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

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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

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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

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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

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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

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

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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

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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.

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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?

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A typical can of cola contains 0.4 kg of sucrose, C 12 H 22 O 11. Determine the number of moles of sucrose present in 2 cans of cola. Activity 2: Rube Goldberg Curriculum Review Convert kg to g Convert g 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.

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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 10 23 (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

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Grade 11 Chemistry ( SCH3U)

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