Summary

In this activity, students will practice naming and writing formulas for ionic compounds, covalent compounds, and acids. The flowchart provided reminds students of different naming conventions and how to tell when to use various naming rules. Students are also asked to make connections with language studies regarding prefixes and suffixes and to reflect on the importance of consistent naming rules for clear communication.

Grade Level

High School

NGSS Alignment

This activity will help prepare your students to meet the performance expectations in the following standards:

• HS-PS1-1: Use the periodic table as a model to predict the relative properties of elements based on the patterns of electrons in the outermost energy level of atoms.
• HS-PS1-2: Construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.
• Scientific and Engineering Practices:
  • Analyzing and Interpreting Data
  • Engaging in Argument from Evidence

Objectives

By the end of this activity, students should be able to:

• Name and write formulas for ionic compounds, covalent compounds, and acids.

Chemistry Topics

This activity supports students’ understanding of:

• Naming compounds
• Writing formulas
  

Time

Teacher Preparation: minimal
Lesson: 20-30 minutes

Materials

• Student handout
• Periodic tables
• Polyatomic ion list (if not memorized)
  

Safety

• No specific safety precautions need to be followed for this activity.

Teacher Notes

• This simple activity is a good way for students to review naming and formula writing for ionic compounds, covalent compounds, and acids after having learned the rules for each, such as at the end of a unit on chemical names and formulas. The questions ask students to go in both directions, from names to formulas and formulas to names, so be sure students are familiar with the appropriate naming and formula writing rules before assigning this resource.
• Students will need a periodic table and a list of polyatomic ion names and formulas (if you do not require them to have these memorized) to complete this activity.
  • Prior to completing this activity, you could have students review ionic compounds and covalent compounds separately, using the following AACT resources:
    • Activity: Constructing Ionic Compounds
    • Lesson Plan: Naming Covalent Compounds
  • In the answer key provided, compounds starting with “H” are presumed to be acids (in aqueous form) and are named as such (ex: HBr is hydrobromic acid, not hydrogen bromide).
• The flowchart helps students follow the logic behind naming compounds and puts various naming patterns in one place so students can see similarities and differences. Encourage students to keep this flowchart handy as they are studying and to add their own notes to it (ex: how to write ionic formulas, prefixes for covalent compounds, etc.) if they find this helpful.
  • To help students synthesize all the different naming rules they’ve learned in one place, consider having students try to develop their own flowchart or other graphic organizer before giving them the one in this activity.
• The conclusion questions have students draw connections between the use of prefixes and suffixes in “regular” words and in chemistry, as well as reflect upon the importance of proper naming in chemistry.
• The AACT website includes many more resources for teaching chemical names and formulas – see the Chemical Names and Formulas Unit Plan for some of the most popular ones.