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Mole Module
Chemistry I
10-12th
Grades
April 28th
, 2011
Unit Schedule
Context: This unit is being taught as a sub-unit immediately after my students have just completed
balancing reactions and reaction types. The goal is to allow the students to understand what a mole is
and its usefulness and application when determining the number of particles and mass that you have for
an element or compound. As the days go forward, we will build on previous lessons materials in order
to get to the point where we are introducing mole ratios and can begin to apply those to empirical
molecular formulas and our concluding hydrate lab. The assessment for the unit is on both balancing
reactions and reaction types as well as the mole information covered in the 5 lessons presented here.
My aim after the unit test is to teach stoichiometry where the mole ratios that they will be using here
will apply to equations and reactions and we can start talking about reactions like recipes and using
more complicated conversions. It’s very important that they grasp the content here, for any other
content to come will be relying on this information. I chose to focus on group work and interactive
learning to overcome their deficit in their math background.
Day 1
3/10/11
Topic: Intro to the Mole
Daily Question: What is the mole, and how can it be used to aid us when counting particles?
SOL Standards:
CH.1 The student will investigate and understand that experiments in which variables are measured, analyzed,
and evaluated produce observations and verifiable data. Key concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
c) proper response to emergency situations;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and
proportion, significant digits, dimensional analysis); CH.4 The student will investigate and understand that quantities in a chemical reaction are based on molar
relationships. Key concepts include: a) Avogadro‟s principle and molar volume.
Daily Activities Outline:
Do Now: Balancing reactions review
Think Write Pair Share – Listing counting units such as a dozen, ream, etc. Follow up with a
class discussion where every group shares two of their ideas. Opens for a discussion about how
we can count number of particles.
Assessed based on participation and class responses
Froot Loop activity
Allow the students to develop their own procedure and implement it to determine the number
of froot loops in one box of froot loops, only given the mass and a sample of 25 froot loops.
Rubric to assess activity each student turns in a sheet for evaluation based on: design,
procedure, data, and calculations
Discuss Froot Loop calculations of class addressing variability and repeated trials.
Assess based on participation.
C-12/He-4 comparison chart to introduce definition of mole- lecture utilizing guiding questions
and information
“Mole is a Unit” Song to discuss the size of a mole and just how large it is.
Extension of Mole <-> particle conversions with a few practice problems from the text.
Adaptations and Technology Integration:
This lesson was created with the intent to have a very concrete way to introduce the mole and make
it seem less like an arbitrary math usage, but apply context and hands-on application to appeal to my
kinesthetic and interactive learners that I have in my classroom. I begin by starting with units they
already know like a dozen, and then I present them with an inquiry activity where they can design their
own procedure to determine the number of froot loops in the box. The guided questions allow for a
smooth transition to the math aspect of unit conversions with box to # of froot loops, and from there we
can introduce the mole concept. Because they are good at making connections and relationships, I am
going to use a mass relation table to define Avogadro‟s number which I follow up with a fun song to
keep the energy and enthusiasm before we enter the extension which involves mathematical
calculations. The youtube video of the mole song to describe how large a mole is incorporates a
different a unique aspect to the lesson and allows for technology of playing the youtube video to
enhance their learning experience.
Day 2
3/14/11
Mole to Mass and Multi-step Conversions
Daily Question: How can we convert moles into a unit that we can quantifiably measure in the lab,
namely mass?
CH.1The student will investigate and understand that experiments in which variables are measured,
analyzed, and evaluated produce observations and verifiable data. Key concepts include:
b) safe use of chemicals and equipment;
g) Mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and
proportion, significant digits, dimensional analysis);
CH.2 The student will investigate and understand that the placement of elements on the periodic table
is a function of their atomic structure. The periodic table is a tool used for the investigations of
a) average atomic mass, mass number, and atomic number;
CH.4 The student will investigate and understand that quantities in a chemical reaction are based on
molar relationships. Key concepts include:
a) Avogadro’s principle and molar volume;
b) stoichiometric relationships;
Daily Activities Outline:
• Do Now: particle <-> mole conversions practice. Take the time to review math skills such as
how to use exponent button on calculator, how to multiply and divide my exponentials and
determine number of significant figures.
• Review discussion of the mole: What is a mole? How do we define it?
• Discuss why 1 mole of each element has a different mass (same number of atoms and each
atom has a different atomic mass) using 1 mole samples of the metals: Zinc, Magnesium, Lead,
Aluminum, and Copper
• Introduce mole highway to give a tool for them to remember how to do mole conversions and
reinforce the process of deciding to multiply or divide by Avogadro’s number or the molar
mass.
• Group mass to mole to particle conversion activity lab.
Review the lab safety/goggles for when they are taking measurements and compare element
sample to one mole of that element. Groups prepare calculations (Everyone needs to turn in a
sheet with their calculations for a classwork grade) and present to class their process for
getting from mass to moles with each group member required to present a different step.
• Reinforce with practice problems from book and then convert data from a Vitamin bottle from
mass to moles to particles and vice versa.
Adaptations and Technology Integration:
For this lesson, I wanted to start with a review of some basic math skills dealing with exponents
since that is an area of weakness for my students and then I prepared some opportunities to reteach or
present information in multiple ways for concepts that are difficult to grasp like the difference between
mass and number of particles. From there I wanted to take advantage of my students cooperative and
desire to be interactive as well as hands on and have them each work with a group to figure out a mass to
moles conversion for the first time and then each present and teach it to the class so they have an
opportunity for repetition as well as a chance to be the one explaining it to increase their aptitude for
learning. I also made an adaptation towards their hands on learning style by figuring out a way to get
the projector to project an image on the whiteboard instead of screen, so they can write on my projection
and we can have once again collaborative participation by the whole class. In this case, the ability to use
the projector and PowerPoint technology in my lesson aids me in my ability to give my students an
interactive opportunity, plus it also allows me to compare and contrast their work with my own that I
can put on the screen to see if they got the right answers.
Day 3
3/16/11
Reaction Type Quiz/ Molar Mass Compounds
Daily Question: How can we apply our mole conversions when working with and within
compounds ?
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in
chemical formulas and balanced equations. Key concepts include
a) nomenclature;
b) balancing chemical equations;
c) writing chemical formulas (molecular, structural, and empirical; and Lewis diagrams);
d) bonding types (ionic and covalent);
e) reaction types (synthesis, decomposition, single and double replacement, oxidation-reduction,
neutralization, exothermic, and endothermic); and
CH.4 The student will investigate and understand that quantities in a chemical reaction are based on
molar relationships. Key concepts include:
a) Avogadro’s principle and molar volume;
b) Stoichiometric relationships;
Daily Activity Outline:
Start class with balancing reactions and reaction types quiz as a follow up from the previous
material. The quiz is implemented via Quizdom, allowing us time to talk gain instant
feedback on their understanding after each question and learn and review for the upcoming
test next week while completing the quiz. The quiz questions all originated from released
SOL questions procured from Jlab.
Enter into a lecture guided discussion: Ask guided questions, let the students guide the
understanding of how to tie the relationship between molecule to mole ratios and develop idea
for molar mass and then using that in a conversion situation. Allow them time to work on
practice problems individually, if it is assessed through monitoring their performance that
they are struggling, review one of the questions on the board, if not give them answers and
ask if they have any questions about any of them to be worked through.
Discuss mole ratios in a compound:
If I have 1 mole of H2O…. mole ratio 1 molecule H2O = 1 O atom= 2 H atoms
What if I were to have 12 molecules how many of each atom would I have?
Now let’s apply that to moles: 1 mole of H2O=1 moles of O=2 mol of H
3 moles of H2O how many moles of H do I have? 6 moles of Hydrogen
How many atoms of H would I have? 6.00moles x 6.02x1023
atoms=
3.61x1024
H atoms
Practice problems: 20, 21 page 321 to reinforce mole ratios within compound
Discuss Molar Mass:
Can I determine the mass of 1 mole of H2O ?
1 mole of H= 1.01g x2 1 mole of O= 16.00 g 1 mole of H2O= 18.02 g
Molar Mass for compounds: just add up the molar masses for the element based
on those ratios established
Calculate the molar mass of NaOH, (NH4)3PO4, C2H5OH, HCN
Tie the mass conversions and particle conversions for compounds together:
So, 3 moles of H2O how many grams would we have?
3.0 moles of H2O x 18.02 g of H2O= 54 g of H2O
90 of H2O / 18.02 g= ~ 5 moles of H2O
Practice Problems: # 27, 28 and 30 a-c page 323-324
Assign 11.3 Assessment in Text for homework
Adaptations and Technology Integration:
For this lesson, I wanted to focus on allowing the ideas to build off of one another in a way that the math
will not be overwhelming and also that my introducing the new material will have flow so that they will
not notice that there has been a transition. I have incorporated individual practice and group
conversation (my students would never work fully independently on anything besides a test) to chunk
my conversation. It also allows me to confirm that they can put into practice what they claim they can
do when we are talking as a class in discussion. I can then also take the time to target specific students
who usually struggle with set up and need some one-on-one attention to point them in the right direction.
By presenting the information in a stepwise fashion by the end they should feel comfortable with
everything they have learned previously as they’ve gained more practice doing it and then being able to
apply it to a novel situation, which is the ideal goal to get them to that point where they can apply what
they are learning in the class to a situation that they have not encountered previously.
As far as technology integration in the classroom, I am using the Quizdom interface to enhance
the quiz experience for it gives them an opportunity to learn from their mistakes while reviewing the old
concepts so that they will be even more successful on the upcoming assessment. The students are
familiar with this incorporation of technology but they respond much better to questions in this
circumstance firstly because they have to answer the question, and also we can teach test taking
strategies and how to encounter a multiple choice question. This is an important skill that they need to
improve at, as the SOL is going to be all similar questions in the same multiple choice option format,
and I want to prepare them for success in that realm.
Day 4
3/18/11
Empirical and Molecular Formulas
Daily Question: What is the difference between empirical and molecular formulas and how does
this relate to the mole and become relevant in my life?
SOL:
CH.3 The student will investigate and understand how conservation of energy and matter is expressed in
chemical formulas and balanced equations. Key concepts include
a) nomenclature;
b) writing chemical formulas (molecular, structural, and empirical; and Lewis diagrams);
c) bonding types (ionic and covalent);
CH.4 The student will investigate and understand that quantities in a chemical reaction are based on
molar relationships. Key concepts include:
a) Avogadro’s principle and molar volume;
b) Stoichiometric relationships;
Daily Activity Outline:
Do Now: Determine the molar mass and percent composition (a review from previously) of
Caffeine (C8H10N4O2)
Review 11.3 Assessment and Do now which was for homework and additional practice. Use do
now as transition to talking about percent by mass and molar masses to set up for the
empirical formula discussion.
Show the class a beaker filled with water and ask them what is in this beaker? How can I
know? How do you think that scientist figure out what is in this beaker? No they don’t taste
or touch it, what if this was acid? Perhaps if you saw me get it from the tap, but how many of
you have watched NCIS? How does Abby figure out what is at the crime scene? Mass
Spectrometer which gives off mass readings and based on those percentages she can determine
what compound she has and therefore save the day!
Introduce them to online simulation
(http://www.chemcollective.org/stoich/empiricalformula.php) Have the students watch the
three videos starting with the Empirical Formula introduction. Have them answer the
questions on a separate sheet of paper so they can turn it in when they are done with the
assignment. They are then expected to work on the metal ore tutor simulation which has the
blanks already filled out so they can plug their numbers in to determine if they got the
question right.
When they are done with the online simulation they can return their laptops to the laptop cart
and start work on Practice Problems #49,50 page 333
Once class has completed the activity reconvene to touch base and allow the students to share
any interesting facts that they learned. Introduce rhyme: Percent to mass, mass to mole,
divide my small, then multiply until whole. Allow them then to return to practice problems
and work through for the remainder of the time. Also let them practice working with
determining the molecular formula Practice Problem #51, 52 page 335
Homework to complete Prelab questions for Hydrated Crystals Lab page 342
Adaptations and Technology Integration:
This was my main technology integrated lesson, for I liked the way that the videos were very
application based and tied in with the discussion of how applicable the mole ratio concept is and
how scientist determine empirical formulas all the time based simply on their percent composition. I
also think that the follow up and the application based question dealing with mineral ore on last slide
were great to introduce them in a stepwise process of solving those problems in a logical fashion. It
also allows me to accommodate each student, for they can sort through the information at their own
pace to go back and replay information, as well as gives a visual layout while also providing a script
of the video if they wish to read the transcript to follow along. It is perfect for differentiation in the
classroom for as those are completing the program early they have problems they can be working on
while those students who need more time to process have it so that they can get to that point of
understanding in their own way.
Day 5
3/21/11
Hydrate Lab
Daily Question: What is a hydrate, and how can I determine the number of moles of water in a
hydrated compound?
CH.1 The student will investigate and understand that experiments in which variables are measured,
analyzed, and evaluated produce observations and verifiable data. Key concepts include
a) designated laboratory techniques;
b) safe use of chemicals and equipment;
c) proper response to emergency situations;
d) manipulation of multiple variables, using repeated trials;
e) accurate recording, organization, and analysis of data through repeated trials;
f) mathematical and procedural error analysis;
g) mathematical manipulations (SI units, scientific notation, linear equations, graphing, ratio and
proportion, significant digits, dimensional analysis);
Daily Activity Outline:
Check homework (to complete the pre lab questions).
Discuss what a hydrate is and how it can be possible for something to appear solid and still
contain water. Ask students the guiding pre-lab questions: How can you obtain the mass of
water? How does this relate to our empirical molecular formula idea from last class.
Review safety procedures for lab: how to light a Bunsen burner, ALWAYS wear safety
goggles for the lab, DO NOT TOUCH the crucible at any point until you have let it cool for
the allotted amount of time, it will burn you, use the back of your hand to sense if it has
cooled.
Review overall procedures how to use the electronic balances, since they have not used those
before, what a crucible and clay triangle are, how to use tongs to move crucible and lid, how
to tilt lid so that it rests securely on the clay triangle.
Set expectations for lab that every person turns in a write-up in which they have a data
table, calculations, and the answers to the Analysis and Conclusion section as well as the
Real World Chemistry questions.
Allow them to begin lab once both them and their lab partner have shown me their table
and I’ve approved them to begin. I planned it this way so as to stagger those getting to the
balances as well as to confirm that they had done a complete job. I will be making constant
rounds to ensure safety rules are being enforced and addressing correction where needed
for the purpose of safety.
As they are working on the questions portion of the exam I will write the % error equation
on the board as well as a reminder for how to set up a mole ratio of moles of water to moles
of MgSO4, for I know those are areas that they have not seen in a while or are new steps and
I want to see if given the equation they can discover for themselves a way that they can
calculate these values.
The lab is timed to take 20 minutes from start to finish, and with the beginning discussion
lasting 20 minutes and the time it takes for them to work through the steps and complete the
lab with the last 15 minutes I will take any questions about the test that is next period and if
there are no questions I would quickly review mole conversions and empirical formulas.
Adaptations and Technology Integration:
I chose to do this lesson because my students really do enjoy the laboratory experience and get
so much more about the calculations portion of it all when they are determining values that they have
obtained themselves (hence I’ve used it previously as well), for they get to use the empirical molecular
information from the period before and in the process also apply their mass and mole conversions to
determine a hydrate’s water ratio. I think it will be good for those students who are visual learners to be
able to see the actual change in mass and the before and after of the hydrate from a crystal to a powder.
Overall there is nothing like an application based question that ties all of the information from the past
four days into one lesson, to engage the students while allowing them to review the for test without even
realizing it.
Day 6
3/23/11
Test!
Bibliography of sources used for the assignment
Glencoe. Chemistry: Matter and Change. McGraw Hill, 2005.
Cerrudo, Kim. “Bringing Perspective to the Mole.” http://www.ed.mtu.edu/esmis/ id61.htm
The Chem Collective (2011). http://www.chemcollective.org/stoich/empiricalformula.php
Dr. Dawnkaski‟s lecture notes for example problems to demonstrate to class
Story of Use
Overall, I would say that the module was a success, for it was a growing experience for both me
and my students. For, I had initially come in with the conceptions that group work could backfire and it
would be so hard to keep the students on task, and while I did encounter several discipline problems
during my implementation of these lessons, I found that the discussions that were generated and the
collaborative learning community that began to develop was such a sight to see. The students were
willing to be helpful before when they were told to simply do their assignments, but when group
collaboration of ideas and partner activities were highly focused and they were given specific tasks and
expectations, they held each other accountable to those standards and produced some very good ideas
and some students made some great progress even when they are self-proclaimed „bad at Chemistry‟.
I would say for me the hardest part was learning to wait for the students to arrive at where I
wanted them to get to, especially when leading discussions with guiding questions, but looking back
now it was incredible to notice just how much I have improved in that realm. I have been able to really
start employing wait time for both their sake and my own so I can think of the next question I could ask
them to guide them to the place where I want them to be. It was also particularly useful in my 2AB
period that began to get out of control right before spring break in which case I managed to actually be
patient enough to pull off the “I am not going to move on until I have everyone‟s attention” and waited 2
whole minutes, but it was well worth it because I gained their attention and we managed to have so
many good discussions once I had their focus. I would say especially my 2AB period, the one that I did
my UDL analysis for, benefited from the practical focus on the lessons in which we were able to keep
talking in terms of froot loops and boxes whenever they seemed to get so confused by the moles and
particles concept. They also were able to pass around the various elements and work with them
personally, and finally with the hydrate lab see the MgSO4 hydrate boil off all of its water. The
discussion and practical conversations flowed very well with them and I feel like they made a lot of
progress.
As far as the assessment to assess that progress, I was slightly disappointed in their scores, for
they were very successful in the multiple choice and short answer but many of them (which is not
abnormal) chose to not answer the free response portion of the test at all or with minimal information, so
their great multiple choice performance was not reflected in their class‟ overall test average of 69%, but
based on the item analysis I performed I felt as if they had a solid grasp on conversions when it was in
the exact same format as they had practiced such as the table that was 24 points on the exam, but at the
same time some of them struggled with what should have been a simple conversion in the multiple
choice because it was asked out of context of the table which reminded them of the mole highway I
taught them.
My goal for next time I teach it is to expand on that idea of presenting the information in various
ways and also present the questions to them in a variety of formats as well so that they can process it in
multiple ways and I can make sure they understand the concept at the same level that they understand
the memorization of steps behind it, for it shows that the concrete examples, while effective to teach
them initially, was not enough that the students felt comfortable with the content. I also want to work on
my flow and questioning ability further, I would love to teach these lessons another time so I can
employ all of the things that I have learned from teaching them the past three times. I guess that is one
of the best parts of being a teacher you always will have a chance to try it again and do better the next
time.
