WK Monday- Double lesson Tuesday- Single lesson
5 SPECIAL TIMETABLE: Tuesday L1&2, Thursday TOPIC/THEME: Relative atomic mass (subtopic 1.3)
lesson 3&4
LESSON OVERVIEW: This is the first lesson of the topic
Quantities (subtopics 1.3 and 2.3). This lesson will begin
with a quick warmup activity, where students will write
the number of neutrons and number of protons of the
following elements: carbon, iodine, oxygen and chlorine.
Following this, there will be a teacher lead class discussion
to revise atomic mass and discuss why these are not full
numbers on the periodic table. Students will then revise
isotopes and learn about a mass spectrometer and its
spectra. Students will then use this information to engage
with an M&M mass spectra and relative atomic mass
activity. Students are then to complete a relative atomic
mass worksheet. This lesson will conclude with a brief
teacher lead discussion of what learning objectives were
addressed within this lesson.
LEARNING OBJECTIVES:
Students will understand that the relative atomic mass of
an element is determined from all the isotopes of that
element.
Students will know that
- Isotopes are present when two or more forms of
the same element that contain equal numbers of
protons but a different number of neutrons in
Thursday- Double lesson
TOPIC/THEME: calculating the molar mass and introduction
to the mole (subtopic 1.3/2.3)
LESSON OVERVIEW: This lesson will begin with a simple
warmup activity, where one question from the relative
atomic mass worksheet will be gone through as a class.
Students will then build upon their understandings of
relative atomic mass to calculate the molar mass through
completing a worksheet. Students will then explore how we
use words such as ‘pair’ and ‘dozen’ to describe a group of
numbers and that similarly, we use the term ‘mole’ to
describe Avogadro’s number, this will be done through a
table puzzle. Students will then undertake basic calculations
using Avogadro’s number, this will be done through a
worksheet. A kahoot will be used to explore how we can
use terms such as “a dozen pairs of shoes” to describe
quantities and therefore from this information we can
calculate that there are 24 shoes in total. Through
understanding this concept, students will then continue to
undertake basic calculations using Avogadro’s number. An
exit card to reflect student understandings will be collected
to conclude this lesson.
LEARNING OBJECTIVES:
Students will understand that quantities of different
substances can conveniently be compared using the mole
unit.
 their nuclei and therefore have a different atomic Students will know that
mass but have the same chemical properties. - a mole is the unit for quantities in chemistry.
- the relative atomic mass is calculated by Where a mole is the mass of substance containing
multiplying the relative abundances by the mass the same number of fundamental units as there are
number of each isotope adding these together atoms in exactly 12.000g of 12C.
and then dividing it by the total by 100: - Avogadro’s number describes the number of atoms
𝑹𝒆𝒍𝒂𝒕𝒊𝒗𝒆 𝑨𝒕𝒐𝒎𝒊𝒄 𝑴𝒂𝒔𝒔 in 12.000g of 12C.
𝑰𝒎𝟏 × 𝑰𝒂𝟏 + 𝑰𝒎𝟐 × 𝑰𝒂𝟐 + ⋯
= - the molar mass is the mass of all the atoms in a
𝟏𝟎𝟎
- a mass spectrometer can be used to determine molecule in grams per mole.
isotopes where a mass spectrum represents the
relative abundance percentage (y-axis) and the Students will be able to
mass of individual isotopes (x-axis) - Undertake calculations of the molar mass of
compounds.
Students will be able to
- identify isotopes and outline the number of TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
protons and neutrons for each isotope - Explicit teaching
- undertake calculations of the relative atomic - Worksheets
mass. - Kahoot
- draw and interpret mass spectra. - Table puzzle
- Exit card
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- teacher lead class discussion RESOURCES: 1 (slides 8-11), 5, 6, 7, 8, 18
- explicit teaching *TedED video included in resource 1 will be shown here.
- Worksheets * molar mass practice questions are included in resource 1.
- Interactive activity (M&M activity)
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
RESOURCES: 1 (slides 1-7), 2, 3 and 4 - Ongoing assessment through walking around and
*FuseSchool: Spectrometry video included in resource 1 touching base with students
will be shown in this lesson. - Kahoot
- Exit card

6 TOPIC/THEME: Reinforcement of Avogadro’s number and
PRACTICAL- TESTS FOR SUMMATIVE DESIGN
PRACTICAL (not a part of this unit)
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
Ongoing assessment through strategically walking around
the room to gauge understandings of individual students
HOMEWORK: Students are to finish isotope worksheet
and relative atomic mass worksheet for homework.
introduction to the mole equation (subtopic 1.3)
LESSON OVERVIEW: This lesson will begin with a simple
warmup activity, where one question from the Avogadro’s
number worksheet will be gone through as a class.
Students will then have more practice with Avogadro’s
number by completing the worksheet that was started on
Thursday. Students will then be introduced to the mole
equation and use this to calculate the number of moles of
atoms, molecules and compounds. Students will then use
the last 10 minutes of the lesson to post on Charis a
positive, minus and question (PMQ) in relation to the
content covered or the design practical.
LEARNING OBJECTIVES:
Students will understand that….
- quantities of different substances can
conveniently be compared using the mole unit.
- the number of moles of atoms in a sample can be
determined from the number of atoms present or
from the mass of the atoms.
HOMEWORK: Students are to complete questions in
essentials textbook.
TOPIC/THEME: Reinforcement of molar mass calculations
and calculating the number of moles. Rearrangements of
the mole equation. (subtopic 1.3/2.3)
LESSON OVERVIEW: A warmup activity for this lesson will be
giving students the challenge of calculating the mass when
given the number of moles and the molecular weight of a
substance. Students will then be taught some strategies to
rearrange the mole equation and then have some practice
through completing a worksheet. Students will then
complete a practical where they compare a set number of
moles of different substances. A teacher lead class
discussion will be used to conclude this lesson.
LEARNING OBJECTIVES:
Students will understand that….
- Students will understand that quantities of
different substances can conveniently be compared
using the mole unit.
- Students will understand that the number of moles
of atoms in a sample can be determined from the
number of atoms present or from the mass of the
atoms.
 - the number of moles of particles (molecules, ions) - Students will understand that the number of moles
in a sample can be determined from the mass of of particles (molecules, ions) in a sample can be
the sample and the molar masses of particles. determined from the mass of the sample and the
molar masses of particles.
Students will know:
- A mole is the unit for quantities in chemistry. Students will know:
Where a mole is the mass of substance containing - The relationship between number of moles, mass
the same number of fundamental units as there and molar mass:
are atoms in exactly 12.000g of 12C. 𝒎
𝒏=
- Avogadro’s number describes the number of 𝑴
atoms in 12.000g of 12C. Students will be able to:
𝑚
- The molar mass is the mass of all the atoms in a - Undertake calculations using the 𝑛 = 𝑀 relationship
molecule in grams per mole. to determine the number of moles of atoms,
- The relationship between number of moles, mass molecules and ions and their compounds.
𝑚
and molar mass: - Use rearrangements of the 𝑛 = 𝑀 to find mass and
𝒎 molar mass of atoms, molecules and for ions and
𝒏=
𝑴 their compounds
Students will be able to:
𝑚 TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Undertake calculations using the 𝑛 = 𝑀
relationship to determine the number of moles of - Challenge question
atoms, molecules and ions and their compounds. - Strategy teaching
- Undertake calculations of the molar mass of - worksheet
compounds. - Practical, comparing how big is a mole
- Teacher lead discussion
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
RESOURCES: 1 (slides 14 &15), 8, 9
- Think pair share
- Explicit teaching
- PMQ ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
- Ongoing assessment through walking around and
RESOURCES: 1 (up to slides 12 &13), 7 touching base with students

7 *SUMMATIVE DESIGN PRACTICAL DUE
TOPIC/THEME: percentage composition (subtopic
2.3)
LESSON OVERVIEW: For a warmup activity, an
explanation of the composition of air will be
displayed. Using this, students are to think pair
and share another way chemist might describe
quantities within a molecule. Following this,
students will be explicitly taught percentage
composition, where they will use a worksheet to
practice. Students will then further explore and
consolidate their understandings of percentage
composition by completing a practical. Students
will calculate the theoretical percentage
composition of magnesium in magnesium oxide
and then complete a practical and determine the
*calculating molar mass and therefore the number of
moles practice questions are included in resource 1.
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
- Ongoing assessment through walking around and
touching base with students
- PMQ for reflection of practices and student
understandings.
HOMEWORK: finish off any worksheets not finished in
class.
TOPIC/THEME: Formative assessment of content covered
so far (subtopic 1.3 and 2.3)
LESSON OVERVIEW: To begin this lesson, the concepts of
the practical in the previous lesson will be discussed
through a teacher lead discussion. Following this, students
will be given a formative assessment on the content that
has been covered so far.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Formative assessment
RESOURCES: 15, 16, 17
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK: This
formative assessment will be marked, and feedback will
be posted on students’ individual Charis sites for the year
11 chemistry page. This is so students can see what they
- Through homework where students make a video
explaining the mole concept
HOMEWORK: Students are to make a 2-minute video
explaining the mole, the mole formula and how to
rearrange the mole formula to find mass and molar mass.
This video doesn’t need to be polished, just a rough video.
TOPIC: Empirical & molecular formula (subtopic 2.3)
LESSON OVERVIEW: At the begging of this lesson a warmup
activity for students to engage in ratios practice will be
completed. This is where students will use whiteboards to
answer multiple choice questions displayed on the
classroom TV. Students will then use their flipped classroom
activity to think pair and share what they took notes on in
relation to the videos. Definitions and examples of
molecular and empirical formula will then be explicitly
taught, and students will have a chance to practice these
skills. A quiz night style game will then be played, and the
lesson will conclude with an exit card.
LEARNING OBJECTIVES:
Students will understand that Students will understand that
the number of moles of particles (molecules, ions) in a
experimental percentage composition. Students
will then compare the two.
LEARNING OBJECTIVES:
Students will understand that the percentage
composition of elements in compounds can be
determined from the molar masses of the atoms.
Students will know the Percentage compound
formula:
% 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅
(𝒎𝒂𝒔𝒔 𝒐𝒇 𝒙 𝒊𝒏 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅)
=
𝒎𝒐𝒍𝒂𝒓 𝒐𝒇 𝒎𝒂𝒔𝒔 𝒐𝒇 𝒄𝒐𝒎𝒑𝒐𝒖𝒏𝒅
× 𝟏𝟎𝟎%
Students will be able to undertake calculations of
percentage composition, by mass, of elements in
compounds.
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Challenge warmup activity question
- Think pair share
- Worksheet
- Practical
RESOURCES: 1 (slides 16,17 & 18), 10, 11
ASSESSMENT TASK/ OPPORTUNITIES FOR
FEEDBACK: Ongoing assessment through walking
around and touching base with students
might need to revise for the exam and for a better
understanding of the concepts covered.
HOMEWORK: Flipped classroom videos: students are to
watch videos on empirical and molecular formula and
take notes (resources 16 & 17).
sample can be determined from the mass of the sample
and the molar masses of particles.
Students will know
- That the molecular formula shows the exact
number and type of each chemical element within
a molecule.
- That the empirical formula shows the simplest
whole number ratio of the atoms of the chemical
elements present in the molecule.
Students will be able to
- Be able to calculate the empirical formula using the
molecular formula
- Be able to calculate the empirical formula when
given the percentage composition
- Be able to calculate the molecular formula when
given the percentage composition and molecular
weight
TEACHING STRATEGIES/ PEDAGOGY/ ACTIVIES:
- Formative assessment using whiteboards
- Flipped classroom
- Think pair share
- Explicit teaching
- Quiz
RESOURCES: 1 (up to slides 19-24), 15, 16, 17, 19
ASSESSMENT TASK/ OPPORTUNITIES FOR FEEDBACK:
 - Whiteboard activity to gauge student understandings of
HOMEWORK: Students are to complete the ratios
- exit of content covered in this lesson and for students to
practical discussion questions for homework.
identify content they want to recap during exam revision
week (this includes content covered prior to this unit).
- Exit card

HOMEWORK: exam revision

8 EXAM REVISON
9 EXAM WEEK