Developing understanding of metallic bonding

This worksheet is part of the Johnstone’s triangle series of resources, designed to help learners to move between different conceptual levels of thinking in key chemistry topics. 

Learning objectives

1. Use an appropriate model to explain the properties of a metal or alloy.
2. Explain why a positive ion is charged.
3. Use an atomic structure diagram to interpret a metallic bonding diagram.
4. Describe the nature of metallic bonding.
5. Evaluate a model of metallic bonding.

How to use this resource

This resource aims to develop learners’ understanding of the structure and bonding in metals. The questions encourage learners to think about different representations of metallic structure and metal ions and what those representations mean at the sub-microscopic level. As a result, learners should develop more secure mental models to support their thinking about this topic. 

• When to use? Use after initial teaching or discussion of this topic to develop ideas further. You can also use as a revision activity.
• Group size? Suitable for independent work either in class or at home. Or use the questions for group or class discussions.
• How long? 15–30 mins

Johnstone’s triangle

Johnstone’s triangle is a model of the three different conceptual levels in chemistry: macroscopic, symbolic and sub-microscopic. You can use Johnstone’s triangle to build a secure understanding of chemical ideas for your learners.

Introduce learners to Johnstone’s triangle with our Metallic bonding Johnstone’s triangle worksheet which guides learners to think about the properties and variety of everyday uses of copper at a macroscopic, sub-microscopic and symbolic level.

Johnstone’s triangle and this resource

The icons in the margin indicate which level of understanding each question is developing to help prompt learners in their thinking.

• Macroscopic: what we can see. Think about the properties that we can observe, measure and record.
• Sub-microscopic: smaller than we can see. Think about the particle or atomic level.
• Symbolic: representations. Think about how we represent chemical ideas including symbols and diagrams.

The levels are interrelated, for example, learners need visual representation of the sub-microscopic in order to develop mental models of the particle or atomic level. Our approach has been to apply icons to questions based on what the learners should be thinking about.

Questions may be marked with two or all three icons, indicating that learners will be thinking at more than one level. However, individual parts of the question may require learners to think about only one or two specific levels at a time.

Support

This worksheet is ramped so that the earlier questions are more accessible. The activity becomes more challenging in the later questions. You can give extra explanations for the more challenging questions. If completing as an in-class activity it is best to pause and check understanding at intervals, as often one question builds on the previous one.

It is useful for learners to observe macroscopic properties first-hand. You could circulate examples of substances in the classroom, run a class practical of a chemical reaction or show a teacher demonstration of properties.

Give learners physical models to use and manipulate, such as a Molymod™ kits or counters.

Additional support may be needed for any learners still lacking in confidence in the required symbolic representation, for example by sharing and explaining a diagram or a simulation that can show movement of the particles.

Answers and guidance

Download the teacher notes to find the answers to the student worksheet.

There are six multi-part questions in the student worksheet. The first question supports learners to explain macroscopic properties of copper with an appropriate sub-microscopic model. Question two supports learners to explain the macroscopic properties of the alloy brass with an appropriate sub-microscopic model. 

Question 3, 4 and 5 ask learners to consider electron configuration diagrams – which they should already be familiar with – and apply these to metals and metal ions. The third question supports learners to use an electron configuration diagram to explain why a sodium ion is charged. In question 4 learners need to connect an electron configuration diagram with a typical diagram of a model for the structure of a metal to help develop understanding of the model. Question 5 uses aluminium as another example to support learners to continue developing their understanding of what is represented by a diagram of metallic structure.

The final question challenges learners to use and evaluate a different version of a metallic structure diagram.