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ADAPTIVE TEACHING GUIDE

Most Essential Topic #3

Lesson #1: Stoichiometry

Prerequisite Content Knowledge: Writing correct Chemical Formulae, Types of Chemical Reactions, Balancing of Chemical Equations
Prerequisite Skill: Dimensional Analysis, Writing a Balanced Chemical Equation

Prerequisite Assessment: Problem Set (Practice Exercises on Balancing Chemical Equation/Mole Concept)
For online learners: https://education.jlab.org/elementbalancing/index.html
For insufficient Level of Pre-requisite Content-Knowledge and/or Skills: Click Intermediate: Answer 10 problems
For Fairly Sufficient Level of Pre-requisite Content-Knowledge and/or Skills: Click Advanced: Answer 5 problems
For offline learners:
1. ___Na + ___MgF2 🡪 ___NaF + ___Mg
2. ___Mg + ___HCl 🡪 ___MgCl2 + ___H2
3. ___Na + ___O2 🡪 ___Na2O
4. ___C2H6 + ___O2 🡪 ___CO2 + ___H2O
5. ___LiF 🡪 ___Li + ___F2
6. ___CH4 + ___O2🡪 ___CO2 + ___H2O
7. ___Mg + ___HCl 🡪 ___MgCl2 + ___H2
8. ___Co + ___HCl 🡪 ___CoCl2 + ___H2
9. ___Ca(OH)2 🡪 ___CaO + ___H2O
10. ___Cu + ___H2SO4 🡪 ___CuSO4 + ___H2
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For insufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answer 10 problems

For Fairly Sufficient Level of Pre-requisite Content-Knowledge and/or Skills: Answer 5 problems

Pre-lesson Remediation Activity:

1. For students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Additional review (conceptual) material on the following principles: writing correct chemical formulae, types of chemical reactions, and balancing of chemical equations
For online learners, they will access the link https://education.jlab.org/elementbalancing/index.html
For offline learners, pen and paper activity to assess student’s pre-requisite content-knowledge and level of readiness.
2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● For online learners, they will take an activity (https://education.jlab.org/elementbalancing/index.html) to determine their correct understanding of the prerequisites.
● For offline learners, they will take a pen and paper activity to determine their correct understanding of the prerequisites.

Introduction:
1. Time Frame a student is expected to finish learning the lesson
2-4 days (at 1-2 hours/day of engagement)
Modes of contacting the teacher for concerns/consultation:
*Online learners may contact the teacher via the LMS messaging system, email, Google Chat, or Messenger.
*Offline (modular) learners may contact the teacher via SMS/text, phone call, or scheduled in-person consultation.
*In-Person (face-to-face) learners may contact the teacher via SMS/text, phone call, or scheduled in-person consultation.

2. Knowledge (RUA) the students is expected to gain from learning the topic/lesson
Comprehension and practical applications in real-life scenarios of concepts of Stoichiometry
3. Context of applying the knowledge (RUA) to be gained in the lesson:
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Understanding the application of Stoichiometry in day-to-day life scenarios

Applying Stoichiometry concepts in baking, safety cars, diet (health), medicine, transportation and ecology such as:
Students will be taught of the following scenarios that can be associated with the application of Stoichiometry
●
● Need nails for a construction project
● When you go to a hardware store, you can buy nails by weight and be able to determine how many nails are in a pound. Use this concept to how pounds you need and
start your construction
● Air bags
● Cars and other vehicles are equipped with air bags. In case of an accident (collision), a reaction is triggered so that the rapid decomposition of Sodium azide (NaN3)
produces nitrogen gas, filling the air bag. It too little sodium azide (NaN3) is used, the air bag will not completely and will not protect the person in the vehicle. Too much sodium
aside could cause the formation of more gas that the bag can safely handle. If the bag breaks from the excess gas pressure, all protection is lost
● Ecological Stoichiometry
● It is the study about how the chemical content of an organism shapes its ecology. The principles of ecological stoichiometry are based on mass balance limitations as
they apply to species and their interactions in ecosystem. It focuses on the interface between an organism and its resources. The biotic factors of community determine the
community composition for any organism. If a particular organism species can maintain the community composition despite the changes in chemical composition and the
availability of resources, then it is in stoichiometric balance. It is important factor to predict the strategies used by the species to cope up with limited resources.

4. Overview of the Lesson

Stoichiometry is considered as one of the important concepts in chemistry. It determines quantitative relationships and is used to measure the amount of products and reactants are
produced or needed in a given reaction.
Motivation: Situational Analysis: Friends for Gala or Brownies Challenge
MOTIVATION (10 MINS)

1. Present a story about two friends. Friend A has P100,000.00 in her account while Friend B has half million on her bank account. The condition is whatever one will buy the other
must buy, as well. Friend A bought a car worth 50,000 and so Friend B did. Friend A bought a parcel of lot worth 50K and so with Friend B, as well. Now, Friend A can no longer buy
anything due to no more money while Fiend B still has P400,000 and so can still buy whatever things she would like to buy. Friend A becomes the limiting reactant while Friend B
becomes excess reactant. Using this situation, ask students about their perception as regards to explain how Friend A becomes the limiting reactant while Friend B becomes excess
reactant.
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Photo Credit: jooinn.com

2. Present the Ingredients for best-ever brownies

185g unsalted butter

185g best dark chocolate

85g plain flour

40g cocoa powder

50g white chocolate

50g milk chocolate

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3 large eggs (each 60g)

275g golden caster sugar

Total mass: 1.050 kg

Photo Credit: i2.wp.com

The teacher will ask the students to identify the limiting and excess reactants for the best ever brownies.

Ask the following questions

1. What is the total mass in kg of all the ingredients used in baking the best ever brownies?
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2. Will the baked brownies weigh the same as all of the ingredients added together? If yes, why? If no, why not?
3. What do you think is the percentage yield in terms of the mass of brownies produced and the mass of the ingredients used?
4. Why do you think comparing the actual quantitative results of a chemical reaction to the theoretical (calculated) important?

Online: Students will be asked to answer online via Zoom Poll or Slido
Offline: This will be included in the module

Students’ Experiential Learning (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

Chunk 1: Situational Analysis in relation to the Motivational Activity

Using situation analysis, the teacher will explain the concept of limiting reactant, excess reactant, theoretical yield, actual yield, and percent yield. Let’s say you want to make cookies
instead of best ever brownies to bring in to class on your birthday. Your recipe calls for 2 eggs and 2.5 cups of flour per batch. In your kitchen, you have loads of all the other
ingredients but only 13 eggs and 7.5 cups of flour. Ask the learners: How many batches of cookies can you make? How many of the ingredients, cups of flour or eggs, are left over?
To calculate how many eggs are left, explain that they can do it in two ways:
A. 3 batches of cookies at 2 eggs per batch requires 6 eggs used. You started with 13 eggs, minus 6 = 7 left over eggs, or
B. 7.5 cups of flour times 2 eggs/(2.5 cups of flour) = 6 eggs used. You started with 13 eggs, minus 6 = 7 left over eggs.

Tell the class that they can do the same with mol:mol ratios from chemical equations, and masses of reactants (converting to moles with molar mass). Say for example, your recipe for
cookies claims to make 48 cookies per batch (theoretical yield). However, during the process of making cookies, some dough got stuck in the mixer and you can’t scrape the bowl
completely which resulted to an actual yield of 42 cookies. So, what is your percent yield of baked cookies? Percent yield = 42/48 x 100 = 87.5%

Formative Question:
How many batches of cookies can you make? How many of the ingredients, cups of flour or eggs, are left over?

Chunk 2: Problem-solving involving a chemical reaction without limiting and excess reactants
Use this real-life scenario to introduce the lesson:
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Ideal Ham Sandwich (composed of 2 slices of Ham (H), a slice of cheese (C), a slice of tomato (T), 5 pickles (P) and 2 slices of bread (B)

Photo Credit: foodnetwork.com

● If there are 8 slices of ham, in order to make many sandwiches as possible, how many pickles are need?
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Explain that reaction stoichiometry is about the relationship of the different reactants and products in a chemical reaction. Show the chemical equation of the reaction between CO
and O2. Ask the learners if the equation is balanced.

2CO (g) + O2 (g) → 2 CO2

The teacher must emphasize that in solving a stoichiometric problem, it is important that the chemical equation is balanced to serve as their guide.

Ask the learners to draw out the relationship of reactants to products, reactant to reactant, and product to product.

From the balanced chemical equation, one may deduce the following conclusion like:
● One need 2 moles of CO2 and mole of O2 in order to produce 2 moles of CO2, respectively.
● 2 moles of CO react to a mole of O2
● 2 moles of CO are needed to produce 2 moles of CO2
● 1 mole of O2 is needed to produce 2 moles of CO2

Mole to mole relationships/ratios

2 moles CO: 1 mole O2 1 mole O2 : 2 moles CO2
2 moles CO: 2 moles CO2

From here, one should know how to calculate the molecular weight of each of the compound, say:
1. The molecular weight of Carbon is 12amu x 1 (the number of C in the compound) + 16 amu for oxygen x 1 oxygen atom = 12 + 16 = 28 g x 2 moles in the balanced chemical
equation = 56 g CO per mole of CO so 56 g CO per mole of CO.
2. For Oxygen = 16 amu for oxygen x 2 atoms = 32 grams in a mole of O2.
3. For CO2, 12 from oxygen + 32 from O2 = 48 grams in a mole of CO2

Mass to mole relationships/ratios

56 g CO: 1 mole O2 2 moles CO : 96 g CO2
56 g CO: 2 moles CO2 1 mole O2 : 96 g CO2
32 g O2 : 2 moles CO2

Ask the learners how many moles of the reactants are needed and products formed if there is complete reaction.
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Examples: How many moles of O2 (g) are needed to completely react with 6 moles of CO (g)?

How many moles of CO2 are produced if 4 moles of CO completely reacts with O2?

Ask the learners how many moles of the reactants are needed and moles of products formed or vice-versa if there is complete reaction.

Examples: How many grams of CO2 are produced if 4 moles of CO completely reacts with O2?

How many moles of O2 are needed to produce 172 g CO2 granting all O2 moles have completely reacted with CO?

Emphasize that having a complete reaction is just a theoretical yield because most likely 100% yield is almost impossible to achieve. Let the learners list the 3 possible reasons for
not achieving 100% yield.

Formative Question
What happens in a chemical reaction if there is an insufficient amount of one reactant?

Chunk 3: Limiting and Excess Reactants

Let us consider this problem! Find the limiting reactant when 1.22 g O2 reacts with 1.05 g H2 to produce H2O.

The teacher will explain the two 2 methods of solving.

Method 1: The Reactant Mole Ratio Method. Use the moles of one reactant to calculate the necessary moles of the other reactant to fully react. Compare the calculated value with the
actual value to see if this reagent is excess or limiting.

Step 1. Write the chemical reaction and predict the products, balance it as well.

2 H2 + O2 -------🡪 2 H2O

1.05 g 1.22 g

Step 2. Convert masses into moles. Remember that moles (n) = mass of the substance / MW of the substance

n O2 = 1.22 g / 32 g-mol-1 = 0.038125 mole O2, take note that the g in the denominator cancels out in the

numerator so mol is left as the unit

n H2 = 1.05 g / 2 g-mol1- = 0.525 mole H2

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Step 2. Compare the mol of each of the substance in the equation as computed.

n H2 is 0.525 mol but there are 2 moles in the equation so the final mole of O2 needed is 0.525 mol / 2 = 0.2625 mol O2
n O2 is 0.038125 mol and there is one mole of O2 in the balanced equation so the mole of H2 is 0.07625 mol H2

Step 3. Compare the final moles of each of the substances found in the equation (refer to step 2):

Since the calculated mole of O2 which is 0.038125 mole is lesser than the calculated mole of H2 which is 0.2625 moles, we can generate the answer that O2 becomes the
limiting reactant while H2 is the excess reactant.

Method 2: The Product Method. Use the moles of each reactant to calculate one of the products. The reagent that gave the smaller calculated value of product is the limiting reactant.
The actual value of the amount of product is the smaller of the calculated values.
Step 1. Write the chemical reaction and predict the products, balance it as well.

2 H2 + O2 -------🡪 2 H2O

1.05 g 1.22 g

Step 2. Convert masses into moles. Remember that moles (n) = mass of the substance / MW of the substance

n O2 = 1.22 g / 32 g-mol-1 = 0.038125 mole O2, take note that the g in the denominator cancels out in the numerator so mol is left as the unit

n H2 = 1.05 g / 2 g-mol1- = 0.525 mole H2

Step 3. Calculating the masses of the product based on step 2.

Mass H20 using mol of O2 = 0.038125 mol O2 x 2 moles of H20 x 18 grams of H20 = 1.3725 grams H2O

1 mole of O2 1 mole of H2O

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Mass H20 using mol of H2 = 0.525 mol H2 x 2 moles of H20 x 18 grams of H20 = 9.45 grams H2O

2 mole of H2 1 mole of H2O

Based on the calculated mass of H2O from the mole ratios (step 2), it is seen that H2O yielded a mass 1.3725 grams from H2 while 9.45 grams H2O from H2. This can be concluded that in
method 2 the limiting reactant is the reactant that yielded a lower mass of product while excess reactant is that the reactant that gives a higher mass of the product. In this example, O2
becomes the limiting reactant while H2 becomes the excess reactant.
The result of method 1 and method 2 is consistent that O2 becomes the limiting reactant while H2 becomes the excess reactant.
Example 2: A 5.00 g quantity of Rb are combined with 3.44 g of MgCl2 according to this chemical reaction:

2 Rb (s) + MgCl2 (s) Mg(s) + 2 RbCl (s) What mass of Mg is formed, and what reactant is left-over?
List the known quantities in the problem: molar mass: Rb = 85.47 g/mol molar mass: MgCl2: 95.21 g/mol
Molar mass: Mg = 24. 31 g/mol
Method 1. Mole Ratio Technique
The reactant mole ratios. Calculate the mole of each of the reactant as follows.
Mole Rb = 5.00 g Rb x 1 mole Rb = 0.0585 mol = 0.02925 mol Rb

85.47 g Rb 2

Mole MgCl2 = 3.44 g MgCl2 x 1 mol MgCl2 = 0.1415 mol MgCl2

24.31 g MgCl2

Since according to mole ratio the mole of Rb (0.02925 mol Rb) which is lower than the mole of MgCl2 (0.1415 mol MgCl2), we can conclude that the computation of the mass of Mg
in the product should be based from the reactant with the lower mole ratio, that is limiting reactant. In this case the mass of Mg should come from Rb.
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Mass of Mg = 5.00 g of Rb x 1 mole Rb x 1 mole Mg x 24.31 g Mg = 0.7111 gram Mg

85.47 g Rb 2 mole Rb 1 mole Mg

The mass of Mg produced from the reaction of 5.00 g Rb and 3.44 g MgCl2 is 0.7111 gram.

Using the mole ratio values, we have identified that the Rb is the excess reactant, we can compute the mass of MgCl2 from it.

Mass of MgCl2 = 5.00 g of Rb x 1 mole Rb x 1 mole MgCl2 x 95.21 g MgCl2 = 2.7849 gram MgCl2

85.47 g Rb 2 mole Rb 1 mole MgCl2

The mass of the MgCl2 actually reacted is 2.7849 grams, if we started from 3.44 grams MgCl2 in the reactant then, 0.6551 gram of it left in the reaction unreacted.

Method 2. The Product Method

Step 1. Calculation of masses of Mg from 5.00 g Rb since we have identified that the Rb is limiting reactant from Method 1.

Mass of Mg from Rb = 5.00 g Rb x x x = 0.711 g Mg

Calculation of needed MgCl2 from Rb = 5.00 g Rb x 1 mol Rb x 1 mol MgCl2 x 95.21 g MgCl2 = 2.7849 g MgCl2

85.47 g Rb 2 mol Rb 1 mol MgCl2

The needed mass of MgCl2 to react with 5.00 g Rb, theoretically, is 2.7849 g of it. Since in the reaction, we started 3.44 mass of MgCl 2 and we needed only 2.7849 g of it, therefore,
0.6551 gram of it is left unreacted.

Either we use Method 1 or Method 2, we arrive at the same answers.

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Formative Question
Which reactant is completely used in the reaction?

Which reactant is not completely used up?

Stoichiometry Problem Set

Here are the equations used for the problems below:

(a) MgCO3 🡪 MgO + CO2

(b) 2Na + Cl2 🡪 2NaCl
(c) Fe2O3 + 2Al 🡪 Al2O3 + 2Fe
(d) 2Al(OH)3 + 3H2SO4 🡪 Al2(SO4)3 + 6 H2O
(e) 2KMnO4 + 5 H2C2O4 + 6HCl 🡪 2MnCl2 + 10CO2 + 2KCl + 8H2O

Mole-Mole Conversions

1. How many moles of CO2 are produced according to equation (a) by the reaction of 6.0 mol of MgCO3?

2. Suppose that 1.6 mol Al2(SO4)3 are produced by reaction (d). How many moles of H2O are also produced?

3. According to equation (e), 1.5 mol of KMnO4 react completely with how many moles of H2C2O4?

Mass-Mass Conversions

4. How many grams of Al2O3 are produced by the complete reaction of 0.20 mol of Al, according to equation (c)?
5. When 0.45 mol CO2 is produced by equation (e), how many grams of H2O are also produced?
6. The complete reaction of 4.6 g Na, according to equation (b), yields how many grams of NaCl?
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7. How many grams of H2SO4 are required for the complete reaction of 65.0 g of Al(OH)3 according to equation (d)?
8. According to equation (a), 4.0 kg MgCO3 yield how many grams of CO2?
9. How many grams of HCl are required for the complete reaction of 316 g KMnO4 according to equation (e)?

PRACTICE (120 MINS)

1. Determine what are asked from the reaction of 2.50 grams of H2SO4 reacting with 5.00 grams of NaOH.
1a. Write and balance the chemical reaction involved.
1b. Which reactant is limiting?
1c. Which reactant is in excess?
1d. What is the theoretical yield of water, in grams?
1e. What is the percent yield if the actual grams of water produced is 0.750 g?
2. Propane is a common fuel. How many moles of oxygen are needed to burn 3.62 moles of propane.
C3H8 (g) + 5 O2 (g) → 3CO2 (g) + 4 H2O (l)
3. If we start with 2.00 moles nitrogen and 6.00 moles hydrogen, determine the following: how many moles of ammonia is it theoretically possible to produce?
N2 + 3 H2 → 2NH3
3a. Which is the limiting reactant?
3b. Which is the excess reactant?
3c. How many moles of ammonia is it theoretically possible to produce?
3d. What is the percent yield of ammonia if the actual yield of ammonia is 3.55 moles?

ENRICHMENT (60 MINS)

A chemical manufacturer wants to try a new process for making the a highly refined form of nickel(II) oxide from Ni(NO3)2 and NaOH. The product is sold for use in making rechargeable
batteries (NiMH) for use in high tech devices. The raw materials cost $2,000 per ton for Ni(NO3)2 and $50 per ton for NaOH.

The old method (call it Method 1) uses equal masses of NaOH and nickel nitrate, and has a 95% yield. However, it costs $200 per ton of product generated to refine the product and
process wastes.

The first new method (Method 2) uses twice the mass of nickel nitrate as NaOH, and has a 90% yield, but refinement & waste processing costs $25 per ton.
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The other new method (method 3) uses five times the mass of nickel nitrate as NaOH, has a 99% yield, and refinement/waste processing only costs $10 per ton.

Your group has been hired as a consulting firm to help the manufacturer decide whether to adopt one of the new processes, and if so, which one to choose.

What is your advice to the manufacturer? How did you reach your answer?

In your group, the person with the lowest # birth month (using day of the month as a tie-breaker) will be the “manager”, whose job is to keep the decision process focused and work
toward making a reasonable decision. The person with the highest # birth month is the “technician” who will actually perform any needed calculations; and the other person will be the
“skeptic”, whose job is to question assumptions and make sure everything works out.

At the end of the consultation, one of you may be chosen to make your “sales pitch” for the decision you’ve reached. Be sure each member of the group understands the decision!

Questions To Ponder:

1. What chemistry challenges do you need to work out for this job?
2. What criteria will be important in making your recommendation?
3. How will you evaluate those criteria?
4. Are there other criteria that could be used? If so, what are they and how can you assess or rank their value?
5. What would be the “ideal” quantities to use, to make 1 ton of salable product?

Synthesis
● Stoichiometry is at the heart of the production of many things you use in your daily life. Soap, household cleaners, toothpastes, shampoos, deodorant, feminine wash, and cooking
ingredients are just a few households and personal care products you use that are chemically engineered, or produced through chemical reactions
● Chemically engineered commodities all rely on stoichiometry for their production. Stoichiometry tells what quantity of each reactant we need in order to get enough of our desired
product.
● How do you take advantage of your knowledge and skills in stoichiometry at school? At the mall? In your community?
● In your daily task at home, what activities can you relate with the application of stoichiometry?
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RUA of a Student’s Learning

The learners will demonstrate their understanding of the concepts of Stoichiometry by showcasing real-life scenarios. The context in focus is the understanding of the students in
relating Stoichiometry concepts to day-day life scenarios. The output is a Synectic (analogy of real-life scenario) that can be expressed through any of the following online and offline
multimedia: textual, graphic/pictorial/visual, audio-video, literary or performance

Post-lesson Remediation Activity

The learners’ outputs (RUA demonstration/expression) will be evaluated by the teacher vis-a-vis the PAA criteria. Unachieved standard(s) or criterion/ia will require the learners to revise
that part of their output, with monitoring of the teacher. Once all standards/ criteria are met, the learners can proceed to the next lesson.