Topic: Oxides: naming and use

Target group

Elementary school student (grades 7. and 8.)

Core curriculum:

Primary school. Chemistry.

IV. Oxygen, hydrogen and their chemical compounds. Air. Pupil:

1) designs and conducts an experiment consisting in obtaining oxygen and examines selected physical and chemical properties of oxygen; reads from various sources (eg periodic table of the elements, solubility plot) information about this element; lists its uses; writes the equations for oxygen production and the oxygen reaction equation with metals and non‑metals;

2) describes the physical properties and applications of selected oxides (e.g., calcium oxide, aluminum oxide, iron oxides, carbon oxides, silicon dioxide, sulfur oxides).

General aim of education

The student explains what is the reaction of combustion of elements in oxygen. Indicates the use of oxides

Key competences

• communication in foreign languages;

• digital competence;

• learning to learn.

Criteria for success
The student will learn:

• to create oxide names;

• to write correctly the summary and structural formulas of exemplary metal oxides and non‑metals based on the name;

• to give the name of the oxide based on the sum formula;

• to indicate which oxides are found in nature;

• what is the use of oxides;

• to describe the physical properties of selected oxides (e.g., calcium oxide, aluminum oxide, iron oxides, carbon oxides, silicon dioxide, sulfur oxides).

Methods/techniques

• activating

  • discussion.

• expository

  • talk.

• exposing

  • film.

• programmed

  • with computer;

  • with e‑textbook.

• practical

  • exercices concerned.

Forms of work

• individual activity;

• activity in pairs;

• activity in groups;

• collective activity.

Teaching aids

• e‑textbook;

• notebook and crayons/felt‑tip pens;

• interactive whiteboard, tablets/computers.

Lesson plan overview

Introduction

1. The teacher hands out Methodology Guide or green, yellow and red sheets of paper to the students to be used during the work based on a traffic light technique. He presents the aims of the lesson in the student's language on a multimedia presentation and discusses the criteria of success (aims of the lesson and success criteria can be send to students via e‑mail or posted on Facebook, so that students will be able to manage their portfolio).

2. The teacher together with the students determines the topic – based on the previously presented lesson aims – and then writes it on the interactive whiteboard/blackboard. Students write the topic in the notebook.

3. Health and safety – before starting the experiments, students familiarise themselves with the safety data sheets of the substances that will be used during the lesson. The teacher points out the need to be careful when working with them.

Realization

1. The lecturer displays on the multimedia table the table „Creating oxide names” and discusses it, explaining the principles of constructing the names of oxides. He asks the students the question: „What are oxides?”. During the conversation, he gives sample names of oxides alternating with total patterns - willing write down the names of oxides as well as summary and structural formulas on the board.

2. The teacher, based on the „Examples of oxides” table, discusses examples of oxides, their names, models and structural formulas.

3. The teacher divides the students into groups. He tells them to elaborate on the „Oxides - application” issue with the use of information from abstract and other sources (internet, book manual). He asks to print on the paper sheets the properties and applications of selected oxides, e.g. calcium oxide, aluminum oxide, iron oxides, carbon oxides, silicon dioxide, and sulfur oxides. After finishing the work, the group leaders report the effects of the group's activities using the talking wall technique.

4. The teacher asks students to perform individually interactive tasks and exercises from the abstract.

Summary

1. The teacher asks the students to finish the following sentences:

   • Today I learned ...

   • I understood that …

   • It surprised me …

   • I found out ...

   The teacher can use the interactive whiteboard in the abstract or instruct students to work with it

2. The student indicated by the teacher sums up the lesson, telling what he has learned and what skills he/she has been practicing.

Homework

1. Listen to the abstract recording at home. Pay attention to pronunciation, accent and intonation. Learn to pronounce the words learned during the lesson.

2. Make at home a note from the lesson using the sketchnoting method.

The following terms and recordings will be used during this lesson

Terms

Texts and recordings

Oxides: naming and use

Oxides are binary compounds with oxygen where the oxidation state of oxygen is OIndeks górny -II^-II. Oxygen in chemical compounds is always divalent. Other elements may have different valency number and form one or more oxides (alkali metals, alkaline earth metals, fluoride have only valence of 1). In the names of oxides, the word “oxide” must be preceded by the name of the element that binds to oxygen.

The name is composed of the cation name and the word oxide.
Examples:
NaIndeks dolny 2₂O sodium oxide
CaO calcium oxide
SnO tin(II) oxide or stannous oxide
SnOIndeks dolny 2₂ tin(IV) oxid

Oxides of non‑metals are named by stating the name of the element first, followed by the word oxide. Numeral prefixes are used where necessary:

Examples:
NO nitrogen oxide or nitrogen monoxide
NIndeks dolny 2₂OIndeks dolny 5₅ dinitrogen pentoxide
ClIndeks dolny 2₂O dichlorine oxide
ClIndeks dolny 2₂OIndeks dolny 5₅ dichlorine pentoxide

Some elements form only one type of oxide. In these cases, the use of numerical prefixes is not necessary:
Examples:
AlIndeks dolny 2₂OIndeks dolny 3₃ aluminum oxide
SiOIndeks dolny 2₂ silicon oxide

To derive a formula for an oxide, write the symbols of the elements together with indices according to the numerical prefix that indicates the number of specified atoms in the molecule. If a given element forms more than one oxide, then its valency number should also be specified by Roman numeral in brackets.

Example: dinitrogen oxide NIndeks dolny 2₂O

In the case of metal oxides, where the numerical prefixes are not usually used, we have to obey the rule of electroneutrality.

Examples:
boron oxide BIndeks dolny 2₂Indeks górny III^IIIOIndeks dolny 3₃Indeks górny II^II → BIndeks dolny 2₂OIndeks dolny 3₃
diarsenic pentaoxide AsIndeks dolny 2₂Indeks górny V^VOIndeks dolny 5₅Indeks górny II^II → AsIndeks dolny 2₂OIndeks dolny 5₅

Metal and non‑metal oxides are widely used. Some oxides are found in nature. They include:

• metal oxides: iron, aluminum;

• non‑metal oxides: hydrogen (water), silicon (main component of sand), carbon, nitric.

• Oxides are compounds of oxygen with other elements. Oxides are formed as a result of synthesis reactions, oxidation reactions of decomposition reactions and reduction reactions.

• Names of all oxides in English are formed and read from left to right. First you mention the name of the element that reacts with oxygen, and then you use the term “oxide”.

• If a given element forms more than one oxide, then its valency number should also be specified by Roman numeral in brackets.

• Metal and non‑metal oxides are widely used.

• Some oxides are found in nature.