LESSON 12.
2
Key Objectives
12.2.1 Explain how mole ratios are used in
chemical calculations.
12.2.2 Explain the general procedure for
solving a stoichiometric problem.
Additional Resources
• Reading and Study Workbook, Lesson 12.2
• Probeware Laboratory Manual, Lab 19
• Virtual Chemistry Labs, Analysis of Baking Soda
• Core Teaching Resources, Lesson 12.2 Review
Engage
CHEMISTRY & Y
YO
YOU U Have students study the
photograph and read the text. Ask students what
ammonia is used for. (Ammonia is used in cleaning
products, in fertilizers, and in the manufacture of
other chemicals.) Tell students to consider how
stoichiometry might be used to calculate the amount
of product as they read through the lesson.
Activate Prior Knowledge
Engage students in a review of moles and molar
mass. Ask What is a mole? (A mole is equivalent to
6.02 × 1023 particles of substance.) Ask How can
you determine the number of moles of a substance
in a chemical equation? (The number of moles is
represented by the substance’s coefficient.) Ask
What is molar mass? (Molar mass is the mass of one
mole of a substance.)
National Science Education Standards
A-2, B-3
390 Chapter 12 • Lesson 2
12.2 Chemical Calculations
CHEMISTRY &YOU
YOU
Y
Q: How do manufacturers know how to make enough of their desired product?
Chemical plants produce ammonia by combining nitrogen with hydrogen.
If too much ammonia is produced, then it might be wasted. But if too little is
produced, then there might not be enough for all their customers. In this les-
son, you will learn how to use a balanced chemical equation to calculate the
amount of product formed in a chemical reaction.
Key Questions Writing and Using Mole Ratios
How are mole ratios How are mole ratios used in chemical calculations?
used in chemical calculations?
As you learned in the previous lesson, a balanced chemical equation provides
What is the general
a great deal of quantitative information. It relates particles (atoms, molecules,
procedure for solving a
stoichiometric problem?
formula units), moles of substances, and masses. A balanced chemical equa-
tion also is essential for all calculations involving amounts of reactants and
Vocabulary
t
NPMF
SBUJP
products. For example, suppose you know the number of moles of one sub-
stance. The balanced chemical equation allows you to determine the number
of moles of all other substances in the reaction.
Look again at the balanced equation for the production of ammonia.
N2(g) à 3H2(g) 2NH3(g)
The most important interpretation of this equation is that 1 mol of nitro-
gen reacts with 3 mol of hydrogen to form 2 mol of ammonia. Based on this
interpretation, you can write ratios that relate moles of reactants to moles of
product. A mole ratio is a conversion factor derived from the coefficients of
a balanced chemical equation interpreted in terms of moles. In chemi-
cal calculations, mole ratios are used to convert between a given number of
moles of a reactant or product to moles of a different reactant or product.
Three mole ratios derived from the balanced equation above are
1 mol N2 2 mol NH3 3 mol H2
3 mol H2 1 mol N2 2 mol NH3
Mole-Mole Calculations In the mole ratio below, W is the unknown,
wanted, quantity and G is the given quantity. The values of a and b are the
coefficients from the balanced equation. Thus, a general solution for a mole-
mole problem, such as Sample Problem 12.3, is given by
b mol W xb
x mol
mol G ò

















ä







mol











W



a mol
mol ol G a
Given Mole ratio Calculated
390 $IBQUFS

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Focus on ELL
1 CONTENT AND LANGUAGE Present academic vocabulary that appears in the
lesson, such as instantaneously, conversion, and excess. Pair students and
have them find these words in the lesson and use context clues to predict their
meanings. Have students share their interpretations with the class.
2 FRONTLOAD THE LESSON Have students discuss their experience with ratios from
mathematics class. To check understanding, have students determine the ratio of
males to females in the class and the ratio of each gender to total students.
3 COMPREHENSIBLE INPUT Explain Sample Problem 12.3 using a diagram. Write
each reactant using a different color. Continue to use the corresponding color
throughout the calculation. Speak clearly and slowly, and use block arrows to show
the steps of the process.

Sample Problem 12.3
Calculating Moles of a Product
How many moles of NH3 are produced when 0.60 mol of nitrogen reacts with hydrogen?
— Analyze List the known and the unknown. The conversion
is mol N2 mol NH3. According to the balanced equation,
1 mol N2 combines with 3 mol H2 to produce 2 mol NH3. To
determine the number of moles of NH3, the given quantity of
N2 is multiplied by the form of the mole ratio from the balanced
equation that allows the given unit to cancel.
˜ Calculate Solve for the unknown.
Write the mole ratio that will allow you to convert
from moles N2 to moles NH3.
LESSON 12.2
Foundations for Reading
BUILD VOCABULARY Have students paraphrase the
meaning of mole ratio using words or symbols.
Guide students to use what they have already
KNOWN learned about balanced chemical equations
moles of nitrogen
ä
0.60 mol N2 from the previous lesson and about ratios from
UNKNOWN mathematics class to form their definitions.
moles of ammonia
ä

mol NH3 Have students read their definitions to the class.
READING STRATEGY As students read the section
about Mass-Mass Calculations, have them identify
2 mol NH3 and list the main ideas presented by the text.
1 mol N2

Multiply the given quantity of N2 by the mole ratio in 2 mol NH3

0.60 mol N2

ò




















ä
1.2 mol NH3
Explain
order to find the moles of NH3. 1 mol N2

Writing and Using Mole Ratios

™ Evaluate Does the result make sense? The ratio
of 1.2 mol NH3 to 0.60 mol N2 is 2:1, as predicted by
the balanced equation.
11. This equation shows the formation of alumi-
num oxide, which is found on the surface of
aluminum objects exposed to the air.
4Al(s) à 3O2(g) 2Al2O3(s)
a. Write the six mole ratios that can be
derived from this equation.
b. How many moles of aluminum are needed
to form 3.7 mol Al2O3?
START A CONVERSATION Discuss with students
Remember that the mole ratio
must have N2 on the bottom so what they know about the relationship of the total
that the mol N2 in the mol ratio will mass of the reactants and the total mass of the
cancel with mol N2 in the known.
products in a chemical reaction. Ask Why do you
12. According to the equation in
think this relationship is important when trying
Problem 11, to determine quantitative information about a
a. How many moles of oxygen chemical reaction? (Answers will vary.)
are required to react
completely with 14.8 mol Al? Be sure students understand the difference between
b. How many moles of Al2O3 moles and mole ratio. Point out to students that
are formed when 0.78 mol O2
moles are always involved in stoichiometry problems.
reacts with aluminum?
Mole ratios are used to convert from one substance
in the balanced equation to another substance.

Sample Practice Problem

Mass-Mass Calculations No laboratory balance can measure substances Iron(III) oxide reacts with carbon monoxide to yield
directly in moles. Instead, the amount of a substance is usually determined iron and carbon dioxide in the following reaction:
by measuring its mass in grams. From the mass of a reactant or product, the
mass of any other reactant or product in a given chemical equation can be Fe2O3(s) + 3CO(g) → 2Fe(s) + 3CO2(g)
calculated. The mole interpretation of a balanced equation is the basis for A. How many mole ratios can be derived from this
this conversion. If the given sample is measured in grams, then the mass can equation? What are they? (12;
be converted to moles by using the molar mass. Then the mole ratio from
the balanced equation can be used to calculate the number of moles of the A C FeD 2O3 B A3COB A C FeD 2O3 B A2FeB
unknown. If it is the mass of the unknown that needs to be determined, the , , , ,
number of moles of the unknown can be multiplied by the molar mass. As in A3COB A C FeD 2O3 B A2FeB A C FeD 2O3 B
mole-mole calculations, the unknown can be either a reactant or a product.
B. How many moles of Fe are produced from
1.8 mol of Fe2O3? (3.6 mol)
Stoichiometry 391

Foundations for Math

DIMENSIONAL ANALYSIS Remind students that to solve a problem by using
dimensional analysis, they need to first find the conversion factor. A conversion
factor is a ratio of equivalent measurements. Sample problem 12.3 asks students
to find the moles of ammonia produced, so the answer needs to be in units of Answers
“moles of ammonia.”
11. a. 4 mol Al 3 mol O2 4 mol Al
Remind students that they can multiply any quantity by anything equal to 1 without
changing the value of the quantity. 3 mol O2 4 mol Al 2 mol Al2O3
Since the number of moles of nitrogen is given, the ratio of moles of nitrogen to 2 mol Al2O3 3 mol O2 2 mol Al2O3
moles of ammonia can be used as the conversion factor. 4 mol Al 2 mol Al2O3 3 mol O2
b. 7.4 mol
12. a. 11.1 mol
b. 0.52 mol

Stoichiometry 391
LESSON 12.2
Explore
Teacher Demo
PURPOSE Students interpret a balanced equation in
terms of moles and mass.
MATERIALS Prior to the demonstration, prepare
0.1M solutions of potassium iodide and lead(II) Figure 12.3 Ammonia in Space Steps for Solving a Mass-Mass Problem Mass-mass problems are solved in
In this Hubble Space Telescope basically the same way as mole-mole problems. The steps for the mass-mass
nitrate. Measure 50.0 mL of Pb(NO3)2 and 150 mL image, clouds of condensed conversion of any given mass (G) to any wanted mass (W) are outlined below.
of KI into separate 250-mL beakers. ammonia are visible covering the
surface of Saturn.
SAFETY Wear safety glasses and an apron. 1. Change the mass of G to moles of G (mass G mol G) by using the
molar mass of G.
PROCEDURE Tell students that you are going to mix
0.005 mole of lead(II) nitrate with excess potassium 1 mol G
mass G ñ â mol G
iodide. Have students observe as you combine both molar mass G
solutions in the 250-mL beaker. Have students write 2. Change the moles of G to moles of W (mol G mol W) by using the
a balanced chemical equation for the observed mole ratio from the balanced equation.
reaction. b mol W
mol G ñ â mol W
[2KI(aq ) + Pb(NO3 )2(aq ) → 2KNO3(aq ) + PbI2(s )] a mol G
Have students predict the number of moles of 3. Change the moles of W to grams of W (mol W mass W) by
product produced. (0.005 mole PbI2 assuming the using the molar mass of W.
reaction was complete) Note that, in an actual molar mass W
reaction, the amounts of reactants often are mol W ñ â mass W
1 mol W
not present in the mole ratios predicted by the
coefficients in a balanced equation. Explain the Figure 12.4 shows another way to represent the steps for doing mole-mass
importance of the mole ratios in an equation for and mass-mole stoichiometric calculations. For a mole-mass problem, the
first conversion (from mass to moles) is skipped. For a mass-mole problem,
calculating relative quantities. Ask What is the mass
the last conversion (from moles to mass) is skipped. You can use parts of the
of lead(II) nitrate reacted and the mass of lead(II) three-step process shown in Figure 12.4 as they are appropriate to the prob-
iodide produced? (1.66 g Pb(NO3 )2 and 2.30 g PbI2) lem you are solving.
EXPECTED OUTCOME A bright yellow precipitate
will form.
Figure 12.4 Mass-Mass
Misconception Alert Conversion Steps
aG bW
This general solution diagram (given quantity) (wanted quantity)
Students sometimes try to do mass-mass conversions indicates the steps necessary to
by incorrectly using the mole ratio as a mass ratio. solve a mass-mass stoichiometry mass 1 mol G b mol W mass W mass
That is, they use grams instead of moles as the problem: Convert mass to moles, ñ mol G ñ mol W ñ
of G mass G a mol G 1 mol W of W
use the mole ratio, and then
units in the mole ratio and then skip the mass-mole convert moles to mass. Mass-mole Mole ratio from Mole-mass
conversion step. Stress that because the number Infer Is the given always a conversion balanced equation conversion
of grams in one mole of a substance varies with its reactant?

molar mass, a mass-mole conversion is a necessary

intermediate step in mass-mass stoichiometric 392 $IBQUFS

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problems.

Atmospheric Ammonia

Ammonia is found in trace amounts in the atmospheres of three Jovian planets—

Jupiter, Saturn, and Uranus. In Jupiter’s atmosphere, the clouds of ammonia consist
of frozen ammonia droplets changing to liquid ammonia droplets nearer the planet’s
surface. Because of colder temperatures, the ammonia clouds in the atmosphere of
Saturn and Uranus consist of frozen ammonia droplets.

392 Chapter 12 • Lesson 2

 LESSON 12.2
CHEM

TU
Sample Problem 12.4
TOR
Explain
Calculating the Mass of a Product
START A CONVERSATION Take a quick vote in class
Ammonia (NH3) clouds are present around some planets, as in Figure 12.3. Calculate the
number of grams of NH3 produced by the reaction of 5.40 g of hydrogen with an excess of to see who believes there is a “law of conservation
nitrogen. The balanced equation is of moles.” Discuss the reasons why students believe
this law exists. Ask In the following reaction,
N2(g) à 3H2(g) 2NH3(g)
2H2O(l) → 2H2(g) + O2(g), is the number of moles of
the products greater than, less than, or equal to the
— Analyze List the knowns and the unknown. KNOWNS
number of moles of the reactant? (greater than)
The mass of hydrogen will be used to find the mass of mass of hydrogen
ä
5.40 g H2
ammonia: g H2 g NH3. The coefficients of the 2 mol NH3/3 mol H2 (from balanced equation) Ask In the following reaction, 2Mg(s) + O2(g) →
balanced equation show that 3 mol H2 reacts with 1 mol H2
ä
2.0 g H2 (molar mass)
1 mol NH3
ä
17.0 g NH3 (molar mass)
2MgO(s), is the number of moles of product greater
1 mol N2 to produce 2 mol NH3. The following steps
are necessary to determine the mass of ammonia: than, less than, or equal to the number of moles of
UNKNOWN the reactants? (less than)
g H2 mol H2 mol NH3 g NH3 mass of ammonia
ä

g
NH3
Guide students to understand that there are many
˜ Calculate Solve for the unknown. types of reactions where reactants can combine or
decompose to produce fewer or more moles of
product. Explain that although the total mass of
Start with the given quantity, and 1 mol H2 Don’t forget to cancel
5.40 g H2 ò the units at each step. reactants and products is constant, the number
convert from mass to moles. 2.0 g H2
of moles of particles can increase or decrease
depending on the final grouping of atoms.
Then convert from moles of reactant 1 mol H2 2 mol NH3
to moles of product by using the 5.40 g H2 ò
2.0 g H2
ò
3 mol H2 Sample Practice Problem
correct mole ratio.
Rust (Fe2O3) is produced when iron (Fe) reacts with
g H2 mol H2 mol NH3 g NH3 oxygen (O2): 4Fe(s) + 3O2(g) → 2Fe2O3(s).
Finish by converting from moles to 1 mol H2 2 mol NH3 17.0 g NH3 How many grams of Fe2O3 are produced when 12.0 g
5.40 g H2 ò ò ò ä
31 g NH3
grams. Use the molar mass of NH3. 2.0 g H2 3 mol H2 1 mol NH3 of iron rusts? (17.2 g)
Given Change given Mole ratio Change moles
quantity unit to moles to grams

™ Evaluate Does the result make sense? Because there are three conversion factors
involved in this solution, it is more difficult to estimate an answer. However, because the
molar mass of NH3 is substantially greater than the molar mass of H2, the answer should
have a larger mass than the given mass. The answer should have two significant figures.

13. Acetylene gas (C2H2) is produced by adding water 14. Use the equation in Question 13
to calcium carbide (CaC2). to determine how many moles of
CaC2(s) à 2H2O(l) C2H2(g) à Ca(OH)2(aq) CaC2 are needed to react com-
pletely with 49.0 g H2O.
How many grams of acetylene are produced by
adding water to 5.00 g CaC2?

Stoichiometry 393

Foundations for Math

SIGNIFICANT FIGURES The significant figures in a measurement are all the digits
known with certainty plus one estimated digit.
The number of significant figures of a product or quotient should equal the least
number of significant figures of any measurement in the calculation. For example,
5.5 cm × 2.24 cm = 12 cm2; notice that the product has 2 significant figures, the
same as 5.5 cm.
The number of decimal places of a sum or difference should equal the least
number of decimal places in any of the measurements being added or subtracted.
For example, 5.5 cm + 2.24 cm = 7.7 cm; notice that the sum has 2 significant Answers
figures, the same as 5.5 cm. FIGURE 12.4 No; the given could be a product.
13. 2.03 g C2H2
14. 1.36 mol CaC2
Stoichiometry 393
LESSON 12.2
Explain
Other Stoichiometric Calculations
START A CONVERSATION On the board, write
equations for reactions in which the reactants are
both gases or are a gas and a solid. Ask students
how the reactants and products in each reaction
would most likely be measured. Have students
relate these measurements to the concept of
a mole.
CHEMISTRY &YYOU
Q: How do you think air
bag manufacturers know
how to get the right amount
of air in an inflated air bag?
Other Stoichiometric Calculations
What is the general procedure for solving a stoichiometric
problem?
As you already know, you can obtain mole ratios from a balanced chemical
equation. From the mole ratios, you can calculate any measurement unit that
is related to the mole. The given quantity can be expressed in numbers of rep-
resentative particles, units of mass, or volumes of gases at STP. The problems
can include mass-volume, particle-mass, and volume-volume calculations.
For example, you can use stoichiometry to relate volumes of reactants and
products in the reaction shown in Figure 12.5. In a typical stoichiomet-
ric problem, the given quantity is first converted to moles. Then, the mole
ratio from the balanced equation is used to calculate the number of moles
of the wanted substance. Finally, the moles are converted to any other unit
of measurement related to the unit mole, as the problem requires.
Thus far, you have learned how to use the relationship between moles and

CHEMISTRY & YO
Y
YOU
U Manufacturers use
mass (1 mol â molar mass) in solving mass-mass, mass-mole, and mole-mass
stoichiometric problems. The mole-mass relationship gives you two conver-
sion factors.
balanced chemical equations to calculate the amount 1 mol molar mass
of product formed from a given quantity of and
molar mass 1 mol
reactants.
USE VISUALS Direct students to Figure 12.5, and Recall from Chapter 10 that the mole can be related to other quantities as
well. For example, 1 mol â 6.02 ñ 1023 representative particles, and 1 mol of
walk them through it carefully. Although it looks a gas â 22.4 L at STP. These two relationships provide four more conversion
complicated, it’s really three steps: Take what you’re factors that you can use in stoichiometric calculations.
given, and find a way to change it to moles. Then
1 mol 6.02 ñ 1023 particles
use a mole ratio from the balanced equation to get 6.02 ñ 1023 particles
and
1 mol
Figure 12.5
moles of the second substance. Finally find a way to Solving Stoichiometric Problems
convert the moles into the units that you need for With your knowledge of conversion
1 mol 22.4 L
and
factors and this problem-solving 22.4 L 1 mol
the final answer.
approach, you can solve a variety Figure 12.5 summarizes the steps for a typical stoichiometric problem.
of stoichiometric problems.
Notice that the units of the given quantity will not necessarily be the same as
Identify What conversion
factor is used to convert moles to
the units of the wanted quantity. For example, given the mass of G, you might
representative particles? be asked to calculate the volume of W at STP.

aG bW
(given quantity) (wanted quantity)

Representative 1 mol G 6.02 ñ1023 Representative

ñ ñ â
particles of G 6.02 ñ1023 1 mol W particles of W

mass 1 mol G b mol W mass W mass

ñ mol G ñ mol W ñ â
of G mass G a mol G 1 mol W of W

Mole ratio from

Volume of G 1 mol G balanced equation 22.4 L W Volume of W
ñ ñ â
(liters) at STP 22.4 L G 1 mol W (liters) at STP

394 $IBQUFS

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Check for Understanding

The Essential Question How do you calculate amounts of reactants and
products in a chemical reaction?
Assess students’ understanding of stoichiometry by showing students various
equations for reactions in which the reactants are both gases or are a gas and a solid,
such as 2Mg(s) + O2(g) → 2MgO(s). Have students create three note cards, one with
the words mass-volume, one with the words particle-mass, and one with the words
volume-volume. As you show students an equation, have them raise the card that
names how they think the reactants and products in each reaction would most likely
be measured.
ADJUST INSTRUCTION If students are still having difficulty deciding which ratios to
use, review Figures 12.4 and 12.5 with them.

394 Chapter 12 • Lesson 2

 LESSON 12.2
Sample Problem 12.5
DRAW A DIAGRAM On the board or overhead
projector, draw a diagram showing the relationships
Calculating Molecules of a Product
How many molecules of oxygen are produced when 29.2 g of water is decomposed by
that are useful for solving stoichiometry problems.
electrolysis according to this balanced equation? One simple model reaction is A → B. Use double-
headed arrows to connect these terms: Particles of
2H2O(l) electricity 2H2(g) à O2(g)
A, Moles of A, Grams of A, Moles of B, Particles
KNOWNS of B, and Grams of B. Above the appropriate
— Analyze List the knowns and the unknown. The follow- mass of water ä
29.2 g H2O arrows, write Avogadro’s number, Coefficients, and
ing calculations need to be performed: 1 mol O2/2 mol H2O (from balanced equation) Molar mass. Explain that the only “transitions” are
1 mol H2O ä
18.0 g H2O (molar mass)
g H2O mol H2O mol O2 molecules O2 1 mol O2
ä
6.02 ò
1023 molecules O2 allowed between quantities connected by arrows.
Point out that the required conversion factor to
The appropriate mole ratio relating mol O2 to mol H2O from UNKNOWN
the balanced equation is 1 mole O2 Ž 2 mol H2O. make a “transition” is written above each arrow.
molecules of oxygen
ä

moleciules O2
Encourage students to refer to the diagram when
working practice problems.
˜ Calculate Solve for the unknown.

Start with the given quantity, and 1 mol H2

convert from mass to moles.
29.2 g H2O ò Remember to start your
18.0 g H2O
calculations with the
given quantity, even if
the given quantity is a
product in the reaction.
Then, convert from moles of 1 mol H2 1 mol O2
reactant to moles of product. 29.2 g H2O ò ò
18.0 g H2O 2 mol H2O

Finish by converting from moles to 1 mol H2 1 mol O2 6.02 ò
1023 molecules O2

29.2 g H2O ò ò ò
molecules. 18.0 g H2O 2 mol H2O 1 mol O2
Given Change Mole ratio Change to molecules
quantity to moles

ä
4.88 ò
1023 molecules O2

™ Evaluate Does the result make sense? The given mass of water should produce
a little less than 1 mol of oxygen, or a little less than Avogadro’s number of molecules.
The answer should have three significant figures.

15. How many molecules of oxygen 16. The last step in the production of nitric
are produced by the decomposi- acid is the reaction of nitrogen dioxide with
tion of 6.54 g of potassium chlo- water.
rate (KClO3)? 3NO2(g) à H2O(l) 2HNO3(aq) à NO(g)
2KClO3(s) 2KCl(s) à 3O2(g) How many grams of nitrogen dioxide must
react with water to produce 5.00 ñ 1022
molecules of nitrogen monoxide?

Stoichiometry 395

Foundations for Math

CONVERSION FACTORS Students often struggle with the proper use of conversion
factors. Conversion factors should always be oriented so that like units cancel
each other, leaving the desired unit in the numerator. Explain to students that
planning the steps of the equation can make the task simpler.
In Sample Problem 12.5, the goal is to find the number of molecules of O2
produced from 29.2 g of H2O. The necessary equation should end with molecules of
O2 in the numerator of the ratio. With this in mind, students should first look for a
molar ratio that is a direct comparison of H2O and O2. In this case, the ratio is 2 mol
Answers
H2O to 1 mol O2. Now they know that the first step in their equation is to determine FIGURE 12.5 6.02 × 1023 representative particles/
the number of moles in 29.2 g H2O. Then they can determine the number of moles 1 mol
of O2 that will be produced and finally the number of molecules of O2. 15. 4.82 × 1022 molecules O2
16. 11.5 g NO2

Stoichiometry 395
LESSON 12.2 Sample Problem 12.6
Explore Volume-Volume Stoichiometric Calculations
Nitrogen monoxide and oxygen gas combine to form the brown gas nitrogen
Class Activity dioxide, which contributes to photochemical smog. How many liters of nitrogen
dioxide are produced when 34 L of oxygen react with an excess of nitrogen mon-
PURPOSE Students practice sequencing the steps in oxide? Assume conditions are at STP.
solving stoichiometric problems. 2NO(g) à O2(g) 2NO2(g) KNOWNS
MATERIALS 8 white index cards, 1 colored index volume of oxygen
ä
34 L O2
2 mol NO2/1 mol O2 (from balanced equation)
card, paper punch, 2 brass paper fasteners — Analyze List the knowns and the unknown. 1 mol O2
ä
22.4 L O2 (at STP)
PROCEDURE Distribute the white cards to the The following calculations need to be performed: 1 mol NO2
ä
22.4 L NO2 (at STP)
students. Have them divide the cards into two L O2 mol O2 mol NO2 L NO2 UNKNOWN
piles of four cards each. On the first card of the volume of nitrogen dioxide
ä

L NO2
For gaseous reactants and products at STP, 1 mol
first pile, have them write Converting a given of a gas has a volume of 22.4 L.
measured quantity to moles. On each of the
three remaining cards, have students write the
conversion factors for converting mass to moles,
˜ Calculate Solve for the unknown.

representative particles to moles, and volume to

moles, respectively. For the second set of cards, Start with the given quantity, 1 mol O2
and convert from volume to moles 34 L O2 ò
have students label the first card Changing moles by using the mole-volume ratio.
22.4 L O2
of wanted substances to a measured quantity. On
each of the remaining cards, have them write the
Then, convert from moles of reactant
appropriate conversion factor. On the colored card, to moles of product by using the 34 L O2 ò
1 mol O2
ò
2 mol NO2
have students write Converting moles of given to correct mole ratio. 22.4 L O2 1 mol O2
moles of wanted using mole ratio from balanced
chemical equation b mol W/a mol G. Have the Finish by converting from moles to 1 mol O2 2 mol NO2 22.4 L NO2
students use the paper punch to punch each of liters. Use the mole-volume ratio. 34 L O2 ò
22.4 L O2
ò
1 mol O2
ò
1 mol NO2
ä
68 L NO2
the two sets of cards. Then have them fasten each Given Change to Mole ratio Change to
quantity moles liters
set with a brass paper fastener. Allow students
to practice using the cards to solve the Practice
Problems. ™ Evaluate Does the result make sense? Because 2 mol NO2 are pro-
duced for each 1 mol O2 that reacts, the volume of NO2 should be twice
EXPECTED OUTCOME The cards should aid in the given volume of O2. The answer should have two significant figures.
sequencing the steps in solving stoichiometric
problems.
17. The equation for the combustion of carbon 18. Phosphorus and hydrogen can be combined
Sample Practice Problem monoxide is to form phosphine (PH3).

Ammonia (NH3) reacts with oxygen (O2) to produce 2CO(g) à O2(g) 2CO2(g) P4(s) à 6H2(g) 4PH3(g)
nitrogen monoxide (NO) and water. How many liters of oxygen are required to How many liters of phosphine are formed
burn 3.86 L of carbon monoxide? when 0.42 L of hydrogen reacts with phos-
4NH3(g) + 5O2(g) → 4NO(g) + 6H2O(l) phorus?
How many liters of NO are produced when 1.40 L of
oxygen reacts with ammonia? (1.12 L)
396 $IBQUFS

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Differentiated Instruction
L1 STRUGGLING STUDENTS Encourage students to find a method of problem

solving that capitalizes on their strengths, such as drawing pictures of reactants and
products. Make molecular model kits available to help students visualize reactions.
LPR LESS PROFICIENT READERS Direct students’ attention to the key questions and

answers. Rewrite the answers on the board, and then revise them by writing
simplified sentences or bulleted lists.
L3 ADVANCED STUDENTS Have computer-literate students use the calculations

in the sample problem as the basis for a general algorithm in a spreadsheet or

computer program to solve stoichiometric problems. Have students demonstrate
and explain their programs to interested classmates.

396 Chapter 12 • Lesson 2

 CHEMISTRY & YOU
CHEMISTRY
Y &YOU:
Y TECHNOLOGY

&
Steering wheel
CHEMISTRY Y
YO
YOU U Write the following
Stoichiometric Safety Air bag folded into
steering wheel
reactions on the board.
Reaction I 2NaN3(s) → 2Na(s) + 3N2(g)
In a car collision, proper inflation of an air bag
may save your life. Too much air in the bag could Ignition unit Reaction II 10Na(s) + 2KNO3(s) →
make the bag too hard, which could cause injury K2O(s) + 5Na2O(s) + N2(g) + heat
because the bag wouldn’t effectively cushion Igniter
Point out that the proper inflation of the air bag
the blow. Too little air in the bag could be
insufficient to prevent a driver’s impact with the Sodium azide
requires two reactions. Explain that an electrical
steering wheel. Engineers use stoichiometry to pellets current produced by the igniter causes the
determine the exact quantity of each reactant in decomposition of sodium azide into sodium metal
the air bag’s inflation system. and nitrogen gas. Note that the sodium metal
When a crash occurs, a series of reactions produced is dangerously reactive. In a second
happen. Sodium azide (NaN3) decomposes into reaction, potassium nitrate reacts with the elemental
sodium metal and nitrogen gas. The nitrogen Steering wheel
gas causes the air bag to inflate, but the sodium
sodium and forms potassium oxide, sodium oxide,
can react explosively with water. So, air bags Igniter
and additional nitrogen gas. The heat causes all the
contain potassium nitrate (KNO3) to react with solid products to fuse with SiO2, powdered sand,
the sodium. Silicon dioxide is also included which is also part of the reaction mixture. The fused
in the air bag to react with the products of the product is a safe, unreactive glass.
second reaction. This final reaction produces
Electrical
Ask How many moles of potassium nitrate must
a harmless substance.
signal from be included in the reaction mixture to consume the
crash sensor sodium produced by the decomposition of one mole
of sodium azide? (0.2 mol KNO3 ) Ask How many liters
of N2 are produced at STP if 1.0 mole of sodium azide
and 0.20 mole of potassium nitrate react? (36 L)
Have students speculate how the pressure of the gas
Sodium azide pellets decomposing
2NaN3(s) 2Na(s)  3N2(g) inside the air bag depends on the number of moles
10Na(s)  2KNO3(s) of nitrogen produced and the temperature inside the
K2O(s)  5Na2O(s)  N2(g) air bag. (Acceptable answers should indicate that
because gas pressure depends on the number of gas
particles present, pressure depends on the number of
moles of gas particles present. The heat released by
this reaction raises the temperature of the gaseous
products, helping the bag inflate even faster.)
Take It Further
1. Draw Conclusions If a reaction in an air Extend
bag does not occur as intended, how might
CRASH TEST Air bag performance is
tested using a crash test dummy. The
this affect the performance of an air bag? Connect to LANGUAGE ARTS
2. Explain Research the regulations on
production of nitrogen gas causes air Explain to students that the use of air bag restraint
automotive air bags, and explain why air bags
bags to erupt from their storage site at
are not safe for all passengers. systems (seatbelt/air bags) reduces the risk of fatalities
speeds up to 200 miles per hour.
in accidents by about 70%. However, not all passengers
in a vehicle benefit from air bags, which can deliver a
Chemistry & You 397
significant blow to a passenger when activated. Have
students research the injuries that can occur as the result
of air bag deployment, then have students write an
argumentative essay that advocates the use of air bags
21st Century Learning To be successful in the 21st century, students despite the potential for injury. Essays should include
need skills and learning experiences that extend beyond subject matter mastery. current recommendations and restrictions for the use of
The following project helps students build 21st Century Skills. air bags with small children and infants.
BROADCASTING FOR SAFETY Pose the following challenge to students: A major
broadcasting corporation is creating a new automotive-themed podcast and has hired Answers
you as its host. Form groups of four to five students to do the following:
17. 1.93 L O2
• Write, produce, and record a 35-40 minute podcast, with one student serving as 18. 0.28 L PH3
the host, one as an expert on air bag restraint systems, and two to three students
TAKE IT FURTHER
as callers to the show.
1. Answers will vary. The air bag could under
• The show host will conduct a 20-minute interview with the expert, eliciting
important information about current air bag technologies and those in inflate or inflate too slowly.
development for future car models. 2. Answers will vary. Some students may find that
• The callers will use the final 15-20 minutes of the show to ask questions about safety passenger-side air bags are not safe for young
and environmental concerns. The podcast will be submitted as an MP3 file either via children.
e-mail or on a CD or DVD. Chemistry & You 397
LESSON 12.2 CHEM

TU
Sample
TOR
Sample
Problem
Problem
12.712.7
Evaluate Finding the Volume of a Gas Needed for a Reaction
Assuming STP, how many milliliters of oxygen are needed to produce
Informal Assessment 20.4 mL SO3 according to this balanced equation?
Write a balanced equation on the board, such as 2SO2(g) à O2(g) 2SO3(g)
H2(g) + I2(g) → 2HI(g). Have students orally state all
the different mole ratios for the reaction; write all of — Analyze List the knowns and the unknown. For KNOWNS
the given ratios on the board. Then pose a problem, a reaction involving gaseous reactants or products, the volume of sulfur trioxide
ä
20.4 mL
such as, How many moles of hydrogen iodide are coefficients also indicate relative amounts of each gas. 1 ml O2/2 ml SO3 (from balanced equation)
So, you can use volume ratios in the same way you have
formed when 0.75 mol I2 gas is reacted with excess UNKNOWN
used mole ratios.
hydrogen gas? Have students go to the board and volume of oxygen
ä

mL O2
place their initials next to the correct mole ratio for ˜ Calculate Solve for the unknown.
the problem. Repeat with various types of reactions.
Then have students complete the 12.2 Lesson Check. The volume ratio
Multiply the given volume by the 1 mL O2 can be written
appropriate volume ratio. 20.4 mL SO3
ò ä
10.2 mL O2 using milliliters as
2 mL SO3 the units instead
of liters.
Reteach
Use molecular models to review the importance ™ Evaluate Does the result make sense? Because the volume ratio
is 2 volumes SO3 to 1 volume O2, the volume of O2 should be half the
of mole ratios. Illustrate how the mole ratios from volume of SO3. The answer should have three significant figures.
the balanced chemical equation are related to the
individual atoms, formula units, and molecules of the Use the following chemical equation to answer Problems 19 and 20.
reactants and products as described by the equation. CS2(l) à 3O2(g) CO2(g) à 2SO2(g)
19. Calculate the volume of sulfur dioxide, in 20. How many deciliters of carbon dioxide are
milliliters, produced when 27.9 mL O2 reacts produced when 0.38 L SO2 is formed?
with carbon disulfide.

12.2 Lesso
NLIN
O

LessonCheck
PR

OBLE
M

21. Explain How are mole ratios used in chemical
calculations?
22. Sequence Outline the sequence of steps
needed to solve a typical stoichiometric problem.
23. Calculate The combustion of acetylene gas is rep-
resented by this equation:
2C2H2(g) à 5O2(g) 4CO2(g) à 2H2O(g)
a. How many grams of CO2 and grams of H2O are
produced when 52.0 g C2H2 burn in oxygen?
b. How many moles of H2O are produced when
64.0 g C2H2 burn in oxygen?
24. Apply Concepts Write the 12 mole ratios that
can be derived from the equation for the com-
bustion of isopropyl alcohol.
2C3H7OH(l) à 9O2(g) 6CO2(g) à 8H2O(g)
BIGIDEA
THE MOLE AND QUANTIFYING MATTER
25. Use what you have learned about stoichiometric
calculations to explain the following statement:
Stoichiometric calculations are not possible
without a balanced chemical equation.

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Lesson Check Answers

21. Mole ratios are written using the coefficients from a balanced chemical equation.
They are used to relate moles of reactants and products in stoichiometric
calculations.
22. Convert the given quantity to moles; use the mole ratio from the equations to find
the moles of the wanted; convert moles of wanted to the desired unit.
23. a. 176 g CO2, 36.0 g H2O b. 2.46 mol H2O
24. 2 mol C3H7OH 2 mol C3 H7OH 2 mol C3H7OH 9 mol O2 9 mol O2 6 mol CO2
9 mol O2 6 mol CO2 8 mol H2O 6 mol CO2 8 mol H2O 8 mol H2O
9 mol O2 6 mol CO2 8 mol H2O 6 mol CO2 8 mol H2O 8 mol H2O
2 mol C3H7OH 2 mol C3H7OH 2 mol C3H7OH 9 mol O2 9 mol O2 6 mol CO2
25. A chemical reaction’s mole ratios are derived from the relationships between
coefficients in a balanced chemical equation.

398 Chapter 12 • Lesson 2

 LESSON 12.2
U
IRT A

Small-Scale Lab
V

L
LAB
Explore
Analysis of Baking Soda
Purpose
Small-Scale Lab
To determine the mass of sodium hydrogen carbonate OBJECTIVE Students calculate the mass of NaHCO3
in a sample of baking soda, using stoichiometry
in a sample using stoichiometry.
PREP TIME 1 hour
Materials CLASS TIME 30 minutes
r
baking soda r
pipets of HCl, NaOH,
r
3 plastic cups and thymol blue MATERIALS Baking soda; plastic cups; soda straws;
r
soda straw r
pH sensor (optional) mass balances; pipets of HCl, NaOH, and thymol
r
balance blue; pH sensor (optional)
ADVANCE PREP

Procedure
A. Measure the mass of a clean, dry plastic cup.
B. Using the straw as a scoop, fill one end with
baking soda to a depth of about 1 cm. Add the sam-
ple to the cup and measure its mass again.
C. Place two HCl pipets that are about 3/4 full into
a clean cup and measure the mass of the system.
D. Transfer the contents of both HCl pipets to the
cup containing baking soda. Swirl until the fizzing
stops. Wait 5–10 minutes to be sure the reaction is
complete. Measure the mass of the two empty HCl
pipets in their cup again.
E. Add 5 drops of thymol blue to the plastic cup.
F. Place two full NaOH pipets in a clean cup and
measure the mass of the system.
G. Add NaOH slowly to the baking soda/HCl mix-
ture until the pink color just disappears. Measure
the mass of the NaOH pipets in their cup again.
Analyze
Using your experimental data, record the answers to
the following questions below your data table.
1. Evaluate Write a balanced equation for the
reaction between baking soda (NaHCO3) and HCl.
2. Calculate Calculate the mass in grams of the
baking soda.
(Step B Ź Step A)
3. Calculate Calculate the total mmol of 1M HCl.
Note: Every gram of HCl contains 1 mmol.
(Step C Ź Step D) ñ
1.00 mmol/g
4. Calculate Calculate the total mmol of 0.5M NaOH.
Note: Every gram of NaOH contains 0.5 mmol.
(Step F Ź Step G) ñ 0.500 mmol/g
5. Calculate Calculate the mmol of HCl that reacted
with the baking soda. Note: The NaOH measures the
amount of HCl that did not react.
(Step 3 Ź Step 4)
6. Calculate Calculate the mass of the baking soda
from the reaction data.
(0.084 g/mmol ñ Step 5)
7. Calculate Calculate the percent error of the
experiment.
(Step 2 Ź Step 6)
ñ 100%
Step 2
You’re the Chemist
The following small-scale activities allow you to develop
your own procedures and analyze the results.
1. Analyze Data For each calculation you did, substi-
tute each quantity (number and unit) into the equation
and cancel the units to explain why each step gives the
quantity desired.
2. Design an Experiment Baking powder consists of
a mixture of baking soda, sodium hydrogen carbonate,
and a solid acid, usually calcium dihydrogen phosphate
(Ca(H2PO4)2). Design and carry out an experiment
to determine the percentage of baking soda in baking
powder.
Small-Scale Lab 399
Solution Preparation
0.5M NaOH 20.0 g in 1.0 L
1.0M HCl 82 mL of 12M in 1.0 L
Caution Always add acid to water
carefully and slowly.
0.04% TB 100 mg in 21.5 mL
of 0.01M NaOH; dilute to 250 mL
SAFETY Have students wear safety glasses and
follow the standard safety procedures.
TEACHING TIPS
• Stress that the procedure measures the amount
of excess HCl that is not reacted with the baking
soda (Step 4). Because this excess HCl reacts with
the NaOH in a 1:1 mole ratio, the moles of NaOH
equal the moles of HCl in excess. Subtracting the
excess moles of HCl from the total moles used in
the experiment (Step 5) yields the moles reacted
with the baking soda, which is 100% NaHCO3.
• If the mixture does not turn red when thymol blue
is added, the student should find the mass of a third
pipet and add just enough HCl to turn the mixture
cherry red. Then the student should find the mass
of the half-empty pipet so the mass of HCl added
can be calculated and added to the total mass used.
EXPECTED OUTCOME Sample data: Step A. 2.83 g,
B. 3.28 g, C. 10.70 g, D. 4.29 g, F. 10.53 g, G. 8.78 g

ANALYZE is one hundred percent sodium

1. HCl + NaHCO3(s) → hydrogen carbonate)
CO2(g) + H2O + NaCl YOU’RE THE CHEMIST
2. 3.28 g – 2.83 g = 0.45 g 1. See Steps 2–7.
3. (10.70 – 4.29) g × 1.00 mmol/g = 2. Repeat Steps A–G and 1–7 using
6.41 mmol baking powder instead of baking
4. (10.53 – 8.78) g × 0.500 mmol/g soda. The percent error is the
= 0.875 mmol percent of baking soda in baking
(0.875 mmol HCl unreacted) powder, assuming no other errors.
5. 6.41 mmol total – 0.875 mmol FOR ENRICHMENT Ask students to
unreacted = 5.54 mmol (5.54 predict how much baking soda and
mmol NaHCO3)
1 M HCl are needed to produce
Answers
6. (0.0840 g/mmol) × 5.53 mmol = enough CO2 to fill a 1-L plastic bag. 19. 18.6 mL SO2
0.46 g Have them write a procedure and then 20. 1.9 dL CO2
7. (0.46 – 0.45) g/0.45 g × 100% = carry out the experiment.
2% error (assuming baking soda Small-Scale Lab 399