TASK: Teach the concept of “oxidation number” and the difference between oxidation-number-based and prefix-based chemical nomenclature. LEVEL: Beginner – high school students preparing for university entrance. OUTPUT FORMAT: Visual micro-tutorial (1–2 minutes) With minimal on-screen text Maximum clarity through visuals, symbols and guided narration STEPS: 1. Introduce the concept of oxidation numbers. - Show a simple periodic table with highlighted examples (Na, Fe). - Emphasize “memorize them” visually with icon or sticky note effect. 2. Show that the same compound can have different names. - Use Fe₂O₃ as central example. - Appear two names side-by-side: - “Óxido de hierro (III)” vs “Trióxido de dihierro” 3. Explain oxidation-number-based naming. - Example: Na₂O → “Óxido de sodio” (show ✅ for not writing the oxidation number) - Example: Fe₂O₃ → “Óxido de hierro (III)” (show ⚠️ with reason: Fe has +2 and +3) 4. Explain prefix-based naming. - Same compound: Fe₂O₃ → “Trióxido de dihierro” - Show that we read from right to left visually. - Use colored atoms (Fe red, O blue), number counters (2 Fe → di-, 3 O → tri-) 5. Visual comparison (split-screen or table) - Left: Oxidation-based naming - Right: Prefix-based naming - When to use one or the other 6. (Optional) Quick visual quiz: - Show Na₂O. Ask: “¿Cuál de estas es correcta?” a) Óxido de sodio ✅ b) Monóxido de disodio ❌ - Give instant feedback STYLE: - Use animations and transitions to guide attention (zoom, highlight, arrows) - Use color to differentiate systems (green for oxidation, blue for prefixes) - Limit on-screen text to 5–7 words per scene - Narrator explains, text reinforces only key terms LENGTH: 90 seconds max

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