Stage 1 Chemistry

Teaching Unit: Chemical Quantities

Context/ This unit has been developed for a South Australian Certificate of Education (SACE) Stage 1 (year 11)
Rationale Chemistry class at Cornerstone College in the Adelaide hills. This class has a total of 19 students; 10 boys
and 9 girls. The students are generally hard working and engaged with the content. One student in this
class misses a double lesson every week due to a VET course. This student will follow a separate timetable
of lessons within this unit, where a booklet will be compiled by another teacher.

This unit is planned for three weeks, where week 1 has two double lessons (4 lessons in total), week 2 has a
double lesson removed for students to complete a deconstruct practical and therefore leaving a single
lesson and a double lesson for this week (3 lessons in total) and the final week has two double lessons and
one single lesson (5 lessons in total). Therefore, this unit of work will be completed in a grand total of 12 50-
minute lessons. As this is a short amount of lessons, it is expected/predicted that some of the content of
this unit will be revisited and finished off in term 3. Students will demonstrate a progression of learning
through activities such as exit cards, mini formative tests, lesson activities and homework tasks. The
summative assessment of this unit of work will be included in the end of semester exam.

This unit covers a combination of the subtopics 1.3: Quantities of atoms and 2.3: Quantities of molecules
and ions, outlined in the Science Understanding column within the SACE Stage 1 Chemistry subject outline.
The key concept of this unit is the concept of the mole, this is a new concept which is not covered in year 10

KUDs As a result of students engaging with this unit students will… Commented [CB1]: These Know, Understands and
Understand: dos were developed using the Chemistry SACE Stage
1 Curriculum (subtopics 1.3 and 2.3)
- Students will understand that quantities of different substances can conveniently be compared
using the mole unit.
- Students will understand that the relative atomic mass of an element is determined from all the
isotopes of that element.
- Students will understand that the number of moles of atoms in a sample can be determined from
the number of atoms present or from the mass of the atoms.
- Students will understand that the number of moles of particles (molecules, ions) in a sample can be
determined from the mass of the sample and the molar masses of particles.
- Students will understand that the percentage composition of elements in compounds can be
determined from the molar masses of the atoms.
Know:
- A mole is the unit for quantities in chemistry. Where a mole is the mass of substance containing the
same number of fundamental units as there are atoms in exactly 12.000g of 12C.
- Avogadro’s number describes the number of atoms in 12.000g of 12C.
- Isotopes are present when two or more forms of the same element that contain equal numbers of
protons but a different number of neutrons in their nuclei and therefore have a different atomic
mass but have the same chemical properties.
- The relative atomic mass is calculated by multiplying the relative abundances by the mass number
of each isotope adding these together and then dividing it by the total by 100:
𝑰𝒎𝟏 × 𝑰𝒂𝟏 + 𝑰𝒎𝟐 × 𝑰𝒂𝟐 + ⋯
𝑹𝑨𝑴 =
𝟏𝟎𝟎
- A mass spectrometer can be used to determine isotopes. Where a mass spectrum represents the
relative abundance percentage (y-axis) and the mass of individual isotopes (x-axis)
- The molar mass is the mass of all the atoms in a molecule in grams per mole.
- The relationship between number of moles, mass and molar mass:
𝒎
𝒏=
𝑴
- Percentage composition formula:
(𝒎𝒂𝒔𝒔 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅)
% 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅 = × 𝟏𝟎𝟎%
𝒎𝒐𝒍𝒂𝒓 𝒐𝒇 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅
- That the molecular formula shows the exact number and type of each chemical element within a molecule.
- That the empirical formula shows the simplest whole number ratio of the atoms of the chemical elements
present in the molecule.
 Do:
𝑚
- Undertake calculations using the 𝑛 = 𝑀 relationship to determine the number of moles of atoms,
molecules and ions and their compounds.
𝑚
- Use rearrangements of the 𝑛 = 𝑀 to find mass and molar mass of atoms, molecules and for ions
and their compounds
- Students will identify isotopes and outline the number of protons, neutrons
- Undertake calculations of the relative atomic mass.
- Undertake calculations of the molar mass of compounds.
- Undertake calculations of percentage composition, by mass, of elements in compounds.
- Draw and interpret mass spectra.
- Be able to calculate the empirical formula using the molecular formula
- Be able to calculate the empirical formula when given the percentage composition
- Be able to calculate the molecular formula when given the percentage composition and molecular
weight

Skills and Through engaging with this unit of work, students will have opportunities to develop their literacy,
Capabilities numeracy, personal and social, Information and communication technology (ICT) and critical and creative Commented [CB2]: These capabilities were selected
thinking capabilities. and developed using the General capabilities outlined
within the Australian Curriculum.
By engaging with this unit of work students will develop their literacy skills through reading, notetaking and
communicating scientific ideas through a variety of modes. The vocabulary of the scientific language used
to describe quantities will also be developed as a result of this unit. Students will also be introduced to
appropriate symbols and equations used to calculate and describe quantities within chemistry

The nature of this unit work enables students to heavily develop their numeracy skills within a chemistry
context. This is where students will be able to develop skills in reading basic mass spectra, apply their
understandings of the concept of percentage to calculate relative atomic mass and percentage composition
and using mathematical skills and operations to calculate quantities of atoms, molecules and ions within
their compounds. Students will also develop their knowledge and understandings of scientific notation and
how this is applied in a chemistry context.

As this unit of work will be assessed within the end of the semester exam, multiple opportunities for
formative assessments will be provided to students. This is where students will have the opportunity to
develop their personal and social capability where students are able to seek, value and act on feedback.
Students will also have the opportunity to develop their personal and social capability by engaging in both
group work activities and individual work activities.

Through engaging with activities within this unit of work students will also have a few opportunities to
develop their ICT and critical and creative thinking capabilities.
Students will develop their ICT capability by filming explanation videos either with a camera or screen
capture. Students will develop their critical and creative thinking in this unit of work by interpreting and
evaluating mass spectra to develop logical conclusions about abundance and relative atomic mass.

Differentiation/ Within this class, there are a variety of numeracy skills. As this unit is heavily numerical, strategies which
Flexibility simplify the mathematics are embedded within this unit, for example using the triangle for rearrangements
of the mole formula. A variety of different pedagogical methods have been included within this unit of work
to cater to student learning profile preferences. These include; practical tasks, think-pair-share, explicit
teaching, YouTube videos, flipped classroom, interactive games, class discussions, and more. Throughout
this unit of work, supporting additional resources will be supplied to students as required. The need for
these resources for additional support will be outlined through the ongoing formative assessments within
the unit of work. For students who are away, namely the student who misses a double lesson due to VET,
supplementary tasks will be provided and explanations through videos will also be provided to support
these students.
Refer to the ‘statement about model of inquiry’ section to read in more detail about teaching strategies
used in relation to the Teaching for Effective Learning (TfEL) framework.
Assessment The assessment of this unit work will be designed to allow students to demonstrate evidence of learning
Overview through understandings, knowledge and doing. The summative assessment of this unit of work will be
included within the end of semester exam. Therefore, many formative assessment tasks will be completed
to ensure that evidence of student understandings and progression of learning is collected. These formative
assessment types include; exit cards, quizzes, creating an explanation video and a formative test. Student
understandings will also be gathered through teacher-student interaction, where the teacher will touch
base with students while completing activities such as worksheets, puzzles and practicals. Class discussions
will be used to obtain the generally shared understandings, however, the other methods listed prior will be
more valuable to assess the individual progression of learning. These assessment methods are outlined
throughout the unit plan sequence and discussed in the ‘statement about model of inquiry’ section.

Statement This unit of work develops students’ inquiry skills through addressing specific Science Inquiry Skills (SIS)
about Model of outlined from the Chemistry SACE stage 1 subject outline, using the Understanding By Design (UBD) model
Inquiry and implementing the Teaching for Effective Learning (TfEL) framework. Throughout this unit of work
students will have the opportunity to develop the following SIS’s:

SIS 1: Critical evaluation of procedures and data can determine the meaningfulness of the results: Commented [CB3]: These Science Inquiry Skills (SIS)
- Evaluate reliability, accuracy and validity of results (comparison of theoretical and experimental were selected from the Chemistry SACE Stage 1
curriculum.
data in the magnesium oxide practical in week 7, Monday lesson).
SIS 3: Results of investigations are represented in a well-organised way to allow them to be interpreted:
- Drawing of graphs (drawing of mass spectrum in M&M activity, week 5 Monday)
SIS 4: Scientific information is presented using different types of symbols and representations:
- Interpreting mathematical ratios (Empirical formula lesson, week 7 Thursday)
SIS 8: Effective scientific communication is clear and concise (Throughout the unit of work):
- Appropriate language
- Terminology

This unit has been developed using the Understanding By Design (UBD) model, where clear learning
objectives of what students will Know, Understand and Do (KUD) are outlined. By using the UBD template, a
unit which is rich in learning, authentic and relevant was produced (Tomlinson, 2014; Wiggins & McTighe,
2011). The understanding objectives are broad enough to ensure that the curriculum can be differentiated
and therefore accessible to all students. Following the development of the understanding objectives, what
the students will need to know to engage with the big understanding ideas were considered and outlined
(Wiggins & McTighe, 2011). By outlining the knowledge that the students will require to engage in the
learning outcomes, series of lesson topics and resources can be developed to ensure students are able to
be present, participate and progress in their learning (Ainscow & Miles, 2008). Lastly, what the students will
do so they can demonstrate their progression of learning was considered. This is where what students will
be able to do by engaging in this unit are outlined and therefore, activities which enable students to
demonstrate their knowledge and understandings are created (Wiggins & McTighe, 2011).

The teaching for Effective Learning (TfEL) framework was also used to develop this unit, namely, to develop
the selection of appropriate teaching strategies. Where the key aspect of knowing your students, which
underpins the TfEL framework is highly considered through ensuring formative assessment is regular, so the
teacher can identify where students are at. By doing so the curriculum can be negotiated (domain 2.3). By
implementing teaching strategies such as think-pair-share, class discussions and practical work where
students can collaborate, other aspects of domain 2 are addressed. Students are encouraged to become
expert learners through the identified SIS, asking challenging questions and through enabling students time
to develop thoughts and share with others. The learning within this unit is personalised and connected by
incorporating practical activities whenever possible and using a multiple means of communicating ideas such
as YouTube videos, worksheets, PowerPoints, puzzles and quizzes (DECD, 2019).
WK Monday- Double lesson Tuesday- Single lesson
5 SPECIAL TOPIC/THEME: Relative atomic mass (subtopic 1.3)
TIMETABLE:
Tuesday LESSON OVERVIEW: This is the first lesson of the topic Quantities (subtopics
L1&2, 1.3 and 2.3). This lesson will begin with a quick warmup activity, where
Thursday students will write the number of neutrons and number of protons of the
lesson 3&4 following elements: carbon, iodine, oxygen and chlorine. Following this, there
will be a teacher lead class discussion to revise atomic mass and discuss why
these are not full numbers on the periodic table. Students will then revise
isotopes and learn about a mass spectrometer and its spectra. Students will
then use this information to engage with an M&M mass spectra and relative
atomic mass activity. Students are then to complete a relative atomic mass
worksheet. This lesson will conclude with a brief teacher lead discussion of
what learning objectives were addressed within this lesson.
LEARNING OBJECTIVES:
Students will understand that the relative atomic mass of an element is
determined from all the isotopes of that element.
Students will know that
- Isotopes are present when two or more forms of the same element
that contain equal numbers of protons but a different number of
neutrons in their nuclei and therefore have a different atomic mass
but have the same chemical properties.
- the relative atomic mass is calculated by multiplying the relative
abundances by the mass number of each isotope adding these
together and then dividing it by the total by 100:
𝑰𝒎𝟏 × 𝑰𝒂𝟏 + 𝑰𝒎𝟐 × 𝑰𝒂𝟐 + ⋯
𝑹𝒆𝒍𝒂𝒕𝒊𝒗𝒆 𝑨𝒕𝒐𝒎𝒊𝒄 𝑴𝒂𝒔𝒔 =
𝟏𝟎𝟎
- a mass spectrometer can be used to determine isotopes where a mass
spectrum represents the relative abundance percentage (y-axis) and
the mass of individual isotopes (x-axis)
Students will be able to
- identify isotopes and outline the number of protons and neutrons for
each isotope
Thursday- Double lesson
TOPIC/THEME: calculating the molar mass and introduction to the mole
(subtopic 1.3/2.3)
LESSON OVERVIEW: This lesson will begin with a simple warmup activity, where
one question from the relative atomic mass worksheet will be gone through as
a class. Students will then build upon their understandings of relative atomic
mass to calculate the molar mass through completing a worksheet. Students
will then explore how we use words such as ‘pair’ and ‘dozen’ to describe a
group of numbers and that similarly, we use the term ‘mole’ to describe
Avogadro’s number, this will be done through a table puzzle. Students will
then undertake basic calculations using Avogadro’s number, this will be done
through a worksheet. A kahoot will be used to explore how we can use terms
such as “a dozen pairs of shoes” to describe quantities and therefore from this
information we can calculate that there are 24 shoes in total. Through
understanding this concept, students will then continue to undertake basic
calculations using Avogadro’s number. An exit card to reflect student
understandings will be collected to conclude this lesson.
LEARNING OBJECTIVES:
Students will understand that quantities of different substances can
conveniently be compared using the mole unit.
Students will know that
- a mole is the unit for quantities in chemistry. Where a mole is the
mass of substance containing the same number of fundamental units
as there are atoms in exactly 12.000g of 12C.
- Avogadro’s number describes the number of atoms in 12.000g of 12C.
- the molar mass is the mass of all the atoms in a molecule in grams per
mole.
Students will be able to
- Undertake calculations of the molar mass of compounds.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
 - undertake calculations of the relative atomic mass. - Explicit teaching
- draw and interpret mass spectra. - Worksheets
- Kahoot
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES: - Table puzzle
- teacher lead class discussion - Exit card
- explicit teaching
- Worksheets RESOURCES: 1 (slides 8-11), 5, 6, 7, 8, 18
- Interactive activity (M&M activity) *TedED video included in resource 1 will be shown here.
* molar mass practice questions are included in resource 1.
RESOURCES: 1 (slides 1-7), 2, 3 and 4
*FuseSchool: Spectrometry video included in resource 1 will be shown in this ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
lesson. - Ongoing assessment through walking around and touching base with
students
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK: Ongoing assessment - Kahoot
through strategically walking around the room to gauge understandings of - Exit card
individual students
HOMEWORK: Students are to complete questions in essentials textbook.

HOMEWORK: Students are to finish isotope worksheet and relative atomic

mass worksheet for homework.
6 TOPIC/THEME: Reinforcement of Avogadro’s number
and introduction to the mole equation (subtopic 1.3)
LESSON OVERVIEW: This lesson will begin with a simple
PRACTICAL- TESTS FOR SUMMATIVE DESIGN warmup activity, where one question from the
PRACTICAL (not a part of this unit) Avogadro’s number worksheet will be gone through as
a class. Students will then have more practice with
Avogadro’s number by completing the worksheet that
was started on Thursday. Students will then be
introduced to the mole equation and use this to
calculate the number of moles of atoms, molecules and
compounds. Students will then use the last 10 minutes
of the lesson to post on Charis a positive, minus and
question (PMQ) in relation to the content covered or
the design practical.
TOPIC/THEME: Reinforcement of molar mass calculations
and calculating the number of moles. Rearrangements of
the mole equation. (subtopic 1.3/2.3)
LESSON OVERVIEW: A warmup activity for this lesson will
be giving students the challenge of calculating the mass
when given the number of moles and the molecular weight
of a substance. Students will then be taught some
strategies to rearrange the mole equation and then have
some practice through completing a worksheet. Students
will then complete a practical where they compare a set
number of moles of different substances. A teacher lead
class discussion will be used to conclude this lesson.
LEARNING OBJECTIVES:
Students will understand that….
LEARNING OBJECTIVES:
Students will understand that….
- quantities of different substances can
conveniently be compared using the mole unit.
- the number of moles of atoms in a sample can
be determined from the number of atoms
present or from the mass of the atoms.
- the number of moles of particles (molecules,
ions) in a sample can be determined from the
mass of the sample and the molar masses of
particles.
Students will know:
- A mole is the unit for quantities in chemistry.
Where a mole is the mass of substance
containing the same number of fundamental
units as there are atoms in exactly 12.000g of
12
C.
- Avogadro’s number describes the number of
atoms in 12.000g of 12C.
- The molar mass is the mass of all the atoms in a
molecule in grams per mole.
- The relationship between number of moles,
mass and molar mass:
𝒎
𝒏=
𝑴 TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
Students will be able to:
𝑚 - Strategy teaching
- Undertake calculations using the 𝑛 = 𝑀
relationship to determine the number of moles
of atoms, molecules and ions and their
compounds.
- Undertake calculations of the molar mass of
compounds.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Think pair share
- Explicit teaching
- Students will understand that quantities of
different substances can conveniently be
compared using the mole unit.
- Students will understand that the number of moles
of atoms in a sample can be determined from the
number of atoms present or from the mass of the
atoms.
- Students will understand that the number of moles
of particles (molecules, ions) in a sample can be
determined from the mass of the sample and the
molar masses of particles.
Students will know:
- The relationship between number of moles, mass
and molar mass:
𝒎
𝒏=
𝑴
Students will be able to:
𝑚
- Undertake calculations using the 𝑛 = 𝑀
relationship to determine the number of moles of
atoms, molecules and ions and their compounds.
𝑚
- Use rearrangements of the 𝑛 = 𝑀 to find mass and
molar mass of atoms, molecules and for ions and
their compounds
- Challenge question
- worksheet
- Practical, comparing how big is a mole
- Teacher lead discussion
RESOURCES: 1 (slides 14 &15), 8, 9
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
- Ongoing assessment through walking around and
touching base with students

7 *SUMMATIVE DESIGN PRACTICAL DUE
TOPIC/THEME: percentage composition (subtopic 2.3)
LESSON OVERVIEW: For a warmup activity, an
explanation of the composition of air will be
displayed. Using this, students are to think pair and
share another way chemist might describe quantities
within a molecule. Following this, students will be
explicitly taught percentage composition, where they
will use a worksheet to practice. Students will then
further explore and consolidate their understandings
of percentage composition by completing a practical.
Students will calculate the theoretical percentage
composition of magnesium in magnesium oxide and
then complete a practical and determine the
experimental percentage composition. Students will
then compare the two.
LEARNING OBJECTIVES:
- PMQ
RESOURCES: 1 (up to slides 12 &13), 7
*calculating molar mass and therefore the number of
moles practice questions are included in resource 1.
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
- Ongoing assessment through walking around
and touching base with students
- PMQ for reflection of practices and student
understandings.
HOMEWORK: finish off any worksheets not finished in
class.
TOPIC/THEME: Formative assessment of content
covered so far (subtopic 1.3 and 2.3)
LESSON OVERVIEW: To begin this lesson, the concepts
of the practical in the previous lesson will be discussed
through a teacher lead discussion. Following this,
students will be given a formative assessment on the
content that has been covered so far.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Formative assessment
RESOURCES: 15, 16, 17
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
This formative assessment will be marked, and
feedback will be posted on students’ individual Charis
sites for the year 11 chemistry page. This is so students
can see what they might need to revise for the exam
and for a better understanding of the concepts
covered.
- Through homework where students make a video
explaining the mole concept
HOMEWORK: Students are to make a 2-minute video
explaining the mole, the mole formula and how to
rearrange the mole formula to find mass and molar mass.
This video doesn’t need to be polished, just a rough video.
TOPIC: Empirical & molecular formula (subtopic 2.3)
LESSON OVERVIEW: At the begging of this lesson a warmup
activity for students to engage in ratios practice will be
completed. This is where students will use whiteboards to
answer multiple choice questions displayed on the
classroom TV. Students will then use their flipped
classroom activity to think pair and share what they took
notes on in relation to the videos. Definitions and examples
of molecular and empirical formula will then be explicitly
taught, and students will have a chance to practice these
skills. A quiz night style game will then be played, and the
lesson will conclude with an exit card.
LEARNING OBJECTIVES:
Students will understand that Students will understand
that the number of moles of particles (molecules, ions) in a
sample can be determined from the mass of the sample
and the molar masses of particles.
Students will know
 Students will understand that the percentage
composition of elements in compounds can be
determined from the molar masses of the atoms.
Students will know the Percentage compound
formula:
% 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅
(𝒎𝒂𝒔𝒔 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅)
=
𝒎𝒐𝒍𝒂𝒓 𝒐𝒇 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅
× 𝟏𝟎𝟎%
Students will be able to undertake calculations of
percentage composition, by mass, of elements in
compounds.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Challenge warmup activity question
- Think pair share
- Worksheet
- Practical
RESOURCES: 1 (slides 16,17 & 18), 10, 11
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
Ongoing assessment through walking around and
touching base with students
HOMEWORK: Students are to complete the practical
discussion questions for homework.
8 EXAM REVISON
9 EXAM WEEK
- That the molecular formula shows the exact
HOMEWORK: Flipped classroom videos: students are to number and type of each chemical element within
watch videos on empirical and molecular formula and a molecule.
take notes (resources 16 & 17). - That the empirical formula shows the simplest
whole number ratio of the atoms of the chemical
elements present in the molecule.
Students will be able to
- Be able to calculate the empirical formula using
the molecular formula
- Be able to calculate the empirical formula when
given the percentage composition
- Be able to calculate the molecular formula when
given the percentage composition and molecular
weight
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Formative assessment using whiteboards
- Flipped classroom
- Think pair share
- Explicit teaching
- Quiz
RESOURCES: 1 (up to slides 19-24), 15, 16, 17, 19
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
- Whiteboard activity to gauge student understandings of
ratios
- exit of content covered in this lesson and for students
to identify content they want to recap during exam
revision week (this includes content covered prior to
this unit).
- Exit card
HOMEWORK: exam revision
Resources

Resource Description of resource and why it was selected Link to resource

number
1 Unit PowerPoint: A unit PowerPoint was created to ensure flow and the http://bit.do/resource-1
unit outline was structured (for teacher reference). This unit PowerPoint
was also created to offer visual representations such as diagrams.
Imbedded within the PowerPoint are practice questions related to the
content covered, as well as video files outlined below in 1.1 and 1.2.
1.1 *this resource is imbedded within resource 1 https://www.youtube.com/watch
Mass spectrometry YouTube video: This video provides a brief ?v=sTi--ixdAME
explanation of how mass spectrometry works. By showing this video
students can be engaged through an visual explanation and time can be
saved explaining this content which is minor in comparison to the
outlined key understandings.
1.2 *this resource is imbedded within resource 1 https://www.youtube.com/watch
TedEd, How big is a mole YouTube video: This video is shown to students ?v=TEl4jeETVmg
to allow them to gain a visual understanding of how big a mole really is.
This video reinforces the concept of Avogadro’s number and how moles
can be used to compare quantities within chemistry.
2 Isotope worksheet: This worksheet allows students to revise their http://occonline.occ.cccd.edu/onl
understandings and knowledge of isotopes by calculating the number of ine/ahellman/Isotopes%20Works
protons and neutrons in each isotope. As this activity gives quite a large heet.pdf
list, students will be given a set time to do these questions and then
complete these for homework.
3 M&M activity: This is a hands-on activity which enables students to http://bit.do/resource-3-M-M-
master the concept of percentages and using this to calculate the worksheet
relative atomic mass. This hands-on activity was chosen to spark
*this idea was adapted from:
engagement and also allow a memorable activity for students to think
Hohenstein, K., (2018).
back to when revising how to calculate relative atomic mass. This activity
is given here so students can really practice how to calculate
percentages as without this sound understanding students may struggle
later when they calculate percentage composition.
4 Relative atomic mass worksheet: This worksheet has a series of http://bit.do/resource-4
questions where students are to calculate the relative atomic mass. This *this was adapted from: Isotope
is where students can consolidate their learning from resource 3. Practice, (n.d.).
5 Table puzzle on everyday quantities: This table puzzle was created on Solution:
Tarisa to hook students and to help students conceptualise that a mole https://drive.google.com/file/d/1
is just a word for a set number (Avogadro’s number) just like a dozen 5w8HuNHojXEWI4L2eB36xIgoacy
HgxAo/view?usp=sharing
means two. *This puzzle may take students some time therefore a timer
will be placed on the board to make sure it is completed or attempted in
Printable version:
a timely matter (as this is an engagement activity).
https://drive.google.com/file/d/1
L6LErSzZHL2N05z6mcFd_Aq7lUvY
*this activity is to be done in teams lN9_/view?usp=sharing
*winning team will receive a prize (the team who completes it the
fastest and is correct).
6 ‘How many’ Kahoot: exploring how many of something there are: i.e. https://create.kahoot.it/share/qu
how many shoes in 20 pairs of shoes. This activity allows students to antities/a2b42c5d-ccbc-4cff-
unpack and begin to logically understand how moles relate to atoms, 8b3a-7d80bd17d252
molecules and ions.
 *winning team will receive a prize.
7 Basic mole calculation questions: students will complete up to question http://mrrumbolt.weebly.com/up
6 on this worksheet and then play the kahoot in resource 6. This loads/4/9/5/2/4952485/mole2.pd
worksheet allows practice and mastery of the understandings of f
Avogadro’s number and what a mole represents.
8 Rearrangements of the mole equation worksheet: this worksheet gives https://drive.google.com/file/d/1
students practice rearranging the mole equation with worded questions. UXQe_l_BTST86D-
This worksheet is put here for students to develop mastery in the skill of DwhOyQGh68E8Ntog7/view?usp
=sharing
solving for unknown mass, number of moles and even molecular weight.

this worksheet was adapted from:

Molar Mass Worksheet- Answer
key, (n.d.).
9 How big is a mole practical: this practical allows students to visually https://drive.google.com/file/d/1
explore how big a mole looks in different substances. Allowing students 0jnoZdQKTqYsgx1RWu54eTeehlk
to complete this practical further cements the understanding that a w7J1O/view?usp=sharing
mole is used to compare quantities of substances.
10 Percentage composition worksheet: this worksheet gives students https://drive.google.com/file/d/1
practice in calculating the percentage composition. This worksheet is put AsbwNBNKPdkrvYHEQ24DxZax1m
here for students to develop mastery in the skill of finding the rOdmg9/view?usp=sharing
percentage composition.
this worksheet was adapted from:
Acschools.org, (n.d.).

11 Percentage composition practical: The aim of this practical is to allow https://www.prospectridgeacade

students to consolidate their understandings of calculating the my.org/ourpages/auto/2017/10/1
percentage composition. Students will calculate the theoretical 8/59248764/5%20magnesium_ox
ide_lab.pdf
percentage composition of magnesium in magnesium oxide and then
complete a practical and determine the experimental percentage
composition. Students will then compare the two. Also, through this
practical students will gain their skills in analysis and comparison of
theoretical and experimental yield and how to calculate percentage
error.
12 Formative assessment: This formative assessment was put here to https://drive.google.com/file/d/1
assess what students understand, know and are able to do so far within e-
this unit. Prior to this assessment other formative assessments have Wx0z3WvuydoihUbRtSctXSaQcLy
2NE/view?usp=sharing
been imbedded to gain where students are at. As this unit does not have
a summative test, the contents of the unit have been put in this
This formative assessment was
formative assessment to assess students so I am able to better support
made using the following
students with their exam revision. Also, this formative assessment allows resources: SCRIBD, (2016);
evidence of learning, therefore if a student is away for the exam or does Siyavula textbook, (2019); Soft
poorly, this assessment can be used as evidence. Schools, (2019).
13 Empirical and molecular formula YouTube video: this video is to be https://www.youtube.com/watch
shown for homework for a flipped classroom activity. This video explains ?v=WVpLq9ablgw
what the difference between molecular and empirical formulas is. By
giving this as a flipped classroom activity, time explaining can be saved
during class. Therefore, students will have more time to master skills in
empirical formula calculations.
14 Empirical formula from percentage composition YouTube video: This https://www.youtube.com/watch
video is to also be watched for homework, where this video explains ?v=5xVTw6LFG2E
 how to calculate the empirical formula and then the molecular formula
when given the percentage composition and molar mass.
15 Finding the ratio practice questions: These questions are used as a warm https://www.khanacademy.org/m
up to enable students to develop mastery in finding ratios. Time is ath/pre-algebra/pre-algebra-
allowed for this as it is a mathematical concept in which some students ratios-rates/pre-algebra-ratios-
intro/e/representing-ratios
may struggle with. Therefore, it is important to allow students some
time to get it right.
16 Equivalence ratio practice questions: These questions are one step up https://www.khanacademy.org/m
from the questions given in resource 15. Where students are to find ath/pre-algebra/pre-algebra-
equivalence ratios. This is the foundation of calculating the empirical ratios-rates/pre-algebra-ratios-
intro/e/equivalent-ratios
formula.
17 Empirical formula game: This PowerPoint is a series of questions which https://drive.google.com/file/d/1
students will complete in a quiz nigh format. Students will be in small n4T9HqIMR22ucq6Sg4uaxuyom7
groups and will have to agree on an answer to put down. Students will ClYNqW/view?usp=sharing
then swap their answers with another group and peer assess.
obtained from: Isotope Practice,
(n.d.).
18 Week 5, Thursday exit card: This exit card is put during this week to find https://drive.google.com/file/d/1
out where students are at in relation to the content covered. This is so d37D6lNOYCFQz8nb-
teaching can be adjusted accordingly. SLK5uka2Ax7N7_x/view?usp=shar
ing
19 Week 7, Thursday exit card: This exit card is put during this week to find https://drive.google.com/file/d/1
out where students are at in relation to the content covered. This is so VWCfFjrDL0IerxF9L7x1QI0s-
teaching can be adjusted accordingly. c7X92hI/view?usp=sharing

References
Acschools.org, (n.d.). Percentage Composition by Mass Worksheet. Retrieved from:
https://www.acschools.org/cms/lib07/PA01916405/Centricity/Domain/362/Percent%20Composition%20by%20Mass%20Worksheet.
pdf

Ainscow, M. & Miles, S. (2008). Making education for all inclusive: Where next? Prospects, 37(1). 15-34.

Bolt, R., (n.d.), Avogadro’s Number. Retrieved from: http://mrrumbolt.weebly.com/uploads/4/9/5/2/4952485/mole2.pdf

DECD (Department of Education and Child Development) 2019, South Australian teaching for effective learning (TfEL) Framework guide:
a resource for developing quality teaching and learning in South Australia, Government of South Australia.

Dulek, D., (2012). How big is a mole? (Not the animal, the other one.). Retrieved from:
https://www.youtube.com/watch?v=TEl4jeETVmg

Fuse School, (2014). Empirical formula from percentage composition. Retrieved from:
https://www.youtube.com/watch?v=5xVTw6LFG2E

FuseSchool ,(2014). Spectrometry. Retrieved from: https://www.youtube.com/watch?v=sTi--ixdAME

GetChemistryHelp, (2013). Chemistry Lesson: Empirical & Molecular Formulas. Retrieved from:
https://www.youtube.com/watch?v=WVpLq9ablgw

Hohenstein, K., (2018). Investigating Isotopes: Using M&M’s as a Model for Calculating Average Atomic Mass. Retrieved from:
https://serc.carleton.edu/sp/mnstep/activities/20116.html

Isotope Practice, (n.d.). Retrieved from:

http://webcache.googleusercontent.com/search?q=cache:OUB9DxRBK28J:www.mvcsp.com/si/Shared%2520Documents/CHE%25202
A/isotope%2520practice.doc+&cd=12&hl=en&ct=clnk&gl=au
Khan Academy, (2019). Basic Ratios. Retrieved from https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-rates/pre-
algebra-ratios-intro/e/representing-ratios

Khan Academy, (2019). Equivalent Ratios. Retrieved from https://www.khanacademy.org/math/pre-algebra/pre-algebra-ratios-

rates/pre-algebra-ratios-intro/e/equivalent-ratios

Molar Mass Worksheet- Answer key, (n.d.). Retrieved from:

https://www.riverdell.org/cms/lib05/NJ01001380/Centricity/Domain/98/MoleQuestionAnswers.pdf

OCC (n.d.). Isotopes Worksheet. Retrieved from: http://occonline.occ.cccd.edu/online/ahellman/Isotopes%20Worksheet.pdf

Prospect ridge academy, (n.d.). Percentage Composition Determination- Magnesium Oxide Lab. Retrieved from:
https://www.prospectridgeacademy.org/ourpages/auto/2017/10/18/59248764/5%20magnesium_oxide_lab.pdf

SACE Board of South Australia. (2018). Stage 1 Chemistry Subject Outline (for teaching 2019). Retrieved from:
https://www.sace.sa.edu.au/documents/652891/4654975/Stage+1+Chemistry+Subject+Outline+%28for+teaching+in+2019%29.pdf/e
878470a-8450-c845-33cf-03293a808343?version=1.2

SCRIBD, (2016). Grade 11 test. Retrieved from: https://www.scribd.com/doc/299471924/grade-11-test

Siyavula textbook, (2019). Atomic Mass and the Mole. Retrieved from: https://www.siyavula.com/read/science/grade-
10/quantitative-aspects-of-chemical-change/19-quantitative-aspects-of-chemical-change-01

Soft Schools, (2019). The Mole. Retrieved from: http://www.softschools.com/manage/themes/testreview?id=8&themeId=1838

The Molecular and Empirical Formula Game, (n.d.). Retrieved from: https://webcache.googleusercontent.com/search?q=cache:Ir-
WzeYLnW0J:https://hinksonchemistry.weebly.com/uploads/8/1/8/5/81858430/the_molecular_and_empirical_formula_game.pptx+&
cd=1&hl=en&ct=clnk&gl=au

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Heatherton, Vic.: Hawker
Brownlow Education.

Wiggins, G. & McTighe, J. (2011). Module F: Essential questions and understandings. In The understanding by design guide to creating
high-quality units (pp. 70-88). Alexandria, VA: ASCD