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The Mole

This segment examines the mole and Avagadro's number. The students continue their exploration of dimensional analysis.

This segment examines the mole and Avogadro's number. The students continue their exploration of dimensional analysis.

Premiere Date: July 11, 2016 | Runtime: 00:33:32

Support Materials

Toolkit

Stoichiometric Graphic Organizer
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Weighing Moles Activity
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Unit 6B Note Taking Guide & Segment Questions
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Unit 6B Practice Problems I Atoms Per Gram
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Unit 6B Practice Problems II Molar Mass
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Unit 6B Practice Problems III Molar Mass
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Unit 6B Practice Problems IV Molar Mass
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Unit 6B Practice Problems V Molar Mass
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Unit 6B Practice Problems VI Molar Mass
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Crosscutting Concepts

System and System Models

Defining the system under study—specifying its boundaries and making explicit a model of that system—provides tools for understanding and testing ideas that are applicable throughout science and engineering.

Patterns

Observed patterns of forms and events guide organization and classification, and they prompt questions about relationships and the factors that influence them.

Scale, Proportion, and Quantity

In considering phenomena, it is critical to recognize what is relevant at different measures of size, time, and energy and to recognize how changes in scale, proportion, or quantity affect a system’s structure or performance.

Science & Engineering Practices

Asking Questions and Defining Problems

Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution. (NRC Framework 2012, p. 56)

Planning and Carrying Out Investigations

Students should have opportunities to plan and carry out several different kinds of investigations during their K-12 years. At all levels, they should engage in investigations that range from those structured by the teacher—in order to expose an issue or question that they would be unlikely to explore on their own (e.g., measuring specific properties of materials)— to those that emerge from students’ own questions. (NRC Framework, 2012, p. 61)

Using Mathematics and Computational Thinking

Although there are differences in how mathematics and computational thinking are applied in science and in engineering, mathematics often brings these two fields together by enabling engineers to apply the mathematical form of scientific theories and by enabling scientists to use powerful information technologies designed by engineers. Both kinds of professionals can thereby accomplish investigations and analyses and build complex models, which might otherwise be out of the question. (NRC Framework, 2012, p. 65)

Vocabulary

 atomic mass unit - equals 1/12 the mass of a carbon atom. 

Avagadro's number - the number of atoms in a mole, equal to 6.02x10^23 atoms. 

conversion factor - a ratio expressed as a fraction that equals one. 

dimensional analysis - the sequential application of conversion factors expressed as fractions and arranged so that any dimensional unit can be cancelled out until the desired set of dimensional units is obtained. 

empirical formula - the simplest formula of a compound expressed as the smallest possible ratio of the elements. 

equivalence statement - a statement that shows the quantities and units that are equal to each other. 

excess reactant - the reactant in a chemical reaction that remains when a reaction stops once the limiting reactant is completely consumed. 

limiting reactant - the reactant in a chemical reaction that limits the amount of product formed. 

molar mass - the mass, in grams, of a mole of a substance. 

molar volume - the volume of one mole of any gas at standard temperature and pressure. 

mole - The SI unit that measures the amount of matter a substance has; one mole is equal to 6.022x10^23 representative particles, also known as Avagadro's number.

mole ratio - the ratio of moles of one substance to the moles of another substance in a balanced equation. 

molecular formula - a formula which states the exact number and type of each atom present in a molecule of a substance. 

percent composition - the percentage by mass of each element in a compound. 

percent yield - the ratio of the actual yield to the theoretical yield of a material. 

stoichiometry - the calculation of the quantities of reactants and products involved in a chemical reaction.

theoretical yield - the amount of product formed from the complete conversion of a limiting reactant in a chemical reaction. 

Georgia Standards of Excellence

SC1Obtain, evaluate, and communicate information about the use of the modern atomic theory and periodic law to explain the characteristics of atoms and elements.

SC1.dConstruct an explanation that relates the relative abundance of isotopes of a particular element to the atomic mass of the element.

SC3Obtain, evaluate, and communicate information about how the Law of Conservation of Matter is used to determine chemical composition in compounds and chemical reactions.

SC3.cUse mathematics and computational thinking to apply concepts of the mole and Avogadro’s number to conceptualize and calculate:

• percent composition

• empirical/molecular formulas

• mass, moles, and molecules relationships

• molar volumes of gases

(Clarification statement for elements c and d: Emphasis is on use of mole ratios to compare quantities of reactants or products and on assessing students’ use of mathematical thinking and is not on memorization and rote application of problem- solving techniques.)

SC3.dUse mathematics and computational thinking to identify and solve different types of reaction stoichiometry problems (i.e., mass to moles, mass to mass, moles to moles, and percent yield) using significant figures. (Clarification statement for elements c and d: Emphasis is on use of mole ratios to compare quantities of reactants or products and on assessing students’ use of mathematical thinking and is not on memorization and rote application of problem- solving techniques.)

Request Teacher Toolkit

The Chemistry Matters teacher toolkit provides instructions and answer keys for labs, experiments, and assignments for all 12 units of study. GPB offers the teacher toolkit at no cost to Georgia educators. Complete and submit this form to request the teacher toolkit. You only need to submit this form one time to get materials for all 12 units of study.