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Central Bucks East High School, Slides of Inorganic Chemistry

3.4.10A6: Recognize formulas for simple inorganic compounds. Unit: Stoichiometry. Objective: Students will interpret balanced chemical equations in terms of ...

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2022/2023

Uploaded on 05/11/2023

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Central Bucks East High School
Date: Monday, April 17, 2006
Blocks: 1 and 4
Class: 11th grade Academic Chemistry
Standard(s): 3.4.10 Explain concepts about the structure and properties of matter.
-3.4.10A1: Know that atoms are composed of even smaller sub-atomic structures whose
properties are measurable.
- 3.4.10A6: Recognize formulas for simple inorganic compounds.
Unit: Stoichiometry
Objective: Students will interpret balanced chemical equations in terms of interacting
moles, representative particles, masses and gas at STP. Students will construct mole
ratios from balanced chemical equations and apply these ratios in mole-mole
stoichiometric calculations.
Materials to be used: overhead, chalkboard
Instructional Procedures:
- PCA: Students will answer questions then partner with the person sitting next to
them and discuss.
o T-P-S: 2 questions on the overhead (1. What is the importance of
balancing equations? 2. What do the coefficients tell us?)
o Discuss as a class. (8 min)
- Put words on overhead. Students will use prior knowledge and deduction skills to
pair up the words with the clues on the word search. (15 min)
- Teacher lecture on overhead: Introduction to chapter 8- Stoichiometry (15 min)
- Students will practice writing mole ratios. If more practice is needed, put
equations on the board.
- Real-life connection recipe. Use a chocolate chip cookie recipe as an analogy
for chemical equations. (10 min)
o Ex: 1 bag CC + 2 eggs + 1 cup flour+ 3 cups sugar 1 batch cookies
o How much ingredients would you need for 2 batches? 3 batches?
o If you wanted to make 4.5 batches, how many eggs would you need?
o Compare to stoichiometic calculations.
- Teacher-led problems on board. (20 min)
o N2 + 3H2 2NH3
o If 2 moles of Nitrogen react, how many moles of ammonia will be
produced?
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Central Bucks East High School

Date: Monday, April 17, 2006 Blocks: 1 and 4 Class: 11th^ grade Academic Chemistry

Standard(s): 3.4.10 Explain concepts about the structure and properties of matter. -3.4.10A1: Know that atoms are composed of even smaller sub-atomic structures whose properties are measurable.

  • 3.4.10A6: Recognize formulas for simple inorganic compounds.

Unit: Stoichiometry

Objective: Students will interpret balanced chemical equations in terms of interacting moles, representative particles, masses and gas at STP. Students will construct mole ratios from balanced chemical equations and apply these ratios in mole-mole stoichiometric calculations.

Materials to be used: overhead, chalkboard

Instructional Procedures:

  • PCA: Students will answer questions then partner with the person sitting next to them and discuss. o T-P-S: 2 questions on the overhead (1. What is the importance of balancing equations? 2. What do the coefficients tell us?) o Discuss as a class. (8 min)
  • Put words on overhead. Students will use prior knowledge and deduction skills to pair up the words with the clues on the word search. (15 min)
  • Teacher lecture on overhead: Introduction to chapter 8- Stoichiometry (15 min)
  • Students will practice writing mole ratios. If more practice is needed, put equations on the board.
  • Real-life connection recipe. Use a chocolate chip cookie recipe as an analogy for chemical equations. (10 min) o Ex: 1 bag CC + 2 eggs + 1 cup flour+ 3 cups sugar  1 batch cookies o How much ingredients would you need for 2 batches? 3 batches? o If you wanted to make 4.5 batches, how many eggs would you need? o Compare to stoichiometic calculations.
  • Teacher-led problems on board. (20 min) o N 2 + 3H 2  2NH 3 o If 2 moles of Nitrogen react, how many moles of ammonia will be produced?

o If 2.8 moles of ammonia are produced, how many moles of Hydrogen were needed?

  • Hand out worksheet for students to begin working on. Worksheet to be finished for homework. (20 min)
  • Walk around and help students who seem to be struggling.
  • Closure: Why do we use mole ratios? Questions? (2 min)
  • HW: worksheet #1 and 2, Chp 8 problems due 4/27 (#17-28)

Assessment: informal assessment of student work

Reflection: Students picked up the new material very quickly. There were a few students who did not understand the mole ratio and when to use it. I need to keep an eye out for those students. I think the recipe analogy was very effective because it gives them a connection between the chemistry and everyday activities.