Unit 3: The Mole builds on Project-Based Learning lessons outlined in Unit 1: Chemistry and Our World and Unit 2: Atoms and the Periodic Table.
- Can interpret the name and formula of compounds using IUPAC Rules.
- Can compare the type of chemical bonds and their properties and characteristics.
- Can compare the strengths of chemical bonds.
- Can apply VSEPR theory to determine covalent structures.
- Relate the formation of ions to the movement of valence electrons.
- Endothermic versus exothermic.
- Analyze the evidence of a chemical reaction.
- Write and balance the five main types of chemical reactions.
- Apply stoichiometric relationships such as limiting and excess reactants, theoretical yield, actual yield, empirical and molecular formula and hydrates.
- Utilize a reactivity table for single replacement reactions.
- Utilize a solubility table to determine the formation and identify the precipitate.
| Grade Level | Content | Author |
| 10-12 | Chemistry | Leslie Rhinehart |
- Standards
- Duration
- Driving Questions
- Materials/Apps
- Entry Event
- Public Product
- Assessments
- Project Calendar
- Notes
- About the Author
- About the Fellowship
Standards
NC Essential Standards for Chemistry
- 1.2.1, 1.2.2, 1.2.4, 1.2.5
- 2.2.1, 2.2.2, 2.2.3, 2.2.4, 2.2.5
Duration
1.5 weeks
Driving Questions
- How do we speak and read chemistry?
- What is the mole?
- How do we apply the mole to the law of conservation of mass?
Materials/Apps
- Goosechase app or paper versions of Goosechases
- Flipgrid app
- A composition notebook
- One gallon bag containing:
- 1 ruler
- 1 wooden block (from Jenga),
- 2 magic markers,
- 1 glue stick,
- Sticky notes (various colors and sizes),
- 1 self-inflating balloon (Whack a Pack – Dollar General),
- 1 sheet of filter paper,
- 3 notecards and 1 paperclip
- A marshmallow model kit (one large, 8 small colored, 7 toothpicks)
- A Makerspace card kit (copper tape – Amazon, diode – Amazon, coin battery – Amazon).
Entry Event
The Goosechase is conducted after the concepts have been covered and practiced. Within the Goosechase are numerous missions that evaluate the students’ understanding and mastery of concepts learned within the unit through discussion on Flipgrid, hands-on whack-a-pack acid-base exploration, hands on modeling using marshmallows for VSEPR Theory, seeking real-life examples, gathering and explaining data from an actual lab and developing group dynamics and social media skills through discussion thread of chemical reactions using Flipgrid.
Public Product
A portfolio filled with completed missions the student and teacher can both reflect upon the learning and the concepts taught and learned.
Assessments
As the missions are submitted on Goosechase, each mission is graded via a rubric for level of completion. The missions are then summed to give an overall grade for the Goosechase Unit Summative Assessment. Formative Assessments have already been completed in class via activities and quizzes.
Chm. 1.2.1, 1.2.2, 1.2.4
Ionic Jigsaw
Correctly push ions together to form an ionic compound using both binary and ternary ions, making them electrically neutral.
Chm. 1.2.5
Marshmallow Models
Apply the concept that sharing electrons form a covalent bond structure/geometry using Lewis structures formed via VSEPR Theory.
Chm. 2.2.2, 2.2.3, 2.2.4
Complete Ionic Equations – Jigsaw Modeling
Write and balance complete and net ionic equations.
Identify spectator ions.
Use solubility rules to identify precipitate.
Write and balance chemical equations.
Chm. 2.2.1, 2.2.2, 2.2.3, 3.2.1
DUO: Balloon Blowup
Use senses to determine the energy change in the balloon. Explain how the particles are moving.
Use pH scale to determine the acid/base contents of the balloon.
Explain the evidence of a chemical reaction.
Analyze the law of conservation of mass.
Explore group work and sharing of data.
Chm. 2.2.2, 2.2.4, 2.2.5
Mad Scientist – color changing compound.
Distinguish color change as a sign of a chemical reaction.
Use mole ratios to determine the chemical formula and name of a hydrated salt.
Calculate empirical formula relationship for a hydrated salt.
Explore data collection and interpretation.
Chem. 1.2.4, Chm. 2.2.3, Chm. 2.2.4.
STOICHIOMETRY – The Useful Mole
Write and balance a chemical reaction from a word problem.
Apply stoichiometric relationships to determine the limiting and excess reactants, the theoretical yield, the percent yield the numerical amount of left-over excess reactant.
Explain results.
Project Calendar
| Day 1 | Open Goosechase app. Students are free to complete at their own pace. Missions are stand alone and can be completed in any order. |
| Day 2 | Leaderboards can be monitored to see progress of students and their work. Missions can be observed individually through submissions to monitor for technology errors, such as no sound on video. Students can be notified so corrections to videos can be made. Same for pictures that are too blurry or too dark. |
| Day 3 | Leaderboards can be monitored to see progress of students and their work. Missions can be observed individually through submissions to monitor for technology errors, such as no sound on video. Students can be notified so corrections to videos can be made. Same for pictures that are too blurry or too dark. |
| Day 4 – 7 | Leaderboards can be monitored to see progress of students and their work. Missions can be observed individually through submissions to monitor for technology errors, such as no sound on video. Students can be notified so corrections to videos can be made. Same for pictures that are too blurry or too dark. The leaderboard allows the students to self-monitor their progress. Teacher can monitor and prod those that are seemingly behind. |
| Day 8: | Goosechase ends and rubrics are used to evaluate the products made by the students. |
Notes
A list of individual reactions for “Stoichiometry – The Useful Mole” is included with the packet.
Baggie contents can be whatever you have available. Since my students were in-person and remote, I gathered materials for a once a semester distribution. If all in-person, your missions and activities could encompass in-class time and resources.
Goosechase for Educators does have a cost, but is much more reasonable than their usual fee and was worth the cost for the ease of use for both students and myself.
About the Author
Leslie Rhinehart, a 2020-21 Kenan Fellow, has been teaching high school chemistry for 17 years. She has a B.S. in chemistry from UNC-Asheville, and a masters degree in Organometallic Analytical Chemistry from UNC-Charlotte. She loves teaching and sharing her passion for chemistry and science.
About the Fellowship
Leslie Rhinehart interned with Eaton Industries in Forest City, NC, and her fellowship was supported by Facebook.