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Chemistry
Unit: Chemical quantities
Lesson: Understanding Mole Calculations
11th and 12th grade
To quantitatively determine the number of moles for three given compounds used to
make Millimoles cake and confirm if she has enough of each ingredient for the
supplied recipe.
Students accurately determine if the given quantity of three compounds is adequate
for a given recipe by weighing the quantities of each compound and calculating the
equivalent number of moles.
Does Millimole have enough moles?
Materials Needed:
1 electronic balance per group
4 glass vials (or containers) per group
Sucrose
Sodium bicarbonate
All-purpose flour
1 calculator per group
Paper towels for any spills
Safety Concerns: Currently there are no safety concerns associated with this laboratory exploration, but
students should wear safety googles to practice sound laboratory behaviors.
General Outline of Lesson Plan:
The 5Es
Engage
Explore
Teacher
Action/Direct
Instruction
Use Millimoles story
starter to introduce
inquiry lesson
Instruct students to
complete chemical
quantity exploration of
baking ingredients.
Explain
Elaborate
Evaluate
Student
Action/Activity
Anticipated
Student
Responses
10 minutes
Quantity exploration of
baking ingredients
20 minutes
Groups report if
Millimole would have
enough of the
ingredients based on
their assigned amounts
of sucrose, sodium,
bicarbonate, and flour
to make the cake
Jot down observations
during demo about the
appearance of the
three compounds
(amount, volume, etc.)
Students will calculate
the number of particles
Students would
discuss their results
with the class
5 minutes
8 minutes
7 minutes
(+cleaning time)
in their supplied
amounts of baking
ingredients.
Further
Explorations
Summarize the
concepts introduced in
the current inquiry
lesson plan and prepare
students for the massto-volume relationship
to calculate the
number of particles
4 minutes
(if allotted
appropriately)
Learning Context
Procedure
Elaborate (8 minutes)
Demo to the students one mole of each of the three substances and ask them to
make observations about the quantities.
Are they all the same? What is different about the quantity of the three
compounds?
Have the students write down their observations on the corresponding
worksheet.
Evaluate (13 minutes)
Assessment Breakdown (30 points total)
Have the students weigh and calculate the corresponding mole number:
Weight of sucrose and calculation of moles (5 points)
Weight of sodium bicarbonate and calculation of moles (5 points)
Weight of flour and calculation of moles (5 points)
If Millimole does not have enough of any ingredient determine how much more
she needs for the recipe (2 points)
Presentation of group data (3 points)
Observational notes during demo and Avogadros number calculations (2 points)
Answer the supplemental questions at the end of the worksheet (8 points)
Leave a clean and tidy lab bench and return all equipment to the designated
areas (-2 points for the whole group if not completed before students leave the
classroom)
Differentiated
Instruction
Sample Student
Products
Collaboration
Time Allotment
Authors
Comments &
Reflections
Standards & Assessment:
Standards
Common Core
Performance
Criteria
Students
demonstrate
knowledge of
mass-to-mole
conversions for
sucrose, flour, and
sodium carbonate
5
points/compound
If Millimole does
not have enough
moles, the
students
determine how
many more moles
and the equivalent
grams she needs
for the recipe.
Students are able
to determine the
number of
particles
S3c. Students know one mole equals 6.02x1023 particles (atoms or molecules).
S3d. Students know how to determine the molar mass of a molecule from its
chemical formula and a table of atomic masses and how to convert the mass of
a molecular substance to moles, number of particles, or volume of gas at
standard temperature and pressure.
Communication students address the whole class by presenting their results
with their lab groups
Collaboration students work in groups on the laboratory assignment
Critical thinking students need to use their acquired laboratory skills to develop
a procedure for the determination of the number of moles.
See attached rubric for the point break down and how the students will be
assessed and the corresponding point values.
Evidence
0 points
Half Points
Students are
able to weigh
the given
samples and
convert to moles
by showing their
work
No attempt is
made to
calculate the
number of moles
in each
compound
An attempt is
made to
calculate the
number of moles
but minor errors
are evidenced in
the provided
work
Moles are
calculated for
the three
ingredients
without any
errors
Student
identifies the
ingredient
Student
identifies the
ingredient and
attempts to
calculate the
number of moles
and equivalent
grams she needs
Student is able
to determine the
number of moles
needed and the
equivalent
number of
grams
No attempt is
made
An attempt is
made to
calculate but
some errors are
made
Student is able
to correctly
calculate the
number of
particles
Students are
able to
determine the
number of moles
needed to
complete the
recipe for the
missing
ingredient.
Students are
able to convert
the number of
moles into
particles
Full Points
Story Starter:
Millimole is excited to celebrate mole day with her friends and has decided to bake a
chocolate cake for the special day. As she is searching online she finds the perfect recipe to try
called Nanomoles Chocolate Cake however, when she was downloading the ingredients list three of
the amounts were converted into a number of moles and some of the ingredients names were
missing. Now Millimole needs to determine if she has enough of her ingredients in the pantry to
make the cake in time for the party. Since she is unsure how to determine if she has enough moles,
Millimole decides to call you for some help since she knows you are currently enrolled in a chemistry
class and thinks you might be able to help her. She emails you the list of ingredients and asks you
how she can figure out if she has enough moles.
How can we help Millimole determine if she has enough moles based on the
information she has given us?
Ingredient
All-purpose Flour
Sucrose (Sugar)
Cocoa Powder
Sodium Bicarbonate
Baking Powder
Salt
Buttermilk
Vegetable Oil
Eggs
Vanilla
Coffee
Molecular Formula
C4H8O4
?
C7H8N4O2
?
NaHCO3
NaCl
C54H100O7
C6H12O3N2
C8H8O3
C8H10N4O2
Name: _________________________________
Date: _______________
Period: _____________
Students Prediction:
Students Hypothesis:
Data Collection:
Data Table Title:
All-purpose Flour
Mass of Ingredient
+ Container (g)
Mass of Ingredient
(g)
Sucrose
Sodium Bicarbonate
Sucrose
Sodium Bicarbonate
Molecular Formula
of Ingredient
Molar Mass of
Ingredient (g/mol)
Moles of Ingredient
(mol)
Amount Needed for
the Recipe (mol)
Question Time
Does Millimole have enough moles of each ingredient for the recipe?
If she doesnt have enough moles, how much more does she need?
How many more grams does she need to make the cake?
Discussion: Once you have collected all of your data with your group members, you need to discuss
your results with the class using the document camera and the Promethean board.
Be sure to clean up your lab bench and return ALL equipment back to the
designated area before you leave. If benches are left messy all members in
the lab groups will lose 2 points.