Bridget Mulvey

A lesson on naming chemical compounds

44 The Science Teacher

S
tudents best learn science through
F IG UR E 1
a combination of science inquiry
and language learning (Stoddart Examples of binary compound cards to be mixed
et al. 2002). This article presents a series up without labels.
of chemistry lessons on the naming of
compounds. The weeklong unit focuses
on patterns across compound names and
chemical formulas and addresses several
of the Next Generation Science Standards
(NGSS Lead States 2013; see box, p. 47).
I first taught these lessons to a summer
class of five students who had failed their
grade 10 chemistry course. Since then, sodium oxide
multiple student teachers have used these
pattern-based inquiry lessons successfully Na2O
with their regular chemistry classes. In
this article, I emphasize the inquiry por-
tions of the unit.

Categorizing cards
Before the lesson, I print binary com-
pound names and their corresponding
formulas on card stock. Then I cut the
names and formulas into individual cards
and laminate the cards to protect them for
future use (for sample cards, see Figure
1). The number of cards in a set should be
informed by students’ needs; I generally
used 10 to 25 cards in a set.
At the beginning of the first lesson, I
ask students, “How can you categorize
these compounds based on their names?
What patterns can you find?” Working
in pairs, students examine their cards. For
large classes, students work well in groups
of four, as long as each group includes a
moderate range in abilities or comfort lev-
el. Higher-achieving groups can be given
more cards and, before starting, informed
that they can move on to creating a graph-
ic representation of their results and asso-
ciated reasoning.
My cards included a good mix of bi-
nary compound types, leaving these cat-
egories unidentified and unexplained to
students. A Type I binary compound consists of a metal that I encourage groups to find multiple ways to categorize
forms a single type of cation and a nonmetal, based on the the compounds by name. This allows some students to ini-
pattern of electrons in the outermost energy level of their at- tially organize the cards in simple, nonscientific ways, such
oms. A Type II compound consists of a transition metal that as alphabetical order, and then consider the specific elements
can form two or more types of cation and a nonmetal. A Type and name structures and components. The activity builds on
III compound consists of two nonmetals. (Note: I arrange the students’ existing abilities to identify patterns and classify
compounds by type in Figure 1 to serve as an answer key for items, which increases the degree of students’ critical think-
the final classification systems.) ing. Throughout the exploration, I remind students that

February 2016 45
their careful observations of the numeral have one from
compound names and their rea- the middle; and those
soning are more important than with prefixes have a first
their classification systems. element from the right
To support their work, I ask side. Together we add
questions such as, “What about the terms metal, transi-
the word parts? Where is this tion metal, and nonmetal
word part in relation to the to the category descrip-
main, or root, word?” as I point tions. Students with a
to prefixes and suffixes. Did basic grasp of chemistry
anything seem strange in some usually quickly identify
of these names?” Teachers have metals, transition met-
reported that all students could als, and nonmetals as
identify multiple categorizing the first element in the
possibilities and were comfort- compounds. Even in
able with the components of the classes in which most
compound names. students find this to be
Groups then share their rea- easy, the activity serves
soning and supporting evidence as a formative assess-
for their different categoriza- ment to identify strug-
tion systems and evaluate each gling students.
system, clarifying and challeng-
ing each other’s ideas. At least one group commonly focuses Introducing compound types
on the elements involved in the compound, regardless of their After the initial categorization activity, teachers can intro-
position in the compound. For example, one student justified duce type I, II, and III binary compounds. Students typically
categorizing all compounds with sulfur together by referenc- talked about bi- as a word part indicating that there are two
ing potential similarities among where the compounds might elements in a compound. The student groups arrange their
form. Another student emphasized the Roman numerals in compound cards into these three categories, if they have not
the middle of some of the names. Another highlighted the already done so. It is important to discuss how Type I com-
prefixes on the first word, second word, or both. pounds typically have a first element from the left side of the
After some debate about the merits of the different cat- table, making these elements alkali or alkaline Earth metals;
egorization systems, students generally agree on three main Type II compounds have a first element from the middle of
categories, based on the compound names: the table, making them transition metals; and Type III com-
pounds have a first element from the right of the table, mak-
◆ no Roman numeral and no prefixes,
ing them nonmetals. Then I count the sections of the periodic
◆ Roman numeral with no prefixes, and table from left to right. To reinforce this, I ask students to
count with me—one, two, three—and point to the part of the
◆ prefixes with no Roman numeral.
periodic table from which the first element of a compound
Then I ask each group to find the pattern between the ele- was located.
ments and the categories found on the periodic table. I offer a I reminded my students that they had found the pattern in
hint: For each category, look for where the first element and the compound names, and they had found the pattern in the
the second element are on the periodic table. Within minutes, elements. They did not need to worry about memorizing a set
each student notices that the second element is always on the of rules because they had figured the rules out for themselves.
far right side of the periodic table, indicating a nonmetal. It is These students, who had already failed chemistry once and
the first element that is different in each category. were afraid of the subject, smiled. They understood the les-
Students then start to look closely for the pattern associat- son, and they liked this feeling. In larger classes, the students’
ed with the first element of the compounds. One student ex- responses were less profound, but each time this approach
claimed: “The elements are from different parts of the table!” was used, students’ ability to classify binary compounds was
Students share their ideas and questions with each other as strong (over 95%) even months later on the midterm and fi-
they arrive at their conclusions. With little teacher guidance, nal exams and state standardized tests.
the class generally develops the following conclusions: Com- On the board, students summarize the rules they discov-
pounds with no Roman numeral and no prefixes have a first ered that govern each compound type. To identify any alter-
element from the left side of the table; those with a Roman native conceptions students still hold, it is useful to remind

46 The Science Teacher

 Finding Patterns

Connecting to the Next Generation Science Standards (NGSS Lead States 2013).
Standards
MS-PS1 Matter and Its Interactions
HS-PS1 Matter and Its Interactions
Performance Expectations
The materials/lessons/activities outlined in this article are just one step toward reaching the performance
expectations listed below.
MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.
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.

Dimension Name and NGSS code/citation Specific Connections to

Classroom Activity
Science and Engineering Engaging in Argument From Evidence Students present and justify
Practices their classification systems for
Obtaining, Evaluating and Communicating cards of compound names and
Information chemical formulas to the class.
Disciplinary Core Ideas MS-PS1.A: Structure and properties of matter Students inductively develop
• Substances are made from different types of rules to guide compound type
atoms, which combine with one another in identification and compound
various ways. Atoms form molecules that range naming.
in size from two to thousands of atoms. (MS-
PS1-1)

• Each atom has a charged substructure

consisting of a nucleus, which is made of
protons and neutrons, surrounded by electrons.
(HS-PS1-1)

Crosscutting Concept Patterns Students identify patterns

• Different patterns may be observed at each of in compound names and the
the scales at which a system is studied and can characteristics of elements in
provide evidence for causality in explanations the compounds.
of phenomena. (HS-PS1-1)

Connecting to the Common Core State Standards (NGAC and CCSSO 2010)
ELA/Literacy –
SL.9-10.1 Actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners
can follow the line of reasoning and the organization, development, and style are appropriate to the purpose,
audience, and task.

Students present and justify their classification systems for cards of compound names and chemical formulas to the
class.

February 2016 47
 FI G U R E 2

Observation-based alternative assessment.

students to use their new vocabulary as they complete prac- be different from those we had examined earlier. We look
tice problems. To do this, I introduce compound names or at the periodic table for information and compare the new
chemical formulas one at a time and ask students to decide examples to other transition metals. Students quickly notice
the compound type and provide a justification for their deci- that, unlike other transition metals, these compound names
sion. I find value in asking students to do this individually have no Roman numeral, showing that these transition met-
then share with the class. als form only one ion and therefore a Roman numeral is not
needed. For classes that do not notice this, I ask students to
Working with transition metals compare the ions associated with these transition metals to
To further test students’ understanding of the naming of those from the earlier cards. This helps students understand
binary compounds, I then introduce the interesting cases of that the Roman numerals signify not only transition metals
binary compounds that include the transition metals, silver but also at least two possible ions associated with that transi-
(Ag), zinc (Zn), and cadmium (Cd). Students receive two new tion metal.
index cards with the name and formula for silver chloride We then clarify the rules for Type I and Type II com-
(AgCl), zinc oxide (ZnO), and cadmium bromide (CdBr2). pounds: A Type I compound is a binary compound involv-
I ask students to consider how and why these cases might ing a metal that can only form one ion, whereas a Type II

48 The Science Teacher

 Finding Patterns

can be asked to identify the pattern in each compound

category. Also, to differentiate the activity to meet
students’ varied needs, groups within large classes can
be given different sets of cards, from simple to more
challenging, by changing the compounds, and/or the
number of cards provided. During this unit, students
who quickly finished classification and justification
developed graphic representations of the naming
rules. These serve as talking points in class discus-
sions, helping students clarify their ideas, and serve as
a visual reminder in the room.

Conclusion
Overall, students are more interested in naming com-
pounds when they learn the concept through this
inductive method, compared to the more traditional
method of following rules presented by the teacher.
Students also score higher on the summative as-
sessment (see “On the web”). Almost all students
retained their ability to name compounds at a much
higher rate, improving from 50%–60% to 95% who
correctly named almost all binary compounds and
80–85% who correctly named ternary compounds six
compound is a binary compound involving a metal that can months later. The lessons support struggling students
form two or more ions. I further test students’ understanding and make the topic more minds-on for those who find chem-
by asking them to consider whether aluminum and gallium istry less challenging. Pattern identification within coop-
can form Type I or II compounds, respectively (both form erative learning groups encourages students to support each
Type I, since each has only one possible ion). I also teach stu- other in their learning. ■
dents how to write chemical formulas from the compound
names. Later, students learn about the differences in atom- Bridget Mulvey (bmulvey@kent.edu) is an assistant professor of
ic structure that explain the classification of these types of science education at Kent State University in Kent, Ohio.
compounds and how these differences relate to physical and
chemical properties. Acknowledgment
The author would like to thank Patricia Habersham, PhD, for her
Assessment feedback on the manuscript and associated supplemental materials.
I assess students observationally on their abilities and un- She is a science teacher at Northern Guilford High School in
derstandings associated with both the initial open classifica- Greensboro, North Carolina.
tion and the labeling of compound types, noting students’
strengths and problem areas (Figure 2). When a student ex- On the web
presses an alternative conception or any confusion, articulates All unit materials, including the summative assessment:
well-reasoned and scientifically appropriate justifications, or http://goo.gl/AuWata
helps other students understand a concept, I note this in the
chart. I also keep track of students who would need extra References
practice and assistance the following day. The chart helps me National Governors Association Center for Best Practices and
know when the class has reached the desired level of mastery. Council of Chief State School Officers (NGAC and CCSSO).
After students master the classification patterns, the activity 2010. Common core state standards. Washington, DC: NGAC
can be extended to ternary compounds, including polyatomic and CCSSO.
ions such as nitrate and phosphate and, later, acids and bases. NGSS Lead States. 2013. Next Generation Science Standards: For
states, by states. Washington, DC: National Academies Press.
Differentiation Stoddart, T., A. Pinal, M. Latzke, and D. Canaday. 2002.
To support students with special needs, the cards can initially Integrating inquiry science and language development for
be folded in half—or printed on two sides—to promote con- English language learners. Journal of Research in Science
centration on only the compound names, or these students Teaching 39 (8): 664–87.

February 2016 49