Parent plan · Week 11 · Reactions, Moles & Composition — launch — Physical Science: Chemistry
Parent teaching plan · 36 weeksUnits to teach or revisit
Chapter 4 · Reactions, Moles & Composition
- Unit 4.1 · Types of Reactions
- Unit 4.2 · Balancing Chemical Equations
- Unit 4.3 · The Mole & Molar Mass
Assigned readings
Develop this chapter question: What changes in a reaction, and what must be conserved?
This week’s goals
- Explain models, species, arrows and axes before substituting values.
- Conserve the relevant atoms, charge, amount and energy account.
- Apply independently, state limits and revise from evidence.
Read Bubbles, formulas and conserved quantities at chapter launch and revisit it alongside this week’s linked units, figures and investigation.
Five flexible sessions, normally 50–60 minutes. Two core unit sessions are scheduled, with a third for selected demanding topics. Sample week uses a complete 90-minute paper plus about 30 minutes of corrections within two ordinary-hour equivalents.
Session 1 · Types of Reactions — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
The products may remain dissolved or no net change may occur; solubility and actual reaction conditions must be checked. No. Oxidation is electron/oxidation-number accounting and can occur slowly or in other nonflame contexts.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 2 · Types of Reactions — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Balance atoms of each element and total charge. A precipitate prediction also needs appropriate solubility/concentration evidence under the conditions; balanced pattern matching alone does not establish a separate solid phase.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 3 · Balancing Chemical Equations — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
It changes the product’s chemical identity rather than only its amount. Coefficients must balance the correct formulas. Fourteen: seven O₂ molecules supply fourteen, while four CO₂ and six H₂O supply eight plus six.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 4 · Balancing Chemical Equations — apply and explain
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Study Parts 3–4 and selected source-model prompts, then attempt the whole-unit application, illustrated practice and changed independent case. Explain a correction, revise the opening model and complete the exit check.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
C₃H₈ +5O₂ →3CO₂ +4H₂O. Counts are C:3, H:8, O:10 on each side. Formula subscripts remain unchanged.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Session 5 · The Mole & Molar Mass — build the model
Use the linked chapter reading, unit explanations, figures and notebook.
Your task
Read the chapter background and unit language. Draw a first model, study the core explanation and Parts 1–2, trace each figure and attempt the visual questions/checks. Complete a first worked case with its answer covered.
- Prepare the assigned explanation and identify the question.
- Trace a model or graph, labeling its species and units.
- Attempt the assigned reasoning and calculation before opening guidance.
- Compare with criteria and retain an explained correction.
Hint and response guidance
Name the species, quantities, boundary and assumptions before choosing a relationship. Use the matching figure to check each step.
Three moles of atoms: two moles of hydrogen atoms plus one mole of oxygen atoms. The subscript outside parentheses multiplies the entire OH group, not only the immediately preceding hydrogen.
- Use the supplied evidence and correct species/units.
- Explain the relevant mechanism or relationship.
- Show intermediate working or a labeled model.
- State an assumption, limitation or useful next test.
Submit this week
- Labeled first/revised models and intermediate calculations.
- Assigned practice and assessed attempts with explained corrections.
- Investigation record/report when assigned, identifying supplied versus collected data.
Parent / teacher weekly conference
Use actual written work to adjust support. Do not count a copied solution as independent mastery. Extend or redistribute time where needed; home-study records do not certify supervised or mandated laboratory requirements.
- Can each relevant symbol and unit be explained?
- Does the calculation conserve the appropriate quantities?
- Can the learner solve a changed case and explain an assumption?