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Quantities in Chemical Reactions

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.

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Quantities in Chemical Reactions

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  1. Quantities in Chemical Reactions SCH3U Rena, Shannon, Dani, Karen

  2. 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

  3. 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

  4. 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

  5. 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?

  6. Evaluation • STSE Culminating Summative Task • Inquiry-based Laboratory Report • Unit Test

  7. 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

  8. 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 Frosstoutlining 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.

  9. 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

  10. 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. Convert kg to g 2. (In groups) Compare your flow chart with those made by your peers. Working together, create a final flowchart that combines everyone’s ideas. Convert g to mol using molar mass 3. (In groups) Create a Rube Goldberg design (10 min) and perform it to the class. Feel free to use any available classroom props. Multiply by 2

  11. 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 • 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 • Misconception that unit conversions change the amount of a chemical substance present • E.g. 1 mol NaOHvs • 40 gNaOH 4. New concepts rely heavily on prior knowledge (nomenclature, types of reactions, balancing equations

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