University Lesson Plan 1

Lesson Plan Title: Amounts in Chemistry: Mole & Molar Mass

Overview, Expectations and Rationale

1. Big Ideas: Determine which Big Idea(s) your lesson will support and list here -relationships in chemical reactions can be described quantitatively - the efficiency of chemical reactions can be determined and optimized by applying an understanding of quantitative relationships in such reactions 2. Ministry Expectations: Include BOTH the Overall and the Specific Ministry expectations from the unit your fits into AND the expectations from Unit A which your lesson will address. Include the Ministry Code numbers.

Overall:

D1. Analyze process in the home, workplace, and the environment sector that use chemical quantities and calculations and assess the importance of quantitative accuracy in industrial chemical processes D2. Investigate quantitative relationships in chemical reactions, and solve related problems; D3. Demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reactions

Developing Skills of Investigation and Communication:

D2.1 use appropriate terminology related to quantities in chemical reactions, including but not limited to: stoichiometry, percentage yield, limiting reagent, mole and atomic mass [C] D2.3 solve problems related to quantities in chemical reactions by performing calculations involving quantities in moles, number of particles and atomic mass [AI] D2.5 calculate the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation as well as for and other reactant or product in the chemical reaction [AI]

Understanding Basic Concepts:

D3.2 describe the relationships between Avogadro’s number the mole concept, and the molar mass of any given substance D3.4 explain the quantitative relationships expressed in a balanced chemical equation, using appropriate units of measure (e.g. moles, grams, atoms, ions, molecules)

3. Student Learning Goals: State the Learning goals and objectives for this lesson. “What do you want students to learn and do during this lesson?” Use student friendly language. “By the end of this lesson you will know…”

By the end of these lessons you will know…

-Will learn to determine the molar mass of a compound from its chemical formula using the periodic table -Will learn to convert the mass of a substance to moles, number of particles and number of atoms 4. Prior Knowledge: State or identify what prior knowledge that students are expected to have in order to be engaged in this lesson. Use the elementary Ministry documents and/or earlier segments of topics/concepts/skill sets that may have been introduced previously in the course.

-Grade 10: Some prior knowledge on chemical reactions. -Grade 10: Some prior knowledge on naming compounds. -Grade 9 and 10: Some prior knowledge on compounds and elements. -Grade 10: prior knowledge of the periodic table (elements)

5. Rationale for Teaching and Learning Strategies: List and explain EACH of your chosen teaching and learning strategies, and outline how these will meet the learning goals for the lesson.

In this specific lesson, we have decided to incorporate a fun and engaging activity that better enhances students’ understanding of moles and mole conversions. We have decided to assign students in groups to work on identifying the number of moles of chalk that is required to fully write their names on the board. Such activity will intrinsically motivate students to learn more about the mole concept and mole conversions because it directly affects their life (use of chalk in the classroom). Hence, in this specific lesson we have decided to use both cooperative and direct instruction as our sole strategies since we will start off with our simple lesson on the blackboard then students will be provided with the instruction on carrying out the chalk activity. 6. Summary Chart for Lesson **Add rows in the appropriate part of the lesson plan** Time Teaching/Learn What the What students Assessment Ready-to-use ing teache will do Strateg suppor Strateg r will ies and t ies do Tools materi (AfL, AaL, als, AoL) supplies and equip ment for the lesson Minds On (Elicit and Engag e) Component A Direct The teacher Students will AFL: A1: TN- instruction: will begin by brainstorm in observing Markers, 10 minutes Brainstorming asking the groups and students construction students to give various brainstorm paper brainstorm ideas as to how the mole what they AFL: listening A2: SN- concept relatesthink the to students’ Agenda to their daily importance of ideas written on lives on a moles in their board before piece of daily lives class starts. construction -they will list paper their ideas on -students will construction be asked to paper work in -each group groups of 4 will then be asked to present their ideas in front of the class Action (Explore, Explain) Component B Direct -Teacher will -Students will AFL: Observe B1: TN- Instruction go over the take notes students Lesson notes 25 minutes Strategies: concept of the -students will answers to to write on Lecture mole have questions. board. -Teacher will opportunity to explain how toparticipate in AFL: use the obtain the classroom by thumbs up and molar mass of solving down strategy a compound various throughout the -Teacher will examples on class to check explain the the board for student various provided by understanding conversions the teacher (moles/grams to molecules to atoms) -Teacher will provide various examples on the board Component C Collaborative -teacher will -students will AFL: Observe C1:TN-chalk, learning: write the be required to students balance, chalk 15 minutes Chalk activity instructions each use a answers to the activity written for the chalk piece of chalk, questions on board (or activity on the write their on overhead) board names on including the -teacher will board and questions assign calculate the students in amount of groups of 4 chalk lost -teacher will -students will distribute be given the chalk to each opportunity to group solve the post- activity questions in their groups Consolidation (Elaborate, Evaluate, Extend) Independent -Teacher will -Students will AFL: D1: SN- learning assign some attempt to Checking if homework Component D strategies: practice solve the students are worksheets Homework problems to doworksheet having 25 minutes in class (if questions difficulty with students do homework by not finish the circulating problems in around the class, they will class be asked to do so for homework)

7. Teacher Notes – More detailed instructions about how to complete each activity, any necessary background information, notes to self, safety considerations, additional prompting questions.

B1

Molar Mass

1 mole of any atom will weigh its average atomic mass in grams

1 mole of Ni, Nickel weighs ____58.69 gram____ 1 mole of Co, Cobalt weighs ___58.93 gram___ 1 mole of Mn, Manganese weighs ___54.94 gram___

Molar Mass (symbol: M) = is the mass of 1.00 mole of atoms or molecules measured in g/mol

- 1 mole of a molecule is equal to mass of the molecule in grams

Let’s calculate the mass of 1.00 mole of carbon dioxide:

1 mole of CO2 weighs:

One carbon & two oxygen

Mass of one mole of CO2 = (12.01 g/mol) + 2(16.00 g/mol) = 44.01g/mol

What is the mass of 1.00 mole of ethanol, C2H5OH?

2 carbon, 6 hydrogen, 1 oxygen Mass of one mole of ethanol = 2(12.01g/mol) + 6(1.01g/mol) + 1(16.00g/mol) = 46.08g/mol

Converting Moles to Mass:

Moles = Mass (g) . Mass (g) = mole x Molar Mass (g/mol) Molar Mass (g/mol)

What is the mass of 2.00 mole of water?

Molar Mass = 2(1.01g/mol) + (16.00g/mol) = 18.02g/mol

Mass = mole x molar mass (g/mol) mol x 18.02g/mol

Calculate the mole of 500g of sea salt? (sea salt = NaCl)

Molar mass = (22.99g/mol) + (35.45g/mol) = 58.44g/mol

Moles = Mass (g) ÷ molar mass (g/mol) = 500g 58.44g/mol = 8.56 mol

C1

Chalk activity:

Procedure for this inquiry:

Students should weigh the chalk before – mass of chalk in grams Students write their names and slogan and any other designs they wish on the chalkboard Students should weigh the chalk after – mass of chalk in grams Students calculate the change in mass by subtracting mass before by mass after: mass = (mass before – mass after) Students should calculate the formula mass or molar mass for calcium carbonate (CaCO3) in grams FW = ______g/mol Students should calculate moles used to write their names and slogan

mass x 1mol CaCO3____ = ______mol of CaCO3 _____ g CaCO3

D1

SCH 3U0 Name: ______Unit 2: Chemical Quantities Date: ______Worksheet: Mole and Molar Mass ______

Worksheet: Mole and Molar Mass

How many molecules are in 5.9 mol of NaOH? Find the number of molecules in 2.5 mol of sulfur dioxide.

17 How many atoms are there in 1.45 x 10 mol of FeCl3? (Hint: you need to find the number of molecules first.)

17 How many chlorine atoms are present in 1.45 x 10 mol of FeCl3? A sample contains 4.32 x 1021 molecules of lead (II) iodide. A sample of lead metal contains 2.45 mol of lead atoms. Which sample contains more lead atoms: the compound or the element?

19 How many moles are in 4.45 x 10 molecules of CO2? Find the molar mass of the following: a) Zirconium, Zr b) Sodium carbonate, Na2CO3c) Hydrogen bromide, HBr For each group, which sample has the largest mass? a) 5.50 mol of C, 1.32 mol of F2, 2.98 mol of CaCl2. b) 8.77 mol of H2O, 4.61 mol of NaOH, 10.0 mol of O2.

How many moles of ethyne, C2H2 , are in a 13.4 g sample? Sodium chloride can be used to melt snow. How many moles of sodium chloride are in a 15.0 kg bag?

Naphthalene, C10H8, is an ingredient in mothballs. How many molecules of naphthalene are in a mothball that has 2.000 g of naphthalene? (Hint: Covert to moles first)

23 What is the mass in grams of a sample of Fe2(SO4)3 that contains 3.59 x 10 sulfate ions,

2- SO4 ? (This is a challenging question!!) 8. References - Acknowledge sources using the accepted APA style of documentation.

The grade 11 Nelson is a very useful resource since it encompasses all of the essential information required to cover the curriculum expectations.