Jessica Jaremy Unit Plan Good

Quantities in Chemical Reactions Unit
Grade 11 University Chemistry

Jessica Jaremy
November 3, 2017
OVERVIEW
A unit plan for quantities in chemical reactions in grade 11 chemistry. This unit focuses on three
big ideas. First, students will learn about the mole; they will explore what a mole is and the
relationship between mass and the mole. Next, students will learn about proportions in
chemical compounds (mass percentages, ratios between elements, etc.) and how this
information can be applied to determine empirical and molecular formulas. Finally, they will
explore stoichiometry by learning about limiting and excess reagents and how these can be
used to make predictions about quantities in chemical reactions (i.e., predict the amount of
product that will be formed in a reaction, etc.). Throughout all of the major ideas, students will
learn through presentations, inquiry and engaging activities that will make them think critically
about what they are learning. This plan attempts to maximize engagement by connecting
concepts to real-life examples and providing students with ample opportunities to experiment
and discover concepts for themselves. Students are encouraged to think critically about how
this information and these concepts could affect peoples’ everyday lives and why they are
important outside the classroom.
Lesson Description Specific Expectations

1 Introduction – Quantitative Accuracy Lab D1.1
2 The Mole/Avogadro’s Number D2.1, D2.3
3 Mass and the Mole D2.1, D2.3, D3.2
4 Ensuring Unit and Dosage Precision – D1.1, D2.1, D2.3, D3.2
Project
5 Proportions in Chemical Compounds D2.2, D3.1
6 Empirical and Molecular Formulas D2.4, D3.3
7 Determining the Molecular Formula Lab D2.4
8 Chemical Reactions and Stoichiometry D2.1, D2.5, D2.6, D2.7, D3.4
9 Limiting and Excess Reagents D1.1, D1.2, D2.1, D2.5, D2.6
10 Limiting and Excess Reagents – D1.1, D1.2
Research/Presentation
11 Reaction Yields D2.1, D2.3, D2.5, D2.6, D3.4
12 Finding the Percentage Yield Lab – Part 1 D2.1, D2.3, D2.5, D2.6, D2.7
13 Finding the Percentage Yield Lab – Part 2 D2.1, D2.3, D2.5, D2.6, D2.7
14 Review/Lab Report Work Period All expectations previously
covered
15 Unit Test All expectations previously
covered
Lesson 1: Introduction: Quantitative Accuracy Lab

OVERVIEW
The goal of this lesson is to assess what students already know about chemical quantities and
to introduce them to some of the ideas that will be studied in the unit. I will start by having the
students do a Kahoot (online quiz), which will review both chemical and mathematical concepts
that students need to know for this unit. This way, I can assess what they know and see which
areas we might need to spend more time on.
Next, I will have students break into groups (using the four corners strategy) to brainstorm
what they already know about quantities in chemical reactions. They may use whatever
strategy they wish (i.e., mind map, list, etc.) but must produce a product showing their ideas.
After the discussion has finished, we will make a mind map as a class detailing everything that
they know already.
Next, I will introduce a lab about quantitative accuracy to the students. It is a fairly simple lab,
in which the students will place quantities of road salt and baking soda in a large ziplock bag
(one compound in each corner). They will then add phenol red indicator to each substance and
record their observations. Next, they will mix all of the contents of the bag and record their
observations. They will repeat this process using different quantities of the two substances
each time to see what happens when the amount varies. Students may choose which quantities
they use, as long as they are consistent and reasonable. Students will work in pairs, which will
be determined by handing out cards (students with matching cards are partners). I will make
sure to go over all the safety procedures before the students begin the lab.
When the students have completed the lab, we will discuss a lab report together. This will
include talking about success criteria, elements of a proper lab report (this will not be the first
lab report they have written so they will already have an idea of this) and the due date. I will
explain that this report will not count for marks, but will be evaluated and returned with
feedback so that students get a better idea of what to do for future lab reports in the unit. We
will also do a peer edit, so students are required to bring in their rough drafts in three days.
Students will be able to use any remaining time in the period to begin working on this.
Safety Procedures:
-The students should be careful while handling the substances involved, particularly the phenol
red. If their skin comes into contact with any of the substances, they should wash it
immediately.
-Students must wear proper protective equipment and proper clothing. Long hair must be tied
back.
-Students will dispose of the materials as instructed by the teacher.
-Inappropriate behavior (i.e., horseplay, etc.) will not be tolerated.
Resources/References:
-Kahoot: https://play.kahoot.it/#/lobby?quizId=2d8c4eba-6ab9-4c94-bebf-e5a0413b58ca
-McGraw-Hill Ryerson Chemistry 11 (lab on page 223)
-CaCl2 (road salt). MSDS: http://www.sciencelab.com/msds.php?msdsId=9923251
-NaHCO3 (baking soda) MSDS: http://www.sciencelab.com/msds.php?msdsId=9927258
-Phenol red. MSDS: http://www.sciencelab.com/msds.php?msdsId=9926479
-Clear, releasable plastic bags
-Ten mL graduated cylinders (number depends on the number of students in the class)
-Small plastic vials (number depends on amount of students in the class)
-Scoopulas (number depends on amount of students in the class)
-Playing cards
Specific Expectations:
D1.1
Assessment:
-Assess prior knowledge using Kahoot
-Formative assessment of the lab report (this will be done eventually, not during or
immediately after this lesson)
Lesson 2 – The Mole and Avogadro’s Number
OVERVIEW
The goal of this lesson is for students to understand that a mole is a quantity (similar to a dozen
or a pair) and to be able to identify that number. To start, I will show a video about the size of
an atom, which will help students visualize just how small they are. I will introduce the video
accordingly, so the students know what they are trying to get out of the video. An
understanding of how small atoms are should help students understand why the mole is such a
big number and why we need to use a number this big to describe quantities of molecules.
Next, I will present a short slideshow about the mole and Avogadro’s number, in which
students will learn that Avogadro’s number represents a quantity, and it is the standard
quantity in which the amount of a substance is expressed. The slideshow is interactive, with
activities and examples that the students can participate in and that will generate discussion.
This is a note, so students are expected to record the information in whatever fashion works
best for them (writing, typing, pictures, etc.).
Partway through the note, students will complete an activity in which they calculate how many
Lego blocks would be in a mole, and how tall a pile of Lego blocks would be if it were spread
over Canada. Each student (or small group of students, depending on the size of the class) will
require 10 Lego blocks of the same size. They will measure the height of a stack of 10 Legos,
then use this to do their calculations (they will first calculate the volume, then will find the
volume of one mole of Legos, then apply this number to the volume of Canada to determine
their answer). This will help them understand the quantity of a mole and will allow them to
experiment with this in a hands-on way. The comparison of a mole to the size of Canada will
help them visualize because it can be hard to understand how big that number is. I will finish
presenting the note after the activity is done. If there is any time remaining at the end of class,
students may work on their lab report from the previous day.
-Video about the size of an atom https://www.youtube.com/watch?v=yQP4UJhNn0I
-McGraw-Hill Ryerson Chemistry 11 (pages 224 – 232)
-PowerPoint presentation (see attached)
-10 Legos per student (or group of students if the class is large). They don’t all have to be the
same size, but each person/group must have 10 of the same.
-Rulers (one per student or group – some students may have their own)
D2.1, D2.3
Assessment:
-Assess the students’ ability to participate/answer questions during examples in the note (I will
be asking them for next steps, answers to specific steps of the questions, etc.). I will use the
thumbs-up/thumbs-down strategy.
-Observation during the activity – I will monitor to see if they are doing the calculations
correctly and seeing if they are on the right track.
Lesson 3 – Mass and the Mole
OVERVIEW
The goal of this lesson is for students to build on what they previously learned about moles and
be able to describe the relationship between moles and mass. I will start by asking the students
what they remember about moles from the previous lesson. They will discuss this (using think-
pair-share with the person sitting next to them) briefly, then each group will tell the class one
thing that they remember.
I will present a note about the relationship between moles and mass. It has a lot of examples
and discussion questions in it, so students will be expected to participate actively. This way, I
can judge if they are understanding the content and add more examples if necessary.
After the note is finished, there is an activity for the students to complete in pairs (pairs will be
selected using cards). There will be one mole of six different substance available. They are to
take each substance and measure the mass (factoring in the mass of the container that it is in)
and record it. Using their calculated mass, they will calculate the molar mass of the substances.
I will briefly discuss safety with students, though this is a fairly safe activity. When they have
finished, there are a few questions to answer. (See activity sheet for more details). The students
will work on these until they finish, or until the end of the period (whichever comes first). If
there is time left at the end of the period, the students can work on their lab reports. I will
remind them that they need to bring a rough draft to the next class. Before they go, students
will be required to complete an exit card talking about what they have learned and putting
down any questions that they still have.
Safety Procedures:
-All of the containers with the substances will be closed – students should not open them.
-Should students somehow spill anything on them, they should wash the affected area
immediately.
-Students must wear proper protective wear and clothing, and tie long hair back.
-Students must use any glassware with caution.
-Playing cards
PowerPoint presentation (see attached).
NaCl. MSDS: http://www.sciencelab.com/msds.php?msdsId=9927593
C6H12O6. MSDS: http://www.sciencelab.com/msds.php?msdsId=9927509
NaOH. MSDS: http://www.sciencelab.com/msds.php?msdsId=9924997
NaHCO3. MSDS: http://www.sciencelab.com/msds.php?msdsId=9927258
Mg(OH)2. MSDS: http://www.sciencelab.com/msds.php?msdsId=9927215
(NH4)2PO4. MSDS: http://www.sciencelab.com/msds.php?msdsId=9927337
Activity worksheet (see attached). Modified from:
http://www.terrificscience.org/lessonpdfs/MoleIntro.pdf
Balances (ideally, one per group)
D2.1, D2.3, D3.2
Assessment:
-During the opening discussion, I will assess the students’ understanding of what was done the
previous day to ensure that everyone is where they should be to start this lesson.
-I will look at the activities that the students complete in which they had to calculate the molar
mass to ensure that they are on the right track.
-Assessment during the note (are the students understanding the examples?). I will use the
-Exit cards – students will write what they learned and any questions they still have.
Lesson 4 - Ensuring Unit and Dosage Precision – Project
OVERVIEW
The goal of this lesson is for students to do a research project to explore the real-life
importance of precision of chemical quantities. At the beginning of the lesson, I will do a short
recap of what we talked about for the last two days and address any outstanding questions that
were on the exit cards.
I will then ask the students to take out their rough copies of their lab reports. I will tell them
who their partner is, as I will have group them based on their skills (for example, if one student
is very strong at the concepts of chemistry and another is very strong at writing, I may group
these two together). They will exchange lab reports with their partner and peer edit them
based on the success criteria that we developed and the rubric that was provided. I will remind
students to do a thorough job, but not to be rude or put down the other person. They will first
edit individually; then they will each get their reports back and discuss the changes that have
been made. The students will then have four days to make corrections and hand their lab
reports back in.
Next, I will introduce a new project, which will be a case study that is presented in their
textbook about dosage errors. The students will be put into groups (again, I will choose the
groups based on students’ skills and who works well together) to work on the case study. They
will read it as a group and then work on the questions. They will be given the rest of the period
to work on a pamphlet, PSA or website about how and why health care providers should
minimize dosage errors. Students will be given more time to work on this in the future, so we
will agree on a due date based on where they are at after a couple of work session (I don’t want
to overwhelm them with two assignments at once since they also have the lab report to do). I
will hand out a rubric and go over it with the students, as this will be the project for the chapter
and will be graded. We will also go over success criteria as a class.
-Rubric
D1.1, D2.1, D2.3, D3.2
Assessment:
-Peer editing
-The project that comes out of the case study (pamphlet, PSA, etc.) will be assessed after it is
handed in.
Lesson 5 - Proportions in Chemical Compounds
OVERVIEW
The goal of this lesson is for students to gain an understanding of proportions of different
elements in compounds. I will begin this lesson by asking students whether water on Mars
would be the same as water on Earth. I will give them a couple of minutes to discuss this with
the person sitting next to them, and then have them tell me what they think (and why). I will
then explain that water is the same no matter where you find it – there could be different
impurities based on where you are, but the actual water will always be H2O.
Next, I will begin the note. As usual, students are expected to record this information in some
way. As I present, there are a lot of examples, which I expect the students to go through with
me actively.
Midway through the note, there is an activity (from the textbook). In this activity, students are
given a scenario that could happen in a lab, where they have to determine the mass percent of
oxygen in a sample. They are given a data table that contains the following information: the
mass of the test tube, the mass of the test tube and the original compound and mass of the test
tube and the residue after the reaction. From there, they will calculate the mass of the original
compound, the mass of residue that was created, the mass of oxygen that was lost in the
reaction and the mass percentage of oxygen. They will then determine how many oxygen
atoms their compound contains and the percent error in the experiment. Students will work
individually but are permitted to speak with each other and discuss questions if they wish.
When the students are done the activity, we will discuss it, taking up the answer and making
sure all the concepts are clear. Afterwards, I will finish the note. There are suggested practice
questions at the end of the note, but I will not force the students to complete them if they feel
they understand the concepts.
Students can use the remaining time to get into their groups to work on their case study
project. Note: if the first lab reports (for formative assessment) haven’t been handed back by
now, they need to be given back by the next class, because students will need them to write
their next lab reports.
-PowerPoint Presentation (see attached)
D2.2, D3.1
Assessment:
-Self-assessment by the students if they choose to complete the practice questions.
-Discussion/taking up of the activity – did the students complete the work properly/get the
right answers?
Lesson 6 - Empirical and Molecular Formulas
OVERVIEW
The goal of this lesson is for students to be able to describe empirical formulas, molecular
formulas and the relationships between them. I will begin the lesson by presenting the students
with a problem: Tom has $5 and $10 bills in his wallet. 50% of the money in his wallet is made
of $5 bills, and 50% of the money in his wallet is made of $10 bills. Students need to figure out
the ratio of $5 to $10 bills that he has in his wallet and come up with some different possible
totals that he could have. There is an activity sheet to go along with this problem. There will be
fake money available if students want to use it. The students may work together or individually,
but everyone must fill out their own sheet.
When the students have completed the activity, I will discuss the second question with them (it
talks about whether or not the ratio alone would tell Tom how much money he has). This will
lead into the lesson about empirical and molecular formulas.
I will then present the note with the same expectations as usual (i.e., that students take notes
and participate in the examples).
When the note is finished, I will introduce a short activity in which the students can explore
molecular and empirical formulas. In pairs or small groups (depending on the number of
molecular model kits that are available), which will be chosen alphabetically, the students will
begin by constructing a table to record the names, molecular formulas, empirical formulas and
molar masses of ethylene, butane, and cyclohexane. They will research the structure of each
substance (making a note of their sources) and build it with the molecular model kit. They will
fill in all the appropriate information in the chart. They will calculate and record the molar mass
of each compound. They will then answer the two discussion questions as a group (this is based
on an activity in their textbook).
When the students are done the activity, they are to work on their case study. As they have
now had three days in class to get some work done on it, we will begin to talk about a due date.
-Activity sheet (see attached) (modified from http://pubs.acs.org/doi/pdf/10.1021/ed078p915)
-Monopoly money
-McGraw-Hill Ryerson Chemistry 11 (pages 268 - 279)
-Molecular model kits (enough for each group of students to have one)
-Devices on which the students can do research (computers, smartphones, iPads, etc.)
D2.4, D3.3
Assessment:
-Assessment of the two activities – I will circulate to check that each group is understanding the
concepts and completing the activities properly.
Lesson 7 - Determining the Molecular Formula Lab
OVERVIEW
The goal of this lesson is for students to do a lab in which they use the information about
molecular and empirical formulas that they have learned. To start the lesson, I will introduce
the lab that students will complete in pairs. The names will be picked out of a “hat” to
determine the pairings. I will give the students about 10-15 minutes to complete the pre-lab
questions with their lab partners. These questions require the students to think about the lab
and the processes that they are doing so that they think about what they’re doing instead of
blindly following instructions. As they are doing this, I can finish setting anything up if necessary
(for example, if the classroom was unavailable for me to set it up beforehand).
Once the students have completed the pre-lab questions (which they need to keep, as they will
be handed in with their lab reports), I will discuss the procedure and the safety precautions
with the students to make sure that everyone understands what they’re doing.
Students will begin the lab. In this lab, they will be given some sand that is mixed with a white
powder that has the empirical formula CxH2yOz. The substance is glucose (sugar), but the
students do not know this. Students will find the mass of their substance (each group of
students will have different masses so that they have to do their own calculations). They will
add water to their mixture of sand/white substance, then filter it using filter paper. The white
substance will dissolve in the water and will go through the filter paper while the sand will stay
in the paper. The students can then measure the difference in mass to see how much of the
white powder they had, and they can use this information to calculate the molecular formula of
the substance. When students are done, they will clean up their area. While they are working, I
will circulate and make sure that everything is going well and make observations on what the
students are doing.
When the lab is done, students will return to their seats, and we will discuss the upcoming lab
report. We will create success criteria together, and I will present them with the rubric. If there
is time left, students can begin to work on it. They may discuss it amongst each other, but each
student must hand in their own individual report in their own words. Students will be expected
to have their reports peer edited, but may not be given extensive class time to do so. They will
exchange with the same partners as last time (and are always permitted to ask another person
if they’d like).
Safety Procedures:
-Students should be dressed appropriately and be wearing protective wear.
-Students are not permitted to ingest anything, even after they figure out that the substance is
only sugar.
-McGraw-Hill Ryerson Chemistry 11 (lab on pages 284 – 285)
-A dry mixture of clean sand and glucose (enough for each group to have a small sample) MSDS
of glucose: http://www.sciencelab.com/msds.php?msdsId=9927509
-Distilled water
-250 mL beakers (one for each group)
-Electronic balance (ideally one for each group, but if there are less available, they can share)
-Filter paper (one sheet per group)
-Funnel (one per group)
-250 mL Erlenmeyer flack (one per group)
-Graduated cylinder (one per group)
-Glass stirring rod (one per group)
-Wash bottle
-Watch glass
-Rubric
D2.4
Assessment:
-Observation of technique and understanding of lab procedure during the experiment
-Lab report (to be graded eventually)
Lesson 8 - Chemical Reactions and Stoichiometry
OVERVIEW
The goal of this lesson is for students to learn about how to use ratios in a balanced chemical
equation. I will start the lesson with an opening activity that the students will do in groups
(groups will be organized by picking coloured pencils out of a box – the students with the same
colour will work together). I will give each group two paper bags: one containing dice and the
other containing paper clips. The number in each bag does not matter as long as the masses are
equal. I will present the problem that two children are arguing over “candy” and the students
need to make sure that each child has the same amount of candies. The students are to weigh
the bags (which will be the same) and then count the number of “candies” in the bag (which
will be different). They will fill out an activity sheet that will help them understand the
relationship between mass and quantity of items ( the same number of items doesn’t
necessarily equal the same mass).
When the activity is done, I will debrief with the students, asking each group what they learned
and how they think it might relate to everything we’ve been talking about so far. I will then will
present a note about stoichiometry, where students learn how to use ratios and mole ratios in
a balanced chemical equation. The activity served to help them understand the concept that
ratios in chemical equations have to be done using the moles, and never the mass. There are
interactive examples and thought-provoking questions during the presentation, and students
are expected to participate.
When the note is done, I will have students do an activity. Students will complete the lab
activity in partners (they will use the groups that they had at the beginning of the period and
break off into partners within those groups). In this activity, students will use hydrochloric acid
to dissolve a piece of chalk. They will be required to record all masses involved (beakers,
amount of acid, amount of chalk, etc.). When they are finished, they are to answer the
questions, which involve calculating the number of moles of each substance used, the amount
of product that should have formed, and the amount of product that actually formed (this
activity is in their textbook). Students will have the rest of the period to answer the questions
and work on their lab report if they have any remaining time.
Safety Procedures:
-Students should be dressed appropriately and be wearing protective wear. Long hair must be
tied back.
-Students are not permitted to ingest anything and should be careful not to inhale any fumes.
-Students should take extra care with the hydrochloric acid and wash immediately if it comes
into contact with their skin.
-Students must use glassware with caution.
-McGraw-Hill Ryerson Chemistry 11 (pages 294 – 305, lab on page 301).
-Activity sheet (see attached) (inspired by
https://molesandstoichiometry.wikispaces.com/file/view/chalk.doc)
-Paperclips
-Dice
-1.0 g piece of chalk (one per group). MSDS:
http://www.sciencelab.com/msds.php?msdsId=9927119
-40 mL of 1 mol/L hydrochloric acid (per group) MSDS:
-Balances (number depends on number of students but ideally, three or four)
-Two 100 mL beakers (per group)
-Graduated cylinder (one per group)
-Coloured pencils
D2.1, D2.5, D2.6, D2.7, D3.4
Assessment:
-Assessment of understanding during the note
-Checking that students are correctly executing the activity
-Discussion of the activity to ensure that the students understood what they were doing and
why it was important.
Lesson 9 - Limiting and Excess Reagents
OVERVIEW
The goal of this lesson is for students to understand limiting and excess reagents. I will start off
with a demonstration that will help students learn about limiting and excess reagents. I will
take a candle, put it in an open jar and then light it. As students watch the candle burn, I will ask
students about the type of reaction they are looking at, and if they think it will run out. I’ll ask
them why they think it will eventually stop, and how that would change if I were to cover the
jar.
I will present the first few slides of a note, during which students will follow the usual note
procedure. Then, there will be an activity. In this activity, students will examine the parts
required to put a chair together. They will have to determine how many chairs they can make
with the given parts, figure out which part limits the number of chairs that can be made, and
how all of the other parts affect this (this activity is in their textbook). Afterward, we will discuss
the number of chairs that the students came up with and why this is the case. I will then
present the rest of the note.
Next, students will do a small research project in groups (decided by playing cards). Each group
must choose one of the following products: a pesticide, herbicide or fungicide, a
pharmaceutical product, a household cleaner, a consumer product (hair dye, etc.) or another
teacher-approved product. Students will research to answer the following questions:
1. What is the purpose of the product?
2. What chemical quantities or calculations are required for the product to be safe?
3. What are some possible consequences if the calculations are not done properly?
4. What are the limiting and excess reagents when the product is being used?
Each group must have a different topic. They will have the rest of the period today and about
35 minutes to work on it next class, and then they will informally present it to the class in any
way that they wish. Students may get together and work on it at home if they wish, but it is not
expected.
Safety Procedures:
-I will make sure that students do not have any loose hair or clothing, and are not standing too
close to the flame during the demonstration.
-I will also make sure that there are no flammable substances nearby as I am doing the
demonstration.
-Candle
-Lighter
-Glass jar (big enough for the candle to fit in)
-Devices for the students to work on (computers/computer lab, iPads, etc.).
-Playing cards
D1.1, D1.2, D2.1, D2.5, D2.6
Assessment:
-Assessment of the students’ ability to participate in the examples, as well as their results from
the activity
-Their informal presentations (next class) will be formatively assessed.
Lesson 10 - Limiting and Excess Reagents – Research/Presentation
OVERVIEW
The goal of this lesson is for students to do research about real-life applications of limiting and
excess reagents and share that information with the class. The students will get into their
groups to resume their research from the previous day. When they have answered the
questions (see the previous lesson), they will compile them into a short presentation (this will
not be graded for marks). They can use whatever form of presentation they wish, as long as
they have time to complete it in the allotted time. Each presentation will be about 3 – 7
minutes, depending on the amount of information that students were able to find about their
topic. Each group must also write up a summary that will be printed and handed out to the
class. I will suggest that students divide up the tasks so that they can get everything done in the
allotted amount of time.
For the second half of the class, each group will present their presentation. I will encourage
students to pay attention because information from the groups’ summaries could appear on
the unit test, so they should pay attention to help them learn (only information from the
summaries would appear on the test, to make it fair for all groups).
-McGraw-Hill Ryerson Chemistry 11 (page 312)
-Devices for the students to work on (computers/computer lab, iPads, etc.).
D1.1, D1.2
Assessment:
-I will circulate to assess the students’ collaboration skills.
-I will formatively assess the students’ presentations to ensure that they understand the
concepts.
Lesson 11 - Reaction Yields
OVERVIEW
The goal of this lesson is for students to explore the concept of reaction yields. They should be
able to calculate a theoretical yield and the percentage yield. I will start this lesson with a note
about percentage yield, where the usual note expectations apply. This is the last new topic in
the unit, and it ties together a lot of concepts, so there will be a lot of examples.
When the slideshow is done, I will have the class create individual posters. Each student is to
create a poster for themselves that shows (with steps), how to use mole ratios between
components of a reaction, how to predict amounts of products/reactants needed, how to
determine a limiting reagent and how to determine percent yield. I will show an example and
point out that it may be helpful to put an example or two on their poster to illustrate the steps.
The students should also put any other information that they feel will help them personally on
the poster. I will look over the posters to make sure that the information is right and that the
students understand what they’ve learned, but they will not be graded.
Before the class leaves, I will inform them that there will be a unit test coming up in seven
classes and that we will do a formal review in a couple of days but that they should start
reviewing everything we have learned in this unit.
-PowerPoint presentation
-Blank paper (one sheet per person)
D2.1, D2.3, D2.5, D2.6, D3.4
Assessment:
- Assessment of the students’ ability to participate in the examples during the note.
-I will look over the students’ posters to make sure that they have made it corrects (all the
steps, examples and other pieces of information are correct).
Lesson 12 - Finding the Percentage Yield Lab – Part 1
OVERVIEW
The goal of this lesson is for students to complete a lab where they calculate their percentage
yield. I will explain the lab that the students are going to do (found in their textbook) and allow
them some time to complete the pre-lab questions (which they will eventually have to hand in).
When they are done, I will make sure that the procedure is clear and that safety has been
adequately discussed.
For the lab, students will complete a single displacement reaction involving steel wool and
copper chloride. This is done by measuring out some copper into a beaker with distilled water,
then adding some steel wool to the beaker. Within a few minutes, all of the iron should have
reacted with the copper chloride. The precipitate will be isolated, and the students will weigh it
when it is dry (the next day).
Once students have completed this portion of the experiment, I will instruct the students to
look at the questions associated with the lab. I will explain that this was part one of the lab and
that for part two, they need to design a new investigation that improves the percentage yield of
this experiment. They will then perform it (after I approve it), and compare their results to the
initial experiment. Students will be expected to have designed their procedure in three days so
that I can approve it, although I will be working with them throughout the design process so
they will already have a very good idea of whether or not their design is acceptable. I will
present the rubric, and we can start to discuss success criteria, but since the experiment is not
done, we will discuss it again in the future when we can go into more detail.
Before students leave, I will also have them fill out an exit card, as we will be starting a review
for the test in a couple of days. On the card, I want them to write topics that they are really
comfortable with and topics that they’d like a bit more review with so that I know what to focus
on more in the review in the coming days.
Safety Procedures:
-Students should be dressed appropriately and be wearing protective wear. Long hair must be
tied back.
-Students are not permitted to ingest anything and should be careful not to inhale any fumes.
-Students must use glassware with caution.
-Students need to be cautious with the chemicals (especially the hydrochloric acid) and be sure
to wash right away if there is any contact with the skin.
-Copper(II) chloride dihydrate (5.00 g per group). MSDS:
-Distilled water
-Steel wool (1.00 g per group). MSDS:
http://www.esciencelabs.com/sites/default/files/msds_files/Steel%20Wool.pdf
-1 mol/L hydrochloric acid (10 mL per group). MSDS:
-Two 250 mL beakers (per group)
-Waterproof grease marker
-Balance
-Stirring rod (one per group)
-Wash bottle (one per group)
D2.1, D2.3, D2.5, D2.6, D2.7
Assessment:
-I will assess technique and understanding as the students work.
-Eventually, there will be a lab report that will be marked.
-Exit cards
Lesson 13 - Investigation/Experiment – Part 2
OVERVIEW
Note: This lesson will last for three class periods. The goal of this lesson is for students to carry
out the experiment they have designed to improve their percentage yield from the lab the
previous day. The first day of the lesson will be for students to do some research and design a
new experiment/make changes to the existing one that they will be able to carry out. I will
circulate and talk to each student, helping them with their experiment modifications/design
and asking them questions that will help them go in the right direction.
On the second and third days, the students will perform their experiments. (This is flexible – if
the students need half of their period to finish up their procedure and their experiment is short,
that is acceptable a well. It is not set in stone). As the students work, I will circulate and ask
them questions about what they’re doing. I will make sure that all safety procedures are being
followed and that all of the students are doing what they should be. Students will work until
they are finished their experiment. If their procedure is too long and they won’t be able to
finish it in one class period, they will have to choose an appropriate place to stop (with my
help), and they will put their experiment somewhere safe to continue the next day. They will
then finish it the next day.
Once the students are done, they will take the yields of their products so that they can compare
them to the yields of the initial experiment. At this point, we will have a class discussion about
the success criteria and the rubric and will figure out exactly what is expected for the final lab
report. I will make it clear that the students are not being graded on whether their procedure
worked or not. Whether they got a higher yield or a lower yield than before, I want them to
explain why it worked the way it did, so they don’t need to worry if their procedure wasn’t
successful this time. That’s a part of science. Students will have at least one class period to work
on this, but the number of days will depend on when they finish (for example if everyone
finishes on the first day, they will have the second day to work on it and then we will move on.
If there are still groups working on the second day, they will have the third day to work on it).
The final report will be due one week after the third day.
Safety Procedures:
-General safety procedures will be followed (appropriate behavior, appropriate
clothing/protective gear, caution around dangerous chemicals, don’t ingest anything and
knowledge of what to do if students get a chemical on them).
-Specific safety measures will be discussed, but these will vary based on what each student
does for their experiment.
- Materials that the students need (this will vary based on the experiment that they have
designed)
D2.1, D2.3, D2.5, D2.6, D2.7
Assessment:
-The lab report will be marked according to the rubric.
Lesson 14 – Review
OVERVIEW
Note: this lesson/review will go on for two days. The goal of this lesson is to help students
review any topics that they would like to look at again and to ensure that they understand the
topics that we’ve covered in the unit.
I will begin this lesson by doing a general review of everything that we’ve covered in this unit. I
will give examples of what kinds of questions they should expect, key terms and big ideas. Once
I’ve done a general review, I will do a more specific review with examples based on the exit
cards. I will ask students if there are any other questions they’d like to go through.
Once I’ve finished reviewing, the students will have the rest of this period and the next period
to study for the test. If they feel that they understand all the concepts or they need a break
from reviewing, they can work their lab report. I will circle the room from time to time,
checking in on the students who are reviewing and conferencing with those who are working
on their lab report to see if they are heading in the right direction.
-McGraw-Hill Ryerson Chemistry 11 (chapters 5 – 7)
-Devices for the students to use to do research (computers, iPads, etc.).
-Any former notes that I may need to review
All of the expectations that have been covered so far
Assessment:
-I will be talking to students who are designing their investigation and making notes on their
design process and helping them through it.
-I will assess understanding during the review.
Lesson 15 – Unit Test (Culminating Activity)
OVERVIEW
The goal of this lesson is to assess what students have learned in the form of a unit test. When
the students arrive, they will give me their proposed investigation so that I can look it over and
either approve it or make suggestions that they will have to change for the next day. The
students will then write the test. It is expected to take most of the period, but any students
who finish early can work quietly at their desks on something that needs to be finished.
-Unit test
All of the expectations that were covered in the unit
Assessment:
-The unit test will be marked. The marking scheme on the test will be very clear.

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Quantities in Chemical Reactions Unit

Grade 11 University Chemistry

Lesson Description Specific Expectations

Lesson 1: Introduction: Quantitative Accuracy Lab

Lesson 2 – The Mole and Avogadro’s Number

Lesson 4 - Ensuring Unit and Dosage Precision – Project

Lesson 5 - Proportions in Chemical Compounds

Lesson 6 - Empirical and Molecular Formulas

Lesson 7 - Determining the Molecular Formula Lab

Lesson 8 - Chemical Reactions and Stoichiometry

Lesson 9 - Limiting and Excess Reagents

Lesson 10 - Limiting and Excess Reagents – Research/Presentation

Lesson 13 - Investigation/Experiment – Part 2

Lesson 15 – Unit Test (Culminating Activity)

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