Naming Covalent and Ionic Compounds including Binary compounds, Ternary compounds with Polyatomic Ions and Multivalent (Transition) Metals: An Inquiry Approach for Gifted and Talented Students
Naming Covalent and Ionic Compounds including Binary compounds, Ternary compounds with Polyatomic Ions and Multivalent (Transition) Metals: An Inquiry Approach for Gifted and Talented Students
Grade Levels
10th Grade, 11th Grade, 12th Grade, 8th Grade, 9th Grade
Course, Subject
Chemistry
Related Academic Standards
Rationale
Naming compounds is an essential skill in chemistry. Students need to correctly name or identify a compound from its name, especially when performing lab experiments. Students often have difficulty remembering all the rules for naming ionic and covalent compounds. By using an inquiry approach, students analyze patterns and create their own rules, helping them to not only remember the rules better, but also to have a deeper understanding of the way compounds are named. Students have already learned how to write formulas (criss-cross method).
Vocabulary
Ionic compounds, covalent compounds, polyatomic ions, transition metals, subscripts, roman
numerals,
Objectives
Students will be able to name ionic compounds, including compounds with transition metals and polyatomic ions. Students will be able to name covalent compounds.
Lesson Essential Question(s)
How are chemical compounds named? How does a chemical compound’s name help a scientist know its composition?
Duration
Three 45 min. class periods (total time approx. 135 min)
Materials
Ion cards, poster board, glue, practice worksheets, computers with publisher or word for brochure or trifold poster boards, example flowcharts and example brochures
Suggested Instructional Strategies
Think-Pair-Share,
Inquiry-based learning, Gallery Walk, small-group learning
W =
The essential questions and objectives let students know that the goal is to be able to name compounds. The teacher can provide examples of everyday items that use IUPAC names in their ingredients (for example, sodium fluoride in toothpaste, etc.) to show the importance of naming compounds. By providing rubrics ahead of time, students will understand how they will be evaluated.
H =
To engage students at the beginning of the lesson, have students do a think-pair-share: “Why is a name important? What does your first name tell about you? What does your last name tell about you? How is a chemicals’ name important? What would happen if scientists did not have a consistent method of naming compounds?” Throughout the lesson, encourage the students as they are working and ask questions to keep them moving towards the goal. By working in small groups and providing real world examples, students will be
motivated to learn.
E =
Providing everyday items as examples will give students a context and purpose for this lesson. By having students practice what they have learned, the understandings will be more lasting. Also, different levels of assistance and
scaffolding can provide success for all students.
R =
When students are asked to review other groups’ rules/criteria and create a flow chart, then use that flow chart to name compounds, students will be reflecting, revisiting, revising and rethinking the rules/criteria that they have used.
E =
Students will express their understandings through their rules/criteria/flow-charts as well as their teaching brochure/poster. They can self-evaluate using the rubric provided, as well as comparing flow-charts with other
groups.
T =
Students who need additional help can be provided with more assistance, have the cards pre-sorted/organized, and be provided with a skeleton flow chart. Higher-level students can work more independently. Also, teachers could
provide an additional challenge by not providing the names of compounds on the cards, but rather providing the cards with the formulas and a list of names separately.
O =
The initial sorting and creating rules is teacher-facilitated, moving to more independent applications of naming compounds on their own. Finally by creating a teaching brochure or poster, students are developing a deeper understanding.
Instructional Procedures
Warm-Up/Engagement:
Ask students (Can be a think-pair-share): “Why is a name important? What does your first name tell about you? What does your last name tell about you? How is a chemicals’ name important? What would happen if scientists did not have a consistent method of naming compounds? “
Review the essential questions and objectives with the students.
Show some examples of everyday items that have IUPAC names in their ingredients such as sodium fluoride in toothpaste, sodium bicarbonate in baking soda, sodium borate in borax, etc.
Day 1: Naming
Ionic Compounds
Arrange students into groups of approx. 3 students per group.
Pass out one set (cards are cut up so they are separated and in a baggie) of the “ion cards.docx
” to each group.
Provide and /or read the following instructions: “Arrange the cards into groups according to their formula or names. You decide the criteria for each group. Be prepared to explain/defend your groupings.” (For ELL or special education students, who may need additional help, the cards can already be placed in groups based on teacher criteria and
students just need to create the criteria or rules to explain the groupings).
Allow students time to organize their cards. Monitor and observe the groups working, asking questions as to why and how they decided on the groups. For example, “Why did you put this compound in this group?” Some examples of how students may choose to group compounds are based on roman numeral vs. no roman numeral or suffix of anion, such as “ate, ite, ide” etc.
After the groups have organized their cards and you have met with the group to discuss their organization, have them glue them to a large piece of paper or poster board in their groups. Say “On your poster, include the criteria or rule used to place compounds into each group.”
Have students perform a gallery walk, where they walk around and look at other groups posters. Have them create a revised list of rules or criteria for different categories.
Day 2:
After they have created a new list, have students create a flow chart which will allow them to name compounds. (Flow charts naming.docx)
If students are not familiar with how to use a flow chart, you can use the stop light flow chart as an example. (For ELL or special education students or other struggling students, flow charts with blanks can be provided that students need to fill in, instead of creating it completely from scratch.)
Have each group trade their flow charts with another group to see if they can use flow charts from other groups to name compounds. The students will share what they noticed about the different flow charts with the class and the class will create one class flowchart. This flow chart should address roman numerals as well as the different endings of “ide, ite, and ate” based on the number of oxygens present on the polyatomic ion.
A review list of polyatomic ions can be provided for students as a reference. (ion LIst.pdf)
Have students complete a naming ionic compounds worksheet Naming Ionic Compounds sas.docx
(as homework, or in class as time allows) such as that shown below using their flow charts. Struggling students may need a review of writing formulas (criss-cross method). Review the answers to the worksheet as a class, or have students compare with a partner, discussing any disagreements.
Day 3: Naming Covalent Compounds:
Have students complete a Venn diagram comparing carbon monoxide and carbon dioxide. Possible answers are shown below. venn diagram.docx
Ask students “Why is it important to know the difference between carbon monoxide and carbon dioxide? How do the names and formulas help us determine this difference?” Possible answers include “They have different properties, one is poisonous, etc.” and “The prefixes in the name as well as
the subscript in the formula indicate the number of each type of atom.”
Give students a list (covalent examples.docx) of covalent compounds with their names and have them determine the prefixes for 1-10 as well as any additional rules for naming (e. g. all end in –ide, only use mono- on second element, etc.)
Review the prefixes to make sure students were able to correctly determine 1-10. Also, ask “When is mono- used for a prefix for one, and when is it not used?” Students should determine that mono is only used for the second element, never for the first element. Ask “What is the ending for covalent compounds?” Students should determine that all covalent compounds end in –ide.
Have students practice naming covalent compounds for homework or in class as time allows.
Naming Covalent Compounds Worksheet.docx
Extensions:
(2 additional class periods or can be assigned for homework)
Students can create a brochure or tri-fold poster teaching how to name ionic and covalent compounds. Directions and rubric are included.
Formative Assessment
The teacher will monitor students while they are working in groups, providing assistance and redirection as needed. By evaluating the flowcharts and practice worksheets, teachers can gain an understanding of how well students can name compounds. Teachers can provide additional practice and explanation as needed.
Exit Ticket Questions: Summarize what you have learned today about naming ionic compounds.
What questions do you still have? What additional information do you need?
What does a compound’s name tell you about its formula?
Related Materials & Resources
http://glencoe.mcgraw-hill.com/sites/0078785337/student_view0/unit5/chapter20/math_practice.html
This website is a quiz/practice for naming compounds. Students can self-evaluate their understanding of naming compounds.
http://science.widener.edu/svb/pset/nomen_b.html
This website provides clear rules/directions for naming compounds. Struggling students can use this as a resource for additional information.
http://www.deltacollege.edu/emp/preedy/Handouts/Nomenclature%20Handout.pdf
This resource provides more detailed explanation of naming compounds.
nomenclature, ionic compounds, covalent compounds, polyatomic ions, naming compounds, rules for naming, inquiry, transition metals, metals, non-metals, binary compounds, ternary compounds, gifted, talented, IU 11
Author
Nicole Basile, Belle Vernon Area High School, Nicole.basile@bellevernonarea.net, IU 11
Date Published
August 26, 2013
