Nomenclature
I don't do much lab work in our nomenclature chapter.
I have a few theory activities, and I will work on adding them this term. If you have anything to share, please do. Check back later! |
Building Ionic Formulae: investigations
These activities are probably more suited to Sci 9 & 10, but can be pulled out again if your 11s need the refresher!
Thanks to Julie McTaggart (Osoyoos Secondary) who shared the resource below, found online. I've used ion charge puzzle-pieces (in various forms) to have students "discover" the reason certain combinations of + and - charges fit together. I think I've used these very pieces, and they worked well. Though I found creating and laminating them to be a bit of a pain, once they were assembled I was set.
8._ionic_bonding_practice_-_puzzle_pieces_-_julie_mctaggart.pdf |
8._ionic_bonding_puzzle_instructions_-_julie_mctaggart.pdf |
Then, a few years ago, my Lab Tech purchased a school set of Stick to Science magnetic Ionic Nomenclature cards.
I now use these instead of the puzzle activity (because they're less fussy). When I changed schools, I made sure to add these to our inventory!
I now use these instead of the puzzle activity (because they're less fussy). When I changed schools, I made sure to add these to our inventory!
I start with an example:
On my white board I have a stack of Al+3 magnets (only the top one is visible) next to a stack of Cl-1 magnets. Ask: How many + charges? How many -? Are they balanced? Which do we need more of? And then I magically slide another Cl-1 off the pile <minds blown!> Keep going until total + = total -. After I've worked an example, I direct students to ion pairs around the room They circulate, manipulate the cards until the charges balance, then write down the chemical formula that corresponds. This is a lovely way to throw in polyatomic ions and create a need-to-know situation (How do I make SO4, twice?) |