12

Introducing the
Stoichiome
Stoichiometry
Planning G
BIGIDEA:
Guide
THE MOLE; REACTIONS
Chemists
Ch i t use the
th mole
l to
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k sure that
th t they
th measure the right amount of reacting material.

NSES Lessons and Objectives Print Resources

For the Student For the Teacher
A-2, B-3 12.1 The Arithmetic of Equations p 384–389 Reading and Study Teaching Resources,
12.1.1 Describe how chemists use balanced Workbook Lesson 12.1 Lesson 12.1 Review
chemical equations. Lesson Assessment 12.1 Teacher Demo, p 387:
12.1.2 Describe the quantities you can use to p 389 Interpreting a Chemical
interpret a balanced chemical equation. Equation
12.1.3 Identify the quantities that are always
conserved in chemical reactions.

A-2, B-3 12.2 Chemical Calculations p 390–398 Reading and Study
12.2.1 Explain how mole ratios are used in Workbook Lesson 12.2
chemical calculations. Lesson Assessment 12.2
12.2.2 Explain the general procedure for solving p 398
a stoichiometric problem. Small-Scale Lab:
Analysis of Baking Soda,
p 399
Teaching Resources,
Lesson 12.2 Review
Teacher Demo, p 392:
Interpreting a Chemical
Equation
Class Activity, p 396:
Stoichiometric Flash Cards

B-2, B-5 12.3 Limiting Reagent and Percent Yield Reading and Study Teaching Resources, Lesson
p 400–408 Workbook Lesson 12.3 12.3 Review
12.3.1 Explain how the amount of product in Lesson Assessment 12.3 Teacher Demo, p 401: Limiting
a reaction is affected by an insufficient p 408 Factor
quantity of any of the reactants. Quick Lab: Limiting Reagents, Class Activity, p 403:
12.3.2 Explain what the percent yield of a p 404 Molecular Models and
reaction measures. Limiting Reagent
Class Activity, p 405: Actual
Yield and Heat

Assessing the BIGIDEA: THE MOLE; REACTIONS

Essential Questions Study Guide p 409
1. How are balanced chemical equations used in Math Tune-Up p 41
410
stoichiometric calculations? STP p 417
2. How can you calculate amounts of reactants Reading and Study
and products in a chemical reaction? Workbook Self-Check
and Vocabulary Review
Chapter 12

382A Chapter 12
 Materials List
FFor the
h SStudent
d
Small-Scale Lab, p 399
Digital Resources • baking soda
• 3 plastic cups
Editable Worksheets PearsonChem.com • soda straw
• balance
Lab 19: Quantitative Analysis ESSON

• pipets of HCl, NaOH, and thymol blue

L
12.1 Lesson Overview

OV

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CHEM
• pH sensor (optional)
TU
Using a Balanced
TOR

Equation as a Recipe Quick Lab, p 404

• graduated cylinder
ET
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Balancing Chemical • balance
ART

Equations • 3 250-mL Erlenmeyer flasks

• 3 rubber balloons
• 4.2 g magnesium ribbon
Lab 19: Quantitative Analysis ESSON • 300 mL 1.0M hydrochloric acid

L
12.2 Lesson Overview
OV

W
ERVIE

Lab Practical 12-1: Stoichiometry

in a Reaction CHEM For the Teacher
TU
TOR
Calculating the Mass of
Small-Scale Lab Manual Lab 18: a Product Teacher Demo, p 387 Teacher Demo, p 401
Titration: Determining How • 2.5–3.5-cm strip of • 15 plastic bottles
Much Acid Is in a Solution magnesium • 30 plastic caps to fit the
Small-Scale Lab Manual Lab 19: • 50 mL 1M HCl bottles
Titration: Measuring Molar • 100-mL beaker • 6 containers to hold 5
Concentrations • baking soda caps each
Probeware Lab Manual Analysis
Teacher Demo, p 392 Teacher Demo, p 403
of Baking Soda
• 0.1M KI • 20 metal paper clips
Lab Practical 12-2: Limiting
• 0.1M Pb(NO3)2 (symbol M)
Reagent
• 250-mL beakers • 20 same-colored
vinyl-coated paper clips
Lab 20: Balanced Chemical ESSON Class Activity, p 396 (symbol C)
L

12.3 Lesson Overview • 8 index cards

OV

ERVIE

Equations • plastic sandwich bag

ET
KIN IC • 1 colored index card
Limiting Reagents Class Activity, p 405
ART
• paper punch
• 3 foam cups
CHEM

Determining the Limiting • 2 brass paper

TU
TOR • a thermometer
Reagent in a Reaction fasteners
• 100 mL of 1.0M HCl
CHEM • approximately 200 mL of
Calculating the Percent
TU
TOR
1.0M NaOH
Yield of a Reaction

Additional Digital Resources

Online Student Edition
Exam View Assessment Suite NLIN

Chapter 12 Problem Set Online Teacher’s Edition

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PR

OBLE

Classroom Resources Disc

M

MATH
12.2 Virtual Chem Lab 28: Analysis of Baking Soda
(includes editable worksheets) Percents U
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Analysis of Baking Soda
V

• Lesson Reviews MATH

LAB

• Practice Problems TU
TOR
Limiting Factors
• Interpret Graphs
• Vocabulary Review
• Chapter Quizzes and Tests
• Lab Record Sheets

Stoichiometry 382B
 12
CHAPTER 12
What’s Online
CHEM CHEM TUTOR Students access guided
TU step-by-step tutorials for solving various
TOR
stoichiometry problems. Students can
practice key problem-solving skills in an
online problem set. Stoichiometry Like a chemical equation,
a recipe tells you the
amount of each ingredient
MATH MATH HELP Identify the students that (your reactants) needed to
struggle with math by assigning an online make your product, in this
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math skills diagnostic test. These students
can then improve and practice math skills INSIDE:
using the MathXL tutorial system.
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and analogies. Each activity includes an
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questions.

National Science Education Standards 382

A-2, B-3
Focus on ELL
1 CONTENT AND LANGUAGE Present the chapter title by writing stoichiometry on the
board and the phonetic spelling, toy kee AHM uh tree. Model pronunciation and have
students repeat after you. Direct students’ attention to the photograph. Ask students
what a recipe has to do with stoichiometry. Help students see that a recipe and
stoichiometry both measure reactants and products and predict results.
BEGINNING LOW Have students write the word stoichiometry on one side of a note
card, and on the other side, have them copy the phonetic spelling of it.
HIGH Have students determine the quantities of ingredients they would use to make a
ham and cheese sandwich and write an equation.
INTERMEDIATE: LOW/HIGH Paraphrase the Essential Questions. Summarize the
CHEMystery story by writing the main idea of the story.
ADVANCED: LOW/HIGH Develop a list of words that have the suffix -metry, which
means “to measure.” Present the words to the class, along with their meanings.
382 Chapter 12
 CHAPTER 12
BIGIDEAS
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Students are building toward measuring the
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efficiency of a chemical reaction by using the
1. How are balanced chemical relationships of the mole and quantifying matter.
equations used in stoichiometric
calculations? PERFORMANCE GOALS At the end of Chapter 12,
students will be able to answer the essential
2. How can you calculate amounts of
reactants and products in a chemical questions by applying their knowledge of
reaction? stoichiometry. Students will also be able to
calculate and compare the theoretical yield and
the actual yield of a chemical reaction.
$)&.YSTERY
ESSENTIAL QUESTIONS Read the essential questions
Cookie Crumbles aloud. Ask What is conserved in a balanced
chemical equation? (atoms, molecules, moles, mass,
For the school bake sale,
Jack wanted to make
volume) Ask What information do you need to have
cookies to sell. He looked before you can calculate the amount of a reactant
in cookbooks to find a good recipe. The recipe or product? (the number of moles of the substance
he chose called for specific amounts of butter, and the number of grams or liters of the substance
flour, sugar, eggs, vanilla, and baking soda.
in each mole)
Jack wanted to make sure that his cookies were
delicious and sweet. He didn’t think there was
Use the chapter opener photo to
enough sugar in the recipe, so he added twice
as much sugar as the recipe called for.
BIGIDEA help students connect with the
Jack mixed the ingredients, put balls of Big Idea of the relationship of balanced equations
the dough on a cookie sheet, and placed them and stoichiometric equations. Invite students to share
in the oven to bake. When the bake time was
up, Jack was very disappointed in his cookies.
their experiences with recipes and ingredients, and
Instead of sweet, delicious cookies, his cookies the results. Ask How would you adjust the recipe to
were brown, hard, and crumbly. What hap- double it? Guide students to an understanding of
pened? He checked the oven temperature and the importance of maintaining the correct ratios of
the amount of time that the cookies were in
the oven. The time and temperature matched
ingredients when adjusting a recipe.
the directions in the recipe. Why didn’t Jack’s
Have students read over the
cookies turn out as he expected?
CHEMYSTERY CHEMystery. Connect the
ɀ Connect to the BIGIDEA As you read
about quantifying chemical reactions, CHEMystery to the Big Idea by explaining that the
think about what could have happened to amounts of reactants and products of a reaction can
Jack’s cookies. be predicted using a balanced chemical equation.
NATIONAL SCIENCE EDUCATION STANDARDS Mole ratios of a balanced chemical equation can be
B-3 used to relate the moles of reactant to the moles of
product, and mass ratios can be used to relate the
mass of reactant to the mass of product. Ask
students to predict what happens to the cookies as a
result of the additional sugar. As a hint, tell students
that when they adjust a recipe, the ratios of the
ingredients must be the same in order to achieve the
desired product.
Introduce the Chapter
IDENTIFY PRECONCEPTIONS Students often enter into the study of stoichiometry
with preconceptions. Use the activity to show them that all reactants may not be
used up during a reaction.
Activity You’ll need to get a bowl and place in it 5 chocolate pieces, 8 graham
crackers, and 9 marshmallows. Ask What’s the ratio of reactants if you need
one chocolate piece, two graham crackers and two mini-marshmallows to make
one s’more? (1:2:2 yields 1.)
Have students predict the number of s’mores you will be able to make with your
reactants. (Answers will vary.) Then, make as many s’mores as you can with the
reactants that you have. Ask How many s’mores did I make? (four) Ask Did I use
up all my reactants? (no) Ask What prevented me from being able to make more
s’mores? (I ran out of graham crackers.)

Stoichiometry 383
LESSON 12.1
Key Objectives
12.1.1 DESCRIBE how chemists use balanced
chemical equations.
12.1.2 DESCRIBE the quantities you can use to
interpret a balanced chemical equation.
12.1.3 IDENTIFY the quantities that are always
conserved in chemical reactions.
Additional Resources
• Reading and Study Workbook, Lesson 12.1
• Probeware Laboratory Manual, Lab 19
• Teaching Resources, Lesson 12.1 Review
Engage
CHEMISTRY & Y
YOU
OU Have students study the
photograph and read the text that opens the lesson.
Ask How many wheels would be needed to make
200 bikes? (twice as many frames, or 400) Ask
How did you calculate the number of frames?
(multiplied the number needed for 200 bikes by two)
Activate Prior Knowledge
Tell students that the word stoichiometry comes from
the Greek words stoicheion, meaning “element,” and
metron, meaning “measure.” Draw a two-column
chart on the board, with Reactants on one side and
Products on the other. Invite students to brainstorm
a list of measurements that a chemist might use in
relation to products and reactants, such as mass
and moles. Ask students to compare the list to
measurements studied in chemical reactions that
relate to reactants and products.
National Science Education Standards
A-2, B-3
384 Chapter 12 • Lesson 1
12.1The Arithmetic of Equations
CHEMISTRY
CH EM &YOU
Y U
YO
Q: How do you figure out how much starting material you need to make a fin-
ished product? Whenever you make something, you need to have the ingredi-
ents or the parts that make up the desired product. When making bikes, you
need parts such as wheels, handlebars, pedals, and frames. If a factory needs
to make 200 bikes, then the workers would need to calculate how many of
each part they need to produce the 200 bikes. In this lesson, you will learn
about how chemists determine how much of each reactant is needed to make
a certain amount of product.
Key Questions
How do chemists use
balanced chemical equations?
Using Equations
In terms of what quantities How do chemists use balanced chemical equations?
can you interpret a balanced One example of something that you might make is food. When you make
chemical equation? cookies, for instance, you probably use a recipe. A cookie recipe tells you the
precise amounts of ingredients to mix to make a certain number of cook-
Vocabulary
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ies. If you need a larger number of cookies than the recipe provides for, you
can double or triple the amounts of all the ingredients. In a way, a cookie rec-
ipe provides the same kind of information that a balanced chemical equation
provides. In a cookie recipe, you can think of the ingredients as the reactants
and the cookies as the products.
Everyday Equations The making of tricycles, like bikes and cookies, is a
job that requires quantitative information to create the final product. Let’s say
you are in charge of manufacturing for the Travel Time Tricycle Company.
The business plan for Travel Time requires the production of 640 custom-
made tricycles each week. One of your responsibilities is to make sure there
are enough parts available at the start of each workweek to make these tricy-
cles. How can you determine the number of parts you need per week?
To simplify this discussion, assume that the major components of the tri-
cycle are the frame (F), the seat (S), the wheels (W), the handlebars (H), and
the pedals (P)—in other words, the reactants. The figure below illustrates how
an equation can represent the manufacturing of a single tricycle.
à à à à
F à S à 3W à H à 2P FSW3HP2
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Focus on ELL
1 CONTENT AND LANGUAGE Begin the lesson by reviewing the meaning of the
words interpret, balanced, conservation, and arithmetic. Review the key symbols
used in chemical equations as well as the rules for writing and balancing a chemical
equation.
2 FRONTLOAD THE LESSON Have students bring in their favorite recipes from their
native countries, and guide students to understand how their recipes are similar to
balanced chemical equations.
3 COMPREHENSIBLE INPUT Have students model Figure 12.2 using colored
paper clips. Use one color to represent a nitrogen atom and one color to represent
a hydrogen atom. Explain that 2 links of the same color represent either a nitrogen
molecule or a hydrogen molecule.
 LESSON 12.1
The finished tricycle, your product, has a “formula” of FSW3HP2. The
balanced equation for making a single tricycle is

F à S à 3W à H à 2P FSW3HP2
Foundations for Reading
This balanced equation is a “recipe” to make a single tricycle: Making a tricy- BUILD VOCABULARY Have students use an analogy
cle requires assembling one frame, one seat, three wheels, one handlebar, and of ingredients and product of a recipe to explain
two pedals. Now look at Sample Problem 12.1. It shows you how to use the
balanced equation to calculate the number of parts needed to manufacture a
their interpretation of stoichiometry.
given number of tricycles. READING STRATEGY Have students construct tables
similar to Figure 12.2 to help them understand the
quantities involved with any balanced chemical
equation they encounter in this chapter.
CHEM

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Sample Problem 12.1
TOR
Explain
Using a Balanced Equation as a Recipe
In a five-day workweek, Travel Time is scheduled to make 640 tricycles. How many Using Equations
wheels should be in the plant on Monday morning to make these tricycles?
START A CONVERSATION Direct students to look at
the visual representation of a tricycle. Then write
— Analyze List the knowns and the unknown. KNOWNS
this statement on the board “A frame, a seat,
Use the balanced equation to identify a conversion number of tricycles
ä
640 tricycles
ä
640 FSW3HP2
factor that will allow you to calculate the unknown. F á S á 3W á H á 2P FSW3HP2 wheels, a handlebar, and pedals are needed to
The conversion you need to make is from tricycles assemble a complete tricycle.” Ask How can this
UNKNOWN
(FSW3HP2) to wheels (W). statement be revised so that it more accurately
number of wheels
ä

W
describes the process of assembling a tricycle? (One
˜ Calculate Solve for the unknown.
frame, one seat, three wheels, one handlebar, and
When using conversion
Identify a conversion factor that factors, remember to
two pedals are needed to assemble a complete
relates wheels to tricycles. You can 3W 1 FSW3HP2 cancel like units when they tricycle.)
write two conversion factors relating 1 FSW3HP2 and 3W are in both the numerator
wheels to tricycles. and denominator. This tells MAKE A CONNECTION Write the equation on the
you that you are using the
correct conversion factor.
board.
The desired unit is W; so use the F + S + 3W + H + 2P → FSW3HP2
conversion factor on the left. 3W
640 FSW3HP2 ò ä
1920 W Point out that the balanced equation contains
Multiply the number of tricycles by 1 FSW3HP2
the conversion factor. information that not only relates reactants to product
but relates one reactant to another.
Ask Describe a method you can use to determine
™ Evaluate Does the result make sense? If three wheels are required
how many handlebars are needed to complete
for each tricycle and more than 600 tricycles are being made, then a num-
ber of wheels in excess of 1800 is a logical answer. The unit of the known tricycles if you know how many pedals are available.
(FSW3HP2) cancels, and the answer has the correct unit (W). (Set up and solve a proportion.)

1. Travel Time has decided to make 288 tricycles 2. Write an equation that Sample Practice Problems
each day. How many tricycle seats, wheels, gives your own “recipe” for
and pedals are needed for each day? making a skateboard.
A. Set up and solve a proportion to find how many
handlebars are needed to complete tricycles if
you know there are 24 pedals available. (12)
B. How many handlebars are needed to complete
Stoichiometry 385
tricycles if 24 seats are available? (24)
C. How many handlebars are needed to complete
tricycles if 24 wheels are available? (8)
Foundations for Math
RATIOS AND PROPORTIONS Explain that a ratio represents the relationship between
two quantities. For example, the ratio 1:3 can be used to represent the relationship
1 handlebar to 3 wheels in Sample Problem 12.1, or 1 molecule of nitrogen to 3
molecules of hydrogen in the balanced equation for ammonia. Explain that the
ratio may not be a true representation if the equations are not balanced. Set two
ratios equal to each other to show students how a proportion can be used to
determine an unknown quantity. Solve the proportion by using cross products, and
point out how the units cancel, leaving you with the desired unit of the quantity
you were trying to find.
Answers
1. 288 seats, 864 wheels, 576 pedals
2. Answers will vary but should include the correct
number of “parts” to make the product.
Stoichiometry 385
LESSON 12.1
Explain
Chemical Equations
START A CONVERSATION Write the following two
chemical reactions on the board:
A. CuO(s) + NH3(aq) → Cu(s) + H2O(l) + N2(g)
B. 4NH3(g) + 5O2(g) → 4NO(g) + 6H2O(g)
Ask Which equation can be used in its current form
to determine how much product is formed by the
reactants? (equation A)
Ask If you used equation A. in its current form to
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stoichiometric calculations. For chemists, stoichiometry is a form of book-
make stoichiometric calculations, why would your
answers not be accurate? (The equation is not
balanced.)
Misconception Alert
Make sure students understand that they cannot
balance an equation by changing the subscripts in
a formula. A change to the subscripts causes the
chemical identity of the substance to change.
CHEMISTRY
equation.
& YO
Y
YOU
U Use a balanced chemical
Extend
Connect to ENVIRONMENTAL SCIENCE
Tell students that Earth’s atmosphere contains 0.01
parts per million of ammonia, and small amounts
of ammonia occur in volcanic gases. Most ammonia
cycles through the living world without returning
to the atmosphere. Ammonia plays a role in several
stages of the nitrogen cycle. Nitrogen-fixing bacteria
form nodules, or swellings, on the roots of plants in
the legume family, such as beans and clover plants.
These bacteria change atmospheric nitrogen into
ammonia molecules or ammonium ions. Other
bacteria break down the nitrogenous material in
dead plants and animals into ammonia molecules.
Certain soil bacteria oxidize these molecules into
nitrate ions, the form readily absorbed by plant roots.
When a plant dies, this cycle begins again.
Have students write and balance the equations
involved in the stages of the nitrogen cycle that
involve ammonia. Then have them identify the parts of
the nitrogen cycle where these reactions take place.
386 Chapter 12 • Lesson 1
Balanced Chemical Equations Nearly everything you use is manufac-
tured from chemicals—soaps, shampoos and conditioners, CDs, cosmetics,
CHEMISTRY &YYOU medicines, and clothes. When manufacturing such items, the cost of making
them cannot be greater than the price at which they are sold. Otherwise, the
Q: How can you determine the manufacturer will not make a profit. Therefore, the chemical processes used
amount of each reactant you
in manufacturing must be carried out economically. A situation like this is
need to make a product?
where balanced equations help.
A balanced chemical equation tells you what amounts of reactants to mix
and what amount of a product to expect. Chemists use balanced chemi-
cal equations as a basis to calculate how much reactant is needed or how
much product will be formed in a reaction. When you know the quantity
of one substance in a reaction, you can calculate the quantity of any other
substance consumed or created in the reaction. Quantity usually means the
READING SUPPORT amount of a substance expressed in grams or moles. However, quantity could
Build Vocabulary: Word just as well be in liters, tons, or molecules.
Origins Stoichiometry
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you first need to know about a
chemical reaction before doing
stoichiometry calculations? Chemical Equations
In terms of what quantities can you interpret a balanced
chemical equation?
In gardens such as the one shown in Figure 12.1, fertilizers are often used
to improve the growth of flowers. Ammonia is widely used as a fertilizer.
Ammonia is produced industrially by the reaction of nitrogen with hydrogen.
N2(g) à 3H2(g) 2NH3(g)
The balanced chemical equation tells you the relative amounts of reac-
tants and product in the reaction. However, your interpretation of the equa-
tion depends on how you quantify the reactants and products. A
balanced chemical equation can be interpreted in terms of different quan-
tities, including numbers of atoms, molecules, or moles; mass; and volume.
As you study stoichiometry, you will learn how to interpret a chemical equa-
tion in terms of any of these quantities.
Number of Atoms At the atomic level, a balanced equation indicates the
number and types of atoms that are rearranged to make the product or prod-
ucts. Remember, both the number and types of atoms are not changed in a
reaction. In the synthesis of ammonia, the reactants are composed of two
atoms of nitrogen and six atoms of hydrogen. These eight atoms are recom-
bined in the product.
2 atoms N à 6 atoms H 2 atoms N and 6 atoms H
8 atoms 8 atoms
386 $IBQUFS

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Differentiated Instruction
L1 LESS PROFICIENT READERS Have students create a two-column table with the
following row headings: Number of Atoms, Number of Molecules, Moles, Mass, and
Volume. Then have students complete their tables by writing an example of the
formation of ammonia, N2(g) + 3H2(g) → 2NH3(g), and how the corresponding
quantity is interpreted from the balanced equation.
ELL ENGLISH LANGUAGE LEARNERS Divide students into groups of five. Have each
group draw or model the formation of ammonia, N2(g) + 3H2(g) → 2NH3(g). Then
have each student in the group read one of the paragraphs in the Chemical Equations
section. Students should use the model to explain the concept in their paragraph.
L3 ADVANCED STUDENTS Ask students to explain to the class the meaning of STP,
the values of STP, the molar volume of any gas at STP, and how many particles it
contains. (standard temperature and pressure; 0°C and 101.3 kPa; 22.4 L/mol;
22.4 L of any ideal gas at STP contains 6.02 × 1023 particles of that gas.)
 LESSON 12.1
Number of Molecules The balanced equation indicates that one molecule
of nitrogen reacts with three molecules of hydrogen. Nitrogen and hydrogen
will always react to form ammonia in a 1:3:2 ratio of molecules. If you could
make 10 molecules of nitrogen react with 30 molecules of hydrogen, you
Explore
would expect to get 20 molecules of ammonia. Of course, it is not practical to
count such small numbers of molecules and allow them to react. You could,
however, take Avogadro’s number of nitrogen molecules and make them Teacher Demo
react with three times Avogadro’s number of hydrogen molecules. This value
would be the same 1:3 ratio of molecules of reactants. The reaction would PURPOSE Students interpret a balanced equation of
form two times Avogadro’s number of ammonia molecules. the reaction of magnesium and hydrochloric acid.
6.02 ñ 1023 à 3 ñ 6.02 ñ 10
23
6.02 ñ 1023 MATERIALS 2.5–3.5-cm strip of magnesium, 50 mL
1ñ 2ñ
molecules N2 molecules H2 molecules NH3 1M HCl(aq) in a 100-mL beaker, baking soda
Moles You know that Avogrado’s number of representative particles is equal SAFETY Wear safety glasses and an apron.
to one mole of a substance. Therefore, since a balanced chemical equation
Neutralize remaining HCl(aq) with baking soda
tells you the number of representative particles, it also tells you the number
of moles. The coefficients of a balanced chemical equation indicate the rela- before flushing down the drain.
tive numbers of moles of reactants and products in a chemical reaction. These PROCEDURE Identify the two reactants as
numbers are the most important pieces of information that a balanced chemi- magnesium and hydrochloric acid. Have students
cal equation provides. Using this information, you can calculate the amounts Figure 12.1 Use of Ammonia
of reactants and products. In the synthesis of ammonia, one mole of nitrogen Gardeners use ammonium salts observe the reaction as you carefully add the
molecules reacts with three moles of hydrogen molecules to form two moles as fertilizer. The nitrogen in these magnesium strip to the acid. Ask students to write
salts is essential to plant growth.
of ammonia molecules. As you can see from this reaction, the total number of a balanced chemical equation for the reaction
moles of reactants does not equal the total number of moles of product. of magnesium and hydrochloric acid. (Mg(s) +
1 mol N2 à 3 mol H2 2 mol NH3 2HCl(aq) → MgCl2(aq) + H2(g)) Have students
Mass A balanced chemical equation obeys the law of conservation of mass. interpret the equation in terms of particles, moles,
This law states that mass can be neither created nor destroyed in an ordinary and molar masses.
chemical or physical process. As you recall, the number and type of atoms EXPECTED OUTCOME Students should express the
does not change in a chemical reaction. Therefore, the total mass of the atoms
in the reaction does not change. Using the mole relationship, you can relate
balanced equation at the particle level as one
mass to the number of atoms in the chemical equation. The mass of atom of magnesium reacts with two molecules of
1 mol of N2 (28.0 g) plus the mass of 3 mol of H2 (6.0 g) equals the mass of hydrogen chloride to produce one formula unit of
2 mol of NH3 (34.0 g). Although the number of moles of reactants does not magnesium chloride and one molecule of hydrogen
equal the number of moles of product, the total number of grams of reactants
does equal the total number of grams of product.
gas. Similarly, one mole of magnesium reacts with
two moles of hydrogen chloride to produce one
28.0 g N2 à (3 ñ 2.0 g H2) (2 ñ 17.0 g NH3) mole of magnesium chloride and one mole of
34.0 g 34.0 g
hydrogen gas. Finally, 24.31 g Mg + 72.92 g HCl
Volume If you assume standard temperature and pressure, the equation also produces 95.21 g MgCl2 + 2.02 g H2.
tells you about the volumes of gases. Recall that 1 mol of any gas at STP occu-
pies a volume of 22.4 L. The equation indicates that 22.4 L of N2 reacts with
67.2 L (3 ñ 22.4 L) of H2. This reaction forms 44.8 L (2 ñ 22.4 L) of NH3.
22.4 L N2 à 67.2 L H2 44.8 L NH3

Stoichiometry 387

Check for Understanding

The Essential Question What is the purpose of balanced chemical
equations in stoichiometric calculations?
Assess students’ knowledge of stoichiometry by asking them to interpret the
following equation in terms of atoms, molecules, moles, mass, and/or volume.
2KClO3(s) → 2KCl(s) + 3O2(g)
Elicit oral responses from students to determine if they understand why chemical
equations must be balanced.

Stoichiometry 387
LESSON 12.1 Sample Problem 12.2
Explain
Interpreting a Balanced Chemical Equation
CRITICAL THINKING Have students try to find a
Hydrogen sulfide, which smells like rotten eggs, is found in volcanic gases.
counterexample to the statement “The conservation The balanced equation for the burning of hydrogen sulfide is
of moles exists for every chemical reaction,” and
2H2S(g) à 3O2(g) 2SO2(g) à 2H2O(g)
have them try to find a counterexample to the
statement “The conservation of mass exists for Interpret this equation in terms of
every chemical reaction” to prove that the law of a. numbers of representative particles and moles.
b. masses of reactants and products.
conservation exists for mass but not for moles.
(Answers may vary.)
— Analyze Identify the relevant concepts. The coefficients
in the balanced equation give the relative number of represen-
Sample Practice Problems tative particles and moles of reactants and products. A balanced
chemical equation obeys the law of conservation of mass.
Balance the following equation:
Remember that atoms and molecules
C5H12(g) + O2(g) → CO2(g) + H2O(g) ˜ Solve Apply concepts to this situation. are both representative particles. In this
equation, all the reactants and products
Interpret the balanced equation in terms of relative are molecules; so all the representative
number of moles, volumes of gas at STP, and masses particles are molecules.
Use the coefficients in the
of reactants and products. (1 mol C5H12(g) + balanced equation to identify
8 mol O2(g) → 5 mol CO2(g) + 6 mol H2O(g); a. 2 molecules H2S á 3 molecules O2 2 molecules SO2 á 2 molecules H2O
the number of representative
particles and moles. 2 mol H2S á 3 mol O2 2 mol SO2 á 2 mol H2O
22.4 L C5H12(g) + 179 L O2(g) → 112 L CO2(g) +
134 L H2O(g); 328 g reactants → 328 g products)
Use the periodic table to
calculate the molar mass of b. 1 mol H2S
ä
34.1 g H2S
each reactant and product. 1 mol O2
ä
32.0 g O2
1 mol SO2
ä
64.1 g SO2
1 mol H2O
ä
18.0 g H2O
Multiply the number of moles
of each reactant and product 2 mol H2S á 3 mol O2 2 mol SO2 á 2 mol H2O.
by its molar mass.
(2 mol
ò
34.1
g
mol) (

á
3 mol
ò
32.0
g
mol )
(2 mol
ò
64.1
g
mol) (

á
2 mol
ò
18.0
g
mol)
68.2 g H2S
á
96.0 g O2 128.2 g SO2
á
36.0 g H2O

164.2 g
ä
164.2 g

3. Interpret the equation for the formation of 4. Balance the following equation:
water from its elements in terms of numbers C2H4(g) à O2(g) CO2(g) à H2O(g)
of molecules and moles, and volumes of gases
at STP. Interpret the balanced equation in terms of
relative numbers of moles, volumes of gas at
2H2(g) à O2(g) 2H2O(g)
STP, and masses of reactants and products.

388 $IBQUFS

t
-FTTPO


Foundations for Math

ORDER OF OPERATIONS Explain that students should always follow the order of
operations to correctly determine the answer to a mathematical problem. Remind
students of PEMDAS, a mnemonic commonly used to help students remember the
order of operations:
Please Excuse My Dear Aunt Sally: Parentheses first, Exponents next,
Multiplication and Division from left to right, Addition and Subtraction from
left to right
In Sample Problem 12.2 part b, point out that to correctly determine the total mass
of the reactants and the total mass of the products, multiplication is computed prior
to addition.

388 Chapter 12 • Lesson 1

 LESSON 12.1
Figure 12.2 summarizes the information derived from the balanced
chemical equation for the formation of ammonia. As you can see, the mass
of the reactants equals the mass of the products. In addition, the number of USE VISUALS Direct students to Figure 12.3.
atoms of each type in the reactants equals the number of atoms of each type Remind students that the term STP represents
in the product. Mass and atoms are conserved in every chemical reaction. “standard temperature and pressure.” Ask What
However, molecules, formula units, moles, and volumes are not necessarily
conserved—although they may be. Consider, for example, the formation of are the values of STP? (0ºC and 101.3 kPa) Ask
hydrogen iodide. Why is the volume of a gas usually measured at
H2(g) à I2(g) 2HI(g) STP? (because its volume varies with temperature
and pressure) Ask What is the molar volume of any
In this reaction, molecules, moles, and volume are all conserved. But in the
majority of chemical reactions, they are not. gas at STP? (22.4L/mol of any ideal gas at STP) How
many particles does it contain? (22.4 L of any gas
Figure 12.2 Interpreting a contains 6.02 x 1023 particles.)
N2(g) á 3H2(g) 2NH3(g) Balanced Chemical Equation
The balanced chemical
equation for the formation of
á ammonia can be interpreted in
several ways.
Evaluate
2 atoms N and 6
Predict How many
2 atoms N 6 atoms H molecules of NH3 could be
á
atoms H
made from 5 molecules of N2
Informal Assessment
and 15 molecules of H2? Divide the class into three teams. Have Team 1
1 molecule N2 á 3 molecules H2 2 molecules NH3
write five balanced chemical equations on separate
10 molecules N2 á 30 molecules H2 20 molecules NH3 note cards and place them in a box. Also have
6.02 ñ 1023 6.02 ñ 1023 6.02 ñ 1023 them create four note cards with one word per
1ñ á 3ñ 2ñ
molecules N2 molecules H2 molecules NH3 ET card: atoms, molecules, mass, moles. Have Team 2
See balancing KIN IC
chemical equations draw an equation from the box, and have Team
1 mol N2 á 3 mol H2 2 mol NH3 animated online. ART 3 randomly select one of the four cards. Team 3
28.0 g N2 á 3
ñ
2.0 g H2 2
ñ
17.0 g NH3 tells Team 2 which quantitative relationship of their
selected equation they have to determine within a
34.0 g reactants 34.0 g products
one minute time period. Rotate teams after each
Assume 22.4 22.4 22.4 22.4 22.4 22.4
STP á round. Students can be assessed on participation,
L L
L
L L
L
correctness of answers, and creativity of balanced
22.4 L N2 67.2 L H2 44.8 L NH3
equations.

Reteach

12.1 Lesso
NLIN
Construct a ”gizmo” from a large flask (F) fitted
O

LessonCheck with a one-hole stopper (S) and glass tube (T). Show
PR

OBLE
M

students the gizmo and write its balanced equation

5. Explain How do chemists use bal- 9. Apply Concepts Interpret the given equation in terms on the board as the following:
anced equations? of relative numbers of representative particles, num-
bers of moles, and masses of reactants and products.
6. Identify Chemical reactions can be __F + __S + __T = __FST.
described in terms of what quantities? 2K(s) à 2H2O(l) 2KOH(aq) à H2(g)
7. Explain How is a balanced equation simi- 10. Apply Concepts Balance this equation: Explain that any counted quantity such as 2 dozen
lar to a recipe? C2H5OH(l) à O2(g) CO2(g) à H2O(g) or 12 ten-packs could be used to fill any set of four
8. Identify What quantities are always con- blanks in the equation. However, a physical quantity
Show that the balanced equation obeys the law of con-
served in chemical reactions? servation of mass. such as 10 kg would not balance the equation. Have
students explain why.
Stoichiometry 389

Lesson Check Answers

5. as a basis to calculate how much 9. 2 atoms K + 2 molecules H2O →
reactant is needed or product is 2 formula units KOH + 1 molecule H2 Answers
formed in a reaction 2 mol K + 2 mol H2O →
FIGURE 12.2 10 molecules NH3
6. numbers of atoms, molecules, 2 mol KOH + 1 mol H2
3. 2 molecules H2 + 1 molecule O2 →
or moles; mass; and 78.2 g K + 36.0 g H2O →
2 molecules H2O
volumes 112.2 g KOH + 2.0 g H2
2 mol H2 + 1 mol O2 → 2 mol H2O
7. Both a balanced equation and a 10. C2H5OH + 3O2 → 2CO2 + 3H2O
44.8 L H2 + 22.4 L O2 → 44.8 L H2O
recipe give quantitative information 46.0 g C2H5OH + 96.0 g O2 →
4. 1 mol C2H2 + 5 mol O2 →
about the starting and end 88.0 g CO2 + 54.0 g H2O
4 mol CO2 + 2 mol H2O
materials. 142.0 g reactants →
44.8 L C2H2 + 112 L O2 →
8. mass and atoms 142.0 g products
89.6 L CO2 + 44.8 L H2O
212 g reactants → 212 g products

Stoichiometry 389