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
ing
Strate
gies
What the
What students
teache
will
r will
do
do
Assessment
Ready-to-use
Strate
suppor
gies
t
and
materi
Tools
als,
(Af
supp
L,
lies
AaL,
and
AoL)
equip
ment
for the
lesson
Direct
The teacher Students will
instruction: will begin by brainstorm in
Brainstorming asking the
groups and
students to
give various
brainstorm
ideas as to
how the mole what they
concept
think the
relates to their importance of
daily lives on moles in their
a piece of
daily lives construction they will list
paper their ideas on
students will construction
be asked to
paper -each
work in
group will
groups of 4 then be asked
to present
their ideas in
front of the
class
AFL:
A1: TNobserving
Markers,
students
construction
brainstorm
paper
A2:
AFL: listening SN- Agenda
to students’ written on
ideas
board before
class starts.
Direct
Instruction
Strategies:
Lecture
AFL: Observe B1: TNstudents
Lesson notes
answers to
to write on
questions.
board.
AFL: use
Minds On
(Elicit
and
Engag
e)
Component
A
10
minutes
Action
(Explore,
Explain)
Component
B
25
minutes
-Teacher will
go over the
concept of the
mole Teacher will
-Students will
take notes students will
have
opportunity to
Component
C
15
minutes
explain how participate in the thumbs up
to obtain the classroom by and down
molar mass of solving
strategy
a
various
throughout the
compound - examples on class to check
Teacher will the board
for student
explain the
provided by understanding
various
the teacher
conversions
(moles/grams
to molecules
to atoms) Teacher will
provide
various
examples on
the board
Collaborative -teacher will -students will AFL: Observe C1:TN-chalk,
learning: Ch write the
be required to students
balance, chalk
alk activity
instructions each use a
answers to the activity
for the chalk piece of chalk, questions
written on
activity on the write their
board (or on
board names on
overhead)
teacher will board and
including the
assign
calculate the
questions
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 postactivity
questions in
their groups
Consolidation
(Elaborate,
Evaluate,
Extend)
Compone Independent
nt D
25 learning
minutes
strategies:
Homework
-Teacher will
assign some
practice
problems to
do in class (if
students do
not finish the
problems in
-Students will
attempt to
solve the
worksheet
questions
AFL:
D1: SNChecking if homework
students are worksheets
having
difficulty with
homework by
circulating
around the
class, they
will be asked
to do so for
homework)
class
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) .
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
Mass (g) = mole x Molar Mass (g/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____
_____ g CaCO3
= __________ mol of CaCO3
D1
SCH 3U0
Unit 2: Chemical Quantities
Worksheet: Mole and Molar Mass
Name: _________________
Date: _________________
___________________________________________________________________________________________________________________________________________________________________________________________
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.
How many atoms are there in 1.45 x 1017 mol of FeCl3? (Hint: you need to find the number
of molecules first.)
How many chlorine atoms are present in 1.45 x 1017 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?
How many moles are in 4.45 x 1019 molecules of CO2?
Find the molar mass of the following:
a) Zirconium, Zr
b) Sodium carbonate, Na2CO3
c) 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)
What is the mass in grams of a sample of Fe2(SO4)3 that contains 3.59 x 1023 sulfate ions,
SO42- ? (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.