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CH-3 Atoms and Molecules
CH-3 Atoms and Molecules
PART 1
PART 2
• What is an atom?
ATOM • How big atoms are?
• 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
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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
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:
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➢ 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:
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.
Lesson plan
period -2
Learning Objectives
➢ What is an atom?
➢ How big atoms are?
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➢ 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.
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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
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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.
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:
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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
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Learning Outcome
➢ Students will be able to understand molecules of
elements and compounds
➢ Techniques to write chemical formula
Knowledge (Cognitive)
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
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
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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.
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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”
Learning outcome:
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)
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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
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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 )
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Answer:
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)?
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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
(a) Ni
(b) N2
(c) N+
(d) N
(b) 18g of O2
Marzano Taxanomy
Retrieval
37%
Comprehension
50%
Analysis
13% Knowledge utilisation
22