Bonding with the Tutor: How to Stick Together in Chemistry

Co Authors:	William Yee College of Arts and Science New York University Kevin M. Bonney Liberal Studies, Faculty of Arts and Sciences New York University kevin.bonney@nyu.edu
Abstract:	This case study presents the story of "Nick," a student who has been assigned the task of writing a research paper describing the fundamentals of chemical bonds and how they relate to human life. When Nick experiences difficulty remembering information about the different types of chemical bonds, he turns to his tutor, Josh, for help. Josh explains orbitals and valence electrons to Nick, and then they together review nonpolar and polar covalent bonds, ionic bonds, and hydrogen bonds. A final practical application exercise requires that students write about how different types of chemical bonds may relate to the development of Alzheimer's disease and to the mechanism of action of potential drug treatments. The case is presented with PowerPoint slides and is designed to be used with a personal response system ("clickers"), but students can instead record their answers on paper or share them verbally. The content is appropriate for use in high school and undergraduate introductory chemistry and biology courses.
Objectives:	Demonstrate knowledge of electron shells and valence electrons. Recognize where electrons are located in atoms. Identify and describe the following: non-polar covalent bonds, polar covalent bonds, ionic bonds, and hydrogen bonds. Provide examples of each listed type of chemical bond. Demonstrate knowledge of why chemical bonds are important to living organisms.
Keywords:	Chemical bonds; covalent bond; ionic bond; hydrogen bond; valence electrons; electronegativity; dipole moment; Alzheimer’s
Topical Area:	N/A
Educational Level:	High school, Undergraduate lower division
Formats:	PDF
Type/Method:	Clicker, Directed
Language:	English
Subject Headings:	Biology (General) Chemistry (General)
Date Posted:	1/6/2015
Date Modified:	N/A
Copyright:	Copyright held by the National Center for Case Study Teaching in Science, University at Buffalo, State University of New York. Please see our usage guidelines, which outline our policy concerning permissible reproduction of this work.

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