Stoichiometry Lesson Plan

Name: Sara Adamek

Class/Subject: AP Prep Chemistry

Date: March 17-21, 2014

Student Objectives/Student Outcomes:Objectives AssessmentStudents will be able to covert between moles of one substance and moles of another.

Students will correctly identify given information, choose the correct conversion factor(s) and then solve the problem correctly.

Students will be able to explain why this skill is useful.

Stoichiometry allows you to determine yields and limiting reagents, both of which have applications in industry and research. Presumably it also boosts logical thinking and problem solving.

Content Standards:

HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. 

Materials/Resources/Technology:TestTime (Mole test)

Start of Class:Listen to announcements. Take attendanceIntroduction of Lesson:Pass out test. Have students put away everything except a pencil, their calculator and their concept map. There are extra concept maps available. They may NOT use their phones as calculators. Lesson Instruction:Have students do the test. Grandmole wks for ec. Assessment/Checks for understanding:Grade test for accuracy. Closure/Wrap-up/Review:N/A

Materials/Resources/Technology:Nuts and bolts, nuts and bolts wks

Time (Stoic. Activity from 101)

Start of Class: Pass back and discuss test. There will be a second opportunity to make up the test if you did badly. Must be done before spring break. My job vs your job good use of class time/study supportIntroduction of Lesson:Stoichiometry is the use of ratios to determine how much product you are going to make or how much starting material you are going to need. Lesson Instruction:Discuss instructions: with partner get a cup of nuts and bolts. Make the product according to the instructions. This is not homeworkGroups: Kristen,QuentinSahara Chris,Brianna MiguelReno, Nate,Amair, Audrey,Jacob caliAlex ChandlerAssessment/Checks for understanding:Grade activity for compleation (count it as a lab grade). Give feedbackClosure/Wrap-up/Review:Discuss main points of activity

Materials/Resources/Technology:

Time (Mole ratio, balancing equations, mole to mole conversion) 3 min Start of Class:

Announcements. Take attendance. Pass out papers. Introduction of Lesson:The point of chemistry is to know how stuff is going to change in a chemical reaction. How much stuff should I put in, how much will I get out? Lesson Instruction:Have students take notes on stoichiometryDemonstrate how to go from moles to moles Pass out Wks.

Assessment/Checks for understanding:Grade activity for completion. Provide feedback. Closure/Wrap-up/Review:Ask students to demo finding

Materials/Resources/Technology:

Time (Mole to gram conversion) 3 mon Start of Class:

Listen to announcements, pass back papers, take attendance. 20 min Introduction of Lesson:

Watch Crash course to review what we’ve learned and where we’re going. Have students write down one question or thought about the video. Share with a neighbor

and discuss as a class. http://www.youtube.com/watch?v=UL1jmJaUkaQ

22 Lesson Instruction:Have students take notes on converting from grams to moles.Demonstrate how to covert grams to moles. Pass out wks. Demo first problem.Release them to work on practice problems. Assessment/Checks for understanding:Check problems for completion. Provide feedback. Class discussion

5 min Closure/Wrap-up/Review:As exit slip have students write how you covert from moles of one thing to grams of another.

Materials/Resources/Technology:

Time (Mole Moe conversion) Start of Class:Listen to announcements. Take attendance. Pass back papersIntroduction of Lesson:Introduce thLesson Instruction:Show several examples. Release students to work on conversion problems. Assessment/Checks for understanding:

Closure/Wrap-up/Review:

STOICHEMETRY INTRODUCTIONYou are making brownies for the Urbana HS bake sale.

In order to make 24 brownies you need:1 box of mix2 eggs½ cup oil

If you have 7 boxes of mix, a dozen eggs and full bottle of canola oil how many brownies can you make?

MOLE RATIO WORKSHEET Name:____________________1. Given the equation N2 + 3 H32 NH3, write the molar ratios

a. N2: H2 b. N2: NH3 c. H2: NH3

2. Given the equation _______H2 + ___ S8 _____H2S write the molar ratios

a. H2: H2S b. H2: S8 c . H2S: S8

3. Given ____ H2 + _____ O2 ____ H2O answer the following.a. What is the H2 : H2O molar ratio?

b. Suppose you had 20 moles of H2and lots and lots of O2, how many moles of H2O could you make?

c. What is the O2: H2O molar ratio?

d. Suppose you had 20 moles of O2 and lots and lots of H2, how many moles of H2O could you make?

4. Use the equation N2 + 3 H32 NH3 for the following problems.a. If you used 1 mole of N2, how many moles of NH3 could be produced?

b. If 10 moles of NH3 were produced, how many moles of N2 would be required?

c. If 3.00 moles of H2were used, how many moles of N2 would be needed?

d. If 0.600 moles of NH3 were produced, how many moles of H2are required.

STOICHIETORMY PRACTICE Name:_________________Show your work. Convert the following:

1. Given the equation 4 Al + 3 O2 2 Al2O3

a. How many moles of Al2O3 would you get if you start with 8.3 moles of Al?

b. How many moles of O2 would you need if you start with 8.3 moles of Al?

c. If you make .24 moles of Al2O3 how many moles of Al did you start with?

2. Given the equation Cu +2 AgNO3 2Ag + Cu (NO3)2

a. If you start with 2.3 moles of AgNO3 how many moles of Ag will you get?

b. If you start with 2.3 moles of AgNO3 how many moles of Cu(NO3)2 will you get?

c. Why did you get different amounts of Ag and Cu (NO3)2?

d. A

STOICHIOMETRY ACTIVITY Name:___________________Procedure: You have a cup with some nuts and bolts. The product that you are to make consists of two nuts on each bolt. Your goal is to make as many of the product as possible.

Data:# bolts________, # nuts___________ , # product____________

Questions:1. Using N to symbolize the nuts and B to symbolize the bolts, write out a balanced equation for the

formation of the product and justify your answer.

2. What is the mole ratio between nuts and bolts?

3. What is the mole ratio between nuts and product?

4. What is the mole ratio between bolts and product?

5. In this model, what are the atoms?

6. In this model, what are the molecules?

7. How is the equation you wrote in #1 like to a chemical equation?

8. Imagine you had 6 nuts and 4 bolts. You could make 3 products and have one bolt left over. Why couldn’t you make the bolts have only one nut to use up all the nuts and bolts?

Given that the average mass of a bolt is 10.63 g and the average mass of a nut is 4.35 g answer the following:

9. What is the mass of all the bolts you were given?

10. What is the mass of all the nuts you were given?

11. What is the total mass of the product you made? How do you know?

12. How are the numbers in 9, 10 and 11 related?

Additional questions:13. An individual coefficient in a balanced equation is meaningless. Why?

14. Write a balanced equation to represent how you would make a sandwich from two pieces of bread and three slices of cheese.

15. What is the ratio between cheese and sandwiches?

16. What is the ratio between bread and sandwiches?

17. What is the ratio between cheese and bread?

18. If I had an unlimited amount of cheese and 5 slices of bread, how many sandwiches could I make? EXPLAIN how you knew how many sandwiches you could make.

19. Explain the connection between sandwiches and chemical equations.

Basic Stoichiometry PhET Lab Name:______________

Introduction:

When we bake/cook something, we use a specific amount of each ingredient. Imagine if you made a batch of cookies and used way too many eggs, or not enough sugar. YUCK! In chemistry, reactions proceed with very specific recipes. The study of these recipes is stoichiometry. When the reactants are present in the correct amounts, the reaction will produce products. What happens if there are more or less of some of the reactants present?

Procedure:

Go to the site, www.phet.colorado.edu. Find the Reactants, Products and leftovers simulation. (PhET

Simulations Play with the Sims Chemistry Reactants, Products, and Leftovers )

If a yellow bar drops down in your browser, click on it and select "Allow Blocked Content" or select keep and run.

Part 1: Making Sandviches:

1. The is a simulation of a two-reactant synthesis reaction. In this case, one reactant will be limiting, while the other will be in excess.

2. Take some time and familiarize yourself with the simulation.3. Set the reaction to a simple mole ratio of 2:1:1

4. Complete the table below while making tasty cheese sandwiches:Bread Used Cheese Used Sandwiches Made Excess Bread Excess Cheese

5 slices 5 slices

4 slices 3slices

2 sandwiches 1 slice 0 slices

6 slices 3 sandwiches 4 slices

Part 2: Real Chemical Reactions:

5. Now let's work with real chemical reaction, one that creates a very entertaining BOOM!6. What is the mole ratio for the reaction of hydrogen and oxygen to produce water?

__H 2+__O2→__ H2O

7. Complete the table below while making water H2O from hydrogen H2 and oxygen O2: Hydrogen Molecules

H2

Oxygen Molecules O2 Water Molecules H2O Excess H2 Excess O2

4 molecules 4 molecules

7 molecules 6 molecules

4 molecules 0 molecules 0 molecules

9 moles 8 moles

4 moles 1 moles 0 moles

4.0 moles 2.5 moles

1.5 moles 1.5 moles 0 moles 0 moles

8. Notice that the labels changed from molecules to moles. This does not change the mole ratio, as a mole is simply a large number of molecules. How many molecules is a mole? _________________

9. Now try producing ammonia, a very important chemical in industry and farming.

10. What is the mole ratio for the production of ammonia? __N 2+__H2→__NH 311. Complete the table below:

Moles N2 Moles H2 Moles NH3 Excess N2 Excess H2

3 moles 6 moles

6 moles 3 moles

4 moles 2 moles 0 moles

1.5 moles 4.0 moles

Combustion of hydrocarbons like methane CH4 produces two products, water and carbon dioxide CO2.

12. What is the mole ratio for the combustion of methane? __CH 4+__O2→__CO2+__H 2O

13. Complete the table below: mol CH4 mol O2 mol CO2 mol H2O Excess mol CH4 Excess mol O2

4 mol 4 mol

3 mol 6 mol

2 mol 4 mol

3 mol

Choose the tab game:

Pick your level, timer on, sound off and hide nothing.

Your First Score:_______ level 1 Your Best Score:________ level 1

Your First Score:_______ level 2 Your Best Score:________ level 2

Your First Score:_______ level 3 Your Best Score:________ level 3

Stoichiometry Notes

Stoichiometry (pronounced stoy-key-om-eh-tree) relates to the calculations of quantities in chemical reactions.

What quantities can we relate?

What information must you have to do stoichiometry?

What information can you figure out on your own/know?

What information do you need to be given?

Demo:

N2+ 3H2 2 NH3

2 atoms N 6 atoms H 2 atoms N and 6 of H1 molecule N2 3 molecules H3 2 molecules NH3

1 mole 3 moles 2 moles6.02 x1023 particles 3 x 6.02 x1023 particles 2 x 6.02 x1023 particles28 g 3 x 2 g = 6 g 2 x 17 g = 34 grams22.4 L 3 x 22.4 L = 67.2 L 2 x 22.4 L = 44.8 L

How can we up date our mole concept maps?

STOICHIMETRY PRACTICE: Mole to mole Name:____________Balance each equation. Then answer the questions.

1) ____ Na3PO4 + ____ KOH ____ NaOH + ____ K3PO4

a. If you start with 36.5 mol of Na3PO4 how many moles of NaOH can you make?

b. If you start with 36.5 mol of Na3PO4 how many moles of K3PO4 can you make?

c. How many mole of KOH will you need to use up all 36.5 mol of Na3PO4?

2) ____ MgF2 + ____ Li2CO3 ____ MgCO3 + ____ LiF

a. If you start with 0.23 mol of MgF2 how many moles of MgCO3 can you make?

b. If you start with 0.23 mol of MgF2 how many moles of LiF can you make?

c. How many mole of Li2CO3 will you need to use up all 0.23 mol of MgF2?

3) ____ P4 + ____ O2 ____ P2O3

a. If you start with 5.3 mol of P4 how many moles of P2O3 can you make?

b. How many moles of O2 do you need in order to use up all of the P4?

4) ____ RbNO3 + ____ BeF2 ____ Be(NO3)2 + ____ RbF

a. If you start with .045 mol of RbNO3 how many moles of Be(NO3)2 can you make?

b. If you start with 0.045 mol of RbNO3 how many moles of RbF can you make?

c. How many moles of BeF2 will you need to use up all of the RbNO3?

5) ____ AgNO3 + ____ Cu ____ Cu(NO3)2 + ____ Ag

a. If you start with 3.24 mol of AgNO3 how many moles of Cu(NO3)2 can you make?

b. If you start with 3.24 mol of AgNO3 how many moles of Ag can you make?

c. How many moles of Cu will you need to use up all of the AgNO3?

6) ____ CF4 + ____ Br2 ____ CBr4 + ____ F2

a. If you start with 1.29 mol of Br2 how many moles of F2 can you make?

b. If you start with 1.29 mol of Br2 how many moles of CBr4 can you make?

c. How many moles of CF4 will you need to use up all of the Br2?

STOICHIMETRY PRACTICE: Mole to gram Name:____________Balance each equation. Then answer the questions

1) ___ HCN + ____CuSO4 ____H2SO4 + ____ Cu(CN)2

a. If you start with 2.5 mol of HCN how many moles of H2SO4 will you get?

b. If you start with 5.3 g of HCN how many moles of Cu(CN)2 will you get?

c. How many moles of CuSO4 will you need in order to use up the 5.3 g of HCN?

2) ___ GaF3 + ___ Cs ___ CsF + ___ Gaa. If you start with 2.41 mol of Cs how many moles of Ga will you get?

b. If you start with .12 g of GaF3 how many moles of CsF will you get?

c. How many moles of Cs will you need in order to use up the .12 g of GaF3?

3) ___N2 + ___ H2 ___ NH3

a. If you start with 2.41 mol of H2 how many moles of NH3 will you get?

b. If you get 5.60 g of NH3 how many moles of N2 did you start with?

c. If you get 5.60 g of NH3 how many moles of H2 did you start with?

4) ___ NaF + ___ Br2 ___ NaBr + ___ F2

a. If you start with 6.34 mol of NaF how many moles of Br2 do you need?

b. If you start with 5.3 g of Br2 how many moles of F2 will you get?

c. If you end with 4.32 g of NaBr how many moles of NaF did you start with?

5) ___ Pb(OH)2 + ___ HCl ___ H2O + ___ PbCl2a. If you start with 7.8 mol of HCl how many moles of H2O do you get?

b. If you start with 4.78 g of Pb(OH)2 how many moles of H2O will you get?

c. If you end with 4.32 g of PbCl2 how many moles of Pb(OH)2 did you start with?

6) ___ AlBr3 + ___K2SO4 ___ KBr +___ Al2(SO4)3

a. If you start with .24 mol of K2SO4 how many moles of KBr do you get?

b. If you start with 1.29 g of AlBr3 how many moles of Al2(SO4)3 will you get?

c. If you end with 9.63 g of KBr how many moles of AlBr3 did you start with?

MURDER MYSTRY: Stoichiometry edition Name:____________You are the lead investigator on the case of the dead athlete. There are many things you must do in order to solve the case. You must find out how the victim was killed and you must find out who did it. Read the instructions, find the evidence and solve the case.

Victim information: Case # 153Name: Jasper ChanAge: 24 Sex: MHeight: 5’10” Weight: 154 lbsInformation:The victim is a minor league baseball player for the Kane County Cougars. He lived alone in a one bedroom apartment 5 blocks from the stadium. His teammates say he was a nice guy. He has a mother and younger sister in Seattle WA. This was his first season with the Cougars. He played for the Quad Cities River Bandits for two years before transferring to the Cougars in December. When he wasn’t practicing or traveling with the team he played a lot of xbox.

There was no sign of injury on the body so you suspect the victim was poisoned. You instruct the lab to do a toxicology screen and look for poisons. When you get the toxicology report back you find out that the lab tech forgot to convert the moles of toxic metals into grams. Luckily, you paid attention in chemistry and remember how to do those conversions.

Toxicology report for case # 153There were traces of lead, arsenic, mercury and chromium in the blood. Very small amounts of these toxic metals will not kill a healthy adult, but if the dose is high enough the individual will die. The amounts of toxic substances found in the body are listed below.

What a lethal dose is depends on the mass of the individual. For example, if the individual massed 1 kg a lethal dose of lead would be 0.45 g. If the individual massed 20kg a lethal dose of lead would be 9 g. Remember: 1 kg = 2.20 lbs

Substance Amount in body (mol)

Amount in body (g)

Lead 1.21 x 10-3

Arsenic 0.0806

Mercury 0.023

Chromium 0.201

Was your victim poisoned? If so, which substance killed him?

While you were waiting for the toxicology report you went to check out the victim’s apartment. At the apartment you noticed muddy footprints on the balcony

and signs that the sliding glass door had been forced open. You suspect that the muddy prints might come from the killer. After photographing the footprints you take a sample of the mud to the lab for analysis. When you get the report back you find out that the lab tech has been lazy and did not convert the numbers to percent composition like you expected. But again, you remember how to do this from your days in chemistry.

Analysis of soil for case #153The mud from the foot prints was analyzed and the results are below. Nitrogen, carbon, oxygen and silicon are usually found in soil samples. Lead is not. This suggests that the soil that made the prints came from one of three locations in this area. The profiles of the soils in these areas are below the findings.

Substance Mass (g)

% composition

Nitrogen 0.23

Carbon 0.45

Oxygen 0.67

Silicon 0.19

Lead 0.05

Toxic substance

Lethal dose (g of toxicant per kg of body mass)

Lethal dose for your victim

Lead 0.45 g/kg

Arsenic 0.075 g/kg

Mercury 0.2 g/kg

Chromium 0.25g/kg

Location 1: Abandoned mine

SubstanceTypical percent composition

Nitrogen 10-35

Carbon 8-18

Oxygen 31-39

Silicon 8-14

Lead 0-5

Location 2: The toxic waste recycling center

SubstanceTypical percent composition

Nitrogen 12-15

Carbon 20-30

Oxygen 40-49

Silicon 9-13

Lead 1-4

Location 3: MGB manufacturing plant

SubstanceTypical percent composition

Nitrogen 10-16

Carbon 23-35

Oxygen 30-41

Silicon 11-18

Lead 0-4

Given the above information, which location do you think you should investigate?

You go to check out the toxic waste recycling center. It occurs to you that perhaps the killer got the toxins from the center. When you speak to the manager you find out that two different

departments are in charge of keeping records. The intake department keeps the records in terms of grams of a substance they receive; the processing department keeps their records in moles. Once again your chemistry knowledge comes to the rescue!

Intake Records Processing Records2/14-2/17 2/14-2/17

Substance (g) Substance molArsenic 603 Arsenic 7.92

Bromine 45 Bromine 0.56

Cadmium 287 Cadmium 2.25

Chromium 23 Chromium 0.058

Cobalt 9063 Cobalt 153.79

Lead 386 Lead 1.86

Mercury 745 Mercury 3.66

Molybdenum 22 Molybdenum 0.23

Could the substance that poisoned your victim have come from the toxic waste recycling center? How do you know?

Is anything else missing?

After reviewing the records from the recycling center you decide you need to see the security footage. The video from two weeks ago shows a person entering the facility late at night and then leaving 20 minutes later carrying a large bag. Another video shows a truck leaving. You run the truck’s license plate and find out it belongs to the manager of the Cougars. You go talk to him and find out that he was out of town on a recruiting trip the night the truck made a trip to the recycling center. You ask who has access to the truck and find out that all of the players are allowed to borrow it if they need it. The keys are kept in the team locker room. You pay a surprise visit to the locker room and discover several mysterious substances in one of the player’s lockers. You rush the samples to the lab and eagerly await the results.

Analysis of unknown substances for case #153

Substance #1 is As2O3. There was 0.020 mol of the substance.Substance #2 is CrCl6. There was 0.19 mol of the substance.Substance #3 is Hg3(PO4)3. There was 8.31 x 10-3 mol of the substance.

You know that if the masses of the As, Cr and Hg from the samples match those of the missing chemicals from the recycling center you will have enough evidence to arrest the teammate for the murder of Jasper Chan. But how can you figure out if the masses match? You will have to write balanced equations showing the decomposition of each of the substances into their component elements and then use stoichiometry to covert from moles to grams.

Now that you are finished analyzing the evidence write up a report for your sergeant summarizing your findings and describe the next step you are going to take with the investigation. Make sure to logically lay out your reasoning and site the evidence that you feel is relevant.