D.A.

V INTER NATION AL SCHOOL, AHMEDA BAD

LESSONPLA N

Class-IX Subject: Science

Chapter name: ATOMS AND MOLECULES
Total no. of periods: 4
Prepared by Sagarika Mishra
CONCEPT MAP (FOR THE COMPLETE CHAPTER)

PART 1

PART 2

• What is an atom?
ATOM • How big atoms are?

• How do atoms exists?

ATOMIC
MASS

• What is a molecule?
MOLECULE • Molecules of Elements and Compounds

1
 PART 3

Formula of
.
simple
Writing
compounds
Chemical
What is an
formula
ion?

PART 4

Lesson plan
Period -1
Learning Objectives
➢ Laws of Chemical combination
➢ Law of conservation of mass
➢ Law of Constant proportion
Learning Outcome
Knowledge (Cognitive)
Students will know and understand
➢ Different laws of Chemical combination
➢ Implementation of the laws during a chemical reaction
Attitude and values (Affective)
Students will value:
As we are aware about the chemical combination of different elements. Similarly in a
student’s life also a perfect combination of friendship and peers impact a student’s life in a
great aspect. Peer influence can mobilize students' energy and motivate for success. Peers can
act as positive role models. If a student is influenced negatively, it affects his academic
2
 performance. Stronger students do have some impact on their peers and improves the overall
academic performance. It is just like the law of conservation of mass if we conserve our
potential and our talent in a positive way our performance metre will show better scale and can
maintain a healthy relationship with everyone just like the law of constant proportion.
Psychomotor skills
Students develop the qualities like
• Imitating the way experiments are carried out.
• Manipulate the actions to be followed after any experiment ie to observe and note down the
outcome of the experiment.
• Analyzing and deducing from the results of the experiment.
Marzano’s Taxonomy
Level 1 ➢ What are atoms and molecules?
RETRIEVAL ➢ What is matter?
➢ Do different kinds of matter have different properties?
➢ What is a chemical reaction?
Level 4 ➢ What are the different ingredients required for a chemical
KNOWLEDGE reaction and maintain a constant proportion?
UTILIZATION

Detail of Teaching Learning Day 1

Lesson Settlement of the class: Gayatri mantra and meaning.
beginnin Introduction of the topic with recapitulation of the previous topic
g (time : Introductory activity: What is an atom? And What is made up of?
5 TLA used : Model of an atom.
minutes) Materials Required: Three sets of signs: red with a plus (protons), yellow
(neutron), and blue with a minus (electron).
Purpose : Process:
The teacher calls on 6 volunteers and name them as a “proton” to 2 students,
a “neutron” to 2 students, and 2 “electrons” to the last student. The
“protons” and “neutrons” stand together, while the “electrons” “orbit” around
them.
Demonstration and Explanation: ATOMS are the basic building blocks of
matter. They make up everything around you--including air! There are
three basic parts of an atom: the PROTON, which has a positive charge;
the NEUTRON, which has no charge and is neutral; and the ELECTRON,
which has a negative charge.
Atoms are the smallest particles of matter.

3
 Lesson
middle Sub-topic /concept to cover: Before taking to the lab subject teacher
Time: 20 need to inform the lab assistant for the same.
minutes Laws of chemical combination
Purpose ➢ Law of conservation of mass
➢ Law of constant proportion
➢ Law of multiple proportion.
To understand all the above laws students will be taken to the chemistry
lab for the demonstration.
Materials required:
➢ A conical flask
➢ 10ml test tube
➢ Measuring cylinders
➢ Thread
➢ Cork
➢ Electronic balance
➢ Barium chloride (BaCl2) solution
➢ Sodium sulphate (Na 2SO4) solution

Process:

➢ Take 5ml of sodium sulphate solution in a measuring cylinder and pour it

into a conical flask.
➢ Take about 5 ml of barium chloride solution in another measuring cylinder
and pour it into a 10ml test tube.
➢ Tie the test tube using a thread and hang the test tube in the conical flask
carefully, so that the solutions do not mix with each other.

4
 ➢ Put a cork in the mouth of the flask so that the thread holding the test
tube is held firmly in place.
➢ Carefully weigh the flask on a weighing balance and note the reading.
➢ Tilt and swirl the flask so that barium chloride solution in the test tube
spills and mixes with sodium sulphate solution in the flask and forms a white
coloured precipitate of barium sulphate (BaSO 4)and an aqueous solution of
sodium chloride (NaCl).
➢ Wait for 10 min. to complete the reaction. The white precipitate settles
down to the bottom of the flask.
➢ Weigh the contents of the flask again and note the reading.

Observations:

• Mass of total apparatus + Mass of reactants = (M + m1) g

• When barium chloride solution in the test tube mixes with the sodium
sulphate solution in the conical flask, a white precipitate is formed.
• Mass of total apparatus + Mass of products = (M + m2) g

Conclusions:

Aqueous solution of barium chloride reacts with that of sodium sulphate to form
a white precipitate of barium sulphate and an aqueous solution of sodium
chloride.
The law of conservation of mass states that in a chemical reaction, the
total mass of products is equal to the total mass of reactants. There is no change
in mass during a chemical reaction.

The law of constant proportion states that a chemical compound always consists
of the same elements combined together in the same proportion by mass.

Ice - Students will be divided in groups. Teacher will provide them with chits in a
breaker bowl where in the words of a particular song will be written. One group has to
2 come forward pick the chit and read the words. Other group has to identify
minutes and sing the song. As well as dance too.
Learning outcome: In a student’s life also, there are many mixed versions of
emotions which comes in and out every time. In moments of conflict or stress—
when feeling purely good may not be possible for us—mixed emotions could thus
be a healthy pattern. Just like the words frames a beautiful pattern of song
similarly our emotions also frame a beautiful pattern of life. Otherwise, life
will be boring and stressful. Emotions makes us agile and cheers up our mood.
Lesson Intext Questions Pg no. 32
End Question 1. In a reaction 5.3 g of sodium carbonate reacted with 6 g of
Written ethanoic acid. The products were 2.2 g of carbon dioxide, 0.9 g water
part: and 8.2 g of sodium ethanoate. Show that these observations are in
11 agreement with the law of conservation of mass carbonate.
minutes Answer.

5
 Question 2. Hydrogen and oxygen combine in the ratio of 1 : 8 by mass
to form water. What mass of oxygen gas would be required to react
completely with 3 g of hydrogen gas?
Answer: Ratio of H : O by mass in water is:
Hydrogen : Oxygen —> H 2O
∴1:8=3:x
x=8x3
x = 24 g
∴ 24 g of oxygen gas would be required to react completely with 3 g of
hydrogen gas.

Question 3. Which postulate of Dalton’s atomic theory is the result of

the law of conservation of mass?
Answer: The postulate of Dalton’s atomic theory that is the result of the law
of conservation of mass is—the relative number and kinds of atoms are
constant in a given compound. Atoms cannot be created nor destroyed in a
chemical reaction.
Question 4. Which postulate of Dalton’s atomic theory can explain the
law of definite proportions?
Answer: The relative number and kinds of atoms are constant in a given
compound.
Last 2 Value-based information – Focus on the good things. Challenging situations and
minutes obstacles are a part of life. ...
1. Practice gratitude.
2. Open yourself up to humour
3. Spend time with positive people.
4. Practice positive self-talk.
5. Identify your areas of negativity.
6. Start every day on a positive note.
Keep a balance between personal and social life.

Lesson plan
period -2
Learning Objectives
➢ What is an atom?
➢ How big atoms are?
6
 ➢ Symbols of atoms of different elements
➢ Atomic mass
➢ How do atoms exists?
Learning Outcome
Students will be aware of the atoms , its atomic mass
symbols of atoms of different elements.
Knowledge (Cognitive)
Students will know and understand about
➢ Atoms
➢ Its existence
➢ Size
➢ Symbols
➢ Atomic mass
Attitude and values (Affective)
Students will value : In chemistry, we like to study atoms
because the Universe revolves around the properties of
elements, not necessarily the properties of an electron or
proton. A simple atom is the master of all the universe.
Similarly, a simple mind can be the master mind of whole
world.
Psychomotor skills
Students develop the qualities like
• Understanding the concepts
• Manipulate and ability to embody the definitions and
further details of Atoms.
Marzano’s Taxonomy
Level 1 Retrieval Recognize from mason building walls
from these walls a room and then a
collection of rooms to form a building.
Level3- Understanding the concept of atom by
Knowledge the activity buy giving the example of
utilization our own school building which has
different collections of room like
library, computer room, classes and its
different sections. And then relating
the same with the building block of
matter which are atoms.

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra

beginning Recapitulation of previous day’s teaching-learning on Laws of chemical
(time : 5 reaction, Daltons atomic theory, his postulates and the drawbacks.
minutes) Introductory Activity:

7
 Understanding the concept of atom by the activity buy giving the example
of our own school building which has different collections of room like
library, computer room, classes and its different sections. And then
relating the same with the building block of matter which are atoms.
Lesson What are the different symbols of atoms of different elements?
middle Activity time: 10 minutes
Time : 20 Every element has a unique atomic symbol consisting of either one or two
minutes. letters. Students should focus on the symbols of the first 20 elements of
Purpose the Periodic Table together with a small number of commonly encountered
elements such as iron (Fe), copper (Cu), zinc (Zn), gold (Au), silver (Ag),
bromine (Br) and iodine (I).
Students should work in teams of 2.
Provide each team with small pieces of card
➢ 2 Students should write the name of an element on one side of a card
and its symbol on the other.
➢ They should do this for each of the first 20 elements and also for
copper, iron, silver, lead, bromine and iodine.
➢ When the cards are made, students should use them in a game to learn
the symbols and names of the elements.
➢ They should mix the cards up so that some show the name face up while
others show the symbol face up.
➢ Place the pack on the table and look at the first card. If it is a name of
an element, the student must give its symbol, and if it is a symbol, the
student must give its name.
➢ Then they turn the card over to see if they were correct.
➢ Students in each team take turns in doing this and see who gets most
questions correct.
ACRONYMS to remember the first 20 elements in the periodic table.
Happy. – H- Hydrogen
Henry – He- Helium
Lives – Li- Lithium
Beside – Be- Beryllium
Boron – B- Boron
Cottage – C- Carbon
Near – N- Nitrogen
Our – O- Oxygen
Friend – F- Fluorine
Nelly – Ne- Neon
Nancy – Na- Sodium
Margerita – Mg- Magnesium
Allen – Al- Aluminum
Silly – Si- Silicon
Patrick – P- Phosphorus
Stays – S- Sulphur
Close – Cl- Chlorine
Arthur – Ar- Argon
8
 Kisses – K -Potassium
Carrie – Ca -Calcium
Learning outcome: Just like elements have different symbols and they are placed
accordingly in the periodic table. Similarly, Symbols Build Communication and
Thought. Just like every student has his/her own names, their recognition comes
in when they show their uniqueness, their potential, their talent, their gestures
words of actions, thoughts, behaviour etc. based on these we also can achieve our
own place value in the society. And be a better recognition as an individual.

5 mins reading given to the students to go through the periodic table.

Atomic Mass: An atomic mass unit is defined as a mass equal to one twelfth
the mass of an atom of carbon-12. The mass of any isotope of any element
is expressed in relation to the carbon-12 standard. For example, one atom of
helium-4 has a mass of 4.0026amu. An atom of sulphur-32 has a mass of
31.972amu.

Ice - Students will stand in a circle and hold each other’s shoulder. when the
breaker teacher will instruct “Move on” The students will move forward and when the
2 minutes teacher will instruct “Look back” they will jump backward. When the teacher
will instruct “Forever alone” students have turn 180 degree and turn opposite
and jump forward. The whole process will be done without removing the hands
from the shoulder.
Learning Outcome: When students work in a team that always improves the
confidence level, self esteem, bonding between each other increases the social
skills, have respect instead of BULLYING. When a student knows she is valued
and respected by others, she will be able to rise above the hurtful acts or
comments of a bully.
Being a part of a team that genuinely cares about its members will also give a
student a strong support system.
Lesson NCERT Intext questions Pg no. 35
end Question 1. Define the atomic mass unit.
Written Answer: One atomic mass unit is equal to exactly one-twelfth (1/12th) the mass
part of one atom of carbon-12. The relative atomic masses of all elements have been
11 found with respect to an atom of carbon-12.
minutes Question 2. Why is it not possible to see an atom with naked eyes?
Answer: Atom is too small to be seen with naked eyes. It is measured in
nanometres.
1 m = 109 nm
1. A 0.24g sample of compound of oxygen and boron was found by analysis
to contain 0.096g of boron and 0.144g of oxygen. Calculate the percentage
composition of the compound by weight.
Solution:
Given: Mass of the sample compound = 0.24g, mass of boron = 0.096g, mass of
oxygen = 0.144g
To calculate percentage composition of the compound:
9
 Percentage of boron = mass of boron / mass of the compound x 100
= 0.096g / 0.24g x 100 = 40%
Percentage of oxygen = 100 – percentage of boron
= 100 – 40 = 60%
2. When 3.0g of carbon is burnt in 8.00 g of oxygen, 11.00 g of carbon
dioxide is produced. What mass of carbon dioxide will be formed when
3.00g of carbon is burnt in 50.00 g of oxygen? Which law of chemical
combination will govern your answer?
Solution:
When 3.0 g of carbon is burnt in 8.00 g oxygen, 11.00 g of carbon dioxide is
produced.
Given that
3.0 g of carbon combines with 8.0 g of oxygen to give 11.0 of carbon dioxide.
Find out
We need to find out the mass of carbon dioxide will be formed when 3.00 g of
carbon is burnt in 50.00 g of oxygen.
Solution
First, let us write the reaction taking place here
C + O2 → CO2
As per the given condition, when 3.0 g of carbon is burnt in 8.00 g oxygen, 11.00
g of carbon dioxide is produced.
3g + 8g →11 g ( from the above reaction)
The total mass of reactants = mass of carbon + mass of oxygen
=3g+8g
=11g
The total mass of reactants = Total mass of products
Therefore, the law of conservation of mass is proved.
Then, it also depicts that the carbon dioxide contains carbon and oxygen in a
fixed ratio by mass, which is 3:8.
Thus it further proves the law of constant proportions.
3 g of carbon must also combine with 8 g of oxygen only.
This means that (50−8)=42g of oxygen will remain unreacted.
The remaining 42 g of oxygen will be left un-reactive. In this case also, only 11 g
of carbon dioxide will be formed
The above answer is governed by the law of constant proportions.
Last 2 Importance of food bank, cloth bank and donating toys for the needy
minutes people.

Lesson plan
Period 3
Learning Objectives:
➢ What is a molecule?
➢ Molecules of elements and compounds
➢ What is an ion?
➢ How to write chemical formula
10
 Learning Outcome
➢ Students will be able to understand molecules of
elements and compounds
➢ Techniques to write chemical formula
Knowledge (Cognitive)

Attitude and values (Affective)

Students will value: Life is all about permutation and combination. Mixed versions of
different people in our life. Which remark their presence and share their experience
and gives a combination effect and spark to our life.
Psychomotor skills
Students develop the qualities like
• Understanding the concepts and will learn to write the
chemical formula.
• Ability to identify the monoatomic diatomic and polyatomic ions.

Marzano’s Taxonomy
Level 1 Retrieval Students are aware about the symbols of different elements.
Level 3 Analysis Different types of monoatomic , diatomic and polyatomic ions
combine together to give a chemical reaction.
Level 4 Classifying – organize and identify.
Knowledge
utilization

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra. Recapitulation of previous topic
beginning taught
(time : 5 ➢ What is an atom?
minutes) ➢ What is atomic mass?
➢ Different symbols of different elements.
Introductory activity:
Teacher will write on the black board “WE ARE LEARNING”
Now she will circle all the words in the sentence.

WE ARE LEARNING

After encircling the words teacher will encircle each letter like

W E A R E L E A R

N I N G

11
 So as we see this sentence is made up of words and words are made of
letters. Letters are smallest unit of sentence. Similarly, everything is made
up of molecule and molecules are made up of atoms.

So today’s topic that we are going to understand is all about molecules.

What is a molecule?
A molecule is in general a group of two or more atoms that are chemically
bonded together that is tightly held together by attractive forces.
Or can be defined as the smallest particle of an element or compound that
is capable of an independent existence ad shows all the properties of that
substance.

Lesson Sub topics to be covered :

middle ➢ Atomicity
( time : 20 ➢ What is an ion?
minutes) ➢ Writing Chemical formula
Based on the above activity teacher will take an example of Water
She will ask four students to come up voluntarily and show the flash cards of
Hydrogen atoms who will later combine with each other to form a compound
called water

Teacher will then explain what is atomicity:

Which is defined as the number of atoms present in one molecule of an
element is called as atomicity.

12
 By referring both the tables teacher can ask the students to find the
ratio of number of atoms for water molecule.
Then teacher will explain what are ions and how does it play an important
role in framing a chemical formula.
All the metals and nonmetals are charged species. These charged species
are known as ions. Which are of two types
“POSITIVELY CHARGED IONS”
“NEGATIVELY CHARGED IONS”

Writing a chemical formula

Learning outcome:

Ice breaker “The pen drop Activity”

2 minutes
13
 Students can stand in a circle along with their partners. Each pair will be
taking their pen. And they will be completely focusing on each other.
Facilitator will instruct that one of the partner will be holding the pen and
the moment the facilitator say drop the pen the other partner has to catch
the pen immediately. The pair who will be unable to catch the pen will be ut
of the game.
Learning outcome: Just in the game if the partner is not well focused to to
catch the pen. He or she loses and becomes out. Similarly, Being focused in a
student’s life is very important because it is the gateway to all thinking:
perception, memory, learning, reasoning, problem solving, and decision
making. Without good focus , all aspects of our ability to think will suffer.
Here's a simple reality: "If you can't focus effectively, you can't think
effectively."
Lesson end NCERT Pg 39 Intext questions
Written part Question 1. Write down the formulae of
11 minutes (i) Sodium oxide
(ii) Aluminium chloride
(iii) Sodium sulphide
(iv) Magnesium hydroxide
Answer: The formulae are

Question 2. What is meant by the term chemical formula?

Answer: The chemical formula of the compound is a symbolic representation of
its composition, e.g., chemical formula of sodium chloride is NaCl.
NCERT PG no 44 Back exercise
Question 3. How many atoms are present in a
(i) H 2S molecule and
(ii) P043- ion?
Answer: (i) H 2S —> 3 atoms are present
(ii) P043- —> 5 atoms are present
Question 3. What are poly atomic ions? Give examples.
Answer: The ions which contain more than one atoms (same kind or may be
of different kind) and behave as a single unit are called polyatomic ions
e.g., OH –, SO42-, CO32-.
Question 4. Write the chemical formulae of the following:
(a) Magnesium chloride
14
 (b) Calcium oxide
(c) Copper nitrate
(d) Aluminium chloride
(e) Calcium carbonate.
Answer: (a) Magnesium chloride
Symbol —> Mg Cl
Change —> +2 -1
Formula —> MgCl2
(b) Calcium oxide
Symbol —> Ca O
Charge —> +2 -2
Formula —> CaO
(c) Copper nitrate
Symbol —> Cu NO
Change +2 -1
Formula -4 CU(N03) 2
(d) Aluminium chloride
Symbol —> Al Cl
Change —> +3 -1
Formula —> AlCl3
(d) Calcium carbonate
Symbol —> Ca CO3
Change —> +2 -2
Formula —> CaC03
Question 5. Give the names of the elements present in the following
compounds:
(a) Quick lime
(b) Hydrogen bromide
(c) Baking powder
(d) Potassium sulphate.
Answer: (a) Quick lime —> Calcium oxide
Elements —> Calcium and oxygen
(b) Hydrogen bromide
Elements —> Hydrogen and bromine
(c) Baking powder —> Sodium hydrogen carbonate
Elements —> Sodium, hydrogen, carbon and oxygen
(d) Potassium sulphate
Elements —> Potassium, sulphur and oxygen
Last 2 Remind students of the food bank and cloth bank in our school. Students
minutes also need to talk with the students to donate for toys.

Lesson plan 4
Learning Objectives : Students will learn about molecular mass and mole concept
Learning Outcome: Students will understand the concept of mole concept,
its numerical and AVOGADRO’S number.
Knowledge(Cognitive)
15
Amedeo Avogadro proposed a constant called as AVOGADRO NUMBER-
6.02214076 × 1023
Attitude and values (Affective)
Students will value: Just like AVOGADRO’S NUMBER acts a as a bridge for mole
concept Avogadro's number tells us the number of particles in 1 mole (or mol) of a
substance. These particles could be electrons or molecules or atoms. The reason
Avogadro's number is important is that is serves as a bridge between the very large
numbers and familiar, manageable units.
similarly in a student’s life also whether it’s a family or society or peer
group Communication acts as AVOGADRO’s Number within the family is
extremely important because it enables members to express their needs,
wants, and concerns to each other. Open and honest communication creates
an atmosphere that allows family members to express their differences as
well as love and admiration for one another.
Psychomotor skills
Students develop the qualities like
• Application of theories that are learnt as concept.
Marzano’s Taxonomy
Level 1 Retrieval What is an atom? What is a molecule?
Level 2 Comprehension Describe the relationship between atoms and
molecules.
Level 3 Analysis Find the atomicity of elements
Level 4 Knowledge utilization Frame the chemical formula

Detail of the teaching -learning experiences

Lesson Starting the class with Gayatri mantra.

beginning Introductory activity
(time: 5 Teacher will bring a dozen of bananas
minutes) ➢ Show to class pictures showing some counting units such as dozen, pair and ream.
➢ Ask students about the counting unit to measure the number of sub microscopic
particles.
Remember the mole represents a number, a really big number, but it’s just a
number. The same as a dozen = 12 or a pair = 2. Therefore, for now, let’s let n
= a dozen
1) How many dozen eggs do you have if you have 4 eggs? ___________
2) How many dozen eggs do you have if you have 18 eggs?
3) How many dozen eggs do you have if you have 12 eggs? • ___________

16
Lesson middle
( time : 20 Sub topic: Avogadro’s number:
minutes) The teacher will start with a story as proceed further like:
Students are excited for a science fair in school and everyone is
enthusiastically waiting for their science teacher.
There ‘s a special date written on the black board i.e. 23rd October 2023
(10/23/2023)
The teacher enters the room and everyone is excited what’s going to be
new!!!!!!!!!
Teacher says today we are going to be celebrate the mole day. Can
anyone tell me why we are celebrating mole day? Suraj one of the
student uses his logic and says today is October 23 rd and one mole is
equal to 6.022 × 1023 . The teacher says correct mole day is celebrated
every year from 6:22 a.m. to 6:23 p.m. on October 23 rd. So, can anyone
tell me what the mole concept?
Sachin raises his hand and says mole concept means
Mass of one mole of a substance = molecular mass written in grams=
Molar mass.
One mole= Avogadro’s number ( 6.022 × 1023 )

Ice breaker “Catch me if you can”

2 minutes Students will stand in two lines facing each other. In between the lines the
few glasses will be kept. The facilitator will instruct like touch your head,
nose eyes, knees, shoulder and other body parts. Suddenly facilitator will
ask to pick the glass. The one who will not be able to pick the glass will be
out & the student will move forward to follow the same process and so on
the game continues.
Learning outcome: Opportunities are what make life worth living, and you
can either thrive or suffer based on your responses to them. Sometimes,
taking advantage of an opportunity will be difficult. It might mean leaving
your comfortable job for a more challenging position.
Lesson end NCERT intext questions Pg no. 42
Written part Question 1. If one mole of carbon atoms weigh 12 grams, what is the
11 minutes mass (in grams) of 1 atom of carbon?

17
Answer:

Question 2. Which has more number of atoms, 100 grams of sodium

or 100 grams of iron (given atomic mass of Na = 23 u, Fe = 56 u)?

NCERT Pg no 44
Question 6. Calculate the molar mass of the following substances.
(a) Ethyne, C2H 2
(b) Sulphur molecule, S8
(c) Phosphorus molecule, P4 (Atomic mass of phosphorus = 31)
(d) Hydrochloric acid, HCl
(e) Nitric acid, HNO3
Answer: The molar mass of the following: [Unit is ‘g’]
(a) Ethyne, C2H 2 = 2 x 12 + 2 x 1 = 24 + 2 = 26 g
(b) Sulphur molecule, S8 = 8 x 32 = 256 g
(c) Phosphorus molecule, P 4=4 x 31 = i24g
(d) Hydrochloric acid, HCl = 1 x 1 + 1 x 35.5 = 1 + 35.5 = 36.5 g
(e) Nitric acid, HN03 = 1 x 1 + 1 x 14 + 3 x 16 = 1 + 14 + 48 = 63 g
Question 7. What is the mass of
(a) 1 mole of nitrogen atoms?
(b) 4 moles of aluminium atoms (Atomic mass of aluminium = 27)?
(c) 10 moles of sodium sulphite (Na2S03)?
18
Answer: (a) Mass of 1 mole of nitrogen atoms = 14 g
(b) 4 moles of aluminium atoms
Mass of 1 mole of aluminium atoms = 27 g
∴ Mass of 4 moles of aluminium atoms = 27 x 4 = 108 g
(c) 10 moles of sodium sulphite (Na 2SO3)
Mass of 1 mole of Na 2SO3 = 2 x 23 + 32 + 3 x 16 = 46 + 32 + 48 = 126 g
∴ Mass of 10 moles of Na 2SO3 = 126 x 10 = 1260 g
Question 8. Convert into mole.
(a) 12 g of oxygen gas
(b) 20 g of water
(c) 22 g of Carbon dioxide.
Answer: (a) Given mass of oxygen gas = 12 g
Molar mass of oxygen gas (O2) = 32 g
Mole of oxygen gas 12/32 = 0.375 mole
(b) Given mass of water = 20 g
Molar mass of water (H 2O) = (2 x 1) + 16 = 18 g
Mole of water = 20/18 = 1.12 mole
(c) Given mass of Carbon dioxide = 22 g
Molar mass of carbon dioxide (CO 2) = (1 x 12) + (2 x 16)
= 12 + 32 = 44 g
∴ Mole of carbon dioxide = 22/44 = 0.5 mole
Question 9. What is the mass of:
(a) 0.2 mole of oxygen atoms?
(b) 0.5 mole of water molecules?
Answer: (a) Mole of Oxygen atoms = 0.2 mole
Molar mass of oxygen atoms = 16 g
Mass of oxygen atoms = 16 x 0.2 = 3.2 g
(b) Mole of water molecule = 0.5 mole
Molar mass of water molecules = 2 x 1 + 16= 18 g .
Mass of H 2O = 18 x 0.5 = 9 g
Question 10. Calculate the number of molecules of sulphur (S8)
present in 16 g of solid sulphur.
Answer: Molar mass of S8 sulphur = 256 g = 6.022 x 1023 molecule
Given mass of sulphur = 16 g

19
 Question 11. Calculate the number of aluminium ions present in 0.051
g of aluminium oxide. (Hint: The mass of an ion is the same as that of
an atom of the same element. Atomic mass of Al = 27 u)
Answer: Molar mass of aluminium oxide Al203
= (2 x 27) + (3 x 16)
= 54 + 48 = 102 g.

Last 2 Talk about food bank, cloth bank and toy bank
minutes

Practice work from the chapter: Atoms and Molecules

Sr No Date Day PW
1 Monday 1. In order to verify the law of conservation of
mass, a student mixed 6.3 g of sodium
carbonate and 15.0 g of ethanoic acid in a
conical flask. After experiment, he weighed
the flask again. The weight of the residue in
the flask was only 18.0 g. He approached the
teacher who guided him to carry the
experiment in a closed flask with a cork.
There was no difference in weight of the
flask before and after the experiment.

2. What was the mistake committed by the

student ?
3. Why did not the two weights match
earlier ?
4. How did the teacher help him ?
5. What lesson was learnt by the student ?

2. A student was asked by his teacher a verify the

law of conservation of mass in the laboratory. He
prepared 5% aqueous solutions of NaCl and Na 2SO4.
He mixed 10 mL of both these solutions in a conical
flask. He weighed the flask on a balance. He then
stirred the flask with a rod and weighed it after
sometime. There was no change in mass. Read this
narration and answer the questions given below :

1. Was the student able to verify the law

of conservation of mass ?
20
 2. If not, what was the mistake committed
by him ?
3. In your opinion, what he should have
done ?
4. What is the value based information
associated with this ?

2 Wednesday 1. The chemical symbol for nitrogen gas is

(a) Ni

(b) N2

(c) N+

(d) N

2. Which of the following has maximum number of

atoms?

(a) 18g of H2O

(b) 18g of O2

(c) 18g of CO2

(d) 18g of CH4

3. Write the molecular formulae for the following

compounds

(a) Copper (II) bromide

(b) Aluminium (III) nitrate

(c) Calcium (II) phosphate

(d) Iron (III) sulphide

(e) Mercury (II) chloride

(f) Magnesium (II) acetate

3 Friday 1. Calculate the number of moles of

magnesium present in a magnesium
ribbon weighing 12 g. Molar atomic mass
of magnesium is 24 g mol–
2. Verify by calculating that (a) 5 moles of
CO2 and 5 moles of H2O do not have
the same mass. (b) 240 g of calcium and
240 g magnesium elements have a mole
ratio of 3:5.
4 Monday 1. Mole concept is an important tool for dealing
with chemical calculations. The elements have
21
 atomic masses while compounds have
molecular masses or molar masses. Mole is in
fact, a collection of Avogadro’s number (N A)
of the particles of a substance whether
element or compound. The value of Avogadro’s
number is 6-022 x 1023.

2. Why is mole commonly called chemist’s

dozen ?
3. What is the value associated with the
term mole ?

At a glance of “Different Levels of Marzano Taxonomy” used in this lesson:

Marzano Taxanomy

Retrieval
37%
Comprehension
50%
Analysis
13% Knowledge utilisation

22