Matter and Its Properties · SHS1 Chemistry

Lesson notes

Learning Objectives

Indicator: 1.1.1.LI.5 - Explain the mole concept and its relevance in preparation of standard solutions.

By the end of the lesson, learners can:

Define the mole as the amount of substance containing the same number of particles as there are atoms in exactly 12 g of carbon-12 (Avogadro’s number, 6.022 × 10²³).
Calculate the number of moles of a substance using the relationship: number of moles = mass (g) ÷ relative molecular mass (g/mol).
Define a standard solution and distinguish between molar concentration (mol/dm³) and mass concentration (g/dm³).
Prepare a standard solution of a given concentration from a solid solute, using the correct apparatus and procedure.
Apply the mole concept to calculate the mass of solute needed to prepare a specified volume and concentration of a standard solution.

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Curriculum details

Strand: Physical Chemistry (Strand 1)
Sub-strand: Matter and Its Properties (1.1)
Content standard: 1.1.1.CS.2 - Demonstrate an understanding of the mole concept and its significance to the quantitative analysis of chemical reaction. 1.1.1.LO.1 Use the knowledge and understanding of the scientific practices in Chemistry to explain the structure of the atom as well as the stability of its nucleus. 1.1.1.LO.2 Use the mole concept to determine the amount and quantity of various substances involved in chemical reactions. 1.1.1.LO.3 Write mole ratios for chemical equations and apply it in quantitative analysis. 1.1.1.LO.4 Use the kinetic theory of matter to explain the behaviour of solids, liquids and gases under different conditions and describe the laboratory preparation of gases as well as their uses in everyday life.
Indicator: 1.1.1.LI.5 - Explain the mole concept and its relevance in preparation of standard solutions.
Suggested placement: Semester 1, Week 15 (Week 15 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: NaCCA curriculum document, p. 35

Exemplars (from the NaCCA curriculum)

Initiating Talk for Learning: Brainstorm on the need to know the concentration of solutions.
Think-Pair Share: Use mass and relative molecular mass to determine number of moles of a given substance.
Experiential Learning:
- Identify the apparatus for preparing standard solutions from solid solutes or liquid solutes.
- In small groups, apply the mole concept to prepare standard solutions in moldm and gdm -3 -3
Teaching and Learning Materials:
- * Worksheets with sample questions * Worksheets to record results. * Na CO 2 3 * CaCl 2 * Bolt and nuts * Resources for measuring volume and preparing solutions * Weighing scale
- * Calculator
- * Periodic table containing the elements with their relative atomic masses * Calculator * Beam balance or diagram of beam balance Substances of different weights
- * Apparatus (beaker, flask, weighing * Worksheet on the of substance and molar * Solid solutes
- Liquid solutes (e.g., water)
- CHARTS * Charts between other quantities
- for preparing solutions funnel, stirrer, volumetric scale), with sample questions interconversion of amount to number of entities quantities. (e.g., NaOH, NaCl) (e.g., HCl) Solvent
- showing interconversion amount of substance and
Assessment (1.1.1.AS.5). The document marks these depth-of-knowledge levels for this indicator: Level 4 Extended critical thinking and reasoning.