This is a set of lecture outlines, teacher and student version, that I use with my Honors Chemistry and Chemistry classes for high school students. It represents multiple days of class time. It is well suited for teacher presentation and for guided group practice.
The detailed day by day schedule I follow is included with this lesson. This is a four week lesson that can be adjusted to fit your students background and abilities. I use five (sometimes six) lab experiments and many assignments to build up a strong understanding of the material. My approach can easily be split into two separate units if that is your preference.
My approach to this unit assumes no previous background with moles but does assume the student can balance chemical equations.
Page 1 is a discussion of what moles are and their role in chemistry. I keep samples of mole bottles (small bottles that each contain one mole of a different substance) to pass around the room and have some commercially available pieces of metal that are also equivalent to one mole of the substance. I spend a about half of one class period talking about this page and try to elicit as much comment from the students as possible. The page ends introducing molar mass.
Page 2 is a chart that my students find very helpful in seeing the relationship between moles and molar mass. The first two pages of this outline represent one entire class period for me.
Page 3 is a set of straight forward problems that go over with the kids to show how the factor label method can be applied to this subject matter. Very typically this can be done in one class period and allows students time to start their homework.
Pages 4 and 5 can be used two different ways in my classroom. If I have a relatively strong group of students I will put them into groups of two or three and have them attempt the problems and walk about the room to provide feedback. It works well on small white boards. If the group is not as strong I will spend a second day doing examples on the board before the students attempt their first homework using this method.
Pages 6 and 7 introduce molarity and can be moved around in your schedule as need be. It is a day where I tend to show a lot of glassware and make some solutions in front of the kids. It includes both the concept of molarity and some math problems to drive the point home.
Pages 8 and 9 introduce empirical and molecular formulas and percent composition. This lecture typically takes one class period and the students respond well to it. It could be used as a POGIL or guided group practice quite easily.
A chapter test could be place at this point in the outline quite easily.
Pages 10 and 11 deal with stoichiometry problems that convert the mass of one substance into the mass of a second substance. This is a much more detailed subject and one that my students need lots of practice with. The lecture takes one day and then I follow it with a day or two discussing homework and a lab.
Pages 12-14 deal with excess and limiting reactants and percent yields. This material may not be suitable for some regular chemistry courses but I do cover it in my classes. I am very aware of the many different approaches teacher use to introduce this material and the pages can be presented in many different ways, not just the approach that I used. I follow this up with an experiment involving zinc and HCl.
Page 15 is a discussion of the lab I do with the kids. It helps illustrate the material really well.
Page 16 is a slightly different take on excess reactants that involves starting with solutions rather than solids.