The Chemistry Name Game

Contributed by Butane: The Carroll College Chemistry Club

Main Science Idea for Kids

As students play the Chemistry Name Game, they will learn why compounds
form as they do. They will also learn how to correctly name chemical compounds
and write chemical formulas.

Grade Level
8th grade through high school

How We Introduce this Activity

We typically introduce this activity with an informal quiz about chemical formulas,
asking students to tell us how many atoms are in a particular neutral ionic
compound (e.g. How many aluminum atoms are in aluminum oxide?) or the
name corresponding to a particular chemical formula. (e.g. What is the name of
FeCl2?) This will give students a chance to think about the process and give the
instructor an idea of just how well the students understand the concepts.

The instructor should then continue the introduction by explaining the rules of the
game and, more importantly, review the rules of naming for neutral ionic
compounds and simple binary acids. The explanation of the rules for naming can
also be done throughout the activity. Generally, students can gather in groups
and are dealt a number of cards (see rules for the exact numbers).

Then in a practice round, students should then take turns drawing cards and
building neutral ionic compounds (i.e. a student who has one sodium ion and one
chloride ion can make sodium chloride) where the number of dots exactly
matches the number of holes. The instructor should ask all of the students to
write each chemical formula and name each compound correctly. The instructor
should also review the score for forming each compound. Scoring is described in
step 5 of the procedure.

This activity is a game but it is also meant to be a teaching tool for proper naming
procedures. Students will hopefully learn by repeatedly practicing naming simple
compounds. Instructors should emphasize team work and working together to
have students teach and learn from each other. The instructor should move
around to each group quizzing students on writing names and chemical formulas
and provide guidance when required.
Materials
• Playing cards
o 100 cation cards including the alkali and alkaline earth metals and
the most common transition elements in their most common
oxidation states
o 100 anion cards including the halogens, calcogens, and most basic
polyatomic ions
• Game rules
• 4 or more score pads
• Pencils

Optional
For additional learning, samples of common household products can be made
available to students to demonstrate the difference between similar compounds
(e.g. sodium chloride and potassium chloride); in the event such products are
used, goggles should be worn at all times.

Notes about the Materials

• The list of ions was based on a dry lab from J.A. Beran - Laboratory
Manual for Principles of General Chemistry.
• Each card has the name (in both the old system and the stock system)
and the charge of the ion printed on the card.
• All of the cation cards are printed with a corresponding number of "holes"
(the holes are actually punched in the cards) to the appropriate oxidation
state (a ferrous cation would have 2 holes while a ferric cation would have
3 holes).
• Similarly, anion cards contain corresponding numbers of "dots" indicating
the extra electrons available for bonding.
• The dots on the cards are aligned such that a cation with two holes aligns
exactly with the two dots of an anion card.
• The cards may be used as a game with multiple players or as an
individual study tool. Students can be given a list of chemical formulas or
chemical compounds and use the cards to help write the other form.
Procedure
1. Familiarize yourself with the guidelines for building and naming
compounds. These are found at the Carroll College Chemistry Club
website at http://orgs.cc.edu/chemclub/ChemistryNameGame.htm.
2. Shuffle the anion and cation cards together. Then deal cards to each
player. The number of cards you deal will depend on the number of people
playing. For example, 4 players would each receive 6 cards.
3. Each player then has the opportunity to draw a card from the top of the
deck or take the top card from the discard pile. The current player has the
opportunity to form neutral ionic compounds at any time during their turn.
This is done by laying the cards out which make the complete compound
(sodium chloride = 1 sodium cation + 1 chloride anion). For cards
containing multiple dots or holes, the corresponding ion(s) must be the
same (i.e. a compound made of 1 calcium cation, 1 chloride anion and 1
iodide anion is not a valid compound for this game). There are certainly
exceptions to this rule, as upper level students might very well realize.

4. In addition to physically building the chemical compound with the cards

the player has obtained, he or she must also write the correct chemical
formula and the correct name of the chemical compound.
5. Scoring: The reward for building a correct chemical compound is
receiving a number of points based on the number value of the cards
played (i.e. sodium chloride would score 2 points, 1 point for the cation
and one for the anion; similarly calcium chloride would score 4 points, two
for the cation and one point for each of the anions).
6. At the end of each turn a player must discard one card from their hand
unless they have made a compound in which they need to refill their hand.
7. When playing in a group there are three rounds, where each round ends
after one player has successfully made 5 compounds (this can be
changed as desired).
The Chemistry Explanation
This activity is designed to help students with naming chemical compounds and
writing chemical formulas. It can also be used to help develop an understanding
of balancing formulas and later chemical equations.

Why We Like this Activity

We like this activity because it brings some life to chemical naming, which many
students find difficult and tedious. In addition it takes a different approach to
learning than just repetition. This activity was developed based on the idea that
people learn in different ways, and this game could be a tool for those who learn
better "by doing". If students have a tool that they can use to understand the
process rather than regurgitate the material, then they will be able to do
assignments based on understanding rather than from repetition.

About Us
Butane frequently visits elementary schools and the local children’s museum to
demonstrate of the wonders of chemistry to children and adults alike. They also
educate and entertain middle school children who visit their campus each year.
The members of Butane maintain a chemistry club website where they point to
outstanding online science resources and answer science questions submitted
by students, teachers, and parents.

Butane: The Carroll College Chemistry Club

Waukesha WI
 2+ 2+ 2+
Ca
calcium
Ca
calcium
Ca
calcium

2+ 2+ 2+
Sr
strontium
Sr
strontium
Sr
strontium

2+ 2+ 2+
Ba
barium
Ba
barium
Ba
barium

2+ 2+ 2+
Mg Mg Mg
magnesium magnesium magnesium

3+ 3+
Al Al
1+

aluminum aluminum
Rb
rubidium
 1+ 1+ 1+
Na
sodium
Na
sodium
Na
sodium

1+ 1+ 1+
K
potassium
K
potassium
K
potassium

1+ 1+ 1+
Li
lithium
Li
lithium
Rb
rubidium

1+ 1+ 1+
Rb
rubidium
Cs
cesium
Cs
cesium

4+ 4+ 1+
C carbon
Ccarbon
Li
lithium
 2+ 2+ 3+
Fe
iron (II)/ferrous
Fe
iron (II)/ferrous
Fe
iron (II)/ferric

3+ 4+ 4+
Fe
iron (II)/ferric
Sn
tin(IV)/stannic
Sn
tin(IV)/stannic

2+ 2+ 2+
Sn
tin(II)/stannous
Sn
tin(IV)/stannous
Zn zinc

2+ 2+
Cu Cu
2+
Zn zinc copper (II) copper (II)
cupric cupric

1+ 1+
Cu Cu Cr
2+

copper (I) copper (I) chromium (II)

cuprous cuprous chromous
 Cr Cr Cr
2+ 2+ 3+

chromium (II) chromium (II) chromium (III)

chromous chromous chromic

Pb
4+

lead (IV)
Pb
4+

lead (IV)
Cr
chromium (III)
3+

chromic
plumbic plumbic

Pb Pb Pb
2+ 2+ 2+

lead (II) lead (II) lead (II)

plumbous plumbous plumbous

Mn
manganese (II)
2+
Mn
manganese (II)
2+
Mn
manganese (II)
2+

manganous manganous manganous

Co Co Co
2+ 2+ 2+

cobalt (II) cobalt (II) cobalt (II)

cobaltous cobaltous cobaltous
Hg
mercury (II)
2+
Hg
mercury (II)
2+
Hg
mercury (II)
2+

mercuric mercuric mercuric

Hg Hg Hg
2+ 2+ 2+
2 2 2
mercury (I) mercury (I) mercury (I)
mercurous mercurous mercurous

Mn
manganese (III)
3+
Mn
manganese (III)
3+
Co
cobalt (III)
3+

manganic manganic cobaltic

Ninickel (II)
2+
Ninickel (II)
2+
Co
cobalt (III)
cobaltic
3+

1+ 1+ 1+
Ag silver
Ag silver
Ag silver
 2+
Sn
1+ 2+
H
hydrogen
Fe
iron (II)/ferrous tin(II)/stannous

4+ 2+ 2+
Sn Cd
tin(IV)/stannic cadmium
Cdcadmium

1+
H
2+ 2+
Cd
cadmium
Zn zinc hydrogen

1+ 2+
Ni 2+

nickel (II)
Cu
copper (I)
Cu
copper (II)
cuprous cupric

3+
Sc
3+ 1+

scandium
Scscandium
Cs cesium
 1+ 1+ 1+
NH4 NH4 NH4
ammonium ammonium ammonium

Pb
1+ 4+
H
1+

hydrogen
H
hydrogen
lead (IV)
plumbic

5+ 5+ 5+

As
arsenic
V
vanadium
V
vanadium

5+

As
arsenic
 1- 1- 1-
Cl Cl
chloride chloride
Cl chloride

1- 1- 1-
I I
iodide iodide
I
iodide

1- 1- 1-
Br Br Br
bromide bromide bromide

2- 2- 2-
O O O
oxide oxide oxide

1- 1- 1-

F
fluoride
F
fluoride
F
fluoride
 1- 1- 1-
Cl Cl I
chloride chloride iodide

1- 1- 1-
I Br Br
iodide bromide bromide

1- 1- 1-

F
fluoride
F OH
fluoride hydroxide

1-

OH
hydroxide
O O
peroxide
2-

2
peroxide
2-

3-
Operoxide
2
2-
N
nitride
Nnitride
3-
 1- 1- 1-

OH OH OH
hydroxide hydroxide hydroxide

2- 2- 2-
Ssulfide
S
sulfide
Ssulfide

2- 2- 2-
CO3 CO3 CO3
carbonate carbonate carbonate

2- 2- 2-
SO4 SO4 SO4
sulfate sulfate sulfate

2- 2- 2-
SO3 SO3 SO3
sulfite sulfite sulfite
 1- 1- 1-

CN cyanide
CN CN
cyanide cyanide

1- 1- 1-
NO3 NO3 NO3 nitrate
nitrate nitrate

1- 1- 1-
NO2 NO2 NO2
nitrite nitrite nitrite

2- 2- 2-
CrO4 CrO4 CrO4
chromate chromate chromate

2- 2- 2-
Cr2O7 Cr2O7 Cr2O7
dichromate dichromate dichromate
 1- 1- 2-
HCO3 HCO3 S2O3
bicarbonate bicarbonate thiosulfate

1- 2- 2-

ClO S2O3 S2O3

hypochlorite thiosulfate thiosulfate

1- 1- 1-

ClO ClO2 ClO2

chlorite
hypochlorite chlorite

1- 1- 1-
ClO4 ClO3
perchlorate chlorate
ClO3
chlorate

1- 1- 1-

ClO4 ClO
perchlorate hypochlorite
ClO2
chlorite
 1- 3- 3-

C2H3O2 AsO4 AsO4

acetate arsenate arsenate

1- 1- 2-

C2H3O2 C2H3O2 C2O4

acetate acetate oxalate

3- 3- 2-
BO3 BO3 C2O4
borate borate oxalate

3- 3- 3-
PO3
phosphite
PO3
phosphite
P
phosphide

3- 3- 3-
PO4
phosphate
PO4
phosphate
P
phosphide
 1- 2- 2-
HCO3 MnO4 MnO4
bicarbonate manganate manganate

2- 1- 1-
MnO4 MnO4 MnO4
manganate permanganate permanganate

1- 2- 1-
ClO4 C2O4 MnO4
perchlorate permanganate
oxalate

1-

ClO3
chlorate