chemical-bonding
Ionic, covalent, and metallic bonding, Lewis structures, VSEPR theory, molecular geometry, polarity, and intermolecular forces. Covers octet rule and exceptions, formal charge, resonance, sigma/pi bonds, orbital hybridization, electronegativity-driven bond classification, VSEPR electron-domain and molecular geometries, dipole moments, and the four intermolecular force types (London dispersion, dipole-dipole, hydrogen bonding, ion-dipole). Use when predicting molecular shapes, bond properties, or physical behavior from molecular structure.
git clone --depth 1 https://github.com/Tibsfox/gsd-skill-creator /tmp/chemical-bonding && cp -r /tmp/chemical-bonding/examples/skills/chemistry/chemical-bonding ~/.claude/skills/chemical-bondingSKILL.md
# Chemical Bonding Atoms bond to achieve lower energy states. The type of bond — ionic, covalent, or metallic — depends on the electronegativity difference and metallic character of the atoms involved. Once bonds form, the three-dimensional arrangement of atoms determines molecular shape, polarity, and physical properties. This skill covers bond formation, Lewis structures, VSEPR geometry prediction, hybridization, and the intermolecular forces that govern bulk behavior. **Agent affinity:** pauling (bonding/molecular chemistry, primary) **Concept IDs:** chem-ionic-bonding, chem-covalent-bonding, chem-molecular-geometry, chem-intermolecular-forces ## Bond Type Classification | Bond type | Electronegativity difference | Electron behavior | Example | |---|---|---|---| | Nonpolar covalent | < 0.4 | Shared equally | H-H, Cl-Cl | | Polar covalent | 0.4 - 1.7 | Shared unequally | H-Cl, O-H | | Ionic | > 1.7 | Transferred | NaCl, MgO | | Metallic | Between metals | Delocalized "sea" | Fe, Cu, Al | These boundaries are guidelines, not sharp cutoffs. Bond character exists on a continuum. ## Ionic Bonding **Mechanism.** Metal atoms lose electrons to form cations; nonmetal atoms gain electrons to form anions. The electrostatic attraction between oppositely charged ions forms the ionic bond. **Lattice energy.** The energy released when gaseous ions assemble into a crystal lattice. Higher lattice energy means a more stable compound. Lattice energy increases with higher ion charges and smaller ion radii (Coulomb's law: E proportional to q1*q2/r). **Worked example.** *Predict the formula of the compound formed by aluminum and oxygen.* Aluminum (Group 3) loses 3 electrons: Al^3+. Oxygen (Group 16) gains 2 electrons: O^2-. To balance charges: 2(Al^3+) + 3(O^2-) gives total charge = 2(+3) + 3(-2) = 0. Formula: Al2O3. **Properties of ionic compounds.** High melting points, brittle, conduct electricity when molten or dissolved (ions free to move), do not conduct as solids (ions locked in lattice). ## Covalent Bonding **Mechanism.** Nonmetal atoms share electron pairs to achieve stable electron configurations. A single bond shares 2 electrons, a double bond shares 4, a triple bond shares 6. **Bond order, length, and energy relationship:** | Bond | Bond order | Approximate length (pm) | Approximate energy (kJ/mol) | |---|---|---|---| | C-C | 1 | 154 | 347 | | C=C | 2 | 134 | 614 | | C-triple-C | 3 | 120 | 839 | Higher bond order means shorter, stronger bonds. This pattern holds across all elements. ## Lewis Structures Lewis structures show valence electrons as dots or lines (bonding pairs). The systematic procedure: **Step 1.** Count total valence electrons. Add electrons for negative charges; subtract for positive charges. **Step 2.** Connect atoms with single bonds. The least electronegative atom is usually central (H is always terminal). **Step 3.** Distribute remaining electrons as lone pairs, completing octets on terminal atoms first, then the central atom. **Step 4.** If the central atom lacks an octet, convert lone pairs on adjacent atoms to multiple bonds. **Step 5.** Calculate formal charges: FC = (valence electrons) - (lone pair electrons) - (1/2 bonding electrons). Minimize formal charges; negative FC should be on more electronegative atoms. ### Worked Example: Lewis Structure of CO2 **Step 1.** C has 4, each O has 6. Total: 4 + 6 + 6 = 16 valence electrons. **Step 2.** O-C-O uses 4 electrons for two single bonds. Remaining: 12. **Step 3.** Place 6 electrons (3 lone pairs) on each O: 12 used. Carbon has only 4 electrons around it — incomplete octet. **Step 4.** Convert one lone pair from each O into a bonding pair: O=C=O. Carbon now has 8 electrons (two double bonds). Each O has 4 lone pair electrons + 4 bonding electrons = 8. All octets satisfied. **Step 5.** Formal charges: C = 4 - 0 - 4 = 0. Each O = 6 - 4 - 2 = 0. All zero — optimal. ### Worked Example: Lewis Structure of NO3- (Nitrate) **Step 1.** N has 5, each O has 6, plus 1 for the negative charge. Total: 5 + 18 + 1 = 24. **Step 2.** Three N-O single bonds use 6 electrons. Remaining: 18. **Step 3.** Place 6 electrons on each O (18 total). N has only 6 electrons — needs 2 more. **Step 4.** Convert one lone pair from one O to a double bond. N=O with two N-O. N now has 8 electrons. **Step 5.** Formal charges: N = 5 - 0 - 4 = +1. Double-bonded O = 6 - 4 - 2 = 0. Each single-bonded O = 6 - 6 - 1 = -1. Total: +1 + 0 + (-1) + (-1) = -1. Correct. **Resonance.** The double bond could be on any of the three O atoms. Three equivalent resonance structures exist. The true structure is a hybrid — each N-O bond has bond order 4/3. ## Octet Rule Exceptions | Exception type | Example | Explanation | |---|---|---| | Incomplete octet | BF3 (B has 6 e-) | Boron is electron-deficient; stable with 6 | | Expanded octet | SF6 (S has 12 e-) | Period 3+ elements use d orbitals | | Odd electron | NO (11 e- total) | Free radical — unpaired electron on N | **Critical rule.** Only elements in period 3 or below can exceed the octet. Never draw expanded octets for C, N, O, or F. ## VSEPR Theory Valence Shell Electron Pair Repulsion: electron domains (bonding pairs and lone pairs) around a central atom arrange themselves to maximize separation, determining molecular geometry. ### Electron Domain Count to Geometry | Electron domains | Electron geometry | Bond angle(s) | |---|---|---| | 2 | Linear | 180 deg | | 3 | Trigonal planar | 120 deg | | 4 | Tetrahedral | 109.5 deg | | 5 | Trigonal bipyramidal | 90 deg, 120 deg | | 6 | Octahedral | 90 deg | **Key distinction.** Electron geometry counts ALL domains (bonding + lone pairs). Molecular geometry describes only the atom positions. Lone pairs are "invisible" in molecular geometry but still affect shape. ### VSEPR Decision Table | Electron domains | Bonding pairs | Lone pairs | Molecular geometry | Example | |---|---|---|---|---| | 2 | 2 | 0 | Linear | CO2, BeCl2 | | 3 | 3 | 0 | Tr
Major art movements and their historical context for art education. Covers 12 movements from the Renaissance to contemporary art, their defining characteristics, key artists, signature works, and the intellectual/social forces that produced them. Use when analyzing artworks in historical context, understanding stylistic lineages, identifying influences across periods, or connecting studio practice to art-historical precedent.
Color theory principles for art education. Covers the three color properties (hue, saturation, value), color mixing systems (subtractive and additive), color relationships (complementary, analogous, triadic, split-complementary), color temperature, simultaneous contrast and the relativity of color perception, and practical palette construction. Use when analyzing color in artworks, planning color schemes, understanding optical phenomena in painting, or investigating Albers's Interaction of Color experiments.
The creative process in art from idea to exhibition. Covers five phases of creative work (inspiration, incubation, exploration, execution, reflection), sketchbook practice, artist statements, critique methodology (formal and conceptual), portfolio development, and the studio as a working environment. Use when guiding students through project development, facilitating critique sessions, developing artist statements, curating portfolios, or understanding how professional artists structure their creative practice.
Digital art tools, techniques, and workflows for art education. Covers raster and vector workflows, digital painting, photo manipulation, generative and procedural art, 3D modeling and rendering, pixel art, the relationship between traditional skills and digital execution, and ethical considerations of AI-generated imagery. Use when working with digital tools, evaluating digital art, or bridging traditional art concepts into digital practice.
Observational drawing and visual perception techniques for art education. Covers contour drawing, gesture drawing, negative space, proportion and measurement, value mapping, spatial depth cues, and the cognitive shift from symbolic to perceptual seeing. Use when teaching drawing fundamentals, analyzing observational accuracy, or developing visual literacy in any medium.
Three-dimensional art and sculptural thinking for art education. Covers additive and subtractive sculptural processes, armature construction, modeling in clay, carving principles, casting and moldmaking, assemblage and found-object sculpture, installation art as expanded sculpture, and the conceptual transition from pictorial to spatial thinking. Use when working with three-dimensional media, analyzing sculptural form, understanding spatial composition, or investigating the relationship between sculpture and site.
Celestial coordinate systems and sky positioning. Covers horizon (altitude-azimuth), equatorial (right ascension-declination), ecliptic, and galactic systems; epoch and precession; coordinate transformations; planisphere use; and practical sky-locating from any latitude and date. Use when locating objects, planning observations, converting catalog coordinates, or teaching the geometry of the sky.
Observational cosmology from Hubble's law to the CMB. Covers redshift, Hubble expansion, the cosmological parameters, the cosmic microwave background, large-scale structure, galaxy rotation curves and dark matter, Type Ia SNe and dark energy, and the current state of Lambda-CDM. Use when reasoning about the large-scale universe, interpreting cosmological surveys, or teaching the Big Bang evidence chain.