C1.3d use the formula of common ions to deduce the formula of a compound.C6.1.3 use the formulae of common ions to deduce the formula of a compound.C6.1 What useful products can be made from acids?.1.26 Deduce the formulae of ionic compounds (including oxides, hydroxides, halides, nitrates, carbonates and sulfates) given the formulae of the constituent ions.
5.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes.5.1 Atomic structure and the periodic table.Use the formulae of common ions to deduce the formula of a compound.4.6 Interactions over small and large distances.Write formulae and balanced chemical equations for the reactions in this specification.4.1.1 A simple model of the atom, symbols, relative atomic mass, electronic charge and isotopes.4.1 Atomic structure and the periodic table.The formulas featured in the ‘Formulas for ionic compounds’ sheet are: The element of personal evaluation, using the mini whiteboards at the start and end, promotes student confidence that they can improve. For the whole group to succeed, students will support and assess each other. In the two main activities, the focus is on the whole group rather than individuals. The ’traffic light’ cards activity gives the learning objectives a personal relevance for the students.
Write in an evaluation of their progress on the ’Formulas for ionic compounds’ sheet. Compare this with what they wrote at the beginning of the session. Write on their whiteboards, the formulae of sodium bromide, potassium nitrate, calcium sulfate and sodium hydrogencarbonate. Authorise these group members to check the work of other groups and to designate them as an ‘Expert Group’. If five questions are correctly answered, designate them an ‘Expert Group’. When one group believes it is competent, check their work using random questions. Devise and ask questions of each other so that they can demonstrate that they can write down the formulas of ionic compounds (this could be in pairs). Arrange the cards to form the formulas of the ionic compounds on their sheet. Give successful groups one set of ’Ion formula cards’ and a ’Formulas for ionic compounds’ sheet for each student. Ask them to:. Authorise these group members to check the work of other groups. If successful, designate them an ’Expert Group’. When one group believes it has completed this task successfully, check their work. Organise students into groups of four and ask them to complete their ’Ion formulas’ sheets by writing the names of ions in appropriate places. Write, on the whiteboard, the formulae of sodium bromide, potassium nitrate, calcium sulfate and sodium hydrogencarbonate. Give each student a mini whiteboard and an ‘Ion formulas’ sheet. Ask them to: Show that they can use the formulas of ions to construct formulas of ionic compounds. 
Check and demonstrate that they can associate the names and formulas of common ions. Ask them to indicate whether they know the names of the ions Na +, Fe 2+, NO 3-, SO 4 2-, S 2-:. Give each student a set of ’traffic light’ cards. Recall the names and formulae of common cations and anions. Following teacher validation of one group, the students themselves then progressively validate other groups. Students work cooperatively to demonstrate their mastery of the ideas to each other and the teacher. In this activity, ion formula cards help students check, consolidate and demonstrate their ability to write correct formulas for ionic compounds. 
RSC Yusuf Hamied Inspirational Science Programme.Introductory maths for higher education.The physics of restoration and conservation.
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