**Name** |
**Description** |

How Big Is a Mole? Do We Really Comprehend Avogadro’s Number? | The unit “mole” is used in chemistry as a counting unit for measuring the amount of something. One mole of something has 6.02×10^{23} units of that thing. The magnitude of the number 6.02×10^{23} is challenging to imagine. The goal of this lesson is for students to understand just how many particles Avogadro's Number truly represents, or, how big is a mole. This lesson is meant for students currently enrolled in a first or second year chemistry course. This lesson is designed to be completed within one approximately 1 hour class; however, completion of optional activities 4 and 5 may require a longer class period or part of a second class period. |

Converting from moles to mass (grams) | Lesson on finding molar mass and converting from moles to mass (grams) for pure substances (elements, compounds and molecules) using the periodic table and the molar road map. |

What's In My Water??? | Through an engaging introductory lesson, laboratory, and virtual simulation, students will be prepared to perform a guided inquiry laboratory investigating the amount of sodium sulfate present in an unknown solution. Students will learn the importance of separation techniques such as filtration, determine which reactions form precipitates, and grow in their knowledge of stoichiometry through gravimetric analysis. |

Mass Mole Relationships: A Statistical Approach To Accuracy and Precision | The lesson is a laboratory-based activity involving measurement, accuracy and precision, stoichiometry and a basic statistical analysis of data using a scatter plot, linear equation, and linear regression (line of best fit). The lesson includes teacher-led discussions with student participation and laboratory-based group activities. |

Using Acid/Base Neutralization to Study Endothermic vs Exothermic Reactions and Stoichiometry | In this lesson, students will experimentally determine whether an acid/base neutralization reaction is endothermic or exothermic. They will also use their results to identify the limiting reactant at various times in the process and calculate the concentration of one of the reactants. |

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. |

Making Menus | Students can organize information about a chemical substance into a menu that will help them establish their thoughts when converting using the concept of the mole. Ordering off their menu narrows the information to only what is relevant and allows them to easily set up factor label conversions. |

Determining the Empirical Formula of Hydrates | Students will apply the mole concept and the law of conservation of mass to determine the empirical formula of a hydrate. Students will also use data from their experiment to understand the concept of mole ratios, formulas and predicting products from reactions. Students will interpret formula representation of compounds and understand their percent composition. |