Unit Theme/Topic for Grade 10 Chemistry: The Mole Concept

Lesson Title: How many particles?

Time Needed for Lesson: 3 60-hour sessions
Teacher: Ms. Nicole Murley

Enduring Understandings
One can determine how many molecules are in any given amount of any given
substance as long as one knows what the substance is chemically composed of.

Prior Knowledge Needed

Dimensional Analysis
Units of the metric system
Scientific Notation
Atomic Mass
Nomenclature of inorganic compounds

Lesson Objectives: Knowledge Students Will Construct as They Engage in This Lesson
Students will be able to…
1. CCSS.ELA-LITERACY.RST.9-10.4: Determine the meaning of symbols, key terms, and
other domain-specific words and phrases as they are used in a specific scientific or
technical context relevant to grade-level texts and topics.
2. CCSS.ELA-LITERACY.RST.9-10.7: Translate quantitative or technical information
expressed in words in a text into visual form and translate information expressed visually
or mathematically into words.
3. HSCE.C4.6a: Calculate the number of moles of any compound or element given the
mass of the substance.
4. HSCE.C4.6b: Calculate the number of particles of any compound or element given the
mass of the substance.

Assessment: Evidence of Student Understanding

1. (CCSS.ELA-LITERACY.RST.9-10.4) Students complete an outline defining key terms both
in my words and in their own words. They complete conversion calculations in the
notes while following the lesson, and will complete similar conversion problems
independently at several points throughout the lesson. A final
2. (HSCE.C4.6a, HSCE.C4.6b) Students select a ¼-cup container of a common household
substance (baking soda, table sugar, or salt) provided by the teacher, weigh its mass,
and determine how many moles and particles are in that substance. Model how to
find the molecular formula of a substance using an online search engine, then have
students research the molecular formula of their chosen compound.
3. (CCSS.ELA-LITERACY.RST.9-10.7) Research a H.O.T. question listed on the next page in a
group, complete necessary calculations, and explain and interpret their findings for the
rest of the class. Students will ask questions of the group and they will have to explain
how their calculations led them to their answer. Whenever measurements of mass or
volume are used students should practice relating those measurements to a tangible
concept, such as relating the volume in cubic centimeters to the amount of space
that would take up in the classroom.
Higher Order Thinking (H.O.T.): Engaging Students in Constructing Deep Understanding
Spend time researching one of the following questions or a question they come up
within a group, then present findings to the class. Each group is to prepare two questions
to ask the other groups about their topic and write a summary of the findings of each
group, explaining the method they used to find their answer and evaluating whether they
think their method was accurate.
1. If the size of a molecule of water was the size of a marble, how much space would 8 oz
of water take up?
2. If you lined up the molecules in 10 g of sugar (C6H12O6) end-to-end how far would they
stretch?
3. If there were a mole of people living on earth, how much space would each person
have to live on?
4. Determine what day it would be in one mole of seconds from right now. What will life
be like in one mole of seconds? Will you still be alive?

LESSON SEQUENCE

Introduction: “Hooking” Students, Activating Prior Knowledge, Setting Lesson Goals, etc.
Show the class a glass of water. Think aloud and have the class try to estimate how
many water molecules they think are in the glass. Ask them if they think there are more
than a million, more than a billion, more than a trillion, etc. until everyone comes up with a
number. Then show the real number of molecules on the board (not in scientific notation,
in expanded notation to show how big the number really is). Compare that number to the
number of people in the world.

Instructional Moves: Engaging Students in ACTIVELY Constructing Deep Understanding

1. Students will learn a procedure for entering the classroom, checking their student
mailbox to receive their packet for the day’s lesson, including handouts, a list of
materials they need to have on their desk, a group assignment, and a role assignment
within that group. Students will sit with their group while we complete an outline and
concept map together that explains the mole concept and what it is used for.
2. The outline and concept map will be completed using a mix of whole-class
explanation, small group discussion, whole group discussion, and independent writing.
3. Once the concept outline is completed, a worksheet with practice calculations that
slowly increase in complexity is completed using the Gradual Release Model. Model
the problem solving process first, then use prompting to have the whole class complete
problems together, then break into small groups.
4. Once all of the problems are completed, the group selects a substance to determine
the number of particles inside of it. Either have the group research or give the students
the molecular formula and molar mass, depending on the ability level of the group.
5. Finally, give students time to work in groups on solving the HOT question of their choice.
Provide ample time for research and ask questions.
6. Each group presents their solution to their HOT question. Students in other groups
complete evaluations to examine the method chosen.

The Mole Concept How many molecules? Page 2 of 5

Closure: Engaging Students in NAMING IT So They Can CLAIM IT
Each day will finish with an exit slip:
Day 1: What is the “mole?” and how to we use it in chemistry?
Day 2: Explain the procedure for determining the number of moles and number of
molecules or atoms in the sample you selected. What were you able to measure in the
lab? What did you have to determine using calculations?
Day 3: Describe the plan your group has to complete your problem. What do you need to
find out in order to find the answer? Write down some of the things you have already
learned that will help you solve this problem.
Day 3: Group presentations evaluations

Meeting the Needs of Diverse Learners: Intentional Choices You Made in Planning
Each H.O.T. question, household substance, or example discussed in the lesson should be
something students can picture and relate to. I need to provide a variety of materials and
questions so that all students can understand and make connections.

For the group research H.O.T. question, groups have the freedom to present using any
medium, so each student can insert their own unique strengths and interests into the
project.

I anticipate a group of students who will need extra support in applying multiple unit
conversions in the calculations from this lesson. I will work with this group of students in a
learning center to practice the skills needed to complete the calculations in the notes and
in the group assignments. The rest of the students will research the social and historical
impact that Avogadro had on determining the amount of a substance using the following
guiding questions:
1. Who was Avogadro?
2. What was the world of science like in Avogadro’s time? (What kinds of questions
were they trying to answer?)
3. How did he come up with his number?
4. Were there any alternate hypotheses that contradicted Avogadro?
Students from the learning center will rejoin their group when they are ready and
participate in the rest of the research for these questions.

Meeting the Needs of Exceptional Learners: Possibilities for Accommodations

&Modifications
The HOT questions would be broken down into much smaller pieces with directions that
guide the student to make the correct calculations. All students will be working in
heterogeneous groups, so other students in the group can help explain their thinking to the
student and provide support.

On the other end of the spectrum, the questions can be more open-ended and require
more research to determine the answer. Students who are gifted may write a brief report
and site their sources, or they could create a project with their question to present to an
audience of fifth grade science students. If possible, the students should actually be able
to present their work or record their presentation and post it to the class YouTube channel.

The Mole Concept How many molecules? Page 3 of 5

Materials/Resources Needed: Planning Ahead So You Can Be Fully Engaged with Students
Cup or beaker of water
Concept outline, worksheet, and group assignments
Mass scale
Household substances (cleaners, spices, sugar, etc.)
Plastic weigh containers
Internet access to research information to answer HOT questions
Large poster board or paper for group presentations

References & Resources

Ashkenazi, G., & Weaver, G. (2007). Using lecture demonstrations to promote the
refinement of concepts: The case of teaching solvent miscibility. Chem. Educ. Res. Pract.,
8(2), 186-196. Retrieved October 21, 2015, from http://www.rsc.org/images/Ashkenazi
paper1 final_tcm18-85041.pdf

Brown, A. (2013). Free mole practice worksheet: Converting between mass, moles, and
molecules. Retrieved October 21, 2015, from
https://www.teacherspayteachers.com/Product/Free-Mole-Practice-Worksheet-
Converting-between-mass-moles-and-molecules-30201

Dunlop, L. (2009). Mole day planning pack: Teaching about amount of substance and the
mole. Retrieved October 21, 2015, from
http://www.ulster.ac.uk/scienceinsociety/research_into_teaching_about_the_mole_(page
s_6-7).pdf

The Mole Concept How many molecules? Page 4 of 5

 Name _______________________________

Date _____________

Moles/Mass/Molecules Practice Problem Worksheet

Complete the following problems:

1. Convert 11.03 moles of calcium nitrate to grams.

2. How many molecules are contained in 103.4g of sulfuric acid?

24
3. 3.25 x 10 molecules of dinitrogen pentoxide would be how many moles?

21
4. What would be the mass of 9.03 x 10 molecules of hydrobromic acid?

5. A sample of iron (III) chloride has a mass of 26.29g. How many moles would this be?

Copyright © May 2013 Amy Brown (aka Science Stuff)

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