1. STOICHIOMETRY: ‘Quantities in Chemical Reactions’ OISE Senior Chemistry AQ Concept Presentation – November 9, 2011 Presented by Wendy Louis

2. Expectations Addressed from the ‘Quantities in Chemical Reactions’ Strand of Grade 11 Chemistry – University Preparation D2.5 Calculate the corresponding mass, or quantity in moles or molecules, for any given reactant or product in a balanced chemical equation as well as for any other reactant or product in the chemical reaction [AI] D3.4 Explain the quantitative relationships expressed in a balanced chemical equation, using appropriate units of measure (e.g., moles, grams, atoms, ions, molecules) Expectations

3. Key concept students will learn: The coefficients of a chemical equation are the basis for interpreting and predicting quantitative relationships in chemical reactions (stoichiometry). By the end of the unit students should be able to: i) Determine the amount of any substance in a reaction, given the amount of any other substance; ii) Determine the mass of any substance in a reaction, given the amount or mass of any other substance. Key Concepts to be Learned

4. Background Information The mole concept is introduced and used in stoichiometric calculations. Students learn to convert the mass of a substance to the number of particles and the number of moles of the substance. The mole concept is the link that relates the macroscopic measurement of mass or volume with the submicroscopic number of particles. The following is an overview of the lesson sequences for the unit. The focus of this presentation will be on Lessons 2- 4. It will be presented in depth since this lesson represents the expectations to be addressed (D 2.5 and D 3.4) and concepts to be learned. The lab, Gizmos lab work period, and Peer Activity ‘Developing Flowcharts to Solve Problems’ also address these expectations.

5. Hook : ‘Hamburger Sandwiches’ Problem Introduce the ‘Hamburger Sandwiches’ problem as an Investigation for students to solve without teacher assistance. This problem links their understanding of balanced equations, masses of reactants and products and to the concept of converting moles to mass in chemical equations. (Lesson courtesy of Journal of Chemical Education Vol. 80 No. 9 September 2003 - see pdf file attached) ‘Hamburger Sandwiches’ Problem Activity 1: Understanding Formulas and the Use of Equations The principal has organized a school meeting and you are charged with ordering lunch from a hamburger chain called Burger Chem that makes sandwiches using two or three identical slices of bread. You ordered 100 MacChem sandwiches, but somebody made a mistake and 100 HambChem and 100 CheeseChem were delivered instead. You need to convert these other types of sandwiches into 100 MacChem before the principal notices the error. Q: How many HambChem and CheeseChem do you need to obtain 100 MacChem sandwiches if compositions are: - HambChem: 2 slices of bread (B) and 2 hamburgers (H) - CheeseChem: 2 slices of bread and 2 slices of cheese (Ch) - MacChem: 3 slices of bread, 2 hamburgers, and 1 slice of cheese Activity 2: Understanding Mass Conservation Q: What is the mass of 100 MacChem sandwiches? Is there any relationship between the mass of 100 MacChem sandwiches and the masses of 100 HambChem plus 50 CheeseChem? Data: mass of each slice of bread (B), 25 g; mass of each hamburger (H), 80 g; mass of each cheese slice (Ch), 15 g.

6. Student Exploration to Discover How to Use Molar Masses in Stoichiometric Problems Following the ‘Hamburger Sandwiches’ problem, the teacher can allow the students to work in groups on the following problem to observe their problem solving skills (diagnostic assessment): If 3.75 grams of nitrogen gas are used in the following reaction, are 3 x 3.75 grams of hydrogen gas required for the reaction to occur completely? Why or Why not? N 2 (g) + 3 H 2 (g) → 2 NH 3 (g) 3.75 g ??? grams The teacher can provide the following hints: Convert the macroscopic information / numbers (large-scale) to the microscopic numbers (small-scale). “You need to use the molar mass of a compound (microscopic) to find its actual / real (macroscopic) mass”

7. Depending on student success and progress with the previous problem, the teacher can present the following steps to help students organize their solution process. Four steps required to solve stoichiometric problems (Algorithm) 1. Write the balanced equation for the reaction. 2. Convert the given mass or volume of a reactant or product to moles. 3. Use the coefficients in the balanced equation to set up the appropriate mole ratio and multiply to calculate moles of the desired reactant or product. 4. Convert moles of the desired reactant or product to mass or volume required. OR Alternatively students could use the GRASS / GRASP (Given, Required, Analysis, Solution, Sentence /Phrase) method. Providing Algorithms to Assist with Problem Solving

8. Topic 1: Predicting the Mass of a Reactant The students and teacher will now conduct formal ‘scientific’ calculations using the following reaction. Q: Calculate the mass of the second reactant in the reaction: N 2 (g) + 3 H 2 (g) → 2 NH 3 (g) Problem: How many grams of hydrogen gas are required for 3.75 grams of nitrogen gas to react completely? Concluding statement: 3.75 g of nitrogen requires 0.79 g of hydrogen to react completely. Use the Four steps required to solve stoichiometric problems (Algorithm) to solve. Lesson 2: Using Molar Masses in Stoichiometric Problems

9. Topic 2: Predicting the Mass of a Product The students and teacher will attempt to calculate the mass of the product given questions such as... N 2 (g) + 3 H 2 (g) → 2 NH 3 (g) Problem: What mass of ammonia is formed when 3.75 g of nitrogen gas reacts with hydrogen gas completely? Concluding Statement: From 3.75 g of nitrogen, 4.53 g of ammonia are produced. Use the Four steps required to solve stoichiometric problems (Algorithm) to solve. Lesson 2: Using Molar Masses in Stoichiometric Problems cont’d

10. Student Demonstration: Explaining the Quantitative Relationships Expressed in Balanced Equations To summarize the information learned about calculations and to assist students make the connection between macroscopic and microscopic levels of reactions have them develop a table similar to the following using the previous reaction or they can use another reaction. The materials they will have available to demonstrate and teach their learning to the class about their tables : - jellybeans of 3 different colours (one for each element; to represent particles in the reaction - mini ‘mole’ animal toys; - scales; and - atoms from molecular kits. They can then present their tables to the class to explain the relationship between number of : - Moles; - Grams; - Atoms; -Molecules; and - Particles … in the reaction N 2 (g) 3 H 2 (g)2 NH 3 (g) 1 mole3 moles2 moles 3.75 g0.79 g4.53 g 0.13 moles0.39 moles0.26 moles 2 nitrogen atoms 6 hydrogen atoms 2 nitrogen atoms & 6 hydrogen atoms 1 molecule3 molecules2 molecules 7.86 x 10 22 particles 2.35 x 10 23 particles 1.60 x 10 23 particles

11.  Lesson 3: Take up homework problems on Using Molar masses in Stoichiometric Problems  Lesson 4: Handouts, Mole Ratio, Review definitions and concepts by preparing Concept Map  Lesson 5: Using GIZMOs© computer program to Solve Stoichiometric Problems  Lesson 6: Peer Activity ‘Developing Flowcharts to Solve Problems’  Lesson 7: Quiz - ‘Definitions in Stoichiometry’ and Calculations  Lesson 7 & 8: Introduce ‘Actual &Theoretical Yield - Limiting Reactant’  Lesson 9: Lab - Reaction between aqueous copper (II) sulfate and iron. (see the File ‘Stoichiometry Lab’). Students will conduct lab to determine the amount of product produced and the percent yield  Lesson 10: Using Molar Volumes In Stoichiometric Problems  Lesson 11: i) Unit Review (Groups prepare a Concept Attainment Chart on ‘Stoichiometry’) and  ii) Start Culminating Task: Stoichiometric Applications in Industry Additional Lessons Within the Unit

12. Student Difficulties & Potential Solutions Mathematical Difficulties: Problem: Due to the multi-step calculations required to solve mole-to-mass conversion word problems, students may experience difficulty understanding how to start their solution, how to proceed once started, and how to keep track of what the values they have calculated represent. Solution: Use The Four steps required to solve stoichiometric problems algorithm. Then, as a cooperative learning strategy, students will work in groups of 3 -4 developing a flowchart(s) as an algorithm. Chemistry Difficulties: Problem: Another misconception students will have is they might believe that ‘The coefficients in the balanced equation relate the masses of the substances’. Solution: A practical example to clarify : The teacher can write an equation on the board for the formation of water such as, ‘Two moles of hydrogen plus one mole of oxygen react to form two moles of water’. Emphasize that the coefficients reveal the relationship between the reactants and the product and provide the conversion factors needed to solve stoichiometric problems, not their masses.

13. Problem: Another misconception students will have is that they might believe that “Changing the coefficient for a substance changes the molar mass.” Solution: Students may use the product of the molar mass and the coefficient as the molar mass. When the coefficient is also used in the mole ratio, the stoichiometry is incorrect. Problem: The chemical vocabulary associated with these operations may prevent the students from applying their mathematical skills to chemical phenomena. Solution: Prepare a word wall with the vocabulary. Then have students prepare a ‘Definitions’ sheet. Student Difficulties & Potential Solutions Cont’d

14. Diagnostic Assessment: -Pre-unit quiz, Hamburger Sandwiches problem, and ammonia reaction problem Formative Assessment: -Homework, Gizmos work, Concept Attainment Strategy and class participation, Lab Report results Summative Assessment: -Unit test, quiz, Culminating Task Assessment