis for understanding the
golden rule of solubility...Like dissolves like!

2) Ionic Bond

An ionic bond is an electrical attraction between two oppositely charged atoms. Normally, atoms are neutral
and have no charge. However, in order to gain stability they will sacrifice their neutrality by either losing
one or more of its outermost electrons thus becoming a positive ion (cation) or they will gain one or more
electrons thus becoming a negative ion (anion). Elements that are described as "metallic" tend to lose
electrons and elements that are described as "non-metallic" tend to gain electrons. Once this has happened
then the resulting charged atoms will attract each other.

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 3) Covalent Bond

Covalent bonds are formed as a result of the sharing of one or more pairs of bonding electrons. Each atom
donates half of the electrons to be shared. This sharing of electrons occurs if the electronegativity (electron
attracting ability) of the two bonded atoms are equal, or if the difference is no greater than 1.7.

4) Conductivity

This is a measure of a materials ability to conduct an electric current. Conductivity has SI units of siemens
per meter (S·m-1) Metals, which tend to readily ionize, are good conductors of electricity.

5) Polar Covalent Bond

This is a type of covalent bond. In Biological systems, polar covalent bonds are important because they
allow the formation of another kind of weak bond called a hydrogen bond. Water is an example of a
molecule that has polar covalent bonds and engages in hydrogen bonding.

Please answer the following questions in preparation for the lab you will be performing:

1. Ionic compounds are generally made up of what kind of elements

A metal and a non-metal

2. Covalent compounds are generally made up of what kind of elements

Two non-metals

3. Write the formula and predict whether each of the following is principally ionic or covalent by circling
(I) or (C).

sodium iodide NaI I or C carbon tetrachloride _____CCl4_____I or C

ammonia _______NH3_____ I or C carbon dioxide ___CO2______I or C

potassium nitrate __KNO3______ I or C calcium chloride__CaCl2________ I or C

4. Based upon the compounds you researched, and your Venn diagram, are there any patterns
with respect to the property of solubility? _______Yes_______________

Explain

Answers will vary but should include statements of like dissolves like. Ionic compounds will be water
soluble and molecular compounds will not be water soluble.

5. Based upon the compounds you researched, are there any patterns with respect to melting
point? _____________Yes______________________________________________

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 Explain

Answers will vary but should include statements that generally ionic compounds have high melting
points.

6. Based upon the compounds you researched, are there any patterns with respect to
conductivity?__________________Yes________________________________________

Explain.

Answers will vary but should include the statement that ionic compounds are good conductors of
electricity.

7. Millenium falcon is a compound made from 2 elements, Millenium (Mi) and falcon (Fa).
Millenium has a configuration similar to the alkali metals and falcon has a configuration similar
to oxygen. Predict the following:

a. solubility in water _________No________ b. conductivity_______Yes__________

c. melting point ________High___________ d. formula ___________MiFa________

8. Water (H2o) is:

a. Polar
b. Nonpolar

Explain why you chose the answer above: ___a-because there a overall net dipole from
the very electronegative oxygen atom. There is an uneven distribution of electron charge
on the whole molecule.
________________________________________________________________________________________

9. Cyclohexane is:
a. Polar
b. Nonpolar

Explain why you chose the answer above: _____ b-because there no overall net dipole
from the molecular compound. There is an even distribution of electron charge.
________________________________________________________________________________________

10. Based on the following answers in #8 and #9, explain what is meant by “like dissolves like”.
(Use words like polar, non-polar, water, and cyclohexane in your answer below)

Polar substances (like water) will dissolve polar substances and nonpolar substances (like
cyclohexane) will dissolve nonpolar substances.

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PART A. Solubility in Water and Cyclohexane

Purpose:

Solubility is a complex phenomenon. For the purposes of this lab it is necessary to understand the
golden rule of solubility “like dissolves like”. What this means is that a solvent (the dissolving medium in
a solution) will dissolve a solute (a substance that is dissolved into a liquid) that is similar in structure.
More specifically a polar solvent will dissolve a polar solute and a non polar solvent will dissolve a non
polar solute. Ionic compounds are compounds with extreme polarity. Ionic compounds will thus be
dissolved by polar solvents and will not be dissolved by non-polar solvents. Molecular compounds
with non-polar covalent bonds will not dissolve in polar solvents and will dissolve in non-polar solvents.
By observing a compounds solubility in various solvents it is possible to better understand the nature of
the bonding in the compound.

Materials:
• Fume hood • Deionized water • Unknown Sample B
• 3 50 mL beakers • Cyclohexane • Unknown Sample C
• Glass stirring rod • Unknown Sample A • Spatula

Safety:
• These procedures should be performed under a fume hood for cyclohexane.
• Cyclohexane must be kept away from all sources of heat and open flame.
• Safety goggles must be worn at all times
• Lab aprons should be worn at all times.
• Cyclohexane must be disposed of in organic material collection container provided by
instructor.
• Unknown Sample A should not be inhaled and all unknown containers should be kept closed
at when not being used

Procedure:
1. Under a fume hood, fill three beakers (50 mL or greater) with approximately 20 mL
cyclohexane each. Label each beaker with identity of Unknown sample that you will be
placing into the beaker (A,B, or C)
2. Place a small scoop (tip of spatula smaller than a pea size) of Unknown Sample A into beaker
containing cyclohexane and CAREFULLY stir with glass stirring rod. Material should be stirred
for approximately 1-3 min.
3. Repeat procedure #2 for unknown B and unknown C.
4. Record observations.
5. Dump cyclohexane into collection container provided by your teacher. (DO NOT DUMP
DOWN THE DRAIN).
6. Thoroughly wash each beaker with soap and water and THOROUGHLY rinse with deionized
water.
7. Fill each beaker with 20 mL deionized water.
8. Place a small scoop of Unknown sample A into beaker containing deionized water. Stir with
glass stirring rod. Material should be stirred for approximately 1-3 min.
9. Repeat procedure #8 for unknown B and unknown C.
10. Record observations.
11. SAVE SOLUTIONS FOR PART B OF LAB.
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PART B: Conductivity Test for Ions in Solution

Purpose:

A substance that conducts electricity when it is dissolved in water is referred to as an electrolyte. If a

compound is ionic, then when it dissolves in water it will form ions which will allow electric current to
flow through the solution. The conductivity of a solution depends directly on the number of ions
present in the solution. If a compound is not ionic then when it dissolves in water it will not form ions
but will instead break up into molecules. A solution of molecules will not conduct electricity.

Materials:

• Electric conductivity apparatus (can be commercial or home- made) – WARNING: If the

conductivity tester to be used is powered by a 120-V source then this test should only be
performed only by a teacher and should be performed very carefully as to avoid electric
shock.
• (3) beakers 50 mL or greater • Unknown sample A
• Spatula • Unknown sample B
• Glass stirring rod • Unknown Sample C

SAFETY:

• Safety goggles must be worn at all times

• Lab aprons should be worn at all times.
• Unknown Sample A should not be inhaled and all unknown containers should be kept closed
at when not being used.

Procedure:

1. Using the solutions prepared in part A of the lab, add 20 mL more deionized water.
2. Add a small scoop (pea sized) unknown sample A to labeled beaker and stir with glass stirring
rod.
3. Add a small scoop (pea sized) of Unknown Sample B to beaker and stir with glass stirring rod.
4. Add a small scoop (pea sized) of unknown Sample C to beaker and stir with glass stirring rod.
5. Make sure the bare wires of the conductivity tester are clean. Rinse with deionized water
before performing test.
6. If using a home-made conductivity tester, hold the battery end of the tester and dip exposed
ends of red and black wire into each beaker filled with solution. Do not touch sides of beaker.
Wires should be approximately 2 cm apart and should not touch. If LED goes on than the
solution is conducting electricity. If the LED stays dark than the solution is not conducting
electricity.
7. CAUTION: Exposed wires on conductivity tester must be cleaned with deionized water before
performing next conductivity test.
8. If at first none of the solutions are conducting electricity then add another small scoop of the
unknown to the solution.

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Assembly Instructions for Home-Made Conductivity Tester (all materials used can be purchased at
Radio Shack):
1. For each tester you will need the following:
a. (1) 9V battery
b. (1) 9V Battery Snap connector
c. (1) 5mm Red or Blue LED (12VDC, 20mA,1.5mcd, with integrated resistor)
d. ~ 15 cm Spare electrical wire (4 conductor, 24 gauge, solid black)
e. ~ 15 cm Spare electrical wire (4 conductor, 24 gauge, solid red)
f. Electrical tape
2. Snap the battery snap connector to the 9 V battery.
3. Attach the red wire from the battery snap connector to one side of the LED and twist to
secure. It is also advisable to bend the LED wire around the red wire from the battery snap
connector so the wires will not separate.
4. Wrap electrical tape around the connection.
5. Touch black wire to other end of LED to make sure that the orientation is correct.
6. Attach the 15 cm spare red electrical wire to opposite side of LED and twist to secure.
7. Wrap electrical tape around the connection.
8. Connect (wrap or use wire connecter) 15 cm black spare wire to black wire on battery snap
connector.
9. Wrap electrical tape around connection.
10. Test the all connections by touching the exposed terminal end of the black wire to the
exposed terminal end of the red wire and see that LED comes on. IF LED doesn’t come on
than one of the connection is not secure.
11. Wrap wires around 9 V battery and orientate the LED and the terminal connecting wires so
that they are on the same side of the battery and point to the top of the battery where the
connection is made.
12. Wrap all wires and LED in electrical tape to secure.
13. Test connections by touching the black wire connected to the red wire. The LED should go on.
If light does not go on then you have not constructed the tester correctly and/or one of the
connections is bad.

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PART C: Melting Time for Unknowns

Purpose:

Many substances remain in a solid state at room temperature. When the temperature of a solid
substance increases, it will melt at a particular temperature. The point at which a substance melts
depends upon several factors. You will be investigating the time it takes for a substance to melt or
change its physical appearance.

Materials:

• Hot plate
• Aluminum Foil
• Spatula
• Unknown sample A
• Unknown sample B
• Unknown sample C

SAFETY:

• Safety goggles must be worn at all times

• Lab aprons should be worn at all times.
• Unknown Sample A should not be inhaled and all unknown containers should be kept closed
at when not being used.
• Do not touch the surface of the hot plate at any time, it is very hot! Do not place any chemical
substance directly on the hotplate!

Procedure:

1. Plug in and turn on the hot plat to “500 V” and wait approximately 5 minutes until the hot plate
has heated up. Do not touch the surface of the hot plate at any time, it is very hot! Do not
place any chemical substance directly on the hotplate!
2. While you are waiting, construct 3 mini “boat like” devices to hold each unknown sample
using aluminum foil. The aluminum foil needs to be flat on the bottom with 1/2” sides to
prevent any compound from spilling on the hot plate surface.
3. Once you have constructed 3 “boat like” devices, scoop a pea size amount of Unknown A
onto the first aluminum boat. Repeat for Unknown B and C, each unknown having their own
boat.
4. Once all three aluminum boats have separate unknowns on them and your hot plate is
heated up, place the three boats onto the hot plate at the same time.
5. Record the starting time and observe each unknown for a minimum of 10 minutes.
6. Record any physical changes you observe and the time it takes for the change to occur.
7. Record the final appearance of each unknown after 10 minutes as well.
8. After 10 minutes, turn the hot plate off. After an additional 10 minutes of cooling, remove the
aluminum boats and substances. They all can be placed in the trash for safe disposal.

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POGIL questions for the following day:

Melting time
1. Did you notice any patterns in your pre-lab data with respect to the melting point? (As the
melting point increased…)
Certain substances have much higher melting points than others. Substances with high
melting points are typically conductive.
2. Sodium chloride and lithium chloride are typical ionic compounds, while sugar represents a
typical nonionic compound. In general, how do these two types of compounds compare
in their melting points?
The ionic compounds, sodium chloride and lithium chloride, have much higher melting
points than the nonionic compounds.
3. Write down the unknowns and the time it too to melt or change their physical appearance.
Unknown A: Naphthalene. Took milliseconds to melt.
Unknown B: Potassium Chloride. Did not melt or change physical appearance.
Unknown C: Sodium Bicarbonate. Did not melt or change physical appearance.
4. Which known substance(s) had a higher melting point?
Unknown B and C
5. Which unknown had a longer time to melting (thus a higher melting point?)
Unknown B and C.
6. What would a longer melting time for a substance indicate?
A longer melting point would indicate that there is some “force” preventing the substances
from melting.
7. Why would a substance have higher melting point?
ld have a higher melting point if it had a stronger bond due to stronger intermolecular
forces.
9. What information would the melting point give you in terms of the bonding of a compound?
A high melting point would indicate a strong bond.
10. All ionic compounds exist in only one state at room temperature. From what you learned in
this investigation, what is that state and why do you think they do not exist in the other states
at room temperature?
Ionic compounds are solids at room temperature and are not liquids because they have
high melting points.

Solubility in Water and Cyclohexane

1. Is an ionic compound considered to be a polar or non polar compound? Explain why.

Polar. An ionic compound exhibits extreme polarity because there is literally a transfer of
electrons from the metal element to the nonmetal element creating a positive cation and
negative anion.
2. What type of solvent will dissolve an ionic compound? Explain why.
A polar solvent because ionic compounds are polar and like dissolves like.
3. What type of solvent will dissolve a non-polar covalent compound? Explain Why.
A non polar solvent because these compounds are non-polar and like dissolves like.
4. Is water a polar solvent or a non polar solvent?
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 Polar
5. Is cyclohexane a polar solvent or a non-polar solvent?
Non-polar
6. Propose a hypothesis as to what type of compounds (ionic or covalent) Unknown A and
Unknown B are based on the results obtained in your solubility experiment.
Ionic unknown dissolves in water and does not dissolve in cyclohexane
Covalent molecular dissolves in mineral oil (may or may not dissolve in water depending on
what is used)
7. Explain the reasoning behind your hypothesis for each of your unknown samples in question
#6.
Water is polar and will dissolve polar compounds
cyclohexane is non-polar and will dissolve non-polar compounds. cyclohexane will not
dissolve non polar compounds.

Conductivity:

1. Describe the electrical conductivity of each of your unknowns in solution.

Ionic Unknown sample should conduct electricity
Covalent molecular unknown should not conduct electricity
2. What must be true of a solution if the solution conducts electricity? How can the conductivity
of a solution be increased?
The solution contains ions. The number of ions in the solution must be increased.
3. What must be true of a solution that does not conduct electricity?
The solution does not contain ions.
4. Propose a hypothesis as to what type of compounds (ionic or covalent) Unknown A and
Unknown B are based on the results obtained in your conductivity experiment.
Unknown that conducts is an ionic compound. Unknown that does not conduct is a
molecular covalent compound.
5. Explain the reasoning behind your hypothesis for each unknown sample in question #4.
In order for a solution to conduct electricity there must be ions present. When an ionic
compound dissolves in water there will be ions present in the water solution and the solution
will conduct electricity. When a covalent molecular compound dissolves in water there will
only be molecules and no ions, therefore the solution will not conduct electricity.

Data Chart with Explanations

Unknown Substance Ionic? Covalent? Why?

(base answers on data obtained from

experimental tests)

Unknown A

Unknown B

Unknown C

Unknown D

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Extension (Unknown D): This can be used as a follow up extension or as a lab practical/assessment

Instruction for unknown D:

After you have completed the three tests for Unknowns A, B, and C, and have completed
discussion questions in the lab report, you will obtain a final unknown (Unknown D).

You will be expected to any necessary tests provided to you on Unknown D to determine
whether or not it is an ionic or covalent compound.

Based on your previous data collection in the pre-lab and the knowledge gained from the
lab, be sure to defend your answer.

You will need to complete all procedures and clean up for Unknown D in 10 minutes.

Closing Questions

1. Describe the observations you used to identify your unknown powder.

Student answers may vary.

2. Why might the results not prove conclusively the identity (ionic or covalently bonded) of the
unknown?

The results might give a general indication but one might not be able to conclusively
determine if the unknown is ionic or covalently bonded.

3. What could be done to improve the precision and accuracy of your investigation?

Student answer s may vary. Students may want to complete more tests than allowed.

4. The human body is mainly composed of nonionic compounds, such as water, carbohydrates,
lipids, and proteins. Why then are people such good conductors of electricity?

People must have more than just nonionic compounds in their body, such as conductive ionic
compounds.

5. Magnesium carbonate, an ionic compound, is sometimes used as a thermal insulator in

buildings. Why would you expect ionic compounds to be good thermal insulators?

Ionic solids do not tend to conduct electricity because their ions are not free to move in a
solution.

References:

Laboratory Manual. Chemistry Matter and Change. Glencoe, 2005.

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