Description of the material
selected as the focus of the Lesson – As part of this lesson
the students will be examining a website presenting data on a chemical
compound, dihydrogen monoxide (http://www.dhmo.org/). This site discusses the hazards of dihydrogen monoxide, including its impact on the
environment and cancer. After the lesson
the students will use the information on naming that was discussed to
re-evaluate the information that was gathered on dihydrogen
monoxide (H2O).
Lesson Plan Title – Basic Naming of Chemical Compounds
Discipline and Topic – Chemistry,
The topic of naming compounds will be covered.
Naming of compounds formed between a metal and a non-metal, as well as
non-metal and non-metal, will be discussed.
Target
Population – High School students. The students in the class are all 10th
or 11th graders who have previous success in math and science. Most of the students are extremely
self-motivated and have a desire to learn the topic. This lesson will involve working in pairs on
computers as well as lecture to the entire class.
Curriculum Links – Students have previously covered the use of the periodic
table. They have just covered writing
chemical formulas using the periodic table to determine the formula that will
result when 2 elements bond. This lesson
will teach the students how to name these compounds based on their chemical
formula. Two types of compounds will be
discussed, those with bonding between a metal and non-metal and those with
bonding between two non-metals. The
material from this lesson will be used throughout the year on exams and in the
presentation of future lessons.
Objectives
– At the end of the lesson the students will be able to:
-categorize a chemical formula as
bonding between a metal and a non-metal or between two non-metals
-paraphrase the steps needed in
determining a compound’s name
-judge whether a chemical has been named
properly
-apply the information from the
lesson to reactions and word problems
-name chemical compounds based on
their chemical formulas
Media Literacy
Objectives – The students will be able to:
-think about the information presented
on chemistry related websites in a more critical manner
-use the laptop computers to
effectively gather information on a chemistry related topic
Materials and Timing – The
lesson will take 1 class period.
Materials:
Lap-top computer
Scope and Sequence – Brief
review of writing chemical formulas.
Explain
to students that we will be shown a website containing information on a
chemical compound. Let the class know
that this exercise will show why it is important to understand chemical names.
After
completion of this examination of dihydrogen monoxide
notes will be given.
Naming
Compounds with a Metal and a Non-metal
-Separate
the compound into the ions that make it up
NaBr ŕ Na+, Br-
Li3N ŕ Li+, N-3
MgO ŕ Mg+2, O-2
-Cation (+ charge) always comes first, the anion (- charge)
is always second
-Name
the metal (same as the elemental name)
Na+ = Sodium
Li+ = Lithium
Mg+2 = Magnesium
-Name
the anion by taking the elemental name, removing the ending, and adding “–ide”
Br- = Bromine ion ŕ
Bromide
N-3 = Nitrogen ion ŕ
Nitride
O-2 = Oxygen ion ŕ
Oxide
-Combine
the two pieces
NaBr =
Sodium Bromide
Li3N = Lithium Nitride
MgO =
Magnesium Oxide
Naming
Compounds with 2 Non-metals
-Name
both elements as with a metal and non-metal (1st element gets full
elemental name, second gets “-ide” ending)
N2O3 =
Nitrogen, Oxide
CCl4 = Carbon, Chloride
NBr3 = Nitrogen, Bromide
-Use
prefixes to indicate number of each element and combine (mono-, di-, tri-, tetra-, etc.). Note: Never use mono- for the
first element.
N2O3 = Dinitrogen trioxide
CCl4 = Carbon tetrachloride (no mono- before carbon)
NBr3 = Nitrogen tribromide
Revisit
Dihydrogen Monoxide
-What
is the chemical formula for Dihydrogen Monoxide (work
backwards from writing formula)
-Understanding
chemicals’ names can allow for a greater understanding of what we are looking
at
-Does
knowing that dihydrogen monoxide is simply the formal
name for water give you a different impression of the
information on the website?
-None
of the information on the website is incorrect, but not knowing how to name
chemicals makes the information seem worse than it really is
Assignment:
Naming worksheet
Supplemental Materials –
Student copies of questions on the website.
Evaluation of Students
–
|
Objectives |
1
point |
2
points |
3
points |
|
Can properly name compounds
formed between a metal and a non-metal |
Able
to name few/none of the compounds |
Able
to name some of the compounds |
Able
to name all/most compounds |
|
Can properly name compounds
formed between two non-metals |
Able
to name few/none of the compounds |
Able
to name some of the compounds |
Able
to name all/most compounds |
|
Effectively used the
computer when working on the class assignment |
Able
to gather little/none of the necessary information, abused the privilege of
using the computer by looking at many sites that were not part of the
assignment |
Able
to gather most of the information from the site, viewed few sites that were
not part of the assignment |
Able
to gather all/most of the necessary information from the site, used the
computer only for the intended assignment |
|
Class/Group Participation |
Not
attentive in the class in any way, did not participate when working in pairs
to answer questions using the website |
Attentive,
but not actively participating in the class (notes or questions), does not
say much in pairs when answering questions using the website |
Attentively
taking notes and working on the internet questions, participated actively
when working on questions with a partner |
|
Preparation for Class |
Unexcused
late w/no materials for class |
On
time w/no materials for class, or unexcused late w/materials |
On
time w/materials |
Evaluation of the
Lesson – Initially evaluation of the effective use of the computers
in gathering information will be obtained when reviewing the classwork assignments.
If most students were able to gather the necessary information, then the
lesson will be viewed as a success.
Similarly, the ability to name compounds can be initially determined by
looking at the assigned questions. If
the majority of the class can effectively name chemical compounds, then this
lesson can be deemed successful.
Long-term success of this lesson can be determined by how well the
students use chemical names throughout the remainder of the year, in both
written assignments and class discussions.
If the students are able to translate chemical formulas to names (or
vice-versa) in future assignments and exams, then this lesson has been very
effective. Also, if the students are
able to use chemical names, as opposed to simply reading chemical formulas,
when carrying on discussions about chemistry (either with each other or with
the teacher), then the lesson has been effective.