1. conquer the Chemistry EOC: Balancing Equations and Stoichiometry

2. Chemistry TEKS 8 (A) define and use the concept of a mole;
8 (B) use the mole concept to calculate the number of atoms, ions, or molecules in a sample of material;
8 (C) calculate percent composition and empirical and molecular formulas;
8 (D) use the law of conservation of mass to write and balance chemical equations; and
8 (E) perform stoichiometric calculations, including determination of mass relationships between reactants and products, calculation of limiting reagents, and percent yield.

3. IPC TEKS
7(C) demonstrate that mass is conserved when substances undergo chemical change and that the number and kind of atoms are the same in the reactants and products;
7(D) analyze energy changes that accompany chemical reactions such as those occurring in heat packs, cold packs, and glow sticks and classify them as exothermic or endothermic reactions;

4. 8th TEKS
5(D) recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;
5(E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and
5(F) recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

5. Label the Parts of an Equation

6. Why Balance Equations?
Law of Conservation of Mass – Matter cannot be created or destroyed it can only change forms.
In chemical reactions the number and mass of atoms on the reactant side of the equation must equal the number and mass of atoms on the product side of the equations.

7. Chemical Equations CH4 + 2O2  CO2 + 2H2O
Recipe for a chemical reaction
Relative number of reactants and products
Coefficients represent the relative numbers.
Bridge the connection from the models to the chemical formulas. Students did study equations in Grade 8 with this SE- recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass. These slides serve as a review to make the relevant connections to using the balanced equation in stoichiometry. You could have students use the molecular model sets to build this reaction and reinforce the meaning of the coefficients and visualize the process and make connections to the model and this illustration.
CH4 + 2O2  CO H2O

8. Law of Conservation of Matter: Balancing Chemical Equations
Atoms are conserved in a chemical reaction.
Coefficients are manipulated to balance chemical reactions and create equivalent measures.
Identities cannot be changed.
You many want to have students build this model before they manipulate the coefficients to help students visualize the concept of matter. Point out the way the number of each colored ball is the same on both sides of the arrow to demonstrate law of conservation of matter.
_C2H5OH (l) + _O2 (g)  _CO2 (g) + _H2O (g)

9. Balancing Chemical Equations
C2H5OH (l) + O2 (g)  CO2 (g) + H2O (g)
Count Atoms:
Carbon 2
Carbon 1
Hydrogen 6
Hydrogen 2
Oxygen 3
Oxygen 3

10. Balancing Chemical Equations
C2H5OH (l) + O2 (g)  CO2 (g) + H2O (g)
C2H5OH (l) + 3O2 (g)  2CO2 (g) + 3H2O (g)

11. Chemical Equations as Equivalents
Coefficients from a balanced equation represent the number of theoretical mole equivalents and can be used in stoichiometric calculations.

12. 8th grade
released question

15. Jelly Bean Equations and Chemical Equation Cards

16. Online Balancing Equation Practice
Click Kid Zone
Click Matter & Atoms
Go to:
Balancing Equations Online
Balancing Equations Online 2

17. Balancing Equation Strips
Draw a strip
Balance the equation
Write a word equation describing the reaction
Make or demonstrate a representation of the equation

19. Chemical Reaction Types

24. Synthesis (Combination, Composition)
Two or more substances combine to form a single substance.
General equation:
A + B  AB
example:
2Na + Cl2  2NaCl

25. Decomposition A compound is broken into two or more products.
General equation:
AB  A + B
example:
2H2O 2H2 + O2

26. Single Replacement
A + BC AC +B

27. Activity Series
For an element to replace another the lone element must be more active than the element it is replacing in the substance.
See the reference chart behind your periodic table.

28. Example: Zn+ 2 HCl ZnCl2 + H2

29. Example: Thermite Reaction 2 Al + Fe2O3 Al2O3 + 2 Fe

30. Example:
2NaBr (aq) + Cl2 (g) 2NaCl (aq) + Br2 (g)

31. Double Replacement (Double Displacement)
AB + CD  AD + CB

32. Double Replacement Reactions
Occur in aqueous solutions
For a DR reaction to occur one of the following must happen:
A precipitate is formed (an insoluble or slightly soluble solid).
A molecular compound (usually water is formed).
A gas is formed.
Follow Solubility Rules

33. Example: Production of a Precipitate Silver Nitrate + Sodium Chloride
AgCl (s)

35. Chemistry Released

37. Chemistry Released

42. The Mathematics of Chemistry
Stoichiometry
Dimensional Analysis

43. Stoichiometric Calculation Plan
Write the chemical equation
Balance the chemical equation
Follow the steps of dimensional analysis
Start with what is given
Set up a series of equivalent measures
End with your goal
Solve the problem by cancelling units
Record the appropriate answer with units

44. Stoichiometry Stoicheion meaning " element“ Metron meaning "measure"
Stoichiometry is a branch of chemistry that deals with the relative quantities of reactants and products in chemical reactions.
Greek root words:
Stoicheion meaning " element“
Metron meaning "measure"

45. What is Dimensional Analysis?
Using the units, or dimensions, of measurements to express and calculate chemical quantities

46. What is the relationship?
Dimensional analysis is a strategy used for doing stoichiometric calculations.

47. What are some common equivalent measurements?
1 inch =______centimeter(s)
1 week = ______ day(s)
60 seconds = ______minute(s)
1 lb =______ ounce(s)
1 cup = _____ fluid ounces
1 tablespoon = _____ teaspoon(s)
4 quarts = _____ gallon(s)

48. Common Equivalent Measurements
1 mile = _____ feet
1 kg = _____ 2.2 lb
1 ft = ____ inches
365 days = _____ year(s)
1 ton = _____ pounds

49. Dimensional Analysis –The Plan
What is given? Start your calculation with this quantity with units.
What is your goal? What you are solving for is your goal and should be on top of the last step of the problem.
Set up a series of equivalent measures that cancels out all units except the goal units.
4. Solve the problem, and remember to mark through
the cancelled units.
5. Record the appropriate answer with units.

50. Give it a try! How many seconds are there in 5.5 days?
Follow the steps:
What is given? 5.5 days
What is your goal, and what are the units? Determine # of seconds in 5.5 days
Set up a series of equivalent measure that cancels out all units except the goal units.
Get started:
**What fractions “equal to 1” help transition from days to seconds?

51. Give it a try! 4.Record the appropriate answer with units.
5.5 days X 24 hours X 60 minutes X 60 seconds= ? seconds
day hour minute
4.Record the appropriate answer with units.
Note: Students may associate the X to mean “variable” as they learned in algebra I. A distinction may need to be made to point out that in these calculations, “X” means multiply. Another way of completing the calculations is to put each equivalent in parenthesis.

52. What are some common equivalent measurements in chemistry?
1,000 g = _____kg
100 cm = ______ m
1 m = _____dm
1 L = _____ml
1 mole = _______ particles/atoms
molar mass = _____ mole(s)
Avogadro’s number = _____ mole(s)
Encourage students to share equivalent measures to add to this list and confirm their understanding of the concept. Remind them that the mole and Avogadro’s number are units that allow us to quantify atoms since they are so small.

53. MOLE Mole equivalents G R A M S P A R T I C L E S Avogadro’s Number
Molar
Mass
MOLE
Ask students to turn to their table partner and come up with a conclusion to describe the relationships depicted in this slide. Have some groups share their answers verbally with the entire class. Then, summarize to affirm main ideas.

54. The mass in grams of 1 mole of the compound
Molar Mass
The mass in grams of 1 mole of the compound
C10 H6 O3
10 C = 10 X g =
6 H = 6 X g =
3 O = 3 X g =
TOTAL = * grams
*Remember the significant figures rules.
When calculating molar mass, it is recommended to have students carry the atomic mass as written on the STAAR Chemistry Reference materials to their calculations. Since the least number of decimal places with this addition problem is 2, then the answer would be written with two as the STAAR Reference Materials inform.

55. The mass in grams of 1 mole of the compound calcium carbonate
Molar Mass
The mass in grams of 1 mole of the compound calcium carbonate
CaCO3
Ca 1 X grams = grams
C X grams = grams
O X grams = grams
TOTAL = * grams
*Remember the significant figures rules.
g g g = g---This sum written is g since the least number of decimal places is 3.
(STAAR Chemistry Reference Materials)

56. Give it a try!
How many grams are in 4.92
moles of calcium carbonate?

57. Stoichiometric Calculations – The Plan
Write the chemical equation.
Balance the chemical equation.
*Follow steps to dimensional analysis:
Start with what is given.
Set up a series of equivalent measures.
End with your goal.
Solve the problem by cancelling units.
Record the appropriate answer with units.
For this type of problem, steps #1 and #2 do not apply since the calculation involves the same element or compound. The balanced equation steps (#1 and #2) are part of the plan if you are taking a measurement from one element or compound and determining the answer for another reactant or product. For this calculation, we are staying with calcium carbonate for our unknown, goal, so steps #1 and #2 are not applicable. Start with step #3 for this calculation.

58. Stoichiometric Calculations
Give it a try!
Stoichiometric Calculations
4.92 mol CaCO3 X g CaCO3 =
1 mol CaCO3
Following the suggested plan, students start with the measurement given. The units cancel using dimensional analysis. The product is , so the answer written using the correct significant figures is 492 g.

59. Stoichiometry Basics Mole Ratios Measuring Moles
The Mathematics of Chemistry Format
Great Stoichiometry Relay Race
Think, Pair, Share

62. Limiting Reactants for Recipes
Stoichiometry  chocolate chip cookies
Yum!!

63. Stoichiometric Calculations – The Plan
Write the Chemical Equation.
Balance the Chemical Equation.
Follow steps to Dimensional Analysis:
Start with what is given.
Set up a series of equivalent measures.
End with your goal.
Solve the problem by cancelling units.
Record the appropriate answer with units.

64. Stoichiometric Calculations – The Problem
Lithium hydroxide is used in an outer space environment to remove excess exhaled carbon dioxide from the living environment. The products of the reaction are lithium carbonate and water. If 48.0 grams of lithium hydroxide are used in a small scale experimental device, how much carbon dioxide will the device process?
The Plan:
Write the chemical equation.
Balance the chemical equation.
Follow steps to dimensional analysis:
Start with what is given.
Set up a series of equivalent measures.
End with your goal.
Solve the problem by cancelling units.
Record the appropriate answer with units.
* Remember Significant Figures.

65. Stoichiometric Calculations – The Plan
1. Write the chemical equation.
LiOH + CO2 (g)  Li2CO H2O (g)
2. Balance the chemical equation.
2 LiOH + CO2 (g)  Li2CO H2O (g)

66. Stoichiometric Calculations – The Plan
Follow steps to dimensional analysis:
48.0 g LiOH X 1 mole LiOH X 1 mole CO2 X g CO =
g LiOH mole LiOH mole CO2
2 LiOH + CO2 (g)  Li2CO3 (g) + H2O (g)

67. Stoichiometric Calculations – The Answer
When 48.0 grams of lithium hydroxide are available for use in a reaction, 44.1 grams of carbon dioxide can be processed by the reaction.
*Remember the significant figures.

68. Partner Share
Write your own stoichiometry question for this reaction, and switch with your table partner:
Barium chloride reacts with sodium sulfate in a precipitation reaction to make barium sulfate.
OPTIONAL SLIDE: Walk around, and listen to the conversations of the table groups to guide misconceptions and check for understandings. Students may need a little help confirming the products are barium sulfate and sodium chloride. Remind them to use the STAAR Reference Materials as a resource.
Have a few groups share their problem and solution with the entire class. Discuss similarities with the approach as well as significant figures in the answer.