Delsey Kempf
Naming Inorganic Compounds – Review and Practice
Oct. 20, 2010
Regents Chemistry-Grades 10/11
Rationale: We recently began a new unit after the Periodic Table Unit was completed. This new unit is
entitled Moles and Stoichiometry and involves more math to apply what they have learned about the
periodic table. Thus far the students have learned what a mole is and the number of objects in a mole.
They have learned to explain the relationship between gram atomic mass, moles, and AMU and
determine the gram atomic mass of elements and the gram molecular mass of any compound. The
students have learned how to convert between grams and moles of elements and compounds and
explain the difference between grams and moles. Now the students are learning the nomenclature for
inorganic compounds.
Goal: Yesterday I taught the nomenclature of inorganic compounds after comparing and contrasting
elements and compounds and comparing and contrasting compounds and mixtures. I explained and
gave examples of how elements combine in simple ratios to form compounds. I also explained how all
areas of a compound are uniform whereas mixtures are not uniform throughout. Students than learned
the proper naming of the main types of inorganic compounds. They learned the rules for the
nomenclature of chemical compounds and did some examples in class and for homework. They learned
how to use their reference tables E and K to aid in naming compounds. Since I have covered a great deal
of material in the past two lessons, today they will get more needed practice in these concepts. I feel
this is needed before moving on to writing chemical formulas and using the stock system of writing
chemical formulas.
Instructional Objectives: Students will be able to identify and name any binary inorganic compound and
polyatomic ion in a compound. Students will be able to describe a polyatomic ion. Students will be able
to name inorganic compounds containing binary compounds. Students will be able to use Chart K to
name acids. Students will be able to identify and name binary and tertiary acids. Students will also be
able to name binary nonmetal compounds with the old fashioned prefix names.
Standards: Physical Setting/Chemistry Core Curriculum, Key 3.1cc: A compound is a substance
composed of two or more different elements that are chemically combined in a fixed proportion. A
chemical compound can be broken down by chemical means. A chemical compound can be represented
by a specific chemical formula and assigned a name based on the IUPAC system.
Materials: Naming Chemicals Homework sheets, Chemical Bingo Cards with two games per card,
Reference tables for Physical Setting/Chemistry, White Board marker/White Board, Bingo Call
Sheets(lists of chemicals) to write on board
Implementation:
Time
Activity
0-10 minutes
Go over last night’s homework on naming chemicals and
nonmetals with examples and questioning; collect
10-40 minutes
Chemical Bingo Game with teacher calling/writing
nomenclature on board and students matching chemical
formulas to nomenclature called.
40-43 minutes
Answering questions and rewarding winners.
Assessment: I will question the students when going over the homework, particularly focusing on the
student or students I know from previous units are struggling with material and in danger of failing
Regents Chemistry at Mid-marking period. The Chemical Bingo game is an interactive, competetive
summative assessment of how well students have grasped the material and concepts covered so far. If
the students have covered the correct chemical formulas it will show they have a good understanding of
the concepts. If they have covered incorrect formulas it will reveal misunderstandings. The game
provides practice in applying the rules for naming inorganic chemical compounds.
Homework : Finish writing up QA on the Job lab where students converted grams to moles and finding
the number of moles of elements in a sample.
Resources:
Cameron, P. and Romano N. Physical Setting:Chemistry STAR Review, 2005:N&N Publishing.
Kirk, F. UPCO’s Physical Setting Review Chemistry, 2009: United Publishing, Albany.
Reflection: Students loved this review and it provided a great active learning strategy . It helped to
reinforce all the naming rules the students have LEARNED and serves as an assessment that can be
graded as well. I like the pairing up in the beginning when they have to write the names in for the
formulas on their boards. It is like a double practice. My questioning and going over homework plus
circulating went well . I began the class with, “What did you learn about binary and tertiary compounds
yesterday?” Students began responding with different ideas. I asked clarifying questions as I returned
papers. I am noticeably more comfortable with the students. As I continued the review of the previous
lesson, more questions came from the students that related to the homework. I then turned to going
over the parts of the homework that dealt with those topics. During this time I was calling on students
by name, adjusting the technology, and multitasking easily; demonstrating greater comfort with the
content and classroom management. I was directing the students to look at their resources as they work
through the correct answers of the homework. As I finished up going over the homework, I asked if
there are any more questions. I waited, scanned the class, specifically called a student by name and
asked, “Are you getting this?” The student responded, “Yes,” but that she had a question on another
part of the homework. I went through the problem step-by-step using a “Think Aloud” method. I used
this method repeatedly in the class and it was very effective