Quantities in Chemical
Reactions
SCH3U
Rena, Shannon, Dani, Karen
Overview of Presentation
 Big Ideas/Overall Expectations
 Overarching Question and Unit Plan
 Assessment of Learning
 Activity 1 – Candy and Moles
 STSE Blog
 Activity 2 – Rube Goldberg Curriculum
Review
 Misconceptions
Big Ideas
 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
Overall Expectations
 D1. Analyze processes in the
home, the workplace, and the
environmental 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
Overarching Question
 How are quantitative
descriptions of Avogadro’s
number, the mole, and
molar mass related and
why are accurate
calculations important to
health care professionals,
the environment and
society?
Evaluation
 STSE Culminating
Summative Task
 Inquiry-based Laboratory
Report
 Unit Test
Activity 1: Candy and Moles…Yum!
 Introduction to counting particles by mass
 Introduction to the concept of the mole by creating
our own unit of measurement  the “Hamster”
 Good activity to use to introduce the unit and
address the misconception of the mole
Connections to Local and Global
Communities (STSE Blog)
 Part 1
Why is it important to be quantitative in pharmacology?
How is this reflected in your everyday life?
 Part 2
Write a 250-word letter to the president of Merck Frosst
outlining the antacid crisis and the solution that you
developed. Make a recommendation on whether or not you
think your solution will be effective and support your
recommendation with evidence.
 Part 3
Do you think there are implications of our increasing use of
pharmaceuticals on health and/or environment? Explain. If
so, what are some methods to remediate this impact?
Provide an article and/or a video to support your claims.
Activity 2: Rube Goldberg
Curriculum Review
Why is this activity appropriate for the Quantities in Chemical
Reactions unit?
• This unit contains many
multi-step calculation
questions that can be
confusing for students who
struggle to understand
abstract mathematical
concepts
• This Rube Goldberg
activity helps students apply
analogies and
visual/kinesthetic cues to
make connections within
complex calculation
questions
Activity 2: Rube Goldberg
Curriculum Review
A typical can of cola contains 0.4 kg of sucrose, C12H22O11. Determine
the number of moles of sucrose present in 2 cans of cola.
1. (Individually) Make a flowchart
outlining the steps required to solve this
problem.
2. (In groups) Compare your flow chart
with those made by your peers. Working
together, create a final flowchart that
combines everyone’s ideas.
3. (In groups) Create a Rube Goldberg
design (10 min) and perform it to the class.
Feel free to use any available classroom props.
Convert
kg to g
Convert
g to mol using
molar mass
Multiply by
2
Misconceptions/Teacher Notes
Students may have a variety of misconceptions about the concepts in
this unit and may also lack certain mathematical skills required to
solve calculation questions
1. Do not assume that students know
how to use scientific notation
• 6.022 x 1023 (Calculator)
2. Specific abstract concepts (mole,
limiting reagent) require concrete,
hands-on activities
3. Misconception that unit
conversions change the amount
of a chemical substance present
• E.g. 1 mol NaOH vs
40 g NaOH
4. New concepts rely heavily on prior
knowledge (nomenclature, types of
reactions, balancing equations