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0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

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Stoichiometry

Northeast High School 2013-2014: Chemistry

Unit Overview

Stoichiometry provides a method to calculate and predict the amount of matter involved in

reactions. Prior knowledge on balancing equations will be essential to performing stoichiometry

calculations. Dimensional analysis among different systems of measurement will allow students

to visualize the conversions.

Enduring Understanding

Stoichiometry is used in everyday life outside of the classroom. Recipes are a common example

of stoichiometry, and students will understand that dimensional analysis allows for the analysis

of relationships between different physical quantities using the SI system of units.

IEP/Other Considerations

KJ cant see the board from the middle of the room; moved up front

AR, AI both diabetic, allowed to have drinks & food in class

KB, SI, and JT are allowed to take quizzes/tests in the resource room

KBs IEP requires him to have HW every night

Safety Considerations

No seats in the aisle in the middle of the lab benches

No food or drink is allowed since teacher & students do not know what a previous class may

have used on the lab benches

Bags should be placed under students stools or at the side of the room, not blocking the vents

Lesson 1 What is Stoichiometry?

Lesson 2 Moles

Lesson 3 Mole ratios

Lesson 4 Getting into moles and getting out of moles

Lesson 5 Balloon Lab

Lesson 6 Baggy Lab

Lesson 7 Moles Lab Activity: Elements

Lesson 8 Solving Stoichiometry Problems, Use of Mole Map

Lesson 9 Fizzy Drink Experiment

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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Chemistry 51 minutes

Lesson 1: What is Stoichiometry?

Essential Question(s)

When is stoichiometry applicable?

Measurable Objectives

$ Students will be able to balance equations in order to use the coefficients of the elements

and compounds in the equations for dimensional analysis and mole conversions.

Student Prerequisite Knowledge

Chemical equations

Vocabulary

Stoichiometry

Materials

Smartboard/Promethean Board

Stoichiometry of Smores WS

Hersheys chocolate bars

Marshmallows (large)

Graham Crackers

Paper plates

Triple Beam Balance

Pre-class

(!, !) Do Now (10 minutes)

a) How is a chemical equation like a recipe? How is it not like a recipe? b) How is a chemical

equation like a math equation? How is it not like a math equation? c) How is a chemical equation

like a makeover (before and after)? How is it not like a makeover?

By the time the class has reached Unit 7, students will already be familiar with chemical

bonding, nomenclature, and different types of reactions. We decided to begin the unit with this

question because we want students to dig deeper into the meaning and use of chemical

equations. Food is a relatable topic for all students, so hopefully it is a less intimidating starting

point for thinking about chemical equations generally. Even though food is a relatable topic for

students, we still wanted to allow students to be able to make analogies with a familiar and

comfortable topic. Therefore, we provided students with 3 pairs of questions to consider, and

students can choose their own comparison. This Do Now will also surface any

misconceptions or misunderstandings that students may still have about chemical equations in

the responses students write to articulate the similarities and differences between chemical

equations and recipes.

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Body

(!) Intro to Stoichiometry (10 minutes)

The teacher will give students very brief notes on the derivation of the word stoichiometry and

what stoichiometry is. Students will reflect on Unit 6: Chemical Reactions and answer the

question, What do you know about writing chemical equations? Why is it important for

chemical equations to be properly balanced? Teacher will call on students for answers, and a list

will be compiled on the board. Students will balance C2H6 + O2 " CO2 + H2O individually then

students will use choral response to call out the coefficients of the balanced reaction.

The purpose of having students answer the questions above is to remind them of what they

previously learned. The Law of Conservation Mass states that matter and energy cannot be

created nor destroyed, but only changed from one form to another. An unbalanced chemical

equation suggests that matter can, in fact, be created or destroyed. By having students recall

what they learned in the previous unit, the teacher can then bridge the connection between what

the students already know about balanced chemical equations to the importance of balanced

chemical equations for stoichiometry. This challenge will serve to make students consider

everything that they have learned in the previous unit. Observation of students while they work

will allow us to assess student comfort and knowledge of balancing equations. There is no trick

to this equation. Before introducing stoichiometry we wanted students to recognize that they

already know the first step (make sure equation is balanced) required when solving

stoichiometry problems.

(#, !) Stoichiometry of Smores (25 minutes)

At this point in the lesson students will be asked to think of chemical equations as a recipe,

where they will be calculating the amounts of ingredients needed in order to calculate the

product made. In order to reason through this analogy students will engage in an activity where

they will be making smores. Students will be asked to write a chemical equation for making a

smore, and they will have to make sure that the equation is balanced.

We thought this activity would be something that would interest students while introducing them

to stoichiometry. The questions students ask in class in addition to their answers for the post-lab

questions will let us know how comfortable students are with ratios.

Assignment/Closure (5 minutes)

Students will clean up after themselves after completing the activity. They will also finish any

post-lab questions for homework if they do not finish them in class.

Bieanne Cullen, Claiie Wang

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Lesson 1: Supplemental Materials

ST0ICBI0NETRY 0F S'N0RES

Introduction:

Stoichiometry is the quantitative relationship between reactants and

products in a chemical reaction. Using stoichiometry, you can predict the amount of product that can be

produced from a given amount of reactants, and vice versa.

In this activity, you will explore the principles of stoichiometry by building Smores, the

delicious, chocolate, marshmallow, and graham cracker treats. Each of the Smores ingredients, the

chocolate (C), the marshmallow (M), and the graham crackers (G), represent an element on the periodic

table. Graham cracker represents a diatomic element, always found in pairs, and should therefore be

represented as G2. You are to write and balance a synthesis reaction for the formation of a Smore, in

which you can choose any size of each of the ingredients to use when making the Smores.

Purpose: To determine the number of Smores you can make based on your data.

Materials:

**KEEP ALL MATERIALS ON YOUR PLATE!!

Per Group:

$ 1 Hersheys chocolate bar

$ 5 Marshmallows

$ 4 Graham crackers

$ Paper plate

$ Napkins

$ Electronic balance

Procedures / Data:

1. Mass and record ONE of each reactant.

Chocolate (the size you wish to use on each Smore): ________ g

Marshmallow: ________ g

Graham cracker (the size you wish to use on each Smore): ________ g

2. Perform a synthesis reaction, thus forming one Smore. Write the balanced equation for the reaction

below.

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3. Cause the reaction to go to completion by forming as many of the products as you

possibly can. Mass and record ONE of the representative products.

Smore: ________ g

4. Count and record the number of products you were able to form. ________

5. Write a balanced equation representing all of the reactants provided.

Post-Laboratory Questions:

1. Is there a relationship between the mass of a Smore and the masses of the reactants used to make it? If

so, what is the relationship? What law have you studied in this course that might define this relationship?

2. If you were given the following materials (see checklist), how many Smores could you make? What

do you think the mass of 1 Smore will be? Show any work.

$ 5 Hersheys chocolate bar

$ 20 Marshmallows

$ 15 Graham crackers

3. For question 2, will you have any leftover ingredients left?

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Chemistry 51 minutes

Lesson 2: Moles

Essential Question(s)

What is a mole?

Why are moles used?

Measurable Objectives

$ Students will be able to explain the concept of the stoichiometry in order to set up

dimensional analysis problems.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to identify and apply equalities of units in order to convert units in

dimensional analysis.

Student Prerequisite Knowledge

Chemical equations

Moles

Vocabulary

Stoichiometry

Moles

Avogadros number

Materials

Smartboard/Promethean Board for directions

How Big is a Mole? video

How Big is a Mole Guided Questions

Pre-class

(#)Do Now (10 minutes)

Have you heard of Mole Day? What do you think of when you hear the word mole?

The purpose of this Do Now is to informally assess students prior knowledge of the term moles

(animal, congenital growth, or scientific unit). If students are unfamiliar with the animal then

pictures will be shared with general information about the different meanings of the term moles.

Although this may seem silly, the hope is to make this the part of the lesson that students

remember if nothing else. The mole is crucial to stoichiometry calculations, and therefore we

thought that the time dedicated to discussing moles would not be time wasted. This will lead in

nicely to the video Simplified Method for Mole Conversions by Elaine Plybon.

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Body

Lecture- Introduction to Moles (10 minutes)

Teacher will provide students with notes on moles and Avogadros number. The teacher will ask

students about the magnitude of Avogadros number

We chose to use direct instruction to teach students about the mole because this is a concept that

may seem abstract to some students. Additionally, after the students have done some

brainstorming about their prior knowledge of moles, we can redirect their attention to the

context of chemistry. Explicit notes on what a mole is and how it is used in chemistry will be

beneficial for students who rely on class notes. The supplementary videos (next in this lesson) aid

in helping students visualize the size and application of a mole.

(!, !) How Big is a Mole? (20 minutes)

Students will be given How Big is a Mole? Guided Questions, and they will read the

questions before the video so that they know what to listen for in the video

(http://ed.ted.com/lessons/daniel-dulek-how-big-is-a-mole-not-the-animal-the-other-one). These

questions also signify what we believe to be the most important pieces of the 4.5 minute video.

The video will be paused so students can answer questions for short segments of the video.

This video is dense and Daniel Dulek speaks fairly quickly so even though the video is only 4.5

minutes long, the rest of the designated time will be used for answering the questions and

discussion. We thought that the use of guided questions would let students know what we think

are the key ideas in the video while also making it the students responsibilities to listen for these

ideas as the video plays.

(#) National Mole Day (5 minutes)

Teacher will introduce National Mole Day followed by the questions, Are you surprised that

mole day is October 23rd? Why or why not? Then, teacher will show students the different

mole day jokes and themes from previous years following by the Happy Mole Day to You

song (http://www.youtube.com/watch?v=ReMe348Im2w).

It is too late this year to celebrate Mole Day, however, relating Avogadros number to a date

and time is another strategy to help students remember the Avogadros number. The existence of

a National Mole Day should also indicate the importance of the mole in chemistry. The song is

fun but it recaps some important aspects of moles to the tune of Happy Birthday to You.

(!)Assignment/Closure- Exit Ticket (5 minutes)

On a half sheet of paper address the following questions: Do you think you could replace the

term mole with another word? What impact do you think the term replacements would have on

the study of chemistry?

This exit ticket refocuses students to the concept of a mole, and it also serves as a formative

assessment for the teacher. Student responses will surface any confusion, misunderstanding, or

questions that are not voiced in class. The idea is to get students to recognize that the term

mole is used to symbolize a specific unit of measurement, which corresponds to Avogadros

number. **As we created this exit ticket, we were unsure whether students would understand

what we were getting at. As a way to facilitate students, we can tie in a dozen with the number

12 and what impact changing the term dozen to XYZ would have. The purpose is for students

Bieanne Cullen, Claiie Wang

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to understand that substituting XYZ for dozen does not change the quantity that is being

referred to, which gets to the idea that the word dozen is arbitrary.

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Lesson 2: Supplemental Materials

"Bow Big is a Nole." uuiueu Questions

If a mole in chemistiy !"#$% a small, fuiiy cieatuie that uigs holes in the giounu anu uestioys

gaiuens, then what is it.

Bow uo you count something as small as an atom.

Who's woik helpeu lay uown the founuation foi the Atomic Theoiy.

What is Avogauio's numbei. What else is it calleu.

Bow big is a mole.

Bow aie moles useu.

Bow aie moles similai to a &'!( of socks oi a )*+,# eggs.

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Chemistry 51 minutes

Lesson 3: Mole-to-Mole Ratios

Essential Question(s)

? How are ratios essential to stoichiometry?

Measurable Objectives

Students will be able to:

$ Students will be able to explain the concept of the stoichiometry in order to set up

dimensional analysis problems.

$ Students will be able to explain the concept of the mole in order to perform calculations

using balanced equations and stoichiometry.

$ Students will be able to identify and apply equalities of units in order to convert units in

dimensional analysis.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to explain the importance of mole ratios in order to use mole ratios

to convert the amount of one substance to another substance.

Student Prerequisite Knowledge

Chemical Reactions

Stoichiometry

Moles

Vocabulary

Stoichiometry

Moles

Mole ratios

Materials

Mole Ratio and Stoichiometry Cornell Notes

Smartboard/Promethean Board for directions

Molar Ratio Introduction Worksheet

Pre-class

Do Now (5-7 minutes): How are Avogadros number and a mole related? Write this answer in

complete sentences.

The purpose of this Do Now is to have the students make the connections from the most recent

assignment about moles and Avogadros number. By making this connection, students can begin

to think about how different quantities are related to form conversion factors, like mole ratios

that we will be learning in this lesson. This can also serve as an informal assessment of student

knowledge on the concept of a mole.

Bieanne Cullen, Claiie Wang

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Body

(!! #) Mole Ratio and Stoichiometry Video (15-20 minutes)

Students will watch an introduction to Mole Ratio Video (http://education-

portal.com/academy/lesson/mole-to-mole-ratios-and-calculations-of-a-chemical-

equation.html#lesson) while filling in Cornell Notes. After the first page of Cornell notes, the

video will be stopped so that the students can cover the notes and fill in the summary at the

bottom by answering the questions on the side. The rest of the video will be played, and the

students will fill in the second summary at the end of the video.

Before showing the video, Cornell notes will be explained to the class as a way of guided

notes. This way of note taking serves to differentiate instruction for students. It is considered

differentiation because it requires the students to actually pay attention to their notes and the

meaning behind them, instead of just worrying about copying them down. The summary at the

end requires students to put the notes into their own words, and they cannot just find the

answer. Cornell notes challenge students to think while taking notes. After students write their

individual summaries, students will be selected to share their summaries, which will be recorded

on the smart board by the teacher for students to see different perspectives.

(!)Mole Ratio Practice (20 minutes)

Students will practice mole conversions using chemical reactions. Students will be required to

balance the equation (previous knowledge), label how many moles of each substance are in the

reaction, show the mole ratio, and convert between substances using the mole ratio.

By breaking down these problems for students, the required parts are easily visible to students,

and students know what they need to do. The use of previously learned knowledge is important

to create the holistic view of chemistry, in which students can recognize the importance of

learning the information and not just memorizing. The problems that they will work on will be

used as a formative assessment to see how well the students understand what mole ratios are and

how to use them.

(!) Assignment/Closure (Less than 5 minutes)

Students will hand in the classwork problems, and they will receive the homework assignment,

Molar Ratio Introduction Worksheet Pg. 3. Students will practice using mole ratios at home in

a few questions to reinforce what was done during class.

This homework assignment is to reinforce the mole ratios performed in class.

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!"##$% '( )*++,"-"%./, 0/."12/,#

Nole Ratios anu Stoichiometiy Coinell Notes

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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Bieanne Cullen, Claiie Wang

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3$-"4$15( 0$,/1 6/.2$ 7%.1$8*9.2$% :$15#;"".

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

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Chemistry 51 minutes

Lesson 4: Getting into Moles and Getting out of Moles

(Conversions with particles, volume, mass)

Essential Question(s)

? How can we convert between different units?

Measurable Objectives

Students will be able to explain atomic mass as grams per mole in order to use this ratio for

dimensional analysis.

$ Students will be able to explain the concept of the stoichiometry in order to set up

dimensional analysis problems.

$ Students will be able to explain the concept of the mole in order to perform calculations

using balanced equations and stoichiometry.

$ Students will be able to identify and apply equalities of units in order to convert units in

dimensional analysis.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to state the volume conversion factor in order to convert between

moles of gas and volume.

$ Students will be able to explain the importance of mole ratios in order to use mole ratios

to convert the amount of one substance to another substance.

Student Prerequisite Knowledge

Stoichiometry

Moles

Chemical Reactions

Mole Ratio

Atomic Mass

Vocabulary

Stoichiometry

Dimensional analysis

Moles

Mole ratios

Atomic Mass (molar mass)

Avogadros Number

Volume

Materials

Pen/Pencil

Paper

Makeshift whiteboards

Smartboard/Promethean Board

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Pre-class

(#)Do Now (5-7 minutes)

You are a mad scientist (muahaha). All scientists need to stay hydrated with water, but you love

figuring out how many moles of oxygen were used to make all of the water you drank. If you

drank 57 moles of water, how many moles of oxygen would have been used? (O

2

+ 2H

2

%

2H

2

O)

By adding the miscellaneous information in the story, students will have to pick out what is

important in the question. The mad scientist aspect also gives students a little chuckle and

makes chemistry a little fun. This also shows students how moles really are a quantity. This

problem can be further investigated in the lesson as we learn about different conversions.

Body

(!) Lecture-Conversion Factors (15-20 minutes)

Students will take notes on different conversion factors for mass, volume, and particles. In the

notes, students will be given a stepwise procedure on how to attack stoichiometry problems with

conversions similar to the How to Solve Stoichiometry Problems Worksheet that is attached.

When taking notes on each conversion factor, examples of dimensional analysis will be done

with the students. While we are working through these examples, students will have colored

pencils at their desk, and they will use the same color for when there is the same unit on the top

and bottom of the fraction. When they see the same color on the top and bottom, they know that

the units cancel out and that they are left with the unit that does not have a pair. Students will

also learn about an alternative method to using the fractions by using a grid that allows students

to place parts at the top and bottom of the grid.

The use of direct instruction here still involves students doing different activities. Differentiation

here is having the students use colored pencils in their notes with the examples of conversion to

help see how to place the conversion factors in dimensional 16nalysis, as well as using an

alternative method to dimensional analysis (using a grid instead of fractions). Also, multiple

intelligences are addressed here by using of color-coding, as well as a grid method instead of

fractions. The mastery of mole ratios will be crucial for students to scaffolding their knowledge

of dimensional analysis in stoichiometry.

(!) Group Conversion Factor Activity (20 minutes)

Students will be in groups of 2. Each pair will have a makeshift whiteboard made out of the see-

through folders. On each powerpoint slide, there will be a chemical reaction that needs to be

balanced, as well as one question that requires conversion. Students will work in their pairs to

balance the equation, which they will raise up to show after a set amount of time. Then they will

work on the conversion problem and show the answer. The students will work through a series

of problems.

By working in pairs, students will construct their knowledge together when doing the conversion

factors. This is used as a formative assessment in order to see where students are at with

conversion factors. Even though they are working in pairs, this allows students to feel confident

when both people get the same answer.

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(!)Assignment/Closure

The two pairs that got the most questions right will be given candy. At this time, the lab for the

next day will be handed out. The students will be required to read through the lab, and

summarize the procedure in paragraph form. This will help the students prepare for the next

days lab.

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Lesson 4: Supplemental Materials

Stoichiometry Reacting Masses Lab (Balloon Lab)

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Chemistry 51 minutes

Lesson 5: Balloon Lab: Stoichiometry and Reacting Masses

Essential Question(s)

? How do you predict information about a product from information about a reactant?

Measurable Objectives

$ Students will be able to explain the concept of the stoichiometry in order to set up

dimensional analysis problems.

$ Students will be able to explain the concept of the mole in order to perform calculations

using balanced equations and stoichiometry.

$ Students will be able to identify and apply equalities of units in order to convert units in

dimensional analysis.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to state the volume conversion factor in order to convert between

moles of gas and volume.

$ Students will be able to explain the importance of mole ratios in order to use mole ratios

to convert the amount of one substance to another substance.

Student Prerequisite Knowledge

Stoichiometry

Moles

Chemical Reactions

Mole Ratio

Atomic Mass

Line graphs

Vocabulary

Stoichiometry

Moles

Mole ratios

Atomic Mass (molar mass)

Avogadros Number

Volume

Materials

Pen/Pencil

Smartboard/Promethean Board

Stoichiometry Reacting Masses Lab (Balloon Lab): See Lesson 4

Vinegar

Sodium bicarbonate (baking soda)

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Test tubes

Balloons

Test tube rack

Graduated cylinder

Ruler

Funnel

Balance

Weighing Paper

Safety Goggles

Pre-class

Day 1

Lab Preparation (10-12 minutes)

Students will hand in the summaries of the lab from the homework the night before. Students

will then collect all of the necessary glassware and materials as listed, as well as put on safety

goggles. Once all of the glassware is collected. Students will wait for a teacher demonstration

and explanation.

Having students prepared with all of the materials before using chemicals will cause less

confusion and chaos when beginning the lab. The demonstration and explanation is not inquiry

based at all, but this starts off the teacher-initiated inquiry lab that will occur in the body of the

class. Lab procedures will also be reiterated here in order for students to be as safe as possible

in the lab.

Day 2

Do Now (7 minutes)

Why do you believe that the balloons inflated to different sizes? Students can discuss with their

neighbors.

The students will be able to get their mindset back into the balloon lab and get ready to finish the

questions and graphs.

Body

Day 1

(#,!) Balloon Lab (30 minutes)

Students will perform the lab activity. Each group of students will have 2 balloons to perform

the activity with. (Then at the end of the lab, all students will record their data on the smartboard

so that all of the groups have all of the data.) One member of the group will measure the

appropriate amount of baking soda as assigned. Another group member will then place the

funnel in the balloon in order to cleanly pour the baking soda into the balloon. Meanwhile, the

other two group members will measure 10 mL of vinegar into the test tubes. Once all is complete

and labeled, students will secure the balloon to the test tube and mix the two contents. Students

will record observations. Once the reaction is complete (balloon stops expanding), the students

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will measure the diameter of the balloon with a ruler and record the measurement in millimeters

in their data tables, then on the smartboard next to their group name.

This part of the activity is very scripted and cookbook like. However, this part helps students

in the process of science and get used to using equipment, performing lab safety, and see how

science is performed using household items (real-world connection).

Lab Clean Up (10 minutes)

Students will clean up the materials and copy down the class data into a table.

Day 2

() Working on Lab Graphs (20-25 minutes)

Students will then work on constructing graphs of the diameter of the balloon vs. the balloon

number. Students have difficulty with making graphs and the scales that are associated on

graphs, so working in groups will help co-construct the scales needed for the graph.

This activity can be considered differentiation because those students who need help with

constructing graphs can use examples given by the teacher and collaboration with classmates to

determine the parts of the graph.

() Group work: Extension Questions (20 minutes)

Students will then have time to work on the extension questions in the experiment. Students will

have the opportunity to again collaborate with their lab groups, as well as choose which method

they would like to use for dimensional analysis in the activity. Students will need a balanced

chemical equation for this portion, and the equation will be given by scaffolding. Students will

have to tell the teacher what the reactants are and what formed in the reaction to make the

balloon inflate, as well as other products. The students will then balance the reaction on their

own.

This portion can also be considered differentiation because this provides students multiple ways

to approach the problems at hand, while either working in groups or alone.

(!)Assignment/Closure (5 minutes)

Students will be given the due date for the remainder of the lab portion, which will include an

analysis and conclusion. The students will use the implication questions for help in the analysis.

This can be considered an assessment when handing this in because it assesses how well the

students understood what they did in the lab by connecting all of the pieces, as well as assessing

how well students have learned to create analyses and conclusions from earlier units.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

24

Chemistry 51 minutes

Lesson 6: Baggy Lab

Essential Question(s)

? How do you predict information about a product from information about a reactant?

Measurable Objectives

$ Students will be able to identify and apply equalities of units in order to convert units

using dimensional analysis.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to identify and use molar mass and mole ratios in order to calculate

quantities in chemical equations.

$ Students will be able to convert between molecules, moles, mass, and units of volume for

liquids, solids, and gases in order to solve stoichiometry problems.

Student Prerequisite Knowledge

Chemical equations

Balancing equations

Dimensional analysis

Mole conversions

Vocabulary

Stoichiometry

Dimensional analysis

Moles

Materials

Smartboard/Promethean Board

Molar Relationships Introduction Worksheet

Baggy Lab WS

Baking Soda

Vinegar

Sandwich Bags

Triple Beam Balance

Graduated Cylinder

Weigh Paper/Boats

Spoons

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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2S

Pre-class

(!") Do Now (10 minutes): There is something wrong in the set-up for the following mole

conversion problems. (1) Find the mistake (2) write down the correct way to set up the work to

find the answer to each problem. You do not have to calculate the actual answer.

a. How many formula units are in 36.4 g of NaCl?

36.4 g 1 mol 58.443 formula units

6.022#10

23

g 1 mol

b. What is the mass of 620 L of helium gas at STP?

This Do Now serves as a review for dimensional analysis unit cancelling and more specifically,

Lessons 4 & 5 for Getting Into Moles and Getting Out of Moles. Traditionally, students are

taught to be able to solve problems, but we believe it is important skill for students to analyze

work in order to determine whether someone elses thought process and work makes sense. By

having students find the mistakes in the set up for the example problems they are also learning

how to spot potential mistakes in their own work.

Body

(", !) Baggy Lab (35 minutes)

Using baking soda and vinegar, figure out how much of each to add to a baggy to plump it up to

fullness (but not exploding). You are given the concentration of vinegar: 0.8 mol/L. You also

know that baking soda= sodium bicarbonate and vinegar= acetic acid. What else do you need to

know in order to figure out how much baking soda and vinegar you need to add to a baggy to

plump it up to fullness without the baggy exploding? Please show the relationships between the

information you still need and the goal. Students will work in groups of 3 to determine the

additional information that they need to figure out how much baking soda and vinegar they need

to react in order to fill a baggy. After writing out their initial calculations, students will then

carry out the experiment.

Again, this lab incorporates balancing equations, but it also forces students to think through a

problem rather than using guess and check (mixing different quantities of each reactant). In

groups, students should be able to pull together all of their knowledge on stoichiometry in order

to determine what information they need to complete the lab. We want students to be able to

recognize that they will the chemical equation from the day before in order to do anything

calculations (NaHCO3 + C2H4O2 ! NaC2H3O2 + H2O + CO2). With the equation, students should

be able to recognize that a gas is produced

Assignment/Closure (5 minutes)

Students will receive the homework assignment, Molar Ratio Introduction Worksheet Pgs. 4

&5. Students will again practice using mole ratios at home to continue reinforcing what was

done during class.

620 L 22.4 L

4.003 g

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

26

Lesson 6: Supplemental Materials

Baggy Lab

Using baking soda and vinegar, figure out how much of each to add to a baggy to plump it up to

fullness (but not exploding). You are given the concentration of vinegar: 0.8 mol/L. You also

know that baking soda= sodium bicarbonate and vinegar= acetic acid. What else do you need to

know in order to figure out how much baking soda and vinegar you need to add to a baggy to

plump it up to fullness without the baggy exploding? Please show the relationships between the

information you still need and the goal.

Homework: Molar Ratio Introduction Worksheet

Figuie S: Each box iepiesents 1 mole of the molecule listeu.

1. Why uoes each box have a uiffeient mass.

2. Bow many moles of hyuiogen (B2) aie iequiieu to ieact with 2 moles of N2.

S. What -/## of hyuiogen is iequiieu to ieact with 2 moles of N2.

< -$," =>

< -$," 3>

< -$,"

=3'

< -$," 3>

< -$,"

=3'

< -$," 3>

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

27

4. What is the mass of 2 moles of N2.

S. Is the iatio of N2 anu B2 in giams the same as in moles. Explain why the mole iatio cannot

be useu with masses.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

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0?!@6 6A!@B7?=)37C) 7=B6?DEFB7?=

G2H*1" <: Reaction of Nitiogen anu Byuiogen to Piouuce Ammonia

N2 + B2 % 2 NBS

7%I$1-/.2$%(

Figuie 1 shows how this ieaction coulu occui. All the molecules on the ieactant siue aie bioken up

into single atoms so they can iefoim new bonus with othei atoms.

J*"#.2$%#(

1. Refei to figuie 1 at the top.

a. If a ieaction begins with 2 N2 molecules insteau of just 1, how many hyuiogen

-$,"9*,"# (B2) aie you going to neeu to completely ieact the N2.

b. Bow much NBS woulu you make if those two N2 molecules ieacteu.

c. Biaw a pictuie to show what woulu happen if 2 molecules of N2 ieacteu with

enough B2 to make NBS. (Show befoie, uuiing, aftei just as in figuie 1, but with moie

molecules)

u. What if you have 4 molecules of N2.

i. Bow many B2 molecules woulu you neeu. _________

1. Bow woulu you get this numbei using the coefficients in the

balanceu ieaction.

ii. Bow many NBS molecules woulu you make.________

1. Bow woulu you get this numbei using the coefficients in the

balanceu ieaction.

e. What if you wanteu to make 12 molecules of NBS .

i. Bow many B2 molecules woulu you neeu. ______

Chemistry 51 minutes

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

29

Lesson 7: Moles Lab Activity with Elements

Essential Question(s)

? How do you predict information about a product from information about a reactant?

Measurable Objectives

$ Students will be able to identify and apply equalities of units in order to convert units

using dimensional analysis.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to identify and use molar mass and mole ratios in order to calculate

quantities in chemical equations.

$ Students will be able to convert between molecules, moles, mass, and units of volume for

liquids, solids, and gases in order to solve stoichiometry problems.

Student Prerequisite Knowledge

Stoichiometry

Moles

Mass

Chemical Reactions

Mole Ratio

Atomic Mass

Volume

Vocabulary

Stoichiometry

Moles

Mass

Atomic Mass (molar mass)

Avogadros Number

Atoms

Materials

Pen/Pencil

Moles Lab Activity 2: Elements (Al, C, Cu, Fe, Si, Na)

Balance

Weighing Paper

Safety Goggles

Empty aluminum can

Aluminum foil

Carbon sample

Sample of copper

Pre-1982 penny

Iron nails

Iron fillings

Magnetic retriever

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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Silicon sample

Small bag of snack food

Pre-class

Do Now (5 minutes)

Students will be asked to get into their lab groups and get prepared for the lab activity to take

place by getting a pen and pencil out.

There will be 12 groups of 2 or 3 students in order to stay away from large groups, which may

tend to be unproductive.

Body

(!!#) Moles Lab Activity with Elements (7 minutes per station/45 minutes total

including transitions to stations)

There are 2 sets of 6 stations set up. At each station, there is an element either in its pure form or

in an object found in real life. Students will use a balance to mass these objects and answer a

series of questions requiring them to use conversion factors and apply what they know from

these calculations..

Teacher will check student progress before the end of each 7 minutes in order to determine

student understanding of conversion factors, as well as following directions. By using real-life

materials, students are able to see how a mole, the number of molecules, and the mass are all

related and seen in front of their eyes. Once students get the hang of the first few stations, the

activity should become easier for them if there is some mastery of the concepts.

Assignment/Closure (Less than 5 minutes)

Students will be given the due date for them to complete the packet on their own. This will be

used as a good review for the upcoming summative assessment, and this importance is

emphasized to the students.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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!"##$% K( )*++,"-"%./, 0/."12/,#

0$,"# !/L @9.2M2.N 42.; A,"-"%.#

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0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

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0nit 7: Stoichiometiy

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0nit 7: Stoichiometiy

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Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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Chemistry 51 minutes

Lesson 8: Solving Stoichiometry Problems

Essential Question(s)

? How do you predict information about a product from information about a reactant?

Measurable Objectives

$ Students will be able to identify and apply equalities of units in order to convert units

using dimensional analysis.

$ Students will be able to explain the concept of the mole in order to perform calculations

using balanced equations and stoichiometry.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to identify and use molar mass and mole ratios in order to calculate

quantities in chemical equations.

$ Students will be able to convert between molecules, moles, mass, and units of volume for

liquids, solids, and gases in order to solve stoichiometry problems.

Student Prerequisite Knowledge

Chemical equations

Dimensional analysis

Vocabulary

Stoichiometry

Dimensional analysis

Moles

Materials

Smartboard/Promethean Board

Mole Map Structure

Stoichiometry Practice Problems

Pre-class

Do Now (7 minutes)

Students will be asked to take out all of their notes, assignments, homework, labs, etc. for the

unit, and they will be asked to make a list of everything they have covered thus far by starting

general then getting more specific.

We want students to make a list of what has been covered in the unit so that they are compiling

their own list of what they should know or be able to do on the assessment at the end of the unit.

Each students list will also be personalized by their own individuality which will make their list

most beneficial for themselves rather than a list that we create and they copy downs.

Body

(!!) Mole Map (20 minutes)

Students will be given the bare structure of the mole map (see Stoich Mole Map as a

reference), which includes the boxes, arrows, and key terms. They will then work in pairs to

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S8

recall conversions from any notes, classwork, Do Nows, or homework in order to fill in the

conversion for each given arrow. Students who are finished early will add Atoms/Ions to their

mole map by determining where to draw the box and arrows. Then they will need to determine

the conversion factors.

Although students are given support throughout the entire unit to grasp concepts and to work

through problems, the mole map serves to tie together the types of conversions covered in class.

The intention of the mole map is to have students make it their own creation so that it is has the

most use for them. Students will be able to use their mole map as a resource when stoichiometric

problems become more complex.

(!) Solving stoichiometric problems (20 minutes)

Students will receive Stoichiometry Practice Problems, and they will work in groups of 3.

Each member will be assigned a role: group leader, timekeeper, and secretary. The objective is to

write out the steps they would take to solve the problems #1 and #4 without actually using the

numbers or carrying out the calculations. The group leader is in charge of keeping the group on

task in their assigned roles, and (s)he will also make sure that every group member is

participating. After discussing methods to solve each problem, the timekeeper will check in with

the teacher. It is then the timekeepers role to bring feedback from the teacher back to the group

in addition to making sure that the group discusses questions 1-4 before the end of class. Next,

the secretary is responsible for making sure that everyone understands the problem and proposed

solution by having each student sign their name on the secretarys sheet. Once the teacher has

checked in with the timekeeper for problems #1 and #4 then the group can continue to work

through the problems and use one another to check for understanding.

We chose to use this type of group work to create individual and group accountability within

each group of 3 students. This type of set up uses peer interactions to support learning without

singling out students. The close interaction that students have in a small group can enable

students to open up about not understanding a concept, and this will be an opportunity for

students who are more with-it to find themselves in the role of a mentor (which might displace

potential boredom). There is also a bonus question for students who work quickly through the

problems. This problems requires students to complete the reaction before doing any

calculations.

(!) Closure (2 minutes)

For homework students will work through the remainder of the problems by setting up the steps they

would take to get to the answer. Then students will be asked to write 5-7 sentences about their confidence

level for using dimensional analysis, what they think of the creation of a mole map, and any questions

they have about specific problems.

This homework will provide us (the teachers) with feedback on student learning. The privacy of a written

reflection outside of class will hopefully allow students to be more open than an in class survey.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

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Lesson 8: Supplemental Materials

The figure below is the structure of the mole map that will be given to the students.

The figuie below shows an example of how the mole maps of stuuents might tuin out.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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The figuie below is an example of the mole maps of stuuents who may finish theii mole map eaily.

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0nit 7: Stoichiometiy

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Name: ______________________ Date __________ Pd_____

Stoi chi ometry Practi ce Probl ems

Directions: Set up how you would solve problems 1 and 4, then send the timekeeper to

check-in with the teacher.

Note: Final answers depend on the atomic masses used.

1. How many moles of barium sulfate can be prepared from 63.00 g of barium?

BaCl

2

+ Na

2

SO

4

" BaSO

4

+ NaCl

2. How many moles of calcium chloride would be necessary to prepare 94g of calcium?

CaCl

2

+ Na

3

PO

4

" Ca

3

(PO

4

)

2

+ NaCl

3. Zinc reacts with hydrochloric acid in a single-replacement reaction. How many grams

of zinc chloride can be prepared from 30.00 g of zinc?

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4. Calculate the number of liters of hydrogen gas that can be produced from 8.40 g of

aluminum by the following equation at STP:

Al + NaOH " Na

3

AlO

3

+ H

2

5. Potassium nitrate decomposes to potassium nitrite and oxygen gas. If you want to

produce 5.40 g of oxygen, how many grams of potassium nitrate are needed?

6. Sodium iodide reacts with chlorine gas in a single replacement reaction. How many

liters of chlorine gas must be reacted if 10.00 grams of sodium chloride are needed?

.if you are finished early

7. Calculate the number of grams of water that could be produced from the

combustion of 1.50 moles of ethane, C

2

H

6

.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

4S

Chemistry 51 minutes

Lesson 9: Fizzy Drink Experiment

Essential Question(s)

? How do you predict information about a product from information about a reactant?

Measurable Objectives

$ Students will be able to identify and apply equalities of units in order to convert units

using dimensional analysis.

$ Students will be able to explain the concept of the mole in order to perform calculations

using balanced equations and stoichiometry.

$ Students will be able to use Avogadros number to convert between molecules and moles

in order to predict the amount of reactants used and products formed in reactions.

$ Students will be able to identify and use molar mass and mole ratios in order to calculate

quantities in chemical equations.

$ Students will be able to convert between molecules, moles, mass, and units of volume for

liquids, solids, and gases in order to solve stoichiometry problems.

Student Prerequisite Knowledge

Chemical equations

Unit equalities

Dimensional analysis

Mole conversions

Vocabulary

Stoichiometry

Dimensional analysis

Moles

Materials

Smartboard/Promethean Board

Fizzy Drink Experiment

3 packages Kool-Aid unsweetened

3 cups Sugar (food grade)

Citric Acid (food grade)

Baking Soda (food grade)

12 Plastic spoons

36 Paper baking cups

120 Paper cups (3 oz)

12 Plastic cups (16 oz)

5 Balances

3 Pitchers (2 qt)

Bieanne Cullen, Claiie Wang

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Pre-class

Day 1

Do Now (7 minutes)

Students will get into pre-determined groups of 3 (required for the different levels of the activity)

and read over the lab. They will take notes and ask questions as needed. This will prepare the

students for the activity.

A Do Now that is related to the activity for the day will serve to save time at the beginning of

class transitioning into the activity.

Day 2

Do now (7 minutes)

Students will get in their groups and compare their answers for the calculations that were done at

home. When students are done discussing, they can get the necessary materials for the

experiment.

This Do Now will help get students back into class from the day before, and it will allow students

to talk through their thinking and calculations with one another. Hopefully, this collaboration

will allow students to recognize their own mistakes or misunderstandings.

Body

Day 1

Part 1: Determining molar mass (5-7 minutes)

Students will determine the molar mass of citric acid in their groups. Each of the levels will

have the same question that is scaffolded differently. This will be necessary to have this correct

for the rest of the lab.

Lesson handouts were created for three levels: students requiring additional scaffolding to

successfully complete the calculations, students with average skill levels, and students who need

more challenging and independent work. The learning outcomes for all students were identical.

(",!,#,!)Part 2: Fizzy Drink Trials and Discussion (20 minutes)

In this part of the experiment, students will use different ratios of Kool-Aid, citric acid, and

baking soda. Different ratios will display different tastes, and students will make observations

based upon these ratios. There will be a discussion with the whole class after all observations are

complete in order to start to determine what the best ratio would be.

By have the students really try out what different combinations would taste like, students can get

a good understanding of how to make the perfect fizzy drink with the right amount of bubbles.

This can be considered differentiated because the activity is interactive and allows students to

taste the results with a real-world connection. Teacher-initiated inquiry is used in all levels

because the students are given the information and have to explore it on their own. Discussion

can be considered an argumentation to determine where they would go with the experiment.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

4S

(!") Part 2: Chemical Reaction and Calculations (15 minutes)

Students will start on the calculations for creating a fizzy drink for a drink with 0.3 grams of

citric acid. First, however, students must write the chemical equation for the reaction and

balance it. From there, students can work on figuring out how many grams of baking soda

would then be needed for the reaction. The more advanced levels will be required to calculate

the amount of citric acid present by adding different amounts of baking soda. Students will set

up multiple experiments to get the right taste.

The different levels of activities will change the level of inquiry that is found in this activity. This

will also be a formative assessment on how well students have mastered stoichiometry and

dimensional analysis.

Day 2

(!) Part 2: Testing out the calculations! (20-25 minutes)

Students will conduct their experiments for creating the perfect fizzy drink. Students will

measure out the correct amounts of reactant, record the masses in the table, and take observations

for their reactions.

This puts the students predictions to work. The level of inquiry is based upon the level of

activity. The taste will ultimately show how stoichiometry is applied to real life. This will also

be a formative assessment to see how students are implementing their chemical reactions.

(!) Part 2: Wrapping up the experiment (20 minutes)

Students will answer the ending questions as a summative part to the entire activity.

Closure

Day 1

Students will show that they have completed the necessary calculations, and if they have not

completed them, they will finish them for homework in order to prepare for the experiments the

next day.

The chance to finish calculations at home will circumvent students rushing through the lab which

could lead to them missing key points in the activity and mistakes. Students will be given the

opportunity on Day 2 to discuss calculations and make any necessary changes to their final

calculations.

Day 2

Students will hand in the activity when completed. Each student is to hand in his or her own lab.

Although there were three different levels in this activity, often times the classes need

differentiation of difficulty within the class. All three levels provided an appropriate amount of

Bieanne Cullen, Claiie Wang

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46

scaffolding for the students to work with. By assessing the students in their different levels, the

teacher can then re-assess which level they fit into after this assessment (if the students need to

step up or step down a level). Using the entire activity as a summative assessment, teachers are

able to see how well students understand the information in a different light compared to the

traditional testing model after a unit. The activity pushes students to think on their own

(inquiry), as well as collaborate with other students to achieve the learning goals.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

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47

Lesson 9: Supplemental Materials

Level assessment chart

-%.),#% 0,1,2 3%%(!4.%," 355*66*)'%!*#"

0,1,2 *#, -%(.772, 8!%9 6'%9,6'%!5'2

5*#5,&%"

:!;;!5.2%< ,#1!"!*#!#7 ' 6.2%!="%,&

"*2.%!*# %* "%*!59!*6,%(!5

>.,"%!*#"

?(*42,6" (,>.!(!#7 ' ",(!," *; 5'25.2'%!*#" '(, 4(*@,#

)*8# !#%* !#)!1!).'2 "%,&"

3))!%!*#'2 %'42," '#) 5.," '(, &(*1!),)

0,1,2 %8* 31,('7, (,')!#,"" -*6, 5'25.2'%!*#" 4(*@,# !#%* !#)!1!).'2 "%,&"

A!#!6'2 "5';;*2)!#7 &(,",#%

0,1,2 %9(,, B,,) 6*(, 59'22,#7!#7 '#)

!#),&,#),#% 8*(@

-%.),#%" ),1,2*& ' &(*5,).(, ;*( ),%,(6!#!#7 '# .#@#*8#

'6*.#% *; (,'5%'#%

B* "5';;*2)!#7 !#52.),)

Bieanne Cullen, Claiie Wang

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48

G2OON D12%5 AP+"12-"%.( @% 7%Q*21NR?12"%."8 /%8 D2II"1"%.2/."8 !/L

S/95H1$*%8

The fiist man-maue non-alcoholic caibonateu beveiage is attiibuteu to }oseph Piiestley

who accomplisheu the feat in 1767 (Piiestly, 1772). Be useu chalk (calcium caibonate) anu sulfuiic

aciu to piouuce caibon uioxiue which was bubbleu into watei. Caibonateu beveiages hau been

piouuceu befoie this time, but the piocess useu sugai anu yeast to yielu caibon uioxiue anu alcohol

thiough feimentation. Nany uiffeient non-alcoholic caibonateu beveiages have been cieateu since

incluuing colas, phosphates, ioot beeis, gingei ales, tonic wateis, seltzei wateis, anu otheis.

This activity uses citiic aciu anu baking soua to piouuce the fizz in a beveiage. Citiic aciu,

BSC6BS07, is a tiipiotic aciu with pKa values ianging fiom S to 6.4. It is highly soluble anu often

useu in beveiages to enhance flavoi anu auu a pleasant soui fiuity taste. Baking soua (NaBC0S) is a

white powuei also known as souium bicaibonate. The chemical anu physical piopeities of baking

soua affoiu it a wiue iange of applications, incluuing cleaning, ueouoiizing, buffeiing, anu fiie

extinguishing.

A mole of baking soua will ieact with an aciu to piouuce a mole of caibon uioxiue. In this

expeiiment, the following ieaction occuis when baking soua combines with citiic aciu:

BSC6BS07 + SNaBC0S % NaSC6BS07 + SB20 + SC02

G7TTU D67=V !@S( !"M", <

I. Bell Ringei: What is the molai mass of citiic aciu, BSC6BS07.

B = gmol Show youi calculations foi molai mass heie:

C = gmol

0 = gmol Nolai mass of BSC6BS07 = ____________________________

II. Bata Table

C/1. <

Tiial Ingieuients 0bseivations

1 Bixie cupful Kool-Aiu

2

Bixie cupful of Kool-Aiu +

u .S g Citiic Aciu

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

49

S

Bixie cupful of Kool-Aiu +

u.S g Baking soua (souium

bicaibonate, NaBC0S)

Summaiize the conclusions fiom the gioup uiscussion in the space below:

C/1. >

Kool-Aiu +

_____________________

III. The Chemical Reaction

1. Wiite the chemical equation foi this ieaction.

_______ __________ ____________ ______ ____________

citiic aciu + baking soua % souium citiate + watei + caibon

uioxiue

2. Beteimine if the equation is balanceu in the table below:

Element # of atoms on the ieactant # of atoms on the piouuct

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

Su

siue siue

B

C

0

Na

S. Is the ieaction balanceu. If not, iewiite the equation below anu auu coefficients as neeueu.

4. C9,5@ 8!%9 %9, %,'59,( 4,;*(, 5*#%!#.!#7D Teachei initials: ______________

Iv. Calculations

TBE BIu IBEA: You will be given exactly u.S giams of citiic aciu. You neeu to calculate how many

giams of baking soua (NaBC0S) shoulu be auueu to make a fizzy Kool-Aiu uiink that is "just iight".

1. Conveit u.S giams of citiic aciu (BSC6BS07) into -$,"#.

= _______________ mol BSC6BS07

2. Refei to youi balanceu equation.

a. What is the -$," 1/.2$ of baking soua (NaBC0S) to citiic aciu (BSC6BS07).

_______mol NaBC0S _____mol BSC6BS07

b. Bow many -$,"# $I L/52%H #$8/ (NaBC0S) will ieact with the numbei of moles of

citiic aciu (BSC6BS07) that you ueteimineu in #1.

= _______________ mol baking soua (NaBC0S)

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S1

c. Calculate the molai mass of baking soua (NaBC0S)

B = gmol Show youi calculations foi molai mass heie:

C = gmol

0 = gmol

Na= gmol Answei: ___________ g NaBC0S mol NaBC0S

u. Conveit the moles of NaBC0S to H1/-#:

= _______________ g baking soua (NaBC0S)

v. Piepaie the Biink

You now have youi iecipe foi youi Fizzy Biink:

_______ g of citiic aciu (BSC6BS07) _______ g of baking soua (NaBC0S)

E,;*(, 5*#%!#.!#7F 9'1, %9, %,'59,( 59,5@ <*.( (,5!&,D

Teachei initials: ________________ u0 T0 TBE NEXT PAuE foi pioceuuie befoie mixing!

C1$9"8*1"

1. Fill a Bixie cup with Kool-Aiu. Poui the Kool-Aiu fiom the Bixie cup into a laigei cup (to

pievent bubble-oveis).

2. Now auu youi calculateu amounts of citiic aciu (BSC6BS07) anu baking soua (NaBC0S) in the

iecipe above to the Kool-Aiu.

S. Nix anu iecoiu obseivations on the uata table .

vI. Questions

!" If you have 1u.u giams of citiic aciu (BSC6BS07) with enough baking soua (NaBC0S) how

many moles of caibon uioxiue can you piouuce.

a. Calculate -$,"# of citiic aciu (BSC6BS07):

= _______________ mol BSC6BS07

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S2

b. Bow many -$,"# $I 9/1L$% 82$P28" will be piouuceu fiom the numbei of moles of

citiic aciu (BSC6BS07) that you ueteimineu in Sa. (BINT: 0se the balanceu chemical

equation fiom eailiei in the activity to get the mole iatio).

= _______________ mol C02

#" If you have 1u.u giams of baking soua (NaBC0S) with enough citiic aciu (BSC6BS07), how

many moles of caibon uioxiue can you piouuce.

a. Calculate -$,"# of baking soua (NaBC0S):

= _______________ mol baking soua (NaBC0S)

b. Bow many -$,"# $I 9/1L$% 82$P28" will be piouuceu fiom the numbei of moles of

baking soua (NaBC0S) that you ueteimineu in 4a. (BINT: 0se the balanceu chemical

equation fiom eailiei in the activity to get the mole iatio).

= _______________ mol C02

$" Refei to the moles of C02 piouuceu in questions S anu 4. Which ieactant, citiic aciu

(BSC6BS07) oi baking soua (NaBC0S), piouuceu less C02.

%" If you mixeu 1u giams of each ieactant in a containei, woulu both of them be useu up

completely. Bow uo you know.

&" The mole iatio of citiic aciu (BSC6BS07) to baking soua (NaBC0S) is 1:S. Ranuy wants to auu

1 giam of citiic aciu to S giams of baking soua . Sam points out that this is not coiiect. Why

isn't it coiiect.

G7TTU D67=V !@S( !"M", >

I. Bell Ringei: What is the molai mass of citiic aciu, BSC6BS07.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

SS

II. Bata Table

C/1. <

Tiial Ingieuients 0bseivations Taste

1 Bixie cupful Kool-Aiu

2 Bixie cupful of Kool-Aiu

+ u .S g Citiic Aciu

S

Bixie cupful of Kool-Aiu

+ u.S g Baking soua (souium

bicaibonate, NaBC0S)

Summaiize the conclusions fiom the gioup uiscussion in the space below:

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S4

C/1. >

Kool-Aiu +

_____________________

III. The Chemical Reaction

1. Wiite the chemical equation foi this ieaction.

_______ __________ ____________ ______ ____________

Citiic aciu + baking soua % souium citiate + watei + caibon

uioxiue

2. Is the ieaction balanceu. If not, iewiite the equation below anu auu coefficients as neeueu.

S. C9,5@ 8!%9 %9, %,'59,( 4,;*(, 5*#%!#.!#7D Teachei initials: ______________

Iv. Calculate youi iecipe:

TBE BIu IBEA: You will be given exactly u.S giams of citiic aciu. You neeu to calculate how many

giams of baking soua (NaBC0S) shoulu be auueu to make a fizzy Kool-Aiu uiink that is "just iight".

1. Conveit u.S giams of citiic aciu (BSC6BS07) into -$,"#.

2. 0se the -$," 1/.2$ of baking soua (NaBC0S) to citiic (BSC6BS07 ) to calculate how many

moles of baking soua will ieact with the numbei of moles of citiic aciu that you ueteimineu

in #1.

S. Calculate the molai mass of baking soua (NaBC0S)

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

SS

4. Conveit the moles of NaBC0S to H1/-# of NaBC0S:

v. Piepaie the Biink

You now have youi iecipe foi youi Fizzy Biink:

_______ g of citiic aciu _______ g of baking soua (NaBC0S)

E,;*(, 5*#%!#.!#7F 9'1, %9, %,'59,( 59,5@ <*.( (,5!&,D Teachei initials: ________________

C1$9"8*1"

1. Fill a Bixie cup with Kool-Aiu. Poui the Kool-Aiu fiom the Bixie cup into a laigei cup (to

pievent bubble-ovei of mixtuie).

2. Now auu youi calculateu amounts of citiic aciu (BSC6BS07) anu baking soua (NaBC0S) in the

iecipe above to the Kool-Aiu.

S. Nix anu iecoiu obseivations on the uata table.

vI. Questions

1. If you have 1u.u giams of citiic aciu with enough baking soua (NaBC0S) how many moles of

caibon uioxiue can you piouuce.

a. Calculate moles of citiic aciu

b. Bow many moles of caibon uioxiue will be piouuceu fiom the numbei of moles of

citiic aciu that you ueteimineu in Sa.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S6

2. If you have 1u.u giams of baking soua (NaBC0S) with enough citiic aciu, how many moles of

caibon uioxiue can you piouuce.

S. Refei to the moles of C02 piouuceu in questions S anu 4. Which ieactant, citiic aciu oi

baking soua (NaBC0S), piouuceu less C02.

4. If you mixeu 1u giams of each ieactant in a containei, woulu both of them be useu up

completely. Bow uo you know.

S. The mole iatio of citiic aciu (BSC6BS07) to baking soua (NaBC0S) is 1:S. Ranuy wants to auu

1 giam of citiic aciu to S giams of baking soua . Is this coiiect. Why oi why not.

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S7

G7TTU D67=V !@S( !"M", '

I. Bell Ringei: What is the molai mass of BSC6BS07.

II. Bata Table

C/1. <

Tiial Ingieuients 0bseivations Taste

1 Bixie cupful of Kool-Aiu

2

Bixie cupful of Kool-Aiu +

u.S g Citiic Aciu

S

Bixie cupful of Kool-Aiu +

u.S g Baking Soua

Summaiize the conclusions fiom the gioup uiscussion in the space below:

C/1. >

A Kool-Aiu +

Bieanne Cullen, Claiie Wang

0nit 7: Stoichiometiy

!=Assessment !=Differentiated "=Inquiry != M.I. #=Real-world connection

S8

B Kool-Aiu +

When uissolveu in solution, citiic aciu (BSC6BS07) ieacts with baking soua (souium bicaibonate,

NaBC0S) to foim thiee sepaiate piouucts. 0se youi knowleuge of types of chemical ieactions to

pieuict the piouucts of this ieaction. Wiite the complete balanceu equation below.

Pait 2, Tiial A: Bow uo you plan to piepaie youi optimal fizzy uiink given u.S g of citiic aciu.

(Besciibe what you mean by optimal. Tiial anu eiioi is not alloweu. Suppoit with logic anu

calculations as necessaiy.)

3;%,( 5*6&2,%!*# *; G(!'2 3F 5(,'%, <*.( ;!++< )(!#@H I,5*() *4",(1'%!*#" !# '4*1, %'42,D

Pait 2, Tiial B: uiven a cup of Kool-aiu with an unknown amount of citiic aciu uissolveu, ueteimine

the mass of citiic aciu piesent. (Besciibe the pioceuuie useu anu how you will ueteimine when

you aie finisheu. Check pioceuuie with instiuctoi.)

J4%'!# )(!#@ ;(*6 !#"%(.5%*(K ;*22*8 <*.( &(*5,).(,D I,5*() *4",(1'%!*#" '#) 6'"" 1'2.," !# '4*1,

%'42,D

Questions:

1. If you auueu too much baking soua in pait 2B, you woulun't have been able to calculate the

amount of citiic aciu piesent. Why not.

2. If you have 1u.u giams of citiic aciu anu 1u.u giams of baking soua, which ieactant will iun

out fiist.

S. }oiuan ueciues that to make the fizziest uiink you shoulu use S giams of baking soua foi

each giam of citiic aciu. Chiis thinks that to make the fizziest uiink you shoulu use S

teaspoons of baking soua foi each teaspoon of citiic aciu. What aie youi thoughts on each

of these iueas.