Chang TM Ch3 Final

Chapter 3: Mass Relationships in Chemical Reactions
Chapter 3 Activities and Labs Topics Covered

3.1 Atomic Mass • “Pennium” Average Atomic Mass (TM, 1.3
p. 10)
3.2 Avogadro’s • Lab Activity: Determining Avogadro’s 1.1
Number and the Molar Number (Online Chapter Assignment,
Mass of an Element Chapter 3)
3.3 Molecular Mass 1.4
3.4 The Mass • Inquiry Activity: Distant Moons (Online 1.2
Spectrometer Chapter Assignment, Chapter 3)
• Mass Spectra Web Search (TM, p. 10)
3.5 Percent 1.4
Composition of
Compounds
3.6 Experimental • Water of Hydration and Empirical 1.3
Determination of Formula Lab Review (TM, p. 10)
Empirical Formulas
3.7 Chemical Reactions 4.1, 4.2, 4.3
and Chemical
Equations
3.8 Amounts of 4.2, 4.5
Reactants and
Products
3.9 Limiting Reagents • Penny Stoichiometry (TM, p. 11) 4.2, 4.5
3.10 Reaction Yield • CIA Feature: Chemical Fertilizers (SE, p. 4.2, 4.5
108)
• Released AP Chemistry Free Response
Questions (TM, p. 10)
• Combustion of Isopropyl Alcohol (TM,
p. 12)
Review and AP A Look Back at the Essential Knowledge (SE, p. 109)
Assessment Key Equations (SE, p. 110)
Questions & Problems (SE, pp. 110-120)
AP Chapter Review (SE, pp. AP119-AP120)
Focus Review Guide (pp. 20-34)
Study Strategies (TM p. 13)
Additional AP Practice Questions (TM, pp. 13-15)
Chapter Overview
This chapter continues to review the concepts of first year chemistry. Stoichiometry is the
key theme and encompasses molar mass, mass spectrometry, percent by mass,
empirical formula calculations, mole conversions, writing and balancing equations, and
reaction stoichiometry.
Concepts in the chapter fall under the Big Ideas of Scale, Proportion, and Quantity;
Transformations
Chang, Chemistry, 13th Edition, Chapter 3

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use. 1
Addressing the Updated Curriculum Framework
This chapter provides the foundational skills any student needs to succeed in chemistry.
With the method of grading the AP exam, student will not have to write an equation and
then perform a stoichiometry problem. They will be provided with the balance equation
and will be asked to do calculations based on the equation provided. Students will have
to complete and balance equations, and justify which type of equation (molecular, total
ionic, net ionic) to use in a particular situation.
Vocabulary
• Atomic mass • Products

• Atomic mass unit (amu) • Stoichiometry
• Mole (mol) • Mole ratio
• Avogadro’s number • Limiting reagent
• Molar mass • Excess reagent
• Mass spectrometer • Theoretical Yield
• Percent composition by mass • Actual Yield
• Chemical Equation • Percent Yield
• Reactants
Pacing Guide
Ten days may be necessary to cover this material, even though it should be review for
students. This includes two days for labs.
Key Concepts
Section 3.1 Atomic Mass (EK SPQ-1.A.1)
Atomic mass and atomic mass units are introduced as well as the calculation of average
atomic mass using the percent abundance of each isotope of the element. While many
high school texts use mass numbers in the calculation of average atomic mass, the use
of the actual mass of the isotopes (as is presented here) is a much better method.
Caution students about common mistakes, including using strict averages of atomic
masses, rather than using the actual isotopic abundances. Showing how this relates to
the method of grade calculation in your course may help students understand what they
should be doing in their calculations.

Section 3.2 Avogadro’s Number and the Molar Mass of an Element (EK SPQ-1.A.1,
SPQ.1.A.2, SPQ-1.A.3)
Students must have a firm grasp of the mole concept and
Avogadro’s number as they are used throughout the course.
The term molar mass is introduced in this section. When one
mole of a substance is specified, the units are grams per mole
(g/mol), rather than amu. The abbreviation for molar mass (M)
found in this text is written in script. It is easily confused with
M for molarity. On the formula chart for the AP Exam, both
molarity and molar mass use M; however, molar mass is bold,
M and molarity, M is not Most often, the units of molar mass
are given (g/mol) to clarify what the value indicates.
Students should have extensive practice converting
from mass to moles (using molar mass) and from moles to
number of particles (using Avogadro’s number) in dimensional
analysis. Mole conversions are critical because most
stoichiometric calculations involve moles. It may be helpful to
tell students who are unsure of how to solve a problem to
change whatever they are given to moles.
* Introduce the Lab Activity: Determining Avogadro’s Number.
Topic 1.1; Learning Objective SPQ–1.A: Calculate
quantities of a substance or its relative number of particles using dimensional analysis
and the mole concept.
Section 3.3 Molecular Mass (EK SPQ-1.A.3)

Calculation of molecular mass using atomic masses from the periodic table is another
important skill that was introduced in first year chemistry. Molar mass should usually be
taken to the hundredths place in calculations or to four significant digits as mentioned in
this text, unless the atomic masses on the periodic table used have less precision. In
some situations (especially empirical formulas), taking the molar mass of elemental
hydrogen to 1.008 g (as shown on the AP® periodic table) is helpful to provide more
significant figures and ensure correct answers. Most of the masses on the AP® Chemistry
periodic table are given to the hundredths place. Students need to be careful and use
proper rounding techniques when adding up the individual masses to determine molar
mass.
Molecular mass (mass of a molecule in amu) and formula mass (mass of a formula
unit of an ionic compound in amu) are presented in this section, along with molar mass (in
g) for both molecular and ionic compounds. These terms are often used interchangeably
and the difference is not a point to be stressed.
Topic 1.1; Learning Objective SPQ–1.A: Calculate quantities of a substance or its relative
number of particles using dimensional analysis and the mole concept.

Section 3.4 The Mass Spectrometer (EK SPQ-1.B.1)
There is increased emphasis on mass spectrometry in the redesigned AP® chemistry
course. A basic understanding of the mass spectrometer and the data that it outputs is
important.
Students need to be able to analyze graphs showing mass spec data to determine
average atomic mass of an element. Given data, a student should also be able to draw a
rough mass spectrogram. Note the differences in the presentation of the data for
isotopes of neon in the graphs below.
*Introduce the Inquiry Activity: Distant Moons

Topic 1.2; Learning Objective SPQ–1.B: Explain the quantitative relationship between the
mass spectrum of an element and the masses of the element’s isotopes.
Section 3.5 Percent Composition of Compounds (EK SPQ-1.B.2, SPQ-2.B.2)

Percent composition by mass is presented in this section. Students should be able to
calculate the percent composition when starting with a chemical formula or when given
the masses of the elements in a compound of unknown formula.
Topic 1.3; Learning Objective SPQ–2.A: Explain the quantitative relationship between the
elemental composition by mass and the empirical formula of a pure substance.

Section 3.6 Experimental Determination of Empirical Formulas (EK SPQ-2.A.3)
Determination of empirical and molecular formulas is an important skill in AP® Chemistry.
Students should have sufficient practice doing this given varying types of starting
information. It is important that the student understands that the subscripts in a chemical
formula represent the ratio by moles of each element in the compound. An empirical
formula must be the lowest possible whole-number ratio. If given information about a
compound, the data must be converted to moles and then simplified to find the empirical
formula. Students should be told not to stress about the order that in which they place
elements in an empirical or molecular formula. Most often, however, the elements are
arranged from the lowest to the highest electronegativity.
Combustion analysis is a technique for the determination of the empirical formula
of a compound containing the elements hydrogen and carbon. Often, a third element is
also present. The calculations involved in combustion analysis problems serve to
strengthen a student’s understanding of stoichiometric techniques.
Topic 1.3; Learning Objective SPQ–2.A: Explain the quantitative relationship between the
elemental composition by mass and the empirical formula of a pure substance.
Section 3.7 Chemical Reactions and Chemical Equations (EK SPQ-4.A.2, TRA-1.A.2,
TRA-1.B.1, TRA-1.B.2, TRA-1.B.3, TRA-1.C.1, TRA-1.D.1)
Students should have had sufficient experience balancing equations in previous science
courses, but it is still good to do a little practice, especially when translating word
equations into formula equations. Ensure that students understand that only coefficients
can be added to balance an equation. Subscripts cannot be changed. Translating from a
balanced chemical equation to a molecular view equation is also an important skill.
Several AP® Chemistry learning objectives require the student to draw particle view
diagrams.
Topic 4.2; Learning Objective TRA–1.B: Represent changes in matter with a balanced
chemical or net ionic equation.
Topic 4.3; Learning Objective TRA–1.C: Represent a given chemical reaction or physical
process with a consistent particulate model.

Section 3.8 Amounts of
Reactants and Products (EK
SPQ-1.A.1, SPQ.1.A.2, SPQ-4.A.1,
SPQ-4.A.2, TRA-1.C.1)
Dimensional analysis is used to
convert the amount of a given
material into moles of that same
material. Then, the mole ratio
(obtained from the coefficients in
the balanced equation) is used to
convert to moles of the desired
material. If needed, the moles of
the desired material can be
converted to grams or particles.
When multiple equations
are involved in a single
stoichiometry problem, it saves time to be able to do a single stoichiometric conversion
with multiple mole ratios in the same stoichiometry problem.
Topic 4.5; Learning Objective SPQ–4.A: Explain changes in the amounts of reactants
and products based on the balanced reaction equation for a chemical process.

Section 3.9 Limiting Reagents (EK SPQ-4.A.1, SPQ-4.A.2, TRA-1.C.1)
Students often struggle with limiting reagent problems. The use of real-world examples,
such as using recipes in cooking, helps the student to understand the situation. There
are many different approaches to solving limiting reagent problems. One of these is to
work a complete stoichiometry problem for each reagent. The problem that gives you the
smaller answer should be the correct answer and that reagent is the limiting reagent.
Setting up a reaction table, such as is used in Example 16.5 in Chapter 16 with titrations,
gives the students an algorithm to use and makes the situation more visible. Students
should not be limited to one method for solving problems in AP® Chemistry, but whatever
method they choose must have the work clearly shown so that it can be followed by the
teacher or AP® Exam grader. Insufficient work will result in no credit. It is also helpful to
look at molecular view examples of limiting reagent problems.
Section 3.10 Reaction Yield (EK SPQ-4.A.1, SPQ-4.A.2)

Theoretical yield, actual yield, and percent yield are presented in this section. When
doing a stoichiometry problem to determine the amount of product that should be
formed, that amount is called the theoretical yield. The actual yield is what is formed in a
real laboratory situation and is almost always less than the theoretical yield. Students
need to understand that in many situations, there are factors that cannot be completely
eliminated that cause the yield to be less than 100%. A good percent yield is highly
dependent on what the reaction is and the laboratory procedures involved. Sometimes
side reactions occur that use up some of the reactants. Other times, product is lost
during transfer from one container to another. When calculating percent yield in the lab,
students should always account for sources of error, and the error should be specific to
the lab that they’re doing. A “human error” response should always be supported with an
explanation.

Math Skills
• Determination of average atomic mass using isotopic abundance data

• Perform mass/ mole / particle conversions.
• Calculate molecular and formula masses in amu.
• Calculate molar mass in grams.
• Calculate percent composition by mass from formula or mass data.
• Determine empirical and molecular formulas.
• Balance chemical equations.
• Perform reaction stoichiometry, including limiting reagents.
• Determine percent yield.
Suggested Problems
Section 3.1: Problems 3.5, 3.6
Section 3.2: 3.13, 3.15, 3.21
Section 3.3: 3.23, 3.25, 3.29
Section 3.5: 3.45, 3.51
Section 3.6: 3.49, 3.53, 3.54
Section 3.7: 3.59
Section 3.8: 3.63, 3.65, 3.71, 3.73, 3.77
Section 3.9: 3.81, 3.85
Section 3.10: 3.89, 3.93
Mixed Concepts: 3.95, 3.97, 3.98, 3.100, 3.113, 3.119, 3.123, 3.127, 3.136, 3.147

Activities
1. Mass Spectra Web Search (Topic 1.2; Learning Objective SPQ–1.B)

Perform a Web search of images to find mass spectra of various elements.
Searching “mass spectra isotopes” works well. Paste 6–8 images into a document
to make isotopic flash cards. Also make cards with the elemental symbols that
would match with the data. Having students working in groups of 2–4, give each
group an envelope of these cards. Ask them to match the elemental symbol with
the mass spectra of the element. For any cards that have sufficient data, ask the
students to show the calculations to find the average atomic mass from the data.
This activity should take the students approximately 10 minutes to complete.
2. “Pennium” Average Atomic Mass (Topic 1.2; Learning Objective SPQ–1.B)

Prepare samples of element “pennium” by preweighing an empty film container
(or any opaque vial), filling the container with exactly ten pennies (a known mixture
of pre-1982 and post-1982 pennies). Label each container with the sample number
and the mass of the empty container. Determine the average mass of a pre-1982
penny (close to 3.1g) and the average mass of a post-1982 penny (close to 2.5g).
Keep a list of the number of each type of penny in each sample. Students may not
open the containers and are told that there are 10 pennies in the container. They
are also given the average masses of each type of penny. Their task is to
determine how many pre-1982 and how many post-1982 pennies are in the
container by simply massing the filled container. This is a good exercise in using
algebra to determine percent abundance.
3. Released AP Chemistry Free Response Questions

(http://apcentral.collegeboard.com/apc/public/exam/exam_information/221837.ht
ml) can be used to review before the unit exam. Appropriate recent questions:
2009#3a, 2008 #2, 2007B #2a
4. Water of Hydration and Empirical Formula Lab Review (Topic 1.3; Learning
Objective SPQ–2.A)
Review labs involving water of hydration and determination of an empirical
formula. If a water of hydration or empirical formula lab was not done in first year
chemistry, this would be important for the students to do. Examples include, but
are not limited to, experiments that determine the empirical formula of magnesium
oxide or dehydration of Epsom salts.

5. Penny Stoichiometry: (Topic 4.5; Learning Objective SPQ–4.A)
This can be done as a demonstration or as a student mini-lab. Using a triangular
file, make four deep scratches into the edges of a post-1982 penny to expose the
zinc. Mass the penny to 0.0001g or to the limit of your balance’s sensitivity.
Record the mass. Wearing goggles, place the penny in a 50 mL beaker and add
30 mL of 6M HCl. Cover with a watch glass. Observe the reaction and set aside for
24 hours. When 24 hours has passed, observe the appearance of the penny.
Wearing safety goggles, carefully pour off and neutralize the remaining acid. Rinse
the penny carefully with water and then rinse again with a small amount of
acetone and allow to dry for 10 minutes. Mass the penny shell. Ask the students
to:
1. Write the balanced equation for the reaction of zinc with hydrochloric acid
to produce hydrogen gas and zinc chloride.
2. Calculate the mass of zinc in the penny.
3. Calculate the moles of zinc in the penny.
4. Calculate the moles of hydrogen gas produced.
5. Calculate the number of hydrogen molecules produced.
6. Calculate the percent copper by mass in the post-1982 penny.

6. Combustion of Isopropyl Alcohol: (Topic 4.5; Learning Objective SPQ–4.A)
The following demonstration should be performed behind a safety shield!
1. Attach a wood splint to one end of a meter stick (masking tape or scotch
tape can be used) and have a butane lighter or match handy.
2. Take an empty 5.00-gallon water cooler jug, and carefully place 30 mL of
isopropyl alcohol in the bottle. (Make sure to cap the reagent (alcohol
stock container) bottle, and remove it from the demo area.
3. Rotate the jug and allow the rubbing alcohol to coat all sides of the
container. After rotating for 15-20 seconds, drain any remaining alcohol
down the drain.
4. Turn off the lights, and light the wood split that is attached to the meter
stick (or a long rod). Place the lit wood splint over the mouth of the jug and
wait for the gas to combust!
Questions:
1. Why did we want to rotate the alcohol around the jug and remove any
excess before igniting the gas?
2. Look at the drawing of a molecule of isopropyl alcohol and methanol on
the board. Why do you think isopropyl alcohol is much safer to use for this
demonstration
3. What substance was produced and remained at the bottom of the jug?
4. Use the Lewis structure of isopropyl alcohol provided on the board to
write out a balanced combustion reaction for this demonstration.
5. Now use the balanced equation and the density of isopropyl alcohol (0.79
g/cm3 or 0.79 g/ml) to determine what volume of water (in mL) should be
left in the jug.
6. Measure the actual volume of water in the jug, and the theoretical volume
to determine the percent error.
7. Why might the two volumes be different? Don’t just say human error,
explain human error!

Study Strategies
Study Strategies are activities geared to help students struggling with the content or
language demands of the AP Chemistry course.
Activate Prior Knowledge – Intermediate
Before reading, have students work with a partner to complete the K section of the chart
to develop questions about the periodic table. Have partners tell each other what they
know about the topic.
Subject (ex. The Periodic Table)
K- What I Already Know
From experience From previewing
Organizes elements Organized into groups
Information on atomic mass Like elements are placed together
W – What I Want to Learn
What are the different groups in the Periodic Table?
What do the positions in the Periodic Table mean?
L-What I Learned
What I Want to Know More About How will I Learn More
Context Clues – Beginning
Help students identify context-clue words in the text they could use to understand
vocabulary words. Have students circle the words. Say the vocabulary words and context
- clue words aloud. Have students repeat them. Then have students copy the clue word
into the appropriate spaces of a three - column chart.
Three- column chart

Words Context Clues Meanings

Practice Questions
Multiple-Choice:
1. The particle diagrams shown above represent a chemical reaction between elements
A(red) and B(green). Which best represents the balanced equation for the reaction?
(A) 2A + 2B → A 2 + B 2
(B) A 2 + B 2 → 2AB
(C) B2 + 2AB → 2B2 + A2
(D) 4A2 + 4B2 → 8AB
2. A sample of an unknown material was analyzed and was found to contain 28.1 g of
silicon and 32.0 g of oxygen. What conclusion can best be made about this sample?
(A) The sample must be SiO2, because the mole ratio is 1:2.
(B) The sample must be Si7O8, because the ratio by mass reduces to 7:8.
(C) The sample must be a mixture, because the masses of the elements are different.
(D) The sample must be SiO, because the masses of the compounds are close to the
same.
3. The formula mass for barium hydroxide is 171.3 amu. What is the molar mass for this
compound?
(A) 1.000 mol
(B) 171.3 mol
(C) 171.3 g
(D) 171.3 kg

1. What is the percent by mass of calcium in Ca(OH)2?
(A) 20%
(B) 46%
(C) 54%
(D) 70%
5. The empirical formula for a newly synthesized organic compound is C3H5O2N. The
molar mass of this compound is 261 g. What is the molecular formula of this
compound?
(A) C3H5O2N
(B) C6H10O4N2
(C) C9H15O6N3
(D) C12H20O8N4
6. The mole ratio of carbon to hydrogen atoms (C : H) in a compound is 2.5 : 7.5. Which
of these could be the molecular formula for this compound?
(A) C2H6O
(B) C3H7
(C) C3H6N
(D) C3H8
7. When the following chemical equation involving the combustion of ethane is

balanced, what is the coefficient in front of the oxygen gas?
____ C2H6(g) + ____O2(g) → ____CO2(g) + ____H2O(g)
(A) 3
(B) 7
(C) 9
(D) 10

8. Ammonia gas is produced by the reaction of hydrogen gas with nitrogen gas. If 28.0
g of nitrogen gas is reacted with 28.0 g of hydrogen gas, what mass of ammonia is
produced?
(A) 17.0 g
(B) 28.0 g
(C) 34.0 g
(D) 56.0 g
9. Four phosphorus atoms are contained in one molecule of phosphorus (P4). One mole
of phosphorus molecules will contain
(A) 4 phosphorus atoms.
(B) 4 moles of phosphorus atoms.
(C) 30.97 g of phosphorus atoms.
(D) 6.02 × 1023 phosphorus atoms.
10. An element has two stable isotopes. The first has a mass of 202.9723 amu and a
relative abundance of 29.52%. The second has a mass of 204.9744 amu and a
relative abundance of 70.48%. Which number is the average atomic mass closest to?
(A) 90
(B) 203
(C) 204
(D) 408

Answers Additional AP Practice Questions
1(B), 2(A), 3(C), 4(C), 5(C), 6(A), 7(B), 8(C), 9(B), 10(C)
Chemistry in Action Feature Answers

Chemical Fertilizers (SE, p. 108)
1. Describe the benefits of ammonia based fertilizers vs Nitrate based fertilizers.
Nitrate based fertilizers can be directly absorbed by plants while ammonia based fertilizers
can be injected into the soil prior to planting.
2. Based on your previous answer, explain why ammonium nitrate the most important nitrogen
containing fertilizer.
Ammonium nitrate is comprised of both ammonia, which can be injected into soil, as well
as nitrate, which can be absorbed directly by plants.
3. List the key factors that influence the success of a given fertilizer.
Cost of raw materials, ease of storage and use, percent composition of desired element,
solubility in water.
4. How does setting ammonia as the limiting reagent in Eq. (1) ensure maximum yield of
ammonium sulfate?
Using excess carbon dioxide and water ensures that the source of nitrogen, the ammonia,
is entirely converted to product fertilizer.
5. Calculate the percent by mass of phosphorous in calcium dihydrogen phosphate?
30.974/(40.078 + 2 x (1.008 x 2 + 30.974 + 15.999 x 4)) x100 = 13.234%

Student Edition Chapter Review Answers
For the answers to the Questions & Problem section for Chapter 3 see the Answers to
Even-Numbered Problems (SE, pp. AP-1 & AP-2) & the Instructor’s Solution Manual.
Below are the answers to the AP Chapter Review found on SE pages AP119-AP120.
Answers to Applying the Big Ideas Questions

Question 1
Bromine is found as two naturally occurring isotopes whose percent abundance is shown below.
Isotope Relative Percent

Abundance
79 51%
81 49%
Which of the following is the best estimate of the average atomic mass of bromine?
a. 79 amu
b. 80 amu
c. 81 amu
d. 82 amu
Answer: B
Topic 1.2; Learning Objective SPQ–1.B
Question 2
192 grams of sulfur dioxide would most likely contain
a. 2 moles of oxygen atoms
b. 3 moles of oxygen atoms
c. 4 moles of oxygen atoms
d. 6 moles of oxygen atoms
Answer: D
Topic 1.1; Learning Objective SPQ–1.A

Question 3
Read the following statements and choose the one that correctly uses terminology and solves for
the indicated amount.
a. A student calculates a formula mass for nitrogen dioxide to be 46.0 grams.
b. A student solves for the formula mass of manganic fluoride as 191.1 grams.
c. A student finds that the molecular mass of calcium chloride is 111.1 grams.
d. A student adds to find the molecular mass of sulfur trioxide to be 80.1 grams.
Answer: D
Question 4
A compound that has the percent composition most equal to 50%:50% is
a. NO
b. OF2
c. H2O
d. SO2
Answer: D
Question 5
Liquid ethanol (C2H5OH) is combusted in the presence of gaseous oxygen to produce gaseous
carbon dioxide and gaseous water. Which equation below is correctly balanced and uses the
correct symbols and states of matter of each?
a. C2H5OH(l) + 3O(g) → 2CO2(g) + 3H2O(l)
b. C2H5OH(l) + 4O2(g) → 2CO2(g) + 3H2O(g)
c. 2C2H5OH(aq) + 11O(g) → 4CO2(g) + 5H2O(g)
d. C2H5OH(l) + 3O2(g) → 2CO2(g) + 3H2O(g)
Answer: D
Topic 4.2; Learning Objective TRA–1.B
Question 6
Tetrabromomethane, or carbon tetrabromide (CBr4), is a compound used as a sedative. If a
sample of 996 grams of carbon tetrabromide is used, it would contain
a. 6.0 x 1023 carbon atoms
b. 1.8 x 1023 carbon atoms
c. 2.4 x 1024 bromine atoms
d. 7.2 x 1024 bromine atoms
Answer: D
Question 7

In which of the following would the halogen compose the smallest mass percent of the
compound?
a. LiBr
b. OF2
c. CaCl2
d. XeF6
Answer: D
Question 8
Magnesium burns in the presence of oxygen to form magnesium oxide. A reaction consists of 5
moles of magnesium in a container with 8 moles of oxygen gas. How many moles of magnesium
oxide would form and how many moles of excess reagent would remain, assuming complete
combustion.
a. 8 moles of magnesium oxide would be formed and 3.0 moles of magnesium would be
excess
b. 3 moles of magnesium oxide would be formed and 2.5 moles of magnesium would be
excess
c. 5 moles of magnesium oxide would be formed and 5.5 moles of oxygen would be excess
d. 5 moles of magnesium oxide would be formed and 3.0 moles of oxygen would be excess
Answer: C
Topics 4.2 and 4.5; Learning Objectives TRA–1.B and SPQ–4.A
Answers to Free Response Questions

Question 9
Urea is an organic compound with many industrial applications. Almost ninety percent of the
urea produced is used in the synthesis of fertilizers for agriculture.
a. A molecule of urea is shown below.
i. What is the molar mass of urea?

ii. What is the percent by mass of nitrogen in urea?
b. Gaseous ammonia and carbon dioxide are the reactants used to manufacture urea in a
process shown below.
2NH3(g) + CO2(g) → (NH2)2CO(aq) + H2O(l)
There are 8.36 x 1011 kilograms of urea produced each year. How many atoms of carbon
would be present in this amount of urea?
c. A student in a lab has 500. grams each of ammonia and carbon dioxide.
i. What is the limiting reagent in this reaction?

ii. How many grams of urea can be produced from these reactants?
iii. How many grams of the excess reagent would remain after the reaction occurs?
Answer
a. A molecule of urea is shown below.
ii. What is the molar mass of urea?

60.0 g/mol
iii. What is the percent by mass of nitrogen in urea?
46.7% N by mass
b. Gaseous ammonia and carbon dioxide are the reactants used to manufacture urea in a
process shown below.
2NH3(g) + CO2(g) → (NH2)2CO(aq) + H2O(l)
There are 8.36 x 1011 kilograms of urea produced each year. How many atoms of carbon
would be present in this amount of urea?
8.39 x 1036 atoms C
A student in a lab has 500. grams each of ammonia and carbon dioxide.
i. What is the limiting reagent in this reaction?
Carbon dioxide is the LR
ii. How many grams of urea can be produced from these reactants?
751 g urea can be produced
iii. How many grams of the excess reagent would remain after the reaction occurs?
74 g will remain of the ammonia
Topics 1.1, 1.3 and 4.5; Learning Objectives SPQ–1.A, SPQ–2.A and SPQ–4.A

Question 10
A student is studying the transition metal chromium. Chromium is very durable and noted for its
rust-resistant luster. The following data were collected for the four naturally occurring isotopes of
the metal.
Isotope Isotope’s exact % Abundance

mass (amu)
Cr-50 49.946050 4.345
Cr-52 51.940512 83.789
Cr-53 ? 9.501
Cr-54 53.938885 2.365
a. What is the exact mass of the Cr-53 isotope?

b. In a related experiment, the student combines 24.8 g of chromium(II) acetate with a large
excess of oxalic acid to form chromium(II) oxalate, a common reducing agent. The
reaction is shown below.
Cr(C2H3O2)2 + H2C2O4 → CrC2O4 + 2HC2H3O2
i. Based on this reaction, how many grams of chromium(II) oxalate would be produced?
ii. If 19.8 grams of chromium(II) oxalate were actually produced, what was the percent
yield of this reaction?
iii. The student realizes that during the reaction, he splashed a small amount of the oxalic
acid onto the lab table while stirring. Would this error explain his percent yield?
Include your reasoning, which you may support with calculations.
Answer
a. What is the exact mass of the Cr-53 isotope?
52.940654
b. In a related experiment, the student combines 24.8 g of chromium(II) acetate with a large
excess of oxalic acid to form chromium(II) oxalate, a common reducing agent. The
reaction is shown below.
Cr(C2H3O2)2 + H2C2O4 → CrC2O4 + 2HC2H3O2
i. Based on this reaction, how many grams of chromium(II) oxalate would be produced?
20.4 g
ii. If 19.8 grams of chromium(II) oxalate were actually produced, what was the percent
yield of this reaction?
97.0%
iii. The student realizes that during the reaction, he splashed a small amount of the oxalic
acid onto the lab table while stirring. Would this error explain his percent yield?
Include your reasoning, which you may support with calculations.
Since the acid was used in large excess, this may not have lead to the error. A percent
yield that is lower than expected indicates that mass was lost along the way, but loss of
the excess reagent would not explain this error.

Topics 1.2 and 4.5; Learning Objectives SPQ–1.B and SPQ–4.A
Answers to Applying the Science Practices Questions

Think Critically Questions
Question 1: Calculate the volume and density for each sample and the average density of the
six samples. Be sure to use significant figure rules.
Answer: Volume: Sample 1, 10.2 mL; Sample 2, 12.7 mL; Sample 3, 11.3 mL; Sample 4, 11.1 mL;
Sample 5, 15.0 mL; Sample 6, 13.3 mL
Density: Sample 1, 4.93 g/mL; Sample 2, 5.00 g/mL; Sample 3, 5.10 g/mL; Sample 4, 4.99 g/mL;
Sample 5, 4.99 g/mL; Sample 6, 5.10 g/mL
Average density = 5.02 g/mL
Question 2: The student hopes the samples are gold, which has a density of 19.3 g/cm3. A
local geologist suggests the samples might be pyrite, which is a mineral with a density of 5.01
g/cm3. Infer the identity of the unknown sample.
Answer: The average density of the samples was 5.02 g/mL which is very close to the
accepted value of 5.01 g/cm3 for pyrite. The samples are probably pyrite.
Question 3: Calculate the error and percent error of each sample. Use the density value given
in Question 2 as the accepted value.
Answer: Errors: Sample 1, 0.08 g/mL; Sample 2, 0.01 g/mL; Sample 3, 0.09 g/mL; Sample 4,
0.02 g/mL; Sample 5, 0.02 g/mL; Sample 6, 0.09 g/mL Percent errors: Sample 1, 1.6%; Sample
2, 0.20%; Sample 3, 1.8%; Sample 0.40%; Sample 5, 0.40%; Sample 6, 1.8%
Question 4: Conclude whether the data collected by the student was accurate. Explain your
answer.
Answer: The student’s values ranged from 0.20% error to 1.8% error. The average error was
1.03%. The data are accurate.


Chang TM Ch3 Final

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Chang TM Ch3 Final

Uploaded by

Copyright:

Available Formats

Chapter 3: Mass Relationships in Chemical Reactions

Chapter 3 Activities and Labs Topics Covered

Chang, Chemistry, 13th Edition, Chapter 3

• Atomic mass • Products

Chang, Chemistry, 13th Edition, Chapter 3

Section 3.3 Molecular Mass (EK SPQ-1.A.3)

Chang, Chemistry, 13th Edition, Chapter 3

*Introduce the Inquiry Activity: Distant Moons

Section 3.5 Percent Composition of Compounds (EK SPQ-1.B.2, SPQ-2.B.2)

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

Section 3.10 Reaction Yield (EK SPQ-4.A.1, SPQ-4.A.2)

Chang, Chemistry, 13th Edition, Chapter 3

• Determination of average atomic mass using isotopic abundance data

Chang, Chemistry, 13th Edition, Chapter 3

1. Mass Spectra Web Search (Topic 1.2; Learning Objective SPQ–1.B)

2. “Pennium” Average Atomic Mass (Topic 1.2; Learning Objective SPQ–1.B)

3. Released AP Chemistry Free Response Questions

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

What I Want to Know More About How will I Learn More

Context Clues – Beginning

Three- column chart

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

7. When the following chemical equation involving the combustion of ethane is

Chang, Chemistry, 13th Edition, Chapter 3

Chang, Chemistry, 13th Edition, Chapter 3

Chemistry in Action Feature Answers

Chang, Chemistry, 13th Edition, Chapter 3

Answers to Applying the Big Ideas Questions

Isotope Relative Percent

Topic 1.2; Learning Objective SPQ–1.B

Topic 1.1; Learning Objective SPQ–1.A

Chang, Chemistry, 13th Edition, Chapter 3

Topic 1.1; Learning Objective SPQ–1.A

Topic 1.3; Learning Objective SPQ–2.A

Topic 4.2; Learning Objective TRA–1.B

Topic 1.1; Learning Objective SPQ–1.A

Chang, Chemistry, 13th Edition, Chapter 3

Topic 1.3; Learning Objective SPQ–2.A

Topics 4.2 and 4.5; Learning Objectives TRA–1.B and SPQ–4.A

Answers to Free Response Questions

i. What is the molar mass of urea?

Chang, Chemistry, 13th Edition, Chapter 3

ii. What is the molar mass of urea?

Chang, Chemistry, 13th Edition, Chapter 3

Isotope Isotope’s exact % Abundance

Cr-50 49.946050 4.345

Cr-52 51.940512 83.789

Cr-54 53.938885 2.365

a. What is the exact mass of the Cr-53 isotope?

Chang, Chemistry, 13th Edition, Chapter 3

Answers to Applying the Science Practices Questions

Chang, Chemistry, 13th Edition, Chapter 3

You might also like