This lab is one of my favorite activities to do in my classes and I look forward to it every year. The lab is simple, requires limited supplies, students love it (i.e. high engagement level), and I have found it to really set students up for stoichiometry.
Mole and Quantifying Matter
We all know how fundamental the mole concept is for stoichiometry. This year I brainstormed ways to really make it stick. I decided to do multiple mini-practicums, one for each learning target of the mole unit. I am sharing brief descriptions of the mini-practicums I did for each learning target.
The concept of the mole has always been a challenging topic for myself and my students. The challenge comes in part when we try to imagine 6.02 x 1023 of anything. Another challenge for some students is the math and theory behind this number and concept. I have tweaked an activity to help guide my students to an understanding of these concepts.
Formative assessment can be a double edged sword. It can be and often is extremely helpful. Some quick short three or four well worded questions at the beginning of a unit provides information about student abilities. A teacher can skip teaching information that kids already know or the teacher can discover concepts that he or she assumed students know but do not. Formative assessment about "Moles" can provide data that is hard to deal with. Can the students handle scientific notation? How well are students at basic math skills?
Every October I get excited; not as much for halloween, but rather for Mole Day! I have been a member of the National Mole Day Foundation (NMDF) since the beginning of my career and enjoy celebrating with my students. My first year of teaching we (the chemistry classes) hosted
What is your definition of the term “mole” in chemistry? Many articles have been written about the term and the confusion surrounding it. It was not considered an SI unit (with an IUPAC definition) until 1971. IUPAC is considering a change to the 1971 definition. There has been discussion about whether the SI definition of the mole as determined by IUPAC necessarily needs to be identical to the definition used by chemists and teachers. This article provides a short list of some recent JCE articles discussing the change and what it might mean for teachers while also considering some misconceptions related to the mole in chemistry class.