Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 29174
Mole Relay
To be successful in chemistry, students need a solid foundation in solving multi-step (sequential) problems. This activity uses inexpensive materials
to strengthening students understanding of stoichiometry problems during an engaging group competition. A student-centered approach develops
the reasoning skills needed for scientific thinking. Each student assumes a different role as they complete work in a complex stoichiometry problem.
Students may receive immediate feedback from their teammates so that success is felt by all learners.
Subject(s): Mathematics, Science
Grade Level(s): 9, 10, 11, 12
Intended Audience: Educators
Suggested Technology: Computer for Presenter,
Basic Calculators, LCD Projector
Instructional Time: 45 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: mole, mole ratio, stoichiometry, grams to grams conversions
Resource Collection: CPALMS Lesson Plan Development Initiative
LESSON CONTENT
Lesson Plan Template: Confirmatory or Structured Inquiry
Learning Objectives: What will students know and be able to do as a result of this lesson?
Students will:
contribute to successfully solving a complex, multi-step stoichiometry problem.
deepen their understanding of and practice the steps involved in solving a stoichiometry problem.
Prior Knowledge: What prior knowledge should students have for this lesson?
Prior to this lesson, students should have a working knowledge of:
Chemical nomenclature/formula writing
Chemical equation predicting/writing/balancing equations
The mole, molar ratios, and molar mass
Unit conversions utilizing factor labeling/dimensional analysis
This means these items have already been introduced in the course. Students realize the relevance of stoichiometry in the content, and are using this lesson as a way
to practice with the support of a team.
Note: This lesson was designed with a rigorous Standard Chemistry 1 class in mind. Teachers should modify appropriately for their level of expectations. For instance,
based on his or her goals, the teacher might give the chemical formulas instead of the names, omit the type of reaction, etc. This was designed as a cumulative, fun
review of how many concepts integrate into one another.
Guiding Questions: What are the guiding questions for this lesson?
What information (data) do you know? Is there any other information you can utilize to help you solve this problem, like the periodic table? (Note: when I have
students find atomic mass on the periodic table, I have them round to the hundredths place, but this is up to the teacher.)
What are you trying to find? What do you want to know? (Usually converting from grams of one substance to grams of another substance)
page 1 of 3 Do you have a balanced equation? Based on clues (hydrocarbon as a reactant, two ionic compounds as reactants, etc.) what type of reaction is it?
How are you going to get there? Are there any "railroad tracks" that can take you there? (Referring to dimensional analysis/factor label technique)
(What ya' got? What ya' wanna get? How ya' gettin' there?)
Introduction: How will the teacher introduce the lesson to the students?
The teacher will explain the rules of the relay, projecting both the directions as well as a color-coded completed sample problem.
MoleRelayStudentDirections.docx
MoleRelayTeacherDirections.docx
RelaySample0001_pd.pdf
RelayStudentSampleUP.pdf
Investigate: What question(s) will students be investigating? What process will students follow to collect information that can be
used to answer the question(s)?
There are various distinct investigation questions (practice problems) where a scenario has been given as word problems. Student groups must assume various roles
in solving the problems and provide proof via correct answers with individual accountability based on the role chosen. Each role is to use a particular color of colored
pencil. See attached Teacher direction paper and student directions paper.
Review the problems provided to determine if they fit the mastery level of your students. More support could be provided by altering the provided problem set or
choosing others that fit your class needs more appropriately.
RelayEquationsEnvelope_pd.pdf
RelayAnswerKey_pd.pdf
The colorful student sample provided is an example of how the work of the relay part could look for one of the more involved problems. There are questions in each
envelope to provide teams with more of an identification/discussion and to make the game more exciting. Leaders will change based on quick/easy discussion
responses versus the color coded problems. Remember that the team must complete problem 1 and have their answer verified by the teacher before they are given
problem 2 for their envelope.
Analyze: How will students organize and interpret the data collected during the investigation?
At various points in the activity, students will have the chance to assume the role of "Units Guru." This role is ultimately the fact checker/analyzer for the problem,
however, each student will analyze the submission of their peers up to their individual piece in an effort to move through the steps of the process without error.
Continual peer review of the problems is encouraged to help motivate and allow students to play up their personal strengths, but the organizing and interpretation of
data analysis is also continuous through the relay.
Closure: What will the teacher do to bring the lesson to a close? How will the students make sense of the investigation?
With the completion of each problem, the student group/team will show the teacher their final answer. The teacher will check to see that each student contributed (4
colors) and that the correct answer is given. Then the teacher will provide the next problem. Group members must change roles for the new problem. There are a
total of 4 problems in the relay, so each student will show he or she can master all the steps of solving a complex stoichiometry problem while helping their group
members master them as well.
After a group/team has won by being the first group to successfully answer all four problems, groups/teams will vie for 2nd, 3rd, 4th, etc. places. Class will end with
each student submitting an exit slip with the steps needed to solve a stoichiometry problem like those in completed during the mole relay.
Summative Assessment
Provide students with similar problems that have been completed with mistakes; ask them to identify what is wrong and explain why. See attached
SummativeAssessmentQuestions.docx.
Provide problem(s) for students to successfully complete on their own. See attachment.
Formative Assessment
Provide a stoichiometry word problem. The problem can be projected on a screen, be an individual copy, be in the textbook, or written on a whiteboard. Ask students
to use the fist to five system to report to you their level of confidence with these types of problems. (Fist means "I have no clue where to begin," and 5 means "I can
teach someone else how to do this problem with 100% accuracy.")
Feedback to Students
Students may receive feedback verbally from their group members while they are completing their portion of the group problem-solving, as well as from the group
member responsible for checking their work. Student can edit/change/correct work at anytime during the process.
ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Students who have difficulty distinguishing colors will have the pencils labeled with corresponding role numbers. Teachers may also choose to have seats at group
stations for each role, and students can rotate around the station as they fill each role.
English Language Learners may be grouped heterogeneously, with a first step added to identify key information (What do we know? What do we need to know?)
Extensions:
Students may use practice problems to identify limiting and excess reagents, or be given similar problem with information regarding limiting and excess reagents.
Suggested Technology: Computer for Presenter, Basic Calculators, LCD Projector
Special Materials Needed:
page 2 of 3 Materials for student use:
paper
colored pencils
calculators
periodic table
Materials for teacher use:
envelopes with problems sorted for each group so that the groups are not necessarily working on the same problem at the same time
answer key
Further Recommendations:
You will want to separate your class into 4 teams of about 4-6 people each. Be strategic in your team formation so that no team has an advantage or disadvantage
based on the abilities of all the members. Each team could use their own whiteboard instead of paper depending on availability of materials and how the teacher
wants to utilize this activity.
Place the problems on individual slips of paper in envelopes labeled for each team. Each envelope will contain similar problems, but students will choose the slips at
random so that each team will probably be working on a different problem at any particular time.
As teams work out the problems, you will want to make sure you have a clear answer key already written out so that you can check their work accurately and
efficiently.
SOURCE AND ACCESS INFORMATION
Contributed by: Bridget Walters
Name of Author/Source: Bridget Walters
District/Organization of Contributor(s): Seminole
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.912.N-Q.1.1:
MAFS.912.N-Q.1.3:
SC.912.P.8.9:
Description
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units
consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. ★
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. ★
Apply the mole concept and the law of conservation of mass to calculate quantities of chemicals participating in
reactions.
Remarks/Examples:
Recognize one mole equals 6.02 x 10^23 particles (atoms or molecules). Determine number of particles for
elements and compounds using the mole concept, in terms of number of particles, mass, and the volume of an
ideal gas at specified conditions of temperature and pressure. Use experimental data to determine percent yield,
empirical formulas, molecular formulas, and calculate the mass-to-mass stoichiometry for a chemical reaction.
page 3 of 3