A practice worksheet for naming ionic compounds helps students identify the various chemical terms that go with each other. The cells of the compound are shown in different colors and labeled with what organism produced them. In many cases, the student has to identify which particular atom or molecule is being named. Many of the compounds have more than one atom or molecule. Students must learn how to read the compound name at a glance, spell it out using the dictionary, and match the correct spelling for each word.
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Step one is to list all of the names of the atoms in the compounds. Students should be able to write four or more letters. Some schools use the Roman alphabet, while others use the Western alphabets. In both cases, the student should be able to spell out the complete compound name.
Step two is to match the names to the correct functional groups. The names of the atoms can be capitalized or lower case letters, but not both. Substituting the letter “s” for “sigma” or the letters “p” and “v” for “pyran” and “vi” respectively will work well in most cases. In the next step, match the names of the atoms or molecules to their corresponding groupings: Example C-E-A-R-E-S is the name of the carbon atom in carbon compounds like C, oxygen, and carbon dioxide.
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Step three is to learn how to group the compounds together by what they are and what their properties are. The examples given below do not provide a complete workbook for this step. The student should be expected to know the atom and molecule names, the electronegativities (potentials), and surface structures as well. For example, carbon compounds have 3D structures (categories), as do rubies and sapphires, and all these are part of the gemological classification systems.
The final step for answering the Naming Ionic Compounds Practice Worksheet is to identify which carbon compounds belong to which groupings. A good approach for doing this is to identify one group, such as “organic compounds”, and then to associate other groups with that one. For instance, if we had the names of rubies (red color), orange (color of fruit) and red grapes (red wine), we could associate those with red fruits/anges/grapes. Once we have isolated compounds by the above method, we can name them accordingly and assign them appropriate groupings on the Naming Ionic Compounds Practice Worksheet.
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At this point, students will probably feel overwhelmed and should ask for help. One approach is for them to write down the answers to the previous questions and to copy their answers down on the Worksheet itself. Another approach is for them to create a spreadsheet where they take one compound of interest, paste it into the appropriate cell, and write down the corresponding definition. Finally, they should print out the Naming Ionic Compounds Practice Worksheet to use as a reference during the remaining parts of the test.
There are some additional tips to remember when creating your own practice worksheet for the Naming Ionic Compounds Exercise. Make sure you indicate which cells of the worksheet contain that definition or example of each compound and how, in which order, they should be presented. Use the cell function to set the size of the cells to make it easier to read the explanation of the compounds – the larger the cell, the easier it will be to read and understand.
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The final part of the worksheet is to write a small but detailed note about each compound. It’s important to choose something that will be of particular interest to the students who will be taking the lesson. If you want to include a certain scenario for the lesson, by all means do so. It’s also important to have the students write down their own summary of the lesson so that they can use this worksheet in the future for other lessons. The more useful the Naming Ionic Compounds Practice Worksheet becomes, the more students will begin to look forward to taking the next lesson.
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