The three "Guided Instructional Activities" in this activity are three cooperative learning pieces in which students are guided through the process of converting from one unit to moles (or moles to a unit) by the method of "unit analysis" (dimensional analysis). Students alternate steps in the process and evaluate the success of each step. They must do things such as writing the given information correctly, finding the correct molar mass, setting up the mathematics correctly, and determining the answer to a required number of significant figures.
Additional mole conversion problems on three other worksheets are included in the "Teacher Document" below. These additional problems may be assigned to be completed in the mole conversion formats or on plain paper. The formats are located here: https://www.chemedx.org/activity/mole-conversions-1-2-step-format
These worksheets are part of a entire unit on teaching stoichiometry. You can access the complete lesson plans with information on their use, and links to other worksheets, labs, and activities at https://www.chemedx.org/article/stoichiometry-easy.
Mole conversion, "unit analysis" (dimensional analysis)
Each of the activities requires about 40 to 55 minutes. The first one used usually takes longer, the last goes quicker.
Photocopy of the GIA, one for each pair of students. These may be reused from year to year, particularly if provided in plastic sheet protectors. Teachers may also elect to use one of the mole conversion "format" sheets for each pair of students. The formats are located here: http://www.jce.divched.org/activity/mole-conversions-1-2-step-format
The method of unit analysis (dimensional analysis) is used to help students convert from moles to another unit, or another unit to moles. This set of cooperative learning activities encourages students to work together and to develop good habits in clearly identifying known quantities with numeral, unit, and chemical identity as well as using conversion factors and specifying the same information for each quantity. Developing good habits when answering mathematical problems helps students to complete work more quickly, to be consistent, and to help the entire class work as a team since each member of the class will be working with the same set of procedures.
See each of the three worksheets.
See each of the three worksheets.
Photocopy of the GIA, one for each pair of students. These may be placed in plastic sheet protectors and reused year to year. Alternately, teachers may use a document projector or overhead projector to display the GIA worksheet for the entire class. Teachers may also elect to use one of the mole conversion "format" sheets for each pair of students.
Revised from GIAs produced as part of the "Molecular Science Project" by David Licata (chemistry and AP Chemistry, Pacifica High School, Garden Grove, CA, retired).
The additional worksheets of mole conversion problems (included in the "Teacher Document" below) were created by David Licata.