Chemistry 1102

Adult Basic Education

Science

Chemistry 1102

Chemical Reactions

Curriculum Guide

Credit Value: 1

Chemistry Concentration

Chemistry 1102

Chemistry 2102A

Chemistry 2102B

Chemistry 2102C

Chemistry 3102A

Chemistry 3102B

Chemistry 3102C

Table of Contents

To the Instructor...............................................................v

Introduction to Chemistry 1102 .............................................v

Curriculum Guides.......................................................v

Study Guides .......................................................... vi

Resources ............................................................. vi

Recommended Evaluation .............................................. vii

Unit 1 - Investigating Chemical Reactions ..................................... Page 2

Unit 2 - Formula Writing ................................................... Page 6

Unit 3 - Equation Writing ................................................. Page 12

Unit 4 - Introduction to Acids and Bases ..................................... Page 14

Appendix A ............................................................ Page 19

Curriculum Guide Chemistry 1102v

To the Instructor

I. Introduction to Chemistry 1102

This is the first course in the ‘Chemistry Concentration’ of the Adult Basic Education

program. It assumes that students already have some understanding of atomic structure

and the periodic table. This is not a safe assumption for most ABE students. You may,

therefore, need to spend some time teaching these concepts before students proceed with

this course.

In this course students will learn about naming and writing formulas for ionic and

molecular compounds. They will also learn to write and balance a variety of equation

types. Students should be expected to show a high level of mastery of these topics in

order to have the necessary foundation to build upon as they continue in the Chemistry

concentration in ABE.

It is very important to note that this course is a pre-requisite to all the other Chemistry

courses.

II. Curriculum Guides

Each new ABE Science course has a Curriculum Guide for the instructor and a Study

Guide for the student. The Curriculum Guide includes the specific curriculum outcomes

for the course. Suggestions for teaching, learning, and assessment are provided to support

student achievement of the outcomes. Each course is divided into units. Each unit

comprises a two-page layout of four columns as illustrated in the figure below. In some

cases the four-column spread continues to the next two-page layout.

Curriculum Guide Organization:

The Two-Page, Four-Column Spread

Unit Number - Unit Title Unit Number - Unit Title

Outcomes

Specific

curriculum

outcomes for

the unit.

Notes for Teaching and

Learning

Suggested activities,

elaboration of outcomes, and

background information.

Suggestions for Assessment

Suggestions for assessing

students’ achievement of

outcomes.

Resources

Authorized and

recommended

resources that

address

outcomes.

Curriculum Guide Chemistry 1102vi

To the Instructor

III. Study Guides

The Study Guide provides the student with the name of the text(s) required for the course

and specifies the sections and pages that the student will need to refer to in order to

complete the required work for the course. It guides the student through the course by

assigning relevant reading and providing questions and/or assigning questions from the

text or some other resource. Sometimes it also provides important points for students to

note. (See the To the Student section of the Study Guide for a more detailed explanation

of the use of the Study Guides.) The Study Guides are designed to give students some

degree of independence in their work. Instructors should note, however, that there is

much material in the Curriculum Guides in the Notes for Teaching and Learning and

Suggestions for Assessment columns that is not included in the Study Guide and

instructors will need to review this information and decide how to include it.

IV. Resources

Essential Resources

Science 10

Nelson Science 10 Teacher’s Resource for Unit 2 - Chemical Processes

Recommended Resources

Science 1206: Curriculum Guide:

http://www.ed.gov.nl.ca/edu/sp/sh/sci/sci1206/unit3.PDF

Nelson Publishing Web Site:

http://www.science.nelson.com

Computerized Assessment Bank for Nelson Science 10, Nelson.

Other Resources

Center for Distance Learning and Innovation: http://www.cdli.ca/

Curriculum Guide Chemistry 1102vii

To the Instructor

V. Recommended Evaluation

Written Notes 10%

Labs/Assignments 20%

Test(s) 20%

Final Exam (entire course) 50%

100%

The overall pass mark for the course is 50%.

Chemical Reactions

Unit 1 - Investigating Chemical Reactions

Curriculum Guide Chemistry 1102Page 2

Outcomes

1.1 Understand that science and

technology are an integral part of

everyday life.

1.1.1 Define chemistry and

matter.

1.1.2 Identify examples of

chemistry and technology in

everyday life.

1.2 Explain how matter is

classified.

1.2.1 Name and define the two

categories of matter (pure

substances and mixtures).

1.2.2 Name and define the two

categories of pure

substances.

1.2.3 Name and define the two

categories of mixtures.

1.3 Evaluate and select

appropriate methods/tests to

investigate the presence of

chemicals.

1.3.1 Explain the difference

between physical and

chemical properties.

Notes for Teaching and Learning

Students who have recently completed Intermediate

Science (Grade 9) should be familiar with the terms and

concepts at the beginning of this unit (Outcomes 1.1 -

1.3). For other students, this material will be new and may

require extra practice for reinforcement.

Students will be introduced to many new terms

throughout this course. Instructors could suggest that

students start a vocabulary list and add to it regularly as

they work through the course.

Unit 1 - Investigating Chemical Reactions

Curriculum Guide Chemistry 1102Page 3

Suggestions for Assessment

Instructors should assess the student’s level of understanding by

reading student answers to questions from the Study Guide and

providing feedback.

Instructors should ensure that all necessary terms are being added

to the student’s vocabulary list and provide students with ideas

about how to successfully remember definitions.

The CDLI (Center for Distance Learning and Innovation) site was

developed for distance delivery of selected high school courses. It

contains lots of useful materials that could be used for

reinforcement in the Adult Basic Education program.

Note: You will need a username and password to enter the CDLI

site.

There are numerous web sites that have instructional materials

that instructors could use to assist their teaching of Chemistry. A

few of these are listed in Resources.

Resources

The center for distance

learning and innovation

website:

http://www.cdli.ca/

Textbook website:

http://www.science.nelson.c

om/

Other useful websites:

www.chemtutor.com

http://www.dbhs.wvusd.k12

.ca.us/webdocs/

Science 10 , Chapter 5,

pages 170 - 182.

Science 10 Teacher’s

Resource, Unit 2,

“Chemical Processes”.

Science 10 Teacher’s

Resource, Applied

Supplement.

Science 10 , Computerized

Assessment Bank.

Unit 1 - Investigating Chemical Reactions

Curriculum Guide Chemistry 1102Page 4

Outcomes

1.3.2 Explain the difference

between physical and

chemical change.

1.3.3 Determine the physical and

chemical properties of

selected substances.

1.3.4 Define electrolyte and

nonelectrolyte.

1.4 Demonstrate a knowledge of

WHMIS standards.

1.4.1 Describe the WHMIS

information system and its

use.

1.4.2 Identify the eight WHMIS

symbols.

1.4.3 Describe the MSDS sheet

and its use.

1.4.4 Identify the nine categories

on a MSDS sheet.

Notes for Teaching and Learning

Students should complete the work for outcome 1.4

before working in the lab. This can be achieved by having

students complete the “WHMIS Activity” found in

Appendix A. Instructors should review with students the

following from the Skills Handbook (page 657): B: Safety

in the Laboratory, Q: Lab Reports, and Figure 3: Common

Laboratory Equipment, before students begin work in the

lab.

Safe practices and proper use of equipment are very

important in the laboratory. For all laboratory activities,

instructors should ensure that students recognize WHMIS

standards.

Any chemicals purchased will come with an MSDS sheet

that students can investigate. One example of an MSDS

sheet is provided in the Appendix.

Lab safety procedures should be reviewed with students

before they begin work in the lab. Instructors should use

Skills Handbook, A, “Safety Conventions and Symbols”,

and B, “Safety in the Laboratory” for a review of safety.

Outcome 1.3.3 can be achieved by carrying out

Investigation 5.3, “Testing Properties of Substances”.

Instructors should review the relevant sections of the

Skills Handbook, K “Planning an Investigation”, with

students before they begin working in the lab.

Instructors should explain to students what is expected to

be submitted for their lab report. Blackline Master 5.3b

could be provided to the students to record their

observations.

Unit 1 - Investigating Chemical Reactions

Curriculum Guide Chemistry 1102Page 5

Suggestions for Assessment

Questions 1.1 - 1.8 in the Study Guide should be assigned to

cover Outcome1.1, 1.2, 1.3.1, and 1.3.2. Students will find the

answers to these questions in the Introduction and Section 1.5 of

the text.

Instructors should assess the student’s level of understanding by

reading student answers to questions from the Study Guide and

providing feedback. Instructors should assign additional practice

and/or review as needed.

The Assignment, “WHMIS Activity”, and the

Laboratory,“Testing Properties of Substances” , from the study

guide, should be assigned marks and used as part of the

evaluation for the course.

Blackline Masters 5.1c, “Safety Symbols”, and 5.1d, “Lab Safety

Concept Map”, could be used for assessment of student’s

knowledge of safety procedures.

Instructors should refer to the Teacher’s Resource for suggestions

and notes for delivery of the lab.

Resources

“WHMIS Activity”,

Appendix A of this guide.

Science 10, Skills

Handbook, K: Planning an

Investigation.

Science 10, pp. 180 -182,

Core Lab #1, “Testing

Properties of Substances”.

Blackline Master

5.1c,”Safety Symbols”.

Blackline Master 5.1d,

“Lab Safety Concept Map”.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 6

Outcomes

2.1 Describe the structure of the

periodic table.

2.1.1 Define periodic table.

2.1.2 Define chemical families

and identify the chemical

families (alkali metals,

alkaline earth metals,

halogens, noble gases) in

the periodic table.

2.2 Describe the structure of

atoms and ions.

2.2.1 Name and describe the three

main parts of the atom.

2.2.2 Define ion and explain how

ions are formed.

2.2.3 Draw Bohr diagrams of

atoms and ions.

Notes for Teaching and Learning

Students who have recently completed Intermediate

Science (Grade 9) should be familiar with the terms and

concepts at the beginning of this unit (Outcomes 2.1, 2.2).

For other students, this material will be new and may

require extra practice for reinforcement.

Blackline Master 5.5a, “Periodic Table of Elements”, can

be copied and given to students to use as they work

through the remainder of this course.

The Teacher’s Resource has a good explanation of the

concepts in Outcomes 2.1 and 2.2 in the background

information for Section 5.5.

The answers for all questions from the text can be found

in the Teacher’s Resource.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 7

Suggestions for Assessment

Questions 2.1 - 2.5 in the Study Guide should be assigned to

cover Outcomes 2.1. and 2.2. Students will find the answers to

these questions in Section 5.5 of the text.

Activity 5.7 “Ionic Charges and Chemical Families”, pages 190 -

191, may be assigned and used for assessment of students’

understanding of the kinds of ions formed by elements of the

major chemical families and their ionic charges.

Blackline Master 5.5b, “Elements, Compounds, and the Periodic

Table Crossword”, can be used for assessment of this section.

Resources

Science 10, Chapter 5,

pages 184 - 214.

Blackline Master 5.5a,

“Periodic Table of

Elements”.

Blackline Master 5.5b,

“Elements, Compounds,

and the Periodic Table

Crossword”.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 8

Outcomes

2.3 Describe the usefulness of

IUPAC scientific nomenclature

system to convey chemical

information.

2.3.1 Define molecule,

compound, molecular

element (diatomic

molecule), molecular

formula, empirical formula.

2.3.2 Differentiate between ionic

and molecular compounds.

2.4 Name and write formulas for

some common ionic compounds

(both binary and complex).

2.4.1 Define valence.

2.4.2 Define polyatomic ion.

2.4.3 Using IUPAC rules,

determine the formulas for

common ionic compounds

(including simple and

polyatomic ions, ions that

can form multiple charges,

and ionic hydrates) .

Notes for Teaching and Learning

Students who have recently completed Intermediate

Science (Grade 9) should be familiar with the terms

covered in outcome 2.3.1. For other students, this material

will be new and may require extra practice for

reinforcement.

It is also important to note that the terms in outcome

2.3.1. are not defined in the text and students will need to

be provided with these definitions. These are covered in

Handout 2 - “Introduction to IUPAC”, found in Appendix

A of this guide.

Students need lots of practice with naming and writing

formulas for ionic compounds. Instructors should assess

student needs and provide worksheets as necessary.

The explanations in the text for naming ionic compounds

of different types are very brief.

Naming ionic hydrates is not covered in the text.

Instructors should use Handout 2 - “Naming Ionic

Hydrates”, in Appendix A, to teach this topic and provide

students with the worksheet in Handout 3 for practice.

This topic is important for chemistry courses that follow.

NOTE: A periodic table of ions as well as a table of

polyatomic ions should be provided to students.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 9

Suggestions for Assessment

Questions 2.8 - 2.12 in the Study Guide should be assigned to

cover Outcome 2.4. Students will find the answers to some of

these questions in Sections 5.8 and 5.9 of the text.. They will also

need to refer to Handout 3 (found in Appendix A of their Study

Guide).

Blackline Masters 5.8 “Ionic Compounds: Names and Formulas

Worksheet”, and 5.9, “Polyatomic Compounds: Names and

Formulas Worksheet”, can be used to assess students’

understanding of naming ionic compounds.

The Nelson Science website has links that students can access for

additional practice. There are also many computer software

programs that can be used to provide extra practice.

Resources

Blackline Master 5.8,

“Ionic Compounds: Names

and Formulas Worksheet”.

Blackline Master 5.9,

“Polyatomic Compounds:

Names and Formulas

Worksheet”.

Handout 3 - “Naming Ionic

Hydrates”, in Appendix A.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 10

Outcomes

2.4.4 Using IUPAC rules,

determine the names of

ionic compounds (including

simple and polyatomic ions,

ions that can form multiple

charges, and ionic hydrates).

2.5 Name and write formulas for

common molecular compounds,

including the use of prefixes.

2.5.1 Define covalent bond.

2.5.2 Using IUPAC rules,

determine the names of

binary molecular

compounds.

2.5.3 Using IUPAC rules,

determine the formulas of

binary molecular

compounds.

2.5.4 Write formulas for several

common molecular

compounds using trivial

(common) names.

Notes for Teaching and Learning

Students need lots of practice with naming and writing

formulas for molecular compounds. Instructors should

assess student needs and provide worksheets as necessary.

A summary of rules for naming compounds and writing

formulas is found in the handout , “IUPAC Naming of

Compounds and Writing Formulas”, in Appendix A.

Instructors should ensure that students review it carefully

and complete the worksheets that are included. Many

computer software programs are available for additional

practice.

Unit 2 - Formula Writing

Curriculum Guide Chemistry 1102Page 11

Suggestions for Assessment

Questions 2.13 - 2.14 in the Study Guide should be assigned to

cover Outcome 2.5. Students will find the answers to these

questions in Section 5.11 of the text.

Blackline Master 5.11, “Molecular Compounds: Names and

Formulas Worksheet”, can be used to assess the student’s ability

to apply knowledge and understanding of these concepts.

The worksheets included with the handout , “IUPAC Naming of

Compounds and Writing Formulas”, should be checked by the

instructor to assess the student’s understanding. Extra explanation

and practice should be provided, if needed.

A quiz might be useful here to ascertain if students have mastered

the concepts covered so far. The mark for this quiz may be used

as part of the evaluation of the course.

Resources

Blackline Master 5.11,

“Molecular Compounds:

Names and Formulas

Worksheet”.

Handout 3 - “IUPAC

Naming of Compounds and

Writing Formulas”.

Science 10 , Computerized

Assessment Bank.

Unit 3 - Equation Writing

Curriculum Guide Chemistry 1102Page 12

Outcomes

3.1 Represent chemical reactions

using word equations.

3.1.1 Define word equation.

3.1.2 Write word equations to

represent a variety of

reactions.

3.2 Represent chemical reactions

and the conservation of mass, using

balanced symbolic equations.

3.2.1 Define the Law of

Conservation of mass.

3.2.2 Write and balance reactions

that illustrate a variety of

reaction types; including

combustion, synthesis

(combination),

decomposition, single and

double displacement

(replacement).

3.2.3 Recognize and predict the

products of different types

of chemical reactions;

including combustion,

synthesis, decomposition,

single and double

displacements.

Notes for Teaching and Learning

Instructors should ensure that students understand the

format for writing equations.

Students often don’t realize that the arrow ( 6) signifies

produces or yields and must not be substituted with the

equals sign (=).

Students often try to balance equations by changing the

subscripts in the chemical formulas. Instructors should

emphasize that subscripts in correctly written formulas are

never changed during the balancing process.

Instructors will likely need to work through several

examples of balancing equations with students, in

addition to those in the text.

If possible, have students working in pairs to complete the

core lab. Provide students with Blackline Masters 6.8

and/or 6.9 to record their observations when completing

the lab.

The Teacher’s Resource should be consulted for

information on the lab that is chosen.

Unit 3 - Equation Writing

Curriculum Guide Chemistry 1102Page 13

Suggestions for Assessment

Questions 3.1 - 3.2. in the Study Guide should be assigned to

cover Outcome 3.1. Students will find the answers to these

questions in Section 6.1 of the text.

Questions 3.3 - 3.15 in the Study Guide should be assigned to

cover the rest of the outcomes for this unit. Students will find the

answers to some of these questions in Sections 6.3, 6.5, 6.6, 6.7,

and 6.10 of the text.

Students should also complete and submit a report for either

Investigation 6.8 or 6.9.

Writing and balancing equations is usually difficult for students

and instructors will need to assess their success and assign

additional practice as needed. Chapter 6 Review provides some

additional practice. Other resources should also be used.

Blackline Masters 6.5a, “How to Count Atoms Review” and 6.5b,

“Counting Atoms Worksheet”, should be used to review concepts

and to help students prepare for learning how to balance

equations.

Blackline Master 6.13, “Types of Chemical Reactions

Worksheet”, and Blackline Master Chapter 6 Review, “Chemical

Reactions Word Search”, can be used to assess students’

understanding of the outcomes for Unit 3.

Instructors may give a quiz on Unit 3 to ascertain if students have

mastered the concepts covered in Unit 3. The mark for this quiz

may be used as part of the evaluation of the course.

Resources

Science 10, Chapter 6,

pages 216 -252.

Science 10, pp. 236 - 237,

Core Lab #2, “Putting

Things Together”

Science 10, pp. 238 - 239, ,

“Taking Things Apart”.

Blackline Master 6.5a

“How to Count Atoms

Review”.

Blackline Master 6.5b,

“Counting Atoms

Worksheet”.

Blackline Master 6.8,

“Putting Things Together”.

Blackline Master 6.9,

“Taking Things Apart”.

Blackline Master 6.13,

“Types of Chemical

Reactions Worksheet”.

Blackline Master Chapter 6

Review, “Chemical

Reactions Word Search”.

Unit 4 - Introduction to Acids and Bases

Curriculum Guide Chemistry 1102Page 14

Outcomes

4.1 Classify simple acids, bases,

and salts on the basis of their names

and formulas.

4.1.1 Name and write formulas

for some common acids and

bases, using the periodic

table, a list of ions, and

rules for naming acids.

4.1.2 Define acids as molecules

that ionize in water to

produce hydrogen ions (H ).

4.1.3 Identify the physical

properties of acids.

4.1.4 Define bases as ionic

compounds that contain the

hydroxide ion (OH ).

4.1.5 Define salts as ionic

compounds.

Notes for Teaching and Learning

The text does not explain the details of how to name

acids. The handout, “Naming Acids”, in Appendix A,

covers the naming acids part of outcome 4.1.1. Students

should be provided with a copy of this handout.

There is no need for special instruction for naming bases

and salts. Students will use the rules that they have

already learned for naming compounds.

Students should be provided with worksheets to practice

naming acids and bases. Instructors can find worksheets

on the CDLI site or on numerous other web sites or in

resource packages.

A detailed study of acids, bases, pH and so forth is not

expected at this point.

Unit 4 - Introduction to Acids and Bases

Curriculum Guide Chemistry 1102Page 15

Suggestions for Assessment

Review sheets can be used for assessment of students’ ability to

recognize substances as acids or bases and name them properly.

Resources

Science 10, Chapter 8,

pages 288-289, 293 - 299,

314, 317 - 319.

Handout 5, “Naming Acids

and Bases”, in Appendix A

Unit 4 - Introduction to Acids and Bases

Curriculum Guide Chemistry 1102Page 16

Outcomes

4.2 Classify substances as acids,

bases, or salts, on the basis of their

characteristic properties.

4.2.1 Define pH scale in terms of

a measure of acidity or

alkalinity or neutrality.

4.2.2 Define acids and bases

operationally in terms of

their effect on litmus paper,

pH, sour and bitter taste,

reaction with active metals,

and reaction with each

other.

4.2.3 Define salts operationally in

terms of the conductivity of

the aqueous solutions.

4.3 Describe how neutralization

involves tempering the effects of an

acid with a base and vice versa.

Notes for Teaching and Learning

The definitions for acids and bases found in the glossary

can be used to achieve outcome 4.2.2.

Investigation 8.9, “Reacting Acids and Bases”, may be

done as an optional lab. Students should read through it

for content even if they will not complete the lab.

Unit 4 - Introduction to Acids and Bases

Curriculum Guide Chemistry 1102Page 17

Suggestions for Assessment

Questions 4.6 - 4.8 in the Study Guide should be assigned to

cover Outcomes 4.2.3 and 4.3. Students will find the answers to

these questions in Investigation 8.9 and Section 8.10 of the text.

Instructors may assign additional questions from the Chapter 8

Review.

A final examination should be given to cover the whole course.

Resources

Science 10 , Computerized

Assessment Bank.

Appendix A

Curriculum Guide Chemistry 1102Page 21

Handout 1 -“ WHMIS Activity”

1. What does WHMIS stand for?

2. What is the purpose of using WHMIS symbols?

3. What does MSDS stand for?

4. Identify the nine sections of the MSDS.

IVI

II VII

III VIII

IV IX

5. What is the name and chemical formula of the chemical?

6. What would happen if you were overexposed to the chemical?

7. When you are using this chemical, how would you protect yourself?

8. How must this chemical be stored?

Curriculum Guide Chemistry 1102Page 22

MSDS Sample Sheet

Curriculum Guide Chemistry 1102Page 23

Handout 2 - “Introduction to IUPAC”

Today most compounds are known by their IUPAC names. IUPAC stands for International

Union of Pure and Applied Chemistry. This organization has determined a set of rules to be

used for naming chemicals. Its purpose is to set international guidelines so that all scientists

follow the same rules.

Before you start naming compounds and writing formulas, you need to make sure you understand

the following:

Molecules are combinations of two or more elements.

*A molecular element has all atoms the same.

For example, oxygen gas is a molecule composed of 2 atoms of oxygen. It is

called a diatomic molecule (because it has 2 atoms).

Table of Diatomic Molecules

oxygen O

hydrogen H

nitrogen N

fluorine F

chlorine Cl

bromine Br

iodine I

Curriculum Guide Chemistry 1102Page 24

Handout 2 - “Introduction to IUPAC” ( continued )

A compound is a molecule that contains 2 or more different types of atoms or ions.

For example, water (H O) is a compound because it contains both hydrogen and oxygen.

The formula for water, H O, is a combination of symbols and subscripts.

H and O are the symbols for hydrogen and oxygen.

The number 2 is the subscript. It indicates that there are 2 atoms of hydrogen in a

molecule of water.

A molecular formula is a chemical formula that indicates the number and type of atoms in one

molecule (i.e. the actual number of atoms of each type in the compound).

An empirical formula is the simplest whole number ratio of atoms in the compound.

For example, hydrogen peroxide:

The molecular formula is H O

The empirical formula is HO (lowest ratio is 1:1)

Note: In some cases the molecular formula and the empirical formula are the same.

Curriculum Guide Chemistry 1102Page 25

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Rules for Naming Binary Ionic Compounds (simple/multivalent)

1. Name the cation (+) by writing the full name of the metal.

2. Check the attached partial periodic table to see if it is a multivalent species (has more than

one possible ionic charge).

If it has only one ionic charge, proceed to step 3.

If it has more than 1 possible ionic charge, determine the charge of the anion and pick

the metal ion that will result in a net charge of zero. Indicate the identity of the metal

ion with roman numerals.

3. Name the anion (-) by shortening the name of the atom and adding the -ide ending.

Examples: NaCl sodium chloride

K O potassium oxide

CaF calcium fluoride

SnCl tin(IV) chloride

Curriculum Guide Chemistry 1102Page 26

PARTIAL PERIODIC TABLE OF THE ELEMENTS

1 18

2 13 14 15 16 17

3 4 5 6 7 8 9 10 11 12

Curriculum Guide Chemistry 1102Page 27

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Rules for Writing Formulas for Binary Ionic Compounds

1. Write the symbols of the ions involved.

2. Determine the charges of the ions.

For the cation (positive ion):

If there is no roman numeral after the name of the metal, the ion has only one ionic

charge.

If there is a roman numeral after the name of the metal, the ion has more than 1

possible ionic charge, and you must use the roman numeral to determine the charge.

For the anion (negative ion):

There is only one possible charge (recall group number).

3. Determine the lowest whole number ratio of ions that will give a net charge of zero. This

number (if something other than 1) is written as a subscript after the symbol for the ion.

4. Write the formula removing all charges.

Examples: Potassium bromide KBr

Calcium phosphide Ca P

Iron(II) chloride FeCl

Copper(I) chloride CuCl

Curriculum Guide Chemistry 1102Page 28

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Rules for Naming Molecular Compounds

1. Write the name of the first element in full.

2. Shorten the name of the second element and add the ide ending.

3. Use prefixes to indicate the number of atoms of each element in the molecular formula.

4. The prefix mono on the first name is optional.

Examples:

CCl Carbon tetrachloride

SiO Silicon dioxide

CO Carbon Monoxide

Curriculum Guide Chemistry 1102Page 29

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Rules for Writing Molecular Formulas

1. Write the symbols for each element in the compound.

2. Use the prefix to determine the number of atoms of each element in the formula and write

the appropriate number as a subscript to the right of the element’s symbol.

3. If an element lacks a prefix, assume that there is just one atom of that element. It is not

necessary to write the numerical subscript 1, since it is implied.

Examples:

Diboron hexahydride B H

Nitrogen trioxide NO

Curriculum Guide Chemistry 1102Page 30

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Worksheet 1

Curriculum Guide Chemistry 1102Page 31

Handout 3 - “IUPAC Naming of Compounds and Writing Formulas”

Worksheet 2

Curriculum Guide Chemistry 1102Page 32

Curriculum Guide Chemistry 1102Page 33

Worksheet 3

Curriculum Guide Chemistry 1102Page 34

Curriculum Guide Chemistry 1102Page 35

Worksheet 4

Curriculum Guide Chemistry 1102Page 36

Curriculum Guide Chemistry 1102Page 37

Worksheet 5

Curriculum Guide Chemistry 1102Page 38

Curriculum Guide Chemistry 1102Page 39

Handout 4 - “Naming Ionic Hydrates”

An ionic hydrate is a compound that has water associated with it. Water is part of its crystalline

structure.

The name of an ionic hydrate can be distinguished from the names of other ionic compounds by

the presence of the term hydrate with a prefix indicating the number of water molecules.

For example:

The IUPAC formula for calcium chloride dihydrate is CaCl @2H O.

The IUPAC formula for calcium magnesium sulfate heptahydrate is MgSO @7H O.

(Note the raised dot in front of the water molecules.)

In order to convert IUPAC names for ionic hydrates into chemical formulas, you will need to

know the prefixes listed below:

mono 1

di 2

tri 3

tetra 4

penta 5

hexa 6

hepta 7

octa 8

nona 9

deca 10

Curriculum Guide Chemistry 1102Page 40

Handout 4 - “Naming Ionic Hydrates”

Worksheet

Curriculum Guide Chemistry 1102Page 41

Handout 5 - “Naming Acids”

For this course, when you are given a chemical formula for a hydrogen compound that has

the (aq) state of matter subscript, you name it as an acid.

Rules for naming acids:

1. If the anion does not contain oxygen, the acid is named with the prefix hydro- and the suffix

-ic attached to the root name for the element.

(aq)

Example: HCl hydrochloric acid

(aq)

HCN hydrocyanic acid

2 (aq)

HS hydrosulfuric acid

2. If the anion contains oxygen, check the ending if the anion.

If the anion has the -ite ending, the suffix -ous is used.

Example:

2 3 (aq)

HSO contains the sulfite (SO ) ion and is named sulfurous acid .

If the anion has the -ate endind, the suffix -ic is used..

Example:

2 4 (aq)

HSO contains the sulfate (SO ) ion and is named sulfuric acid .

Curriculum Guide Chemistry 1102Page 42

Handout 5 - “Naming Acids”

Worksheet

Curriculum Guide Chemistry 1102Page 43

Curriculum Guide Chemistry 1102Page 44

Curriculum Guide Chemistry 1102Page 45