Name: Katelyn Leffel
School/Grade Level/Course/Coop Teacher: Silver Bluff High School, 10th-11th Grade,
Mr. McKenzie
Topics of Your Lessons: Stoichiometric Conversions Lab
Brief Description of Your Lessons: The objective of this lesson was to use
mathematical and computational thinking to predict the amounts of reactants required and
products produced in specific chemical reactions. Therefore the focus of assessment
should be for students to construct, use and manipulate appropriate metric units, express
relationships between variables for models and investigations, and use grade-level
appropriate statistics to analyze data to calculate the limiting and excess reactants in
chemical reaction.
Standards:
Content Standard 12: Students shall understand the relationship between balanced
chemical equations and mole relationships.
S12 C.4 - Calculate stoichiometric quantities and use these to determine theoretical
yields.
S13 C.1 - Apply the mole concept to calculate the number of particles and the amount of
substance: Avogadro’s constant = 6.02×1023
S13 C.2 - Determine the empirical and molecular formulas using the molar concept:
molar mass, average atomic mass, molecular mass, and formula mass
What Worked: The students worked well together in their lab groups and displayed
creativity and enthusiasm towards the activity. When the students found out that they
would get to chew gum, and light a candle on fire they were all ecstatic. Each student
participated throughout the whole lab activity, and asked plenty of questions. The
activity was effective at students remembering the significance of atomic mass and
identified mole ratios of reactants and products from balanced chemical equation. The
students were be able to perform stoichiometric calculations related to chemical
equations.
What Would You Do Differently Next Time: Next time, I would review chemicals and
chemical reactions that are used in commercial or industrial environments. Chemistry
has changed from hit and miss calculations of a product to exact amounts being
calculated for an industrial product. I would discuss with the students more background
of the mole and its influence on chemistry with reference to commercial or industrial
production.
MOLE LAB 2
Candidate Name:
Katelyn Leffel
Honor Pledge:
On my honor as a University of South Carolina Aiken student, I have completed my work
according to the principle of Academic Integrity. I have neither given nor received any
unauthorized aid on the assignment / examination.
Signature
Date ___________________
Subject Area:
Chemistry CP
Grade Level:
10th-11th
Date Lesson to be Taught:
March 12th, 2015
Time Frame/Duration:
55min
Standards:
S13 C.1 - Apply the mole concept to calculate the number of particles and the amount of
substance:
Avogadro’s constant = 6.02×1023
S13 C.2 - Determine the empirical and molecular formulas using the molar concept: molar mass,
average atomic mass, molecular mass, and formula mass
● Common Core
● South Carolina Content
● other
Learning Objective(s):
Students shall understand the relationship between balanced chemical equations and mole
relationships.
Essential Question(s):
How do I convert among the number of particles, moles, and the mass of a given substance?
Number of Students:
20
Grouping:
Students will be arranged in groups of 2 or 3.
Accommodations for
special needs:
N/A
Differentiation:
N/A
Materials/Resources
Provide an itemized list of materials and the number required including...
(Stimuli):
Student materials/resources:
● Calculator
● Crayon
● Chalk
● Balance/Scale
● Aspirin
● Wood
● Aluminum Foil
●
Educational Technology:
A power point slide with warm up questions (see attachments). No technology is required for this
lesson other than a calculator for use in calculations. Students should already have Previous
Knowledge 7.P.2B.4 (Physical and Chemical Changes) 7.P.2B.5 – (Law of Conservation of Matter).
Safety Issues/Concerns:
No roughhousing in lab ever!
Lesson Procedures:
Time (min)
5
Lesson Phase
Introduction
Engage
5-10
Foundation
5-10
Engage
Brain Activation
Explore
5-10
Body of New Information
5-10
Explore
Clarification
Elaborate
Teacher materials/resources:
● Mole Lab Worksheet
● PowerPoint Outline
● Alternate Individual Worksheet
● Assessments
● Chemistry and Matter Textbook ch. 11
● (all copies of documents needed are
attached)
Details
A power point slide should be up on
the board when students enter class
with bell ringer questions for students
to answer (PowerPoint Slide 1).
Allow students 5 minutes to
completely answer questions. (Use
this time to take attendance, and
pass out Mole Lab worksheet.
 Review answers students wrote
down for their bell ringer.
 (Slide 2)
 Ask Students Questions
 Review the Key terms and Steps
of conversion.

(Slide 3)
 Ask students to practice molar
mass conversions

(Slide 4).
 Introduce Mole Lab 2 Worksheet
 Review Procedures and Safety
Concerns. (These can be found
on the lab worksheet).
 Inform students that should any
one of them at anytime are in
violation of lab safety procedures
and protocol they will not be
allowed to participate in lab, and
have an alternate worksheet to
complete independently at their
desks, that they will have to turn
in by the end of class.
 If students have questions they
should ask now, otherwise get
into their groups and begin lab.
20-25
Mole Lab

Evaluate
5-10
Summative

Evaluate

5
Closure

Evaluate


As students begin to work on
their lab float around the room
to make sure everyone is
following the correct procedures
and safety precautions.
5-10 minutes before class is over
ask students to return to seats to
review PowerPoint summative
questions.
Discuss what answers each
group got as a class.
Students should have lab areas
cleaned up.
Lab worksheet with completed
calculations and analysis are due
tomorrow at the beginning of
class.
Once classroom is cleaned, and
set up for the next class students
may exit.
Suggested Assessments:
Diagnostic (Pre-) Assessment(s): Bell Ringer Assignment
Formative Assessment(s): ): Independent Analysis of data/class discussion.
Summative (Post-) Assessment(s): Lab Analysis
Follow-up:
If students are not able to comprehend the information learned in today’s lab, that’s okay. They
should still try to answer the questions the best that they can. The lesson planned for the next
day involves a review of information students have learned in chapter 11 so far at the beginning
of class.
Reference(s):
Dingrando, L. (2002). Chemistry: Matter and change. New York, N.Y.: Glencoe/McGraw-Hill.
Power Point Slide Outline
Slide 2: Question 1
1. How many mole ratios can be written for the following reaction? 4H2(g) + O2(g) →
2H2O(l)
2. The mass in grams of 1 mol of any pure substance is equal to what?
3. Molar mass is used to convert what?
Slide 3: Answer
1. 6
2. The Molar Mass
3. mass to moles
Slide 4: Pre-Lab Practice
Numbers we can use to do conversions with:
1mole = 6.022 x1023atoms = atomic mass(g)
A. Convert 2.5mol K to mass.
B. How many moles of Sn are in 800g?
Slide 5: Pre-Lab Practice
Using molar mass in conversions:
For a compound  1mol = 6.022x1023 molecules = molar mass(g)
Convert 4.5x1018 molecules to mass
Name ___________________________________________ Date_________________
MOLE LAB
Safety Preclusions: If students are seen rough housing, or not following correct lab
safety, they will be excused from lab and will receive an alternate worksheet to work on
individually at their desks. This worksheet should show all student work, and be turned
in by the end of class.
Procedure Part 1: Molecules in your name
1. Find the mass of a crayon.
2. Write your full name on a piece of paper.
3. Find the mass of the crayon again.
Substance
Mass (g) before
Mass (g) after
Mass(g) Used
Crayon- C25H52
Chalk
a. Find the molar mass of the crayon. (Made of wax-C25H52) Show your work.
b. How many moles of wax were in your name? Show your work.
c. How many molecules of wax were in your name? Show your work
d. Find the molar mass of the chalk. (CaSO4) (Did you know chalk isn’t
made from chalk anymore!!!)
e. How many moles of chalk were in your name? Show your work
f. How many molecules of chalk were in your name? Show your work
g. You should have used approximately the same mass of crayon and chalk
when writing your name. Why were there LESS molecules of chalk used
than crayon?
Procedure Part 2:
Measure the items and fill in the chart below.
Substance
Mass (g)
Molar Mass (g/mol)
# of moles
Aspirin (C9H8O4)
Wood (CH2O)
Al Foil (Al)
1. A substance has a mass of 90.1 grams and contains 3.0 x 1023 molecules. Which of the 3
substances in the chart above is it? (Solve for moles first using the molecules given, then set
up a ratio to find g in 1 mole.) Show your work
Stoichiometry Worksheet (Individual Work if excused from lab)
Show all work
1. Given the following equation: 2 C4H10 + 13 O2 ---> 8 CO2 + 10 H2O, show what the
following molar ratios should be.
a. C4H10 / O2
b. O2 / CO2
c. O2 / H2O
d. C4H10 / CO2
e. C4H10 / H2O
2. Given the following equation: 2 KClO3 ---> 2 KCl + 3 O2
How many moles of O2 letting 12.00 moles of KClO3 react can produce?
3. Given the following equation: 2 K + Cl2 ---> 2 KCl
How many grams of KCl is produced from 2.50 g of K and excess Cl2. From 1.00 g of Cl2 and
excess K?
4. Given the following equation: Na2O + H2O ---> 2 NaOH
How many grams of NaOH is produced from 1.20 x 102 grams of Na2O? How many grams of
Na2O are required to produce 1.60 x 102 grams of NaOH?
5. Given the following equation: 8 Fe + S8 ---> 8 FeS
What mass of iron is needed to react with 16.0 grams of sulfur? How many grams of FeS are
produced?
6. Given the following equation: 2 NaClO3 ---> 2 NaCl + 3 O2
12.00 moles of NaClO3 will produce how many grams of O2? How many grams of NaCl are
produced when 80.0 grams of O2 are produced?
7. Given the following equation: Cu + 2 AgNO3 ---> Cu(NO3)2 + 2 Ag
How many moles of Cu are needed to react with 3.50 moles of AgNO3? If 89.5 grams of Ag
were produced, how many grams of Cu reacted?
8. Molten iron and carbon monoxide are produced in a blast furnace by the reaction of
iron(III) oxide and coke (pure carbon). If 25.0 kilograms of pure Fe2O3 is used, how many
kilograms of iron can be produced? The reaction is: Fe2O3 + 3 C ---> 2 Fe + 3 CO
9. The average human requires 120.0 grams of glucose (C6H12O6) per day. How many grams
of CO2 (in the photosynthesis reaction) are required for this amount of glucose? The
photosynthetic reaction is: 6 CO2 + 6 H2O ---> C6H12O6 + 6 O2
This problem is slightly different from those above.
10. Given the reaction: 4 NH3 (g) + 5 O2 (g) ---> 4 NO (g) + 6 H2O (l)
When 1.20 mole of ammonia reacts, the total number of moles of products formed is:
a. 1.20 b. 1.50 c. 1.80 d. 3.00 e. 12.0
Stoichiometry Worksheet (Individual Work if excused from lab)
Answer Key
1.)
a)
b)
c)
d)
e)
2 / 13
13 / 8
13 / 10
2 / 8 (or 1 / 4)
2 / 10 (or 1 / 5)
2) The KClO3 / O2 molar ratio is 2/3.
a) 2 mol KClO3 / 3 mol. O2 = 12.00 mol KClO3 / x = 18.00 mol.
b) x = 18.00 mol of O2
3.) Given the following equation: 2 K + Cl2 ---> 2 KCl
How many grams of KCl is produced from 2.50 g of K and excess Cl2.
From 1.00 g of Cl2 and excess K?
4. Given the following equation: Na2O + H2O ---> 2 NaOH
How many grams of NaOH is produced from 1.20 x 102 grams of Na2O?
How many grams of Na2O are required to produce 1.60 x 102 grams of NaOH?
5. Given the following equation: 8 Fe + S8 ---> 8 FeS
What mass of iron is needed to react with 16.0 grams of sulfur?
How many grams of FeS are produced?
6. Given the following equation: 2 NaClO3 ---> 2 NaCl + 3 O2
12.00 moles of NaClO3 will produce how many grams of O2?
How many grams of NaCl are produced when 80.0 grams of O2 are produced?
7. Given the following equation: Cu + 2 AgNO3 ---> Cu(NO3)2 + 2 Ag
How many moles of Cu are needed to react with 3.50 moles of AgNO3?
If 89.5 grams of Ag were produced, how many grams of Cu reacted?
8. Molten iron and carbon monoxide are produced in a blast furnace by the reaction
of iron(III) oxide and coke (pure carbon). If 25.0 kilograms of pure Fe2O3 is used,
how many kilograms of iron can be produced? The reaction is: Fe2O3 + 3 C ---> 2 Fe
+ 3 CO
9. The average human requires 120.0 grams of glucose (C6H12O6) per day. How
many grams of CO2 (in the photosynthesis reaction) are required for this amount of
glucose? The photosynthetic reaction is: 6 CO2 + 6 H2O ---> C6H12O6 + 6 O2
This problem is slightly different from those above.
10. Given the reaction: 4 NH3 (g) + 5 O2 (g) ---> 4 NO (g) + 6 H2O (l)
When 1.20 mole of ammonia reacts, the total number of moles of products formed
is:
a. 1.20 b. 1.50 c. 1.80 d. 3.00 e. 12.0
The correct answer is d.
NH3 / (NO + H2O) = 4 / 10
4 / 10 = 1.20 / x
x = 3.00 mol
Post Mole Lab Quiz
1. Strychnine, C21H22N2O2, is a powerful poison and has been used to eradicate rats.
If a can of rat poison contains 0.95 g of strychnine, what is the total number of
atoms in the can?
Correct Answer:
MM = 334.45 g / mol
1 molecule= 47 atoms
0.95 g x 1 mol
x
6.02x1023 molecules x
334.45g
1 mol
47 atoms = 8.0x1022 atoms
1 molecule
2. How many molecules are there in 4.00 moles of glucose, C6H12O6?
Correct Answer:
4.00 mol C6H12O6 x 6.02x1023 molecules = 2.41 x 1024 molecules C6H12O6
1 mol
3. What is the mass of 5.00 moles of Fe2O3?
Correct Answer
5.00 mol Fe2O3 x 159.70g = 799 g Fe2O3
1 mol
4. How many moles of argon atoms are present in 11.2 L of argon gas at STP?
Correct Answer:
11.2 L Ar x 1 mol L = 0.500 moles Ar
22.4 L
5. How many moles are 1.20 x 1025 atoms of phosphorous?
Correct Answer:
1.20 x 1025 atoms P x
1 mol
6.02x1023 atoms
= 20.0 Moles P