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Naming chemical substances. Introduction to chemical nomenclature. Note: this document will print in an appropriately modified format (11 pages) Chemical nomenclature is far too big a topic to treat comprehensively, and it would be a useless diversion to attempt to do so in a beginning course most chemistry students pick up chemical names and the rules governing them as they go along. But we can hardly talk about chemistry without mentioning some chemical substances, all of which do have names&mdash and often, more than one! All we will try to do here is cover what you need to know to make sense of first-year chemistry. For those of you who plan to go on in chemistry, the really fun stuff comes later! There are more than 100 million named chemical substances. Who thinks up the names for all these chemicals? Are we in danger of running out of new names? The answer to the last question is "no", for the simple reason that the vast majority of the names are not "thought up" there are elaborate rules for assigning names to chemical substances on the basis of their structures. These are called systematic names they may be a bit ponderous, but they uniquely identify a given substance. The rules for these names are defined by an international body. But in order to make indexing and identification easier, every known chemical substance has its own numeric "personal ID", known as a CAS registry number. About 15,000 new numbers are issued every day. Common names and systematic names.

CAS registry numbers are essential tools for navigating through the forest of multiple names for a given substance. For example, ethanol , CH 3 CH 2 OH, is also known as ethyl alcohol, grain alcohol, absolute alcohol, hydroxyethylene, and ethyl hydrate Ђ” but each bears the same registry number 64-17-5. As of June 2015, the single substance with the greatest number of synonyms is the common plastic polyethylene it has 9,409 names! Many chemicals are so much a part of our life that we know them by their familiar names, just like our other friends. A given substance may have several common or trivial names ordinary cane sugar, for example, is more formally known as "sucrose", but asking for it at the dinner table by that name will likely be a conversation-stopper, and I won't even venture to predict the outcome if you try using its systematic name in the same context: "please pass the &alpha-D-glucopyranosyl-(1,2)- &beta-D-fructofuranoside!" But "sucrose" would be quite appropriate if you need to distinguish this particular sugar from the hundreds of other named sugars. The only place you would come across a systematic name like the rather unwieldy one mentioned here is when referring (in print or in a computer data base) to a sugar that has no common name. Chemical substances have been a part the fabric of civilization and culture for thousands of years, and present-day chemistry retains a lot of this ancient baggage in the form of terms whose hidden cultural and historic connections add color and interest to the subject. Many common chemical names have reached us only after remarkably long journeys through time and place, as the following two examples illustrate: Most people can associate the name ammonia (NH 3 ) with a gas having a pungent odor the systematic name "nitrogen trihydride" (which is rarely used) will tell you its formula. What it will not tell you is that smoke from burning camel dung (the staple fuel of North Africa) condenses on cool surfaces to form a crystalline deposit. The ancient Romans first noticed this on the walls and ceiling of the temple that the Egyptians had built to the Sun-god Amun in Thebes, and they named the material sal ammoniac, meaning "salt of Amun". In 1774, Joseph Priestly (the discoverer of oxygen) found that heating sal ammoniac produced a gas with a pungent odor, which a T. Bergman named "ammonia" eight years later. Arabic alchemy has given us a number of chemical terms for example, alcohol is believed to derive from Arabic al-khwl or al-ghawl whose original meaning was a metallic powder used to darken women's eyelids ( kohl ). Alcohol entered the English language in the 17th Century with the meaning of a "sublimated" substance, then became the "pure spirit" of anything, and only became associated with "spirit of wine" in 1753. Finally, in 1852, it become a part of chemical nomenclature that denoted a class of organic compound.

But it's still common practice to refer to the specific substance CH 3 CH 2 OH as "alcohol" rather then its systematic name ethanol . The general practice among chemists is to use the more common chemical names whenever it is practical to do so, especially in spoken or informal written communication. For many of the very simplest compounds (including most of those you will encounter in a first-year course), the systematic and common names are the same, but where there is a difference and if the context permits it, the common name is usually preferred. Some names are more common than others. Many of the "common" names we refer to in this lesson are known and used mainly by the scientific community. Chemical substances that are employed in the home, the arts, or in industry have acquired traditional or "popular" names that are still in wide use. Many, like sal ammoniac mentioned above, have fascinating stories to tell. Here is a brief sample of some other traditional names: A more extensive list of common - and trade names can be found here. Minerals are solid materials that occur in the earth which are classified and named according to their compositions (which often vary over a continuous range) and the arrangement of the atoms in their crystal lattices. There are about 4000 named minerals. Many are named after places, people, or properties, and most frequently end with - ite . See here for an extensive list. Chemistry is a major industry, so it is not surprising that many substances are sold under trademarked names. This is especially common in the pharmaceutical industry, which uses computers to churn out names that they hope will distinguish a new product from those of its competitors.

Perhaps the most famous of these is Aspirin, whose name was coined by the German company Bayer in 1899. This trade name was seized by the U. S. government following World War I, and is no longer a protected trade mark in that country. Some interesting names. Those who don't think that chemists have a sense of humor should have a look at this site by Prof. Paul May of the University of Bristol in the UK: . which will be especially enjoyed by teen males of all ages. Naming of chemical substances begins with the names of the elements . The discoverer of an element has traditionally had the right to name it, and one can find some interesting human and cultural history in these names, many of which refer to the element's properties or to geographic locations. Only some of the more recently-discovered (and artificially produced) elements are named after people. Some elements were not really "discovered", but have been known since ancient times many of these have symbols that are derived from the Latin names of the elements. There are nine elements whose Latin-derived symbols you are expected to know. What is the oldest mention of a particular element? One candidate is the ancient Jewish legend of the destruction of Sodom and Gomorrah by brimstone (sulfur) as recorded in Genesis 19:24: " Then the Lord rained upon Sodom and Gomorrah brimstone and fire from the Lord out of heaven. " There is a lot of history and tradition in many of these names. For example, the Latin name for mercury, hydrargyrum , means "water silver", or quicksilver.

The appellation "quack", as applied to an incompetent physician, is a corruption of the Flemish word for quicksilver, and derives from the use of mercury compounds in 17th century medicine. The name "mercury" is of alchemical origin and is of course derived from the name of the Greek god after whom the planet is named the enigmatic properties of the element, at the same time metallic, fluid, and vaporizable, suggest the same messenger with the winged feet who circles through the heavens close to the sun. Names of the elements in other languages. What do they call the element strontium in Georgia (the country, not the state)? Answer: ѓЎѓўѓќѓ ѓЄѓ˜ѓњѓ˜ѓЈѓ›ѓ˜. If gems like this fascinate you, have a look at the Elementymology & Elements Multidict, which is all about the origins of the element names, not just in English, but in 97 different languages. For information on naming elements in Chinese, Japanese, Korean and Vietnamese, see this Wikipedia page. An excellent guide to chemical nomenclature can be found on this Shodor page. videos on basic chemical nomenclature. The system used for naming chemical substances depends on the nature of the molecular units making up the compound. These are usually either ions or molecules different rules apply to each. In this section, we discuss the simplest binary (two-atom) molecules. It is often necessary to distinguish between compounds in which the same elements are present in different proportions carbon monoxide CO and carbon dioxide CO 2 are familiar to everyone.

Chemists, perhaps hoping it will legitimize them as scholars, employ Greek (of sometimes Latin) prefixes to designate numbers within names you will encounter these frequently, and you should know them: You will occasionally see names such as di hydrogen and di chlorine used to distinguish the common forms of these elements (H 2 , Cl 2 ) from the atoms that have the same name when it is required for clarity. N 2 O 4 - dinitrogen tetroxide note the missing a preceding the vowel N 2 O - dinitrogen oxide more commonly, nitrous oxide SF 6 - sulfur hexafluoride P 4 S 3 - tetraphosphorus trisulfide more commonly, phosphorus sesquisulfide Na 2 HPO 4 - disodium hydrogen phosphate. H 2 S - hydrogen sulfide we skip both the di and mono It will be apparent from these examples that chemists are in the habit of taking a few liberties in applying the strict numeric prefixes to the more commonly known substances. Binary compounds of non-metals. These two-element compounds are usually quite easy to name because most of them follow the systematic rule of adding the suffix - ide to the root name of the second element, which is normally the more "negative" one. Several such examples are shown above. But as noted above, there are some important exceptions in which common or q H 2 O ( water , not dihydrogen oxide) H 2 O 2 ( hydrogen peroxide , not dihydrogen dioxide) H 2 S ( hydrogen sulfide , not dihydrogen sulfide) NH 3 ( ammonia , not nitrogen trihydride) NO ( nitric oxide , not nitrogen monoxide) N 2 O ( nitrous oxide , not dinitrogen oxide) CH 4 ( methane , not carbon tetrahydride) An ion is an electrically charged atom or molecule&mdash that is, one in which the number of electrons differs from the number of nuclear protons. Many simple compounds can be regarded, at least in a formal way, as being made up of a pair of ions having opposite charge signs. The positive ions, also known as cations , are mostly those of metallic elements which simply take the name of the element itself. The only important non-metallic cations you need to know about are. (Later on, when you study acids and bases, you will learn that the first two represent the same chemical species.

) Some of the metallic ions are multivalent , meaning that they can exhibit more than one electric charge. For these there are systematic names that use Roman numerals, and the much older and less cumbersome common names that mostly employ the Latin names of the elements, using the endings - ous and - ic to denote the lower and higher charges, respectively. (In cases where more than two charge values are possible, the systematic names are used.) The only ones you need to know in this course are the following: * The mercurous ion is a unique double cation that is sometimes incorrectly represented as Hg + . The non-metallic elements generally form negative ions ( anions ). The names of the monatomic anions all end with the - ide suffix: There are a number of important polyatomic anions which, for naming purposes, can be divided into several categories. A few follow the pattern for the monatomic anions: The most common oxygen-containing anions ( oxyanions ) have names ending in - ate , but if a variant containing a small number of oxygen atoms exists, it takes the suffix - ite . The above ions (with the exception of nitrate) can also combine with H+ to produce "acid" forms having smaller negative charges. For rather obscure historic reasons, some of them have common names that begin with - bi which, although officially discouraged, are still in wide use: Chlorine, and to a smaller extent bromine and iodine, form a more extensive series of oxyanions that requires a somewhat more intricate naming convention: These compounds are formally derived from positive ions ( cations ) and negative ions ( anions ) in a ratio that gives an electrically neutral unit. Salts, of which ordinary "salt" (sodium chloride) is the most common example, are all solids under ordinary conditions. A small number of these (such as NaCl) do retain their component ions and are properly called "ionic solids". In many cases, however, the ions lose their electrically charged character and form largely-non-ionic solids such as CuCl 2 which is described here. The term "ion-derived solids" encompasses both of these classes of compounds. Most of the cations and anions described above can combine to form solid compounds that are usually known as salts .

The one overriding requirement is that the resulting compound must be electrically neutral: thus the ions Ca 2+ and Br &ndash combine only in a 1:2 ratio to form calcium bromide, CaBr 2 . Because no other simplest formula is possible, there is no need to name it "calcium dibromide". Since some metallic elements form cations having different positive charges, the names of ionic compounds derived from these elements must contain some indication of the cation charge. The older method uses the suffixes - ous and - ic to denote the lower and higher charges, respectively. In the cases of iron and copper, the Latin names of the elements are used: ferrous , cupric . This system is still widely used, although it has been officially supplanted by the more precise, if slightly cumbersome Stock system in which one indicates the cationic charge (actually, the oxidation number) by means of Roman numerals following the symbol for the cation. In both systems, the name of the anion ends in - ide . Most acids can be regarded as a combination of a hydrogen ion H + with an anion the name of the anion is reflected in the name of the acid. Notice, in the case of the oxyacids, how the anion suffixes - ate and - ite become - ic and - ous , respectively, in the acid name. Yes, chemistry has a grammar much like that of any other language&mdash and quite a lot of it is irregular! Since organic (carbon) compounds constitute the vast majority of all known chemical substances, organic nomenclature is a huge subject in itself. We present here only the very basic part of it that you need to know in first-year chemistry&mdash much more awaits those of you who are to experience the pleasures of an organic chemistry course later on. Specifying carbon chain length. The simplest organic compounds are built of straight chains of carbon atoms which are named by means of prefixes that denote the number of carbons in the chain. Using the convention C n to denote a straight chain of n atoms (don't even ask about branched chains!), the prefixes for chain lengths from 1 through 10 are given here: As you can see, chains from C 5 onward use Greek number prefixes, so you don't have a lot new to learn here.

The simplest of these compounds are hydrocarbons having the general formula C n H 2 n +2 . They are known generically as alkanes , and their names all combine the appropriate numerical prefix with the ending - ane : All carbon atoms must have four bonds attached to them notice the common convention of not showing hydrogen atoms explicitly. By replacing one or more of the hydrogen atoms of a carbon chain with the appropriate functional group, various classes of compounds can be obtained. To keep things as simple as possible, we give examples only for straight-chain alkanes with one substituent. Note also that in C 3 and higher chains, the substituent can be in more than one location, thus giving rise to numerous isomers . Alcohols: the hydroxyl group. Acids: The carboxyl group. videos on organic nomenclature. Different instructors set out widely varying requirements for chemical nomenclature. The following are probably the most commonly expected: You should know the name and symbols of at least the first twenty elements, as well as all of the halogen and noble gas groups (groups 17-18). Name any binary molecule, using the standard prefixes for 1-10. All of the commonly-encountered ions. Salts and other ion-derived compounds, including the acids listed here. In some courses you will not need to know the - ous-ic names for salts of copper, iron, etc., but in others you will. Find out from your instructor which organic compounds you must be able to name. © 2004-2017 by Stephen Lower - last modified 2017-07-26. For information about this Web site or to contact the author, The Chem1 Virtual Textbook home page is at chem1acadvirtualtextbook.

html. This work is licensed under a Creative Commons Attribution 3.0 Unported License. Chem1 Naming Chemical Substances covers Introduction to chemical nomenclature for a course in General Chemistry . It is part of the General Chemistry Virtual Textbook , a free, online reference textbook for General Chemistry by Stephen Lower of Simon Fraser University . This chapter covers the following topics: Names and symbols of the elements, common and systematic names, naming binary molecules, numbers in names, naming ions, salts and acids, organic compounds . It can be accessed directly at chem1acadwebtextintroint-5.html . This material is directed mainly at the first-year college level, but much of it is also suitable for high-school students. It is licensed under a Creative Commons Attribution 3.0 Unported License . Common Chemicals found in the Home. This page is intended to help students of basic (school-level) chemistry with questions such as: List the common names together with the chemical names and formulae of 20 household chemicals . OR Identify 20 chemicals in everyday household items ( which is a hint to read the "ingredients" labels on packets of cleaning materials, paints and other containers of substances in your home ). or other similar questions, which may ask for more or fewer examples.

The following table of the chemical names and molecular formulae of common chemicals is arranged in alphabetical order of the common (often "household" or "domestic") name of the chemical. If you are not sure what the molecular formulae mean you can look up the symbols by viewing the. You can also read more about. * Trade name, formula found online - see note below this list. Aluminum chlorohydrate refers to a group of salts of which the molecular formula given is an example. ¶ Among other ingredients. Some baking powders contain sodium bicarbonate with one or more acidic phosphates. * Trade name, formula found online - see note below this list. ¶ Among other ingredients. * Trade name, formula found online - see note below this list. ¶ Among other ingredients. * Trade name, formula found online - see note below this list. Used in some products as a disinfectant or anti-bacterial agent.

¶ Among other ingredients. The organic solvent 1,1,1-trichloroethane was used as a thinner in the 1980s and later associated with health concerns. Correction fluids were reformulated to remove suspected toxic solvents. * Trade name, formula found online - see note below this list. Margarine ( partially saturated fatty acid ) * Trade name, formula found online - see note below this list. * Trade name, formula found online - see note below this list. Brand of toilet bowl cleaner popular in USA. * Trade name, formula found online - see note below this list. * Trade name, formula found online - see note below this list. * Trade name, formula found online - see note below this list.

* Trade name, formula found online - see note below this list. * Trade name, formula found online - see note below this list. Notes about the Table above : Spellings are in British (rather than American) English where differences exist. Where there are multiple "chemical names" for the same chemical substance one or more may be included, but not necessarily all. Lists of synonyms of chemical names are included elsewhere on this website. In many cases the "common name" refers to a mixture of several chemicals, of which one is present in the largest quantity (by weight or volume). Only the main ingredient or sometimes ingredients is listed. Research the substance further by searching using its common name or via offline sources for more information about other ingredients. * Trade name. Some trade names are more widely used in the USA than in the UK. Chemical names and formulae as found online in January 2011 and included in good faith, but not necessarily verified with data from producer or suppliers.

Products may be reformulated at any time - always check labels for current details. Warning : Some of the chemicals listed above are highly dangerous and may harm health if inhaled, ingested or on contact with skin. Always read and follow safety advice on packaging and be sure that you know how to treat or avoid chemical substances around you. Note : This is one of an increasing number of pages being added to this website to help students with school-level chemistry, incl (UK) GCSE Chemistry. This is not medical, First Aid or other advice and is not to be used for diagnosis or treatment. Consult an expert in person. Care has been taken when compiling this page but accuracy. cannot be guaranteed. This material is copyright. IvyRose Holistic Health 2003- 17 . Concerns about the health impact of social media - 16 Nov ཌྷ. Effects of fragmented landscapes on forest vertebrates - 3 Nov ཌྷ. Psychological benefits of different types of natural environments - 2 Nov ཌྷ. Research confirms that good moods are contagious. Depression isn't. - 21 Sep ཌྷ.

Robotic exoskeleton hopes for alleviating crouch gait in children with cerebral palsy - 25 Aug ཌྷ. New warm-up regime expected to reduce rugby injuries - 23 Oct ཌྷ. 3 Quick Chemistry Questions ? 2. Write the formulas for these binary molecular compounds: 3. What information do prefixes in the name of a binary compound tell you about the composition of the compound? Answers. Additional Details. If you believe your intellectual property has been infringed and would like to file a complaint, please see our CopyrightIP Policy. Additional Details. If you believe your intellectual property has been infringed and would like to file a complaint, please see our CopyrightIP Policy. Additional Details. If you believe your intellectual property has been infringed and would like to file a complaint, please see our CopyrightIP Policy. Honors Chemistry Chapter 7. . subscripts show number of items.

name cations by the element's name (K+= potassium cation) name anions by dropping the end of the element's name and add "ide" to the end (F-= fluoride anion) Exceptions are Zn, Ag, and Cd. anions written and said 2nd, drop ending and add "ide" to the root. to convert the name to formula, use the criss dross method to trade off the charges on each element. determine which roman numeral to use by making the equation have no charge. each suffixprefix indicates how many oxygens. attach a prefix to 2nd element and change ending to "ide" the "o" or "a" at the end of the prefix is usually dropped. naming: hydro+ name of other element+ change ending to "ic" (ex. hydrogen and fluoride= hydrofluoric acid) ex. sulfuric acid H2SO4= sulfate SO4 + 2H ions. calculate by summing the masses of all the elements present in a mole of the compound (conversion factor) Ex. Find mass of .257 mol of calcium nitrate. Ca=40.1, 2N= 28, 6O=96. 0.257 mol x 164.1 g = 42.2 g. mass of element in 1 mole of compoundmolar mass of compound= % element in compound. once you have an amount in grams, you can figure out how many moles of each element you have. once you know how many moles of each substance you have, find the ratio. X(emp. form. mass) = molecular formula mass. X= molecular mass empirical mass.

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Please follow these instructions to install Firefox. Chemical Formulas for the ionic compounds. See attached file for full problem description. 1. what is the chemical formula for the following ternary compounds given their constituent ions. a. lead(IV) sulfate. b. stannous chlorite. c. cobalt(II) hydroxide. d. mercurous phosphate. 2. Provide the formula for each of the following binary ionic compounds. a. curprous sulfide. b. ferrous phosphide. c. mercuric iodide. d. plumbic oxide. 3. What is the formula for the following ternary ionic compounds?

a. cuprous chlorite. b. plumbic sulfite. c. mercuric chlorate. d. ferrous chromate. 4. Complete the table below by combining cations and anions into chemical formulas. Give a systematic name for each compound. Use the Roman numeral naming system. Solution Preview. Please see the attached file. Charges crossing technique when given name to write the formula: The rules to follow are: • the total positive charges must equal the total negative charges. • you cannot change the charges given . It provides the chemical formulas for the ionic compounds. The response has a '55' rating. Related BrainMass Content.

Important information about Molecular and empirical formulas. empirical formulas are the same and three that are different why are ionic . chemical formula and Electron-Dot Structures. A Determine whether the following pairs of elements can form ionic compounds . Organic Structures: Polarity and Electron-Dot Formulas. 3) Write electron-dot formulas for the following ionic species. . Lewis Formula and Molecular Bonding. of Carbonate Ion -. . with "subscript" equal to 1 in the molecular formula . . Determining net ionic equation of a reaction. ionic equations of a reaction.

Quiz unit 7-9. . Complete Molecular Equation: . Naming Chemical Substances. do not show charges. HSO4- NO3- NO2- HCO3- Li Cs Sn4+. . reacting with water . 6. Write the balance net ionic equation for reaction between . Cycloalkanes, Isomers, and Organic Compounds. i) Name one structural and one chemical difference between acetylene and . Titration of Seawater. equation, any aqueous (aq) compound will break apart into its relative ions . How to binary trade molecular compound formula Predict how combinations of substances can result in physical andor chemical changes. Interpret and apply the laws of conservation of mass, constant composition (definite proportions), and multiple proportions. Balance chemical equations by applying the laws of conservation of mass.

Classify chemical reactions as synthesis (combination), decomposition, single displacement (replacement), double displacement, and combustion. Use stoichiometry to predict quantitative relationships in a chemical reaction. Vocabulary. Ionic compounds, covalent compounds, polyatomic ions, transition metals, subscripts, roman. 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&rsquos name help a scientist know its composition? Three 45 min. class periods (total time approx. 135 min) 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. Inquiry-based learning, Gallery Walk, small-group learning. 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. To engage students at the beginning of the lesson, have students do a think-pair-share: &ldquoWhy is a name important? What does your first name tell about you? What does your last name tell about you? How is a chemicals&rsquo name important?

What would happen if scientists did not have a consistent method of naming compounds?&rdquo 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. 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. When students are asked to review other groups&rsquo rulescriteria and create a flow chart, then use that flow chart to name compounds, students will be reflecting, revisiting, revising and rethinking the rulescriteria that they have used. Students will express their understandings through their rulescriteriaflow-charts as well as their teaching brochureposter. They can self-evaluate using the rubric provided, as well as comparing flow-charts with other. Students who need additional help can be provided with more assistance, have the cards pre-sortedorganized, 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.

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. Ask students (Can be a think-pair-share): &ldquoWhy is a name important? What does your first name tell about you? What does your last name tell about you? How is a chemicals&rsquo name important? What would happen if scientists did not have a consistent method of naming compounds? &ldquo 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. 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 &ldquoion cards.

docx. Provide and or read the following instructions: &ldquoArrange the cards into groups according to their formula or names. You decide the criteria for each group. Be prepared to explaindefend your groupings.&rdquo (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, &ldquoWhy did you put this compound in this group?&rdquo 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 &ldquoate, ite, ide&rdquo 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 &ldquoOn your poster, include the criteria or rule used to place compounds into each group.

&rdquo 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. 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 &ldquoide, ite, and ate&rdquo 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. Have students complete a Venn diagram comparing carbon monoxide and carbon dioxide. Possible answers are shown below. venn diagram. docx. Ask students &ldquoWhy is it important to know the difference between carbon monoxide and carbon dioxide? How do the names and formulas help us determine this difference?&rdquo Possible answers include &ldquoThey have different properties, one is poisonous, etc.&rdquo and &ldquoThe prefixes in the name as well as. the subscript in the formula indicate the number of each type of atom.&rdquo 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 &ndashide, only use mono - on second element, etc.) Review the prefixes to make sure students were able to correctly determine 1-10. Also, ask &ldquoWhen is mono - used for a prefix for one, and when is it not used?

&rdquo Students should determine that mono is only used for the second element, never for the first element. Ask &ldquoWhat is the ending for covalent compounds?&rdquo Students should determine that all covalent compounds end in &ndashide. Have students practice naming covalent compounds for homework or in class as time allows. (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&rsquos name tell you about its formula?

Related Materials & Resources. This website is a quizpractice for naming compounds. Students can self-evaluate their understanding of naming compounds. This website provides clear rulesdirections for naming compounds. Struggling students can use this as a resource for additional information. This resource provides more detailed explanation of naming compounds.