Bridget Mulvey. A lesson on naming chemical compounds. The Science Teacher

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1 Bridget Mulvey A lesson on naming chemical compounds 44 The Science Teacher

2 Students best learn science through a combination of science inquiry and language learning (Stoddart et al. 2002). This article presents a series 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, multiple student teachers have used these pattern-based inquiry lessons successfully with their regular chemistry classes. In this article, I emphasize the inquiry portions of the unit. FIGURE 1 Examples of binary compound cards to be mixed up without labels. sodium oxide Na 2 O Categorizing cards Before the lesson, I print binary compound 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 level. Higher-achieving groups can be given more cards and, before starting, informed that they can move on to creating a graphic representation of their results and associated reasoning. My cards included a good mix of binary compound types, leaving these categories unidentified and unexplained to students. A Type I binary compound consists of a metal that forms a single type of cation and a nonmetal, based on the pattern of electrons in the outermost energy level of their atoms. A Type II compound consists of a transition metal that can form two or more types of cation and a nonmetal. A Type III compound consists of two nonmetals. (Note: I arrange the compounds by type in Figure 1 to serve as an answer key for the final classification systems.) I encourage groups to find multiple ways to categorize the compounds by name. This allows some students to initially organize the cards in simple, nonscientific ways, such as alphabetical order, and then consider the specific elements and name structures and components. The activity builds on students existing abilities to identify patterns and classify items, which increases the degree of students critical thinking. Throughout the exploration, I remind students that February

3 their careful observations of the compound names and their reasoning are more important than their classification systems. To support their work, I ask questions such as, What about the word parts? Where is this word part in relation to the main, or root, word? as I point to prefixes and suffixes. Did anything seem strange in some of these names? Teachers have reported that all students could identify multiple categorizing possibilities and were comfortable with the components of the compound names. Groups then share their reasoning and supporting evidence for their different categorization systems and evaluate each system, clarifying and challenging each other s ideas. At least one group commonly focuses on the elements involved in the compound, regardless of their position in the compound. For example, one student justified categorizing all compounds with sulfur together by referencing potential similarities among where the compounds might form. Another student emphasized the Roman numerals in the middle of some of the names. Another highlighted the prefixes on the first word, second word, or both. After some debate about the merits of the different categorization systems, students generally agree on three main categories, based on the compound names: no Roman numeral and no prefixes, Roman numeral with no prefixes, and prefixes with no Roman numeral. Then I ask each group to find the pattern between the elements and the categories found on the periodic table. I offer a hint: For each category, look for where the first element and the second element are on the periodic table. Within minutes, each student notices that the second element is always on the far right side of the periodic table, indicating a nonmetal. It is the first element that is different in each category. Students then start to look closely for the pattern associated with the first element of the compounds. One student exclaimed: The elements are from different parts of the table! Students share their ideas and questions with each other as they arrive at their conclusions. With little teacher guidance, the class generally develops the following conclusions: Compounds with no Roman numeral and no prefixes have a first element from the left side of the table; those with a Roman numeral have one from the middle; and those with prefixes have a first element from the right side. Together we add the terms metal, transition metal, and nonmetal to the category descriptions. Students with a basic grasp of chemistry usually quickly identify metals, transition metals, and nonmetals as the first element in the compounds. Even in classes in which most students find this to be easy, the activity serves as a formative assessment to identify struggling students. Introducing compound types After the initial categorization activity, teachers can introduce type I, II, and III binary compounds. Students typically talked about bi- as a word part indicating that there are two elements in a compound. The student groups arrange their compound cards into these three categories, if they have not already done so. It is important to discuss how Type I compounds typically have a first element from the left side of the table, making these elements alkali or alkaline Earth metals; Type II compounds have a first element from the middle of the table, making them transition metals; and Type III compounds have a first element from the right of the table, making them nonmetals. Then I count the sections of the periodic 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 periodic table from which the first element of a compound was located. I reminded my students that they had found the pattern in the compound names, and they had found the pattern in the elements. They did not need to worry about memorizing a set of rules because they had figured the rules out for themselves. These students, who had already failed chemistry once and were afraid of the subject, smiled. They understood the lesson, and they liked this feeling. In larger classes, the students responses were less profound, but each time this approach was used, students ability to classify binary compounds was strong (over 95%) even months later on the midterm and final exams and state standardized tests. On the board, students summarize the rules they discovered that govern each compound type. To identify any alternative conceptions students still hold, it is useful to remind 46 The Science Teacher

4 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 Practices Engaging in Argument From Evidence Obtaining, Evaluating and Communicating Information Students present and justify their classification systems for cards of compound names and chemical formulas to the class. Disciplinary Core Ideas MS-PS1.A: Structure and properties of matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range 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) Students inductively develop rules to guide compound type identification and compound naming. Crosscutting Concept Patterns Different patterns may be observed at each of the scales at which a system is studied and can provide evidence for causality in explanations of phenomena. (HS-PS1-1) Students identify patterns in compound names and the characteristics of elements in the compounds. Connecting to the Common Core State Standards (NGAC and CCSSO 2010) ELA/Literacy SL Actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. SL 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

5 FIGURE 2 Observation-based alternative assessment. students to use their new vocabulary as they complete practice problems. To do this, I introduce compound names or chemical formulas one at a time and ask students to decide the compound type and provide a justification for their decision. I find value in asking students to do this individually then share with the class. Working with transition metals To further test students understanding of the naming of binary compounds, I then introduce the interesting cases of binary compounds that include the transition metals, silver (Ag), zinc (Zn), and cadmium (Cd). Students receive two new index cards with the name and formula for silver chloride (AgCl), zinc oxide (ZnO), and cadmium bromide (CdBr2). I ask students to consider how and why these cases might be different from those we had examined earlier. We look at the periodic table for information and compare the new examples to other transition metals. Students quickly notice that, unlike other transition metals, these compound names have no Roman numeral, showing that these transition metals form only one ion and therefore a Roman numeral is not needed. For classes that do not notice this, I ask students to compare the ions associated with these transition metals to those from the earlier cards. This helps students understand that the Roman numerals signify not only transition metals but also at least two possible ions associated with that transition metal. We then clarify the rules for Type I and Type II compounds: A Type I compound is a binary compound involving a metal that can only form one ion, whereas a Type II 48 The Science Teacher

6 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 discussions, helping students clarify their ideas, and serve as a visual reminder in the room. compound is a binary compound involving a metal that can form two or more ions. I further test students understanding by asking them to consider whether aluminum and gallium can form Type I or II compounds, respectively (both form Type I, since each has only one possible ion). I also teach students how to write chemical formulas from the compound names. Later, students learn about the differences in atomic structure that explain the classification of these types of compounds and how these differences relate to physical and chemical properties. Assessment I assess students observationally on their abilities and understandings associated with both the initial open classification and the labeling of compound types, noting students strengths and problem areas (Figure 2). When a student expresses an alternative conception or any confusion, articulates well-reasoned and scientifically appropriate justifications, or helps other students understand a concept, I note this in the chart. I also keep track of students who would need extra practice and assistance the following day. The chart helps me know when the class has reached the desired level of mastery. After students master the classification patterns, the activity can be extended to ternary compounds, including polyatomic ions such as nitrate and phosphate and, later, acids and bases. Differentiation To support students with special needs, the cards can initially be folded in half or printed on two sides to promote concentration on only the compound names, or these students Conclusion Overall, students are more interested in naming compounds 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 assessment (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 months later. The lessons support struggling students and make the topic more minds-on for those who find chemistry less challenging. Pattern identification within cooperative learning groups encourages students to support each other in their learning. Bridget Mulvey (bmulvey@kent.edu) is an assistant professor of science education at Kent State University in Kent, Ohio. Acknowledgment The author would like to thank Patricia Habersham, PhD, for her feedback on the manuscript and associated supplemental materials. She is a science teacher at Northern Guilford High School in Greensboro, North Carolina. On the web All unit materials, including the summative assessment: References National Governors Association Center for Best Practices and Council of Chief State School Officers (NGAC and CCSSO) Common core state standards. Washington, DC: NGAC and CCSSO. NGSS Lead States Next Generation Science Standards: For states, by states. Washington, DC: National Academies Press. Stoddart, T., A. Pinal, M. Latzke, and D. Canaday Integrating inquiry science and language development for English language learners. Journal of Research in Science Teaching 39 (8): February

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