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Date: 02/28/17
Subject: Physical Science 20 Grade: 11
Topic: How to calculate molar masses for a mixture of ionic, covalent, and
molecular compounds, and use those molar masses to convert from gram weight
to a molar equivalent. Essential Question: N/A
Materials:
- Calculating Molar Masses for Elements and Compounds ppt.
- Smartboard and electronic writing utensils
- Loose-leaf and writing utensils
- Periodic Table of the Elements/Ions, Table of Common Ions
Cross-Curricular Competencies:
Developing Thinking: students must critically think about concepts that they are not
able to visualize with the naked eye. Using molar masses students are dissecting
knowledge of particles not visible to them and as such in developing relationships
between varying quantities of mass can translate just what it takes for them to visualize
these chemical constructs. It also forces the applied use of mathematically constructs in
a scientifically relevant application of knowledge.
Developing Identity and Interdependence: as always with group work, students are
dependent upon one another for success or failure. The failure to grasp the knowledge
applied in this lesson as a new concept will mean that students become heavily
dependent on other members of their group. These dependable group members can
engage in leadership roles and effectively peer-teach their fellow students as a way of
supplementing teacher instruction.
Developing Literacies: communicative literacy is present in the cooperative group
work strategy of this lesson. As well; written, scientific, and mathematical literacy are
used in conjunction with one another during completion of the molar mass related
exercises.
Outcome(s):
PS20-FC2 Construct an understanding of the mole as a unit for measuring the amount of
substance.
g. Calculate the molar mass of various molecular and ionic compounds.
h. Perform molar conversions, including mass to mole, number of particles to mole,
volume to mole, concentration of a solution to mole and their inverse operations, using
the correct number of significant figures.
PGP Goals:
2.2 proficiency in the Language of Instruction
2.4 ability to use technologies readily, strategically, and appropriately
4.1 knowledge of Saskatchewan curriculum and policy documents and applies this understanding to plan
lessons, units of study and year plans using curriculum outcomes as outlined by the Saskatchewan Ministry of
Education.
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The assessment for learning formative component of this lesson, is the grouped
completion of the Fill in the Blank activity by students as a part of the concept
introductory power-point. Students are given either the name, or chemical formula for a
series of; ionic, covalent, and molecular (polyatomic) compounds from which they must
discern the molar masses for the; cationic, anionic, and total compound composition.
They are also asked to formally show their understanding of chemical nomenclature and
formula creation by producing the reciprocal of that which is given, as well as display
comprehension of the meaning of subscripts in chemical formulas.
Adaptations/Differentiation:
- If students suffer from social anxiety or depression, they may be unwilling to
participate in the presentation of the group material for the fill in the blank. In this case
the adaptation can be made that a single presenter can be nominated by group
consensus for presentation of the fill in the blank answers so as to avoid placing any one
student in an uncomfortable situation.
- The outcome itself is currently adapted for any students who have difficulty with
cognitive processing in the breaking down of larger complex molar calculations into a
stepwise process. If any students are still showing difficulty, pairing with additional
educator support present in the room is a possible adaptation.
Closing of lesson:
The closing of the lesson will be an exercise in critical thinking; students will be
presented with a gram weight mass of sodium metal, and using their newfound
information on molar mass calculation, be lead in a teacher-centered demonstrations of
a molar mass conversion. Going first from the given gram weight of sodium, to moles,
and then using their previous understanding of Avogadros constant to particles.
Personal Reflection:
Immediately after starting this lesson, I made the realization that students did not have a
basic understanding from the previous lessons materials, the utilization of Avogadros
number in molar/particle conversion calculations. Instead of moving on after the
motivational set, two question quiz, I took additional time to go through the quiz on the
board with the students as two exemplars for how to properly use Avogadros number for
these types of calculations, also placing a direct emphasis for the need to remember the
number itself as their teacher was not going to be giving it to them on future assessments.
This tailored to my PGP goal for proficiency in the language of instruction, knowing when
to deviate from a planned lesson for the betterment of student comprehension and having
a means for instructing to develop a better understanding. From this point on, the entire
lesson was somewhat thrown into flux, as it dramatically elongated the motivational
set/added an additional component to the main procedural component of the lesson. I
made the recognition that I was not going to be able to complete the formative
assessment component initially planned for the lesson, the fill in the blank exercise. So
instead of trying to force my way through the notes to get to a point where I could assess
student understanding of something that we were not able to go into detail with. I elected
to allow more time, for the student that were feeling anxiety to take down the notes, and
worked through each of my examples on the board, showing students where to find each
piece of information (i.e. molar mass values) essential to answering each of the questions.
The downside of not completing the formative assessment meant that as a TC I was not
going to be there to complete the lesson the following day, and Carmen was also not going
to be there. This in-turn meant there was going to be a substitute teacher who would have
to have a base understanding of the subject material if the formative assessment was to
be completed at all. If I were to be teaching this class on a regular basis and the initial lack
of understanding had been made apparent, I may have spent a longer portion of the
lesson working on example from Avogadros number, before moving onto a more complex
topic like molar mass calculations and conversions. Giving additional worksheets for
practice on both would then become a necessitation to give students more practice in a
differentiated timeframe and give me supplemental means of assessing their
understanding.