SUBJECT
NATURAL SCIENCES
TITLE OF LEARNING
OBJECT
CURRICULAR AXIS
STANDARD
COMPETENCIES
LEARNING OBJECTIVES
GRADE
9TH
LEARNING UNIT
HOW TO RELATE THE COMPONENTS
OF THE WORLD
How does water transform the minerals in rocks
Living environment
Record my observations and results by using diagrams, graphs
and tables.
1. To make short presentations of the acid compounds (oxyacid
and hydracids) and hydroxides contained in products used in the
industry or at home.
2. To explain in short conversations, the influence of acids
(oxyacids- hydracids) and hydroxides in natural and humaninduced phenomena in the planet.
SKILLS/ KNOWLEDGE
3. To establish relations between metals, non-metals and the
formation of acids and hydroxides.
S/K 1: Illustrate the paths to obtain acids (oxyacids and
hydracids) and hydroxides and establishes relations with the
organization of the periodic table of elements.
S/K2: Provide examples of applications and uses of acids and
hydroxides.
S/K3: Differentiate the various ways in which an acid or a
hydroxide can be named.
S/K4: Represent and describes the chemical equations of salt
formation.
S/K 5: Explain acid rain and inquires about the natural and
human processes behind it.
LEARNING FLOW
S/K 6: Enquire about the weathering process.
Introduction
Objectives
Activity 1:
 Obtaining acids ( oxyacids - hydracid) and hydroxides
 Salt formation
Applications in industry and domestic activities
Activity 2:
 Nomenclature of acids (oxyacids - hydracid), hydroxides
and salt.
Activity 3:
•Acid rain
• Weathering
Abstract
Homework
Evaluation
Glossary
ASSESSMENT
GUIDELINE
This learning object is intended for the student to find a simple,
didactic and contextual guide.
Likewise, students must develop the guide completely, including
the different activities of this LO, by using the diverse tools and
autonomous work suggested here. This will ensure successful
understanding of the topic.
Stage
Introduction
Learning
flow
Introduction
Teaching/Learning Activities
Recommended
Resources
The teacher presents the corresponding
text so that it is familiar to the student. Animation
The intention is to make this topic easy
and understandable.
Introduction
On a daily basis, people use substances
made up of acids and bases at a
domestic, as well as an industrial level. In
the countryside, farmers use fertilizers
composed of nitric and sulfuric acids in
their crops. For obtaining the glass
needed for making cups or house
windows, they use hydrofluoric acid. In
addition, calcium hydroxide is often used
in dentistry procedures, among other.
For instance, when we do the house
cleaning, it is common to use products
like cleansers or bleaches for floors or
restrooms. Have you noticed you cannot
sniff these substances? Have you realized
people pour little quantities of these
substances on surfaces? Generally, these
substances need to be mixed with plenty
of water. It is usual to hear about a salt
called sodium hypochlorite, this is the
essential component of cleansers or
bleach, and it is highly corrosive, with a
strong odor and should be used with
caution.
Development
Activity 1
As you will see, both acids, hydroxides
and salts are part of many products used
at home and in the industry. In this
section, you will learn how these
substances are formed, why they are
called in such particular ways and how
they are related to human activities and
natural phenomena.
The teacher shows students the
importance of acids, hydroxides and salts
in everyday life ; relate different
examples to domestic and industrial level
.
S/K 1: Illustrates the paths to obtain
acids (oxyacid and hydracids) and
hydroxides and establishes relations with
the organization of the periodic table of
elements.
S/K
2:
Provides
examples
of
implementation and uses of acids and
hydroxides.
Students’ material and
animation resource
about the geological
eras.
S/K 4: Represents and describes the
chemical equations of salt formation.
The first activity addresses the issues
about acids. To do this, the teacher can
use the tables and examples given in the
same way, so that the student have a
better
understanding.
Initially,
the
teacher begins by explaining the topic
with a brief explanation
THE OBTAINING OF ACIDS (OXYACIDSHYDRACIDS) AND HYDROXIDES
ACIDS:
Acids are chemical substances that have
the following features:
 They taste bitter
 They are corrosive for your skin
 They redden certain vegetal colorants
 They dissolve other substances
 They attack metals by releasing H2
 They lose their properties when reacting
with bases
Acids are substances which transfer
protons (H+) in an aqueous medium, they
taste bitter and have an inferior pH than 7
(Mondragón et al, 2005, pag 226
According to the classic theory of
electrolytic
ionization,
developed
by
Arrenhius (1859- 1927), the electrolytes
dissolved in water dissociate directly in
charged particles (positive and negative)
called ions. Those electrolytes with ions that
cause the dissolution to be acid o basic are
of great interest for the analytic chemistry.
According to the same theory, the ions that
give origin to the acid behavior are the
protons.(Mondragón et al, 2005, pag 228).
HX  H+ + XExample:
HCl
(aqueous solution)  Cl- + H+
H2SO4 (aqueous
solution)  SO42- +
2H
Figure 1. Bottle of
hydrochloric
acid,
normally known as
muriatic acid;it is
often
used
in
industrial proceses
such as pickling of Steel and treatment of
minerals.
Acids are divided into:
Acids
Hydracids
Oxyacids
Figure 2. Classification of acids. (Own
creation, 2016).
Hydracids:
They are compounds which are formed
when
some
non-metals
(elements
belonging to group VI A and VII A, with
less oxidation. 1- and 2- ) react with
hydrogen.
The general
hydracids is:
equation
X-n +
H2 
for
obtaining
HnX
Its general formula is:
HnX
Where: H= Hydrogen, X = Element Non-
Metal, n= Oxidation state of non-metal
Examples:
Cl + H2  2HCl
Hydrochloric Acid
Se + H2  H2Se
Hydroselenic acid
The elements are:
Sulfur, selenium and tellurium from
group VI A. They have an oxidation
state of 1-.
Fluorine, chlorine, bromine and
iodine from group VII A. They have
an oxidation state of 1-.
Oxyacid:
They are ternary compounds formed
when an acidic oxide reacts with water,
its structure consists of hydrogen, oxygen
and a nonmetallic element; in these
chemicals, nonmetal occupies the central
position and has positive oxidation
number. Oxygen will always have
oxidation state 2- and Hydrogen 1+
(Mondragon et al, 2005 , p. 301).
The general equation of an oxyacid is:
X2On + H2O 
It is general formula is:
HXO
HXO
Where: H= Hidrógeno, X= Element NonMetal, O= Oxygen,
Examples:
N2O5 + H2O

H2N2O6
HNO3

Nitric oxide + water  ( simplifying
subscript) 
Nitric Acid
SO2 + H2O  H2SO3
Sulfur Dioxide + Water  Sulfurous Acid
Did you know that…?
A binary compound is
one
which
chemical
formula is composed of
two kinds of elements; for
example,
(CO)
carbon
monoxide, produced when
we start vehicle engines;
and a ternary compound is one which
chemical formula is composed of three
kinds of elements. For example, Fe (OH)
2, used in water purification of the
metallurgical sector.
HYDROXIDES
Hydroxides have features like :




They taste bitter
They Turn litmus
paper blue
They feel Soapy
when you touch
them
They
Release
hydroxyl
ions
when dissolved in
water
They are obtained as a product of
reaction between a basic oxide and
water: basic oxide + water  hydroxide.
They are ionic compounds whose link is
established between a cation (metal) and
one or more hydroxyl ions (OH-)
(Cardenas et al, 2001, p. 185).
The general equation of an hydroxide is:
M2On + H2O 
M(OH)n
Basic oxide + water  Hydroxide
Its general formula is:
M(OH)n
Where: M= Metal, n= Metal oxidation
state , OH = hydroxyl ions
Examples:
K2O + H2O 
2KOH
Basic oxide + water  Potassium
hydroxide
Fe2O3 + 3H2O  2Fe(OH)3
Ferric oxide + Water  Ferric Hydroxide
Learning activity
Through this learning activity, you will
strengthen your knowledge about the
formation of the compounds already
presented by analyzing the formulation of
each. So that eventually you can classify
them.
In pairs, do the following exercises:
Write in front of each of the compounds
listed in Table 1 their corresponding
classification: oxyacid, hydracid and
hydroxide.
COMPOUNDS
CLASSIFICATION
H2 + F2  HF (Hydrofluoric
acid)
MgO + H2O  Mg(OH)2
(Magnesium hydroxide)
H2 + S  H2S (Sulphuric
acid)
Cl2O3 + H2O  HClO2
(Chlorous acid)
Al2O3 + 3H2O  2Al(OH)3
(Aluminum hydroxide)
Cl2O7 + H2O  HClO4
(Perchloric acid )
Table 1. Learning activity. Relationship of
compounds and its classification. (Own
Authorship , 2016)
Solution:
1.
2.
3.
4.
Hydracid
Hydroxide
Hydracid
Oxyacid
5. Hydroxide
6. Oxyacid
SALT FORMATION
They have features like (Herrera et al,
1984 , p . 54):
-In solid state, they do not conduct
electricity (insulators). In liquid state,
they are classified as soluble, slightly
soluble and insoluble.
- They are compounds produced when an
acid reacts to a hydroxide, they can be
divided into :
Oxoacid
salts
It is produced from a
tertiary compound formed
by a metal, a nonmetal
and oxygen
Halid salt
It is produced from a
hydracid with a hydroxide
formed by a metal and a
nonmetal (halogen)
Salts
Figure 5. Classification of the salts . (Own
Authorship, 2016)
General equation of oxoacid salts:
HXO + M(OH)n  XMO
Oxoacid + Hydroxide  Oxoacid salt
Its general formula is:
XMO
Where: Being X= non- metal which gives
the name to the acid source,
M = Metal replacing the hydrogen source
of acid, and O = Oxygen.
Examples:
H2SO4 + Mg(OH)2

MgSO4
Sulfuric Acid + Magnesium hydroxide

salt
Halide salts general equation :
HnX + M(OH)n

XM
Hydracid + Hydroxide  Halide Salt
Its general formula is:
XM
Where: X= Non-metal and M= metal
Examples:
HF + KOH  KF
Potassium fluoride
HCl + Na(OH)  NaCl
Sodium chloride
In this unit you should explain the uses of
some compounds previously seen in the
industry and at home. Begin with a brief
introduction,
which
needs
to
be
accompanied by several photos for
greater understanding of the industrial
context as students look at them.
INDUSTRIAL AND DOMESTIC
APPLICATIONS
We will analyze
different uses of
some oxyacids,
hydracids,
hydroxides and
salts on daily
activities.
For example:
Hydrofluoric acid (hydracid)
is used on the industry for
glass or crystal preparation
or
carving.
Equally,
as
catalyst on petrochemical
industry and in some cases
as dissolvent
Nitric Acid is an Oxyacid
used as lab reactive, it is
used in fabrication of
explosives
such
as
nitroglycerine
and
trinitrotoluene, and it is
used as fertilizer and as
part
of
metallurgic
processes.
Sodium Hydroxide, is a
white solid that absorbs
quickly carbon dioxide
and water; it has highly
corrosive qualities, it’s
used
for
neutralizing
acids, Hydrolyze fats and
making soap
Sodium hypochlorite, is a
salt, which is frequently
used at home, also as
oxidant in the water
purification process. It ‘s
also used as disinfectant.
Did you know that…..?
Sodium Hydroxide is
frequently used in textile
fibers, paper, detergent,
and chemical products
fabrication.
Sulfuric acid is used in
the making process of
paint and pigments,
synthetic fibers and
dyes. It’s also used in
the
metallurgic
industry.
An exercise where students strengthen
the concepts studied and thinks of their
use at home is proposed, also where they
identify products used at home, which
contain some of the compounds seen
previously; ln addition, they should
describe and associate the compound to
everyday use in their contexts.
LEARNING ACTIVITY:
The aim of this actitivty is to relate the
concepts studied (Chemical compounds
and nomenclature) to your familiar,
school or neighborhood context (, Etc.)
1. Look for information about the uses of
the next substances, use books or
specialized web pages to help you; the
information you will get from your
research must be recorded in a table
that
will
have
to
include:
Classification, chemical formula and
type of nomenclature. The following
are the substances to check:
a. Iron Hydroxide (III)
b. Hydrobromic Acid
c. Calcium Tetraoxosulfate (IV)
2. Share the obtained information by
showing the table you made to your
classmates
and
tal
about
the
information it contains.
Activity 2
S/K 3: Differentiates the various ways in
which an acid or a hydroxide can be Students’ Material,
named.
Infography:
The second activity addresses the issues
about acids. To do this, the teacher can
use the tables and examples given in the
same way, so that the student have a
better
understanding.
Initially,
the
teacher begins by explaining the topic
with a brief explanation.
NOMENCLATURE
OF
ACIDS
(OXYACIDS
HYDRACIDS)
AND
HYDROXIDES
The nomenclature is responsible for
naming chemical compounds according to
the chemical function they represent; i.e:
(hydracids, oxyacid and hydroxides). The
rules will depend on the nomenclature
system employed.
Three types of nomenclature will be
analyzed (Figure 1). Two of them (except
the traditional nomenclature) proposed by
the IUPAC ( International Union of Pure
and Applied Chemistry) (Philips et al,
2000, p 477), which standardizes and
recommends rules to follow for some
types of nomenclature:
To name chemical compounds, it is
necessary to know the valences with which
these elements can work according to their
oxidation states. In Figure 4, the main
oxidation numbers of elements are
presented along with the group in the
periodic table:
In the case of the compounds in question
(hydracids, oxyacids and hydroxides), the
compounds may be appointed as follows :
Note: more information after the text
Activity 3
S/K 5: Explains the acid rain and inquires
about the natural and human processes
which generate it.
S/K 6: Inquires about the weathering
process.
This unit presents descriptions of the
weathering processes, acid rain and the
involvement of the compounds seen in
each of the processes. The first is
explained from the point of view of
contribution of human activities and the
second is denoted as a natural process.
A video is proposed as a way to support
your work. The video is about acid rain
and its formation.
The chemical compounds seen here, not
only exist in domestic or industrial
products, some of them take part in lots
of natural phenomena such as volcano
eruptions, or in some cases, are produced
by the irresponsible growing of human
activity. In the next part, there will be
two cases to analize (acid rain and
weathering) about natural phenomena,
which involve the chemical compounds
seen here.
Students’ Material,
Infography and
animation Acid Raind
and Weathering
ACID RAIN
In Colombia, it is
getting
more
frequent to see the
acid
rain
phenomenon;
sometimes, it is
considered it only
happens
in
big
cities like Bogotá;
however,
this
phenomenon
has
been registrated in
cities like Medellín
or Manizales; Please, watch the next
video
where
the
processes
and
characteristics of acid rain are described.
You will see the chemical compounds that
form it, the most frequent human
activities that generate it and the
formulation of possible solution to reduce
its effects.
https://www.youtube.com/watch?v
=CUbq5MQ8Kd0.(INVESJOVEN
XXI,
2011).
Recovered
from:
https://www.youtube.com/watch?v=CUbq
5MQ8Kd0.
As it is shown in figure 10, both vehicles
and industries generate sulfur and
nitrogen acids, these acids ascend to the
atmosphere
suffering
chemical
transformations and later mixing with
water. In the clouds, the rain that
contains the acid substances is formed,
this rain will fall in form of humidity, snow
and rain over the living beings and the
ground in general.
Learning Activity
The main purpose of this activity is to get
all the possible solutions, shown on the
proposed video, to stop acid rain
phenomenon produced by the human
activities.
1. Watch the video about acid rain.
(INVESJOVEN XXI, 2011)
2. Answer the next question:
¿According to the video, Which
would be possible solutions to
end this phenomenon?
3. Work with 3 classmates and
share your opinion about the
question in section 2; then
choose 3 of the solutions
presented on the video. Please,
keep in mind those that are
easy to implement and have the
lower cost.
4. Share with your classmates the
choices you made, you will have
to take in count the use of
words like (transmit, expand,
mitigate, anthropic, introduce,
transform or control)
To
finish present which are
the
weathering processes that occur in the
nature.
WEATHERING
Use this data to generate reflection on
students and provoke dialogue about
what is familiar to them, maybe they
have lived similar situations.
Consider…
Colombia also presents the acid rain
phenomenon. It has happened up to now
in Bogotá, Manizales, Medellín and
Sogamoso (Boyacá).
In figure 11,
the different stages of
ground development can be observed.
The different horizons of ground start to
form from mother rock weathering,
subsequently, the first living organisms
are instaled, contributing with organic
substances and essential compounds,
(Sinnya, 2010)
The weathering process can be seen
chemically or physically, however, in this
section we will talk about the chemical
characteristics of it.
The earth is
dynamic organism, and the weathering
process occurs continuously on it.
However, the importance of such a slow
process is oftenly underestimated since
rocks are in continuous weathering
process.
Abstract
Abstract
Assignment/
homework
Homework
Students’ Material,
Infography
This task includes the topics taught in
activity 2 , the intention is to strengthen
from an experiential task, which comes
from their real life so that they
demonstrate the skills obtained in the
activity.
Through a research task on the use of
substances studied. Students relate the
concepts (chemical compounds and
nomenclature), integrating them in
context, particularly at home. The ratio of
the compound with products they use at
home, such as facial or body creams,
detergents, cleansers will be denoted,
etc.
Check with your classmates and family.
For you to do this homewrok
satisfactorily, it is necessary you review
all the content in the LO presented in
activity 2. The main objective is to make
you you associate the studied concepts
(chemical compounds and nomenclature)
with your context (familiar, social or
simply personal). In addition, It is
necessary that you keep in mind the
nomenclature involved and the relation
Text
of the compounds with home products
like facial or body cream, detergent,
cleaning products, etc.
Now, read carefully the instructions and
proceed to do your homework.
1.
Look for information about
hydracids, oxyacids, hydroxides, halide
salts or oxysalts used in 3 products you
find at home.
You can check the labels of cleaning
products, detergents, soap, facial
cleaning cream, shampoo and other
products of common domestic use.
In these labels you will find the
compound’s name on the ingredients
section, it will be shown with the type of
nomenclature that the product maker
chose.
The research must include:
1.
Compound’s name according to the
type of nomenclature shown in the label.
2.
Chemical formula
3.
Classification (Oxyacid, hydracid,
hydroxide, halide salt or Oxysalt.)
4.
Common use that is given to the
product at home. (try to name the most
uses you can)
Example: On mouthwash label, the
ingredients section shows ‘Sodium
sulfate’.
•
Compound name: Sodium sulfate
(stock nomenclature)
•
Chemical formula: Na2SO4
•
Clasification: Oxysalt.
•
Home use: We use it as
mouthwash after brushing our teeth or for
refreshing our thoat when it is irritated.
We prefer the green mint flavor.
Solution: The student entrenches the
concepts seen above and relates them in
the home context, identifying products
used at home that contain some of the
compounds seen before. In addition,
describes and relates the compounds to
Evaluation/
Assessment
Evaluation
everyday use in his context.
Below you will find an assessment. The Text
purpose is to measure by your own
means, the knowledge you acquired along
the LO. To do this, you need to have
revised completely the LO. Likewise, you
will need to demonstrate your knowledge
by answering the questions you will find
below. Finally, it is key you have used the
learning activities and aids offered.
You will find 5 questions with different
structures such as matching, completing,
and closed questions.
1. Match the information in column A
with the information in column B
(Write in column B the corresponding
number of column A in brackets)
Column A
They
redden
litmus paper.
the
Column B
( ) Oxyacid
H2Te
( ) Hydracid
H2CO3
( ) Acids
H2Te
( ) Oxysalt
Ca(NO3)2
() Te + H2O
2. Complete:
The phenomenon of _______________
_______________; is generated by
human activities, the vehicles and
industries
release
gases
to
the
atmosphere such as:__________
__
__________
and
__________
__
___________; which, combined with
water, generate rainfalls over the ground
and living beings.
3. The MgBr2 is a halide salt, the correct
way to name it is:
a. Magnesic bromide
b. Magnesium Bromide
c. Magnesium dibromide
d. All of the above
4. In the development of chemical
weathering in rocks, some processes
like these are involved:
a. Oxidation, dissolution and hydrolysis.
b. Weathering, sulfidation, Hydrolysis.
c. Stonization, oxidation, dissolution.
d. None of the above
5. Complete the table according to every
item.
Chrome
hydroxide (II)
Permanganic acid
Ammonia
Glossary
Glossary
ELECTROLYTE: Those species that
conduct the electricity when they are in
aqueous solution forms. They show an
unnatural behavior regarding the
colligative properties. The strong
electrolytes are substances that conduct
the electricity very well on diluted
aqueous solutions. The electric current
flows through the aqueous solution by
ionic movement.
ION: Electrically charged particle formed
by an atom or molecule that is not
electrically neutral.
OXIDATION STATE: Oxidation state
(OS) indicates the oxidation grade of an
atom, which is part of a compound or
another chemical species. Formally, it is
the hypothetical electric charge the atom
would have if all of its bonds with
different elements were 100% ionic.
ANION: Ion that has negative charge and
comes from a negative element.
Multimedia
CATION: Ion that has positive charge
and comes from an electropositive
element.
CATALYST: Body that causes the
catalysis. It can refer to: (enzyme) In
chemistry, the substance that, in a
process called catalysis, modifies the
speed of a chemical reaction. There are
two types of catalysts, the ones that
increase the speed of a reaction are called
positive catalysts and the ones that
reduce the speed are known as negative
catalysts or inhibitors that can be
grouped.
Vocabulary
box
Vocabulary
box
Oxyacid: They are ternary compounds Multimedia
formed when an acidic oxide reacts with
water, its structure consists of hydrogen,
oxygen and a nonmetallic element; in
these chemicals, nonmetal occupies the
central position and has positive oxidation
number. Oxygen will always have
oxidation state 2- and Hydrogen 1+
Hydracids: They are compounds formed
when
some
non-metals
(elements
belonging to group VI A and VII A, with
less oxidation. 1- and 2- ) react with
hydrogen.
Hydroxide: It is a diatomic anion with
chemical formula OH-. It consists of an
oxygen and hydrogen atom held together
by a covalent bond, and carries a
negative electric charge. It is an
important but usually minor constituent of
water. It functions as a base, a ligand, a
nucleophile and a catalyst.
Hydrolysis: Is the reaction of any
substance to water. In weathering, the
silicate groups formed by silica suffer the
hydrolysis process.
Dissolution: Just as sugar dissolves on
water, some minerals do as well. If a
small quantity of acid is added, the
corrosive potential of water grows.
English
review topic
Bibliography
English
review topic
Bibliography
Oxidation: As metallic objects and steel
oxidize when they are exposed to water;
Magnesium, iron and sulfur oxidize in
contact with water.
Passive voice.
Index
CÁRDENAS S.Fidel A, GALVEZ. S. Carlos Text and hyperlink
A. 2001. Chemistry and environment 1.
Edition 2. Bogotá DC. Ed. Mc Graw Hill.
HERRERA V. Severiano, BARRETO C Aura,
TORRES D. Ignacio. 1984. Chemistry 1.
Editorial Norma. 2ed. Bogotá.
MONDRAGÓN M. César H, PEÑA G. Luz
Yadira, SANCHEZ Martha, ARBELÁEZ E.
Fernando. 2005. Inorganic chemistry. 2nd
edition. Bogotá. Ed. Santillana.
PHILIPS John S. Víctor S. STROZAK,
Cheryl WISTROM. Chemistry concepts
and applications. Ed. Mc Graw Hill.
México. 2000.
Nomenclature Oxyacids
Nomenclature
Description
Examples
It is named with the word "acid" preceded by the root 1. P (valences 3+ y 5+)
of the nonmetallic element, indicating the valence with
which it acts, as follows:
P valence 3+ forms: P2O3
One valence:

“ ... ic acid”
Two valences:


Traditional
Lower valence: “ hypo … ous acid”
Intermediate valence: “ … ous acid”
Higher valence: “… ic acid ”
Four valences:




P valence 5+ forms: P2O5
P2O5 + H2O → HPO3
Lower valence: “ … ous acid”
Higher valence: “ … ic acid”
Three valences:



P2O3 + H2O → HPO2
Phosphorous acid
First valence: “ hypo … ous acid”
Second valence: “ … ous acid”
Third valence: “ … ic acid”
Fourth valence: “per … ic acid”
Phosphoric acid
2. Br (valences 1+, 3+, 5+, 7+)




HBrO: hypobromous acid
HBrO2: bromous acid
HBrO3: bromic acid
HBrO4: perbromic acid
3. Cr (valence 6+)

H2CrO4: chromic acid
Stock
The Word acid preceded by the prefix that indicates
the number of oxygens plus the word “oxo” followed
word prefix indicating the number of atoms of the
non-metallic element, followed by the root of the nonmetallic element in “ic” and Roman numerals
indicating the valence .
Oxygen prefix ( di ,tri, tetra) + oxo root element + ic
( valence element ) + Acid
Systematic
The nomenclature starts with the Word hydrogen
followed by the prefix indicating the number of oxygen
atoms, followed by the word oxo, plus the prefix
indicating the number of atoms of the non-metallic
element, followed by the root of the non-methane
ending in ate and Roman numerals showing the
valence of the non-metallic element.
1. HClO2: Dioxochloric (III) Acid
2. H2SO4: Tetraoxosulfuric (IV)
Acid
3.H3PO4: Tetraoxophosphoric(V)
Acid
1.H2SO2: Hydrogen dioxosulfate
(II)
2.H2SO3: Hydrogen trioxosulfate
(IV)
3. H2SO4: Hydrogen
tetraoxosulfate (VI)
Hydrogen + prefix oxygen + Oxo + root element
+ ate + ( valence X)
Did you know that...?


Hypobromous acid (HBrO): Important compound in the manufacture of deodorants.
Tetraoxosulfuric (IV) Acid (H2SO4): Important in the manufacture of detergents and
explosives
Hydracid Nomenclature
Nomenclature
Description
1. Place the symbol of Hydrogen on the left and nonmetal on the right, since it has a negative oxidation
number.
2. The states of oxidation are exchanged, placing
them as subscripts with no load.
Traditional
In the case of
hydracids, both
nomenclatures
coincide in the
following aspects
3. Subscript 1 is not written.
4. When in gaseous state, they are named by adding
the ending "ide" to the non-metal name, preceded by
the word hydrogen.
5. Hydracids disolved in water are named under the
Word "Acid", preceded by the name of the metal, the
prefix "Hydro", and the sufix "ic"
Examples
In gaseous state:



HCl = Hydrogen
chloride
HI = Hydrogen iodide
H2Te = Hydrogen
telluride
In combination with water:



HCl= hydrochloric acid
HI= hydroiodic acid
H2Te= hydrotelluric
acid
Did you know that...?
There are some hydracids with their own name, which are not tied to some sort of
nomenclature; they are considered hydracids because when dissolved in water, they do not
produce acidic solutions (Philips et al, 2000, p 371). They are presented in Table.
Common or systematic name
Formula
Water
H2O
Ammonia
NH3
Phosphine
PH3
Arsine
AsH3
Stibnite
SbH3
Methane
CH4
Silane
SiH4
Hydroxide Nomenclature
Nomenclature
Description
It begins with the element and the word "hydroxide"
taking into account the valence with which it acts.
One valence

"ic… Hydroxide"
Two valences:


Traditional
Lower valence: "...ous Hydroxide"
Higher valence: "...ic Hydroxide"
Three valences:



First valence: "hypo...ous Hydroxide"
Second valence: "...ous Hydroxide"
Third valence: "... ic Hydroxide"
Four valences:




First valence: "hypo...ous Hydroxide"
Second valence: "...ous Hydroxide"
Third valence: "... ic Hydroxide"
Fourth valence:"per...ic Hydroxide"
Examples
1. Mg2+ + (OH)1- → Mg(OH)2
Magnesic Hydroxide
2. Pt2+ + (OH)1-→ Pt(OH)2
Platinous Hydroxide
Pt4+ + (OH)1- → Pt(OH)4
Platinic Hydroxide
3. V2+ + (OH)1-→ V(OH)2
Hypovanadous hydroxide
V3+ + (OH)1- → V(OH)3
Vanadous Hydroxide
V4+ + (OH)1-→ V(OH)4
Vanadic Hydroxide
V5+ + (OH)1- → V(OH)5
Pervanadic Hydroxide
It begins with the metallic element and the valence in
Roman numerals in parentheses element and the
word "hydroxide"
Stock
1. Hg(OH): Mercury
(I) Hydroxide
2. Sn(OH)2: Tin (II) Hydroxide
3. Be (OH)2 :Beryllium hydroxide
When the metallic element only has a valence, it is
not indicated in Roman numerals.
It has only one valence. For this
reason, it is not indicated
1.Fe(OH)3: Iron trihydroxide
Systematic
The numerical prefixes (di-, tri-, tetra, etc.) are placed
before the word hydroxide .
2. Be(OH)2: Beryllium dihydroxide
Did you know that...?
Potassium hydroxide K(OH):
Is used in soaps, alkaline batteries and cleaning products such as degreasers.
Oxoacid salts nomenclature
Description
Nomenclature
It is named similar to oxyacid acid from which way the
ous is replaced for ite, and the termination ic is
replaced for ate, preceded by the metal element
completed:
Traditional


Stock
Systematic
-ic (if it has 1 valence).
-ous, - ic (if it has 2 valences)
It is similar to the traditional nomenclature but
preceded by the metallic element, indicating a valence
with which acts with Roman numerals in parentheses.
It is called with the name of the anion preceded by
the name of the cation and followed by the prefix,
Examples
1. NaClO2 Sodium chlorite
It comes from chlorous acid
(HClO2); ous is substituded for ite,
preceded by the metal element
finished in ium is replaced, because
it only has 1 valence.
2. Fe2(SO4)3 Ferric sulfate
Derived from the sulfuric acid
(H2SO4); ic is replaced by ate,
preceded by the metal element
ending in ic , since iron has two
valences, in this case it acts with
the higher valence 3.
1. Fe2(SO4)3

Iron (III) sulphate
1. FeSO2
which indicates the number of atoms of nonmetallic
elements. The number of ions is indicated by greek
prefixes (bi, tri, tetra, penta, hexa, hepta, octa, etc.)

Iron Dioxosulfate (II)
2. FeSO3

Iron Trioxosulfate (IV)
3. FeSO4

Iron Tetraoxosulfate (VI)
Did you know that...?
Ferric sulfate (Fe2(SO4)3)
It has a very wide field of applications; for the production of colorants in paints, medically it
is used as an astringent, in horticulture it is used to remove the mosses.
Nomenclature of halide salts
Nomenclature
Traditional
Stock
Systematic
Description
The ending ide is added to the non-metal, the greek
root of metal (ous, ic) is preserved.
The non-metal ide element of origin is added, the
valence of the metal is kept in parentheses.
Prefixes di, tri, tetra, etc. are preserved; ide is
added to the root of the non-metal, and the name of
the metal is added.
Examples
1. FeCl3
Ferric chloride
2.CaBr2
Calcium bromide
1. FeCl3
Iron (III) chloride
2. CaBr2
Calcium Bromide
1. FeCl3
Iron trichloride
2. CaBr2
Calcium dibromide