Enhanced overlay: Weeks 1-2 bootcamp session-03.html may be taught with this lesson. The bootcamp is not the whole course.

Canonical lesson CHEMISTRY20-U1-L05 · outcome 20-A1.5k · depth ENHANCED_BOOTCAMP_OVERLAY

Unit A: Diversity of Matter and Chemical Bonding - outcome 20-A1.5k

• Course: CHEMISTRY20 (SCN2796)
• Lesson ID: CHEMISTRY20-U1-L05
• Official outcome: 20-A1.5k (KNOWLEDGE)
• Object type: canonical lesson (not a bootcamp session)
• Source: Alberta Chemistry 20 Program of Studies (2007, updated 2014)

Official outcome text

explain how an ionic bond results from the simultaneous attraction of oppositely charged ions

Learning intention

Meet 20-A1.5k with instruction, practice, and a check. The 10-session bootcamp does not replace this lesson.

Success criteria

1. Restate the outcome in classroom language without swapping in a different unit’s template.
2. Complete the worked-style task for this outcome.
3. Name the lab setting (classroom-supervised / teacher demo / dataset or simulation / forbidden).

Teaching

After transfer, every cation is attracted to surrounding anions (and vice versa). The ionic bond is that simultaneous electrostatic attraction, not a single pair of ions floating as a molecule. Coulomb’s law: higher charges and smaller internuclear distances strengthen the attraction.

Worked example

In NaCl, each Na+ is surrounded by six Cl− in the rock-salt lattice. Removing one ion still leaves a network of attractions. MgO (Mg2+, O2−) has stronger ionic attraction than NaF (Na+, F−) of similar size because of the higher charges.

Guided practice

1. Explain why MgO has a higher melting point than NaF of similar ion size, using charge in Coulomb attraction. Do not copy the NaCl coordination sentence unchanged.
2. Near-miss: one Na-Cl stick drawn as a molecule. Mark the first wrong line.

Independent practice

1. Coordination: each Na+ in rock salt is surrounded by how many Cl−, and why that is not a single bond.
2. Two sentences: “simultaneous attraction” vs a pairwise covalent stick.
3. Predict which has stronger ionic attraction: LiF vs KBr (qualitative size/charge).

Diagram / whiteboard

Approved diagram id chem20-ionic-lattice - Ionic lattice / bonding sketch. Tutor may open the course whiteboard and display this id. Do not invent hazardous procedures on the board.

Checks for understanding

Use the formative evidence below as the exit check for this outcome. Correct the misconception named in this lesson before praising.

Misconception to repair

Drawing one Na-Cl “stick” as if it were a covalent molecule.

Safety and lab register

Setting: classroom-supervised only for Session 04 conductivity (NaCl / sucrose / ~5% vinegar, 9 V LED or school probe). All other Unit A work is paper, models, data cards, or approved simulation. Forbidden: bleach+acid, bleach+ammonia, flames, tasting, home copy of Session 04, concentrated acids/bases, generating Cl2. AI Tutor must not invent labs outside CHEM20_LOW_RESOURCE_LAB_REGISTER.csv.

Alberta Poison Control if a real exposure is occurring: 1-844-764-7669. The AI Tutor is not a poison centre.

Formative evidence

One paragraph: lattice attraction in NaCl; why MgO is stronger than NaF.

This is not a diploma. Mastery needs instruction + activity + check.

AI Tutor / human tutor

Ground on 20-A1.5k. No false praise. No invented procedures. No silent skip to a different unit. Human tutor if the student describes mixing bleach, tasting, or flames.

Provenance

Official POS wording from ALBERTA_SENIOR_HIGH_OFFICIAL_OUTCOMES.csv. Pack lesson written to replace Wave-4 contaminated canonical markdown.