Quantities in Chemical ReactionsSCH3URena, Shannon, Dani, Karen

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

Overview of Presentation

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

Big Ideas

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

Overall Expectations

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?

Overarching Question

STSE Culminating Summative Task

Inquiry-based Laboratory Report

Unit Test

Evaluation

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 1Why is it important to be quantitative in pharmacology? How is this reflected in your everyday life? Part 2Write 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 3Do 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

• 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

Why is this activity appropriate for the Quantities in Chemical Reactions unit?

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.

Activity 2: Rube Goldberg Curriculum Review

Convert kg to g

Convertg to mol using

molar mass

Multiply by 2

2. (In groups) Compare your flow chart with those made by your peers. Working together, create a final flowchart that combines everyone’s ideas.

1. (Individually) Make a flowchart outlining the steps required to solve this problem.

3. (In groups) Create a Rube Goldberg design (10 min) and perform it to the class. Feel free to use any available classroom props.

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

Misconceptions/Teacher Notes

2. Specific abstract concepts (mole, limiting reagent) require concrete, hands-on activities

1. Do not assume that students know how to use scientific notation• 6.022 x 1023 (Calculator)

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