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Valence Shell Electron Pair Repulsion Theory (VSEPR)
Jesse Busse

Unit created on 7/16/1999 EST.
Last modified 11/12/1999 3:46:44 PM EST.

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Fundamental Understandings (help)

Molecules are 3-Dimensional in shape. The overall shape depends on the number of electron regions. Molecular polarity and many chemical properties are dependent on VSEPR theory.

Technology ISTE Standards (info) 

Standard 1- Basic operations and concepts Standard 2- Social, ethical, and human issues Standard 3- Technology productivity tools Standard 4- Technology communications tools Standard 6- Technology problem-solving and decision-making tools

Information Literacy Standards (info) 

Standard 1- The student accesses information efficiently and effectively Standard 2- The student evaluates information critically and competently Standard 3- The student uses information accurately and creatively

Relevance (help)

Reside at the heart of the discipline Interactions of matter and the nature of physical and chemical properties. Represents a big idea having enduring value beyond the classroom: Molecules are 3-dimensional. Even on the smallest of scales perspective matters. Require uncoverage, meaning that misconceptions need to be identified and clarified: Double bonds represent only one region of electrons. Lone Pair electron regions are more spread out than bonded electron regions. Offer potential for engaging students: Possibility of engineering specific chemical for specific jobs. Student will use balloons to model the variety of molecular shapes.

Assessment (help)

Exit cards, journal responses, and the construction of a 3-dimensional model will each be utilized in this unit. Exit cards will be used after the introduction of a new concept so that the instructor may evaluate the need for reteaching or redirecting the students. In journal responses the teacher should look for statements that would indicate an incorrect understanding or misconception. The 3-D model should represent the basic principles of VSEPR and should demonstrate a particular molecular geometry.

Components (help)

Engagement / Exploration Beginning with some simple Lewis structures ask the students to predict molecular polarity of several compounds. The students should respond with a justification for their prediction. Go over the true results and ask if the students can develop a reason for the discrepancies. Explanation The reason is that molecules are 3-D and Lewis structures can only represent compounds in 2-D. Continue with a set of notes that discuss expanded and contracted octets. Extension In small groups or pairs students will randomly draw a card on which is an ion or compound. The students will draw the proper Lewis structure and then construct a balloon representation of the ion or compound. They will then present their model to the class describing the overall shape and identifying its polarity. Students will be asked to construct a permanent 3-D representation of a molecular geometry. Evaluation Students will present their model and compound to the class pointing out molecular polarity and molecular geonetry. A short quiz and the presentation will both be utilized to check the student's understanding and ability.

URLs (help)


Workforce Competencies (info) (help)

Information Manager Effective Communicator Numeric Problem Solver Creative and Critical Thinkers Ethical and Responsible Workers Resource Manager Systems Manager Cooperative Workers Effective Leader

Copyright 1997-2003
Career Connection to Teaching with Technology
USDOE Technology Innovation Challenge Grant
Marshall Ransom, Project Manager
All rights reserved.

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