Stoichiometry: An Analysis Of Limiting Reactants

In chemical reactions, the significance of knowing the limiting reactant is high. In order to increase the percent yield of product, increasing the limiting reactant, possibly, is the most effective. In this experiment we were able to calculate limiting reactants from the reaction of CaCl2. 2H2O + K2C2O4.H2O(aq).

If the relative amount of reactants is altered, then the limiting reactant may change accordingly. For example, a balanced chemical equation of a certain reaction specifies that an equal number of moles of two substances A and B is required. If there are more moles of B than of A, then A is the limiting reactant because it is completely consumed when the reaction stops and there is an excess of B left over.

I elicited and built upon student’s response to promote thinking and develop understanding of science concepts through questioning to get student think critically about what they did at each station and how it fit together what we see happen outside the classroom. it can be seen in the video clip 2 lesson 4 minute , it can been seen in the video that students are actively engaged in answering questions and are willing to give their insight into situation. In video clip 1 The students watch a video about the chemistry of carbon. and while the students watched the video there were a list of the question that each students need to answer it, and one of these questions was asking about “what the protein are made off “This provided students

The purpose of this experiment is to distinguish the relationships between reactants and products, in addition to expanding on concepts such as single displacement reactions, mole ratio values, moles to mass, theoretical yields, limiting reactants, excess, stoichiometric relationships and percentage errors.

The purpose of this lab was to determine the limiting reactant in a mixture of to soluble salts and the percent composition of each substance in a salt mixture.

Horny toad” vs. Cannibalism. Car vs. boat. Moonshine. In the video clip “O Brother Where Art Thou?” And the Text The Odyssey, all have similarities and differences.

In this experiment, we learned about stoichiometry, empirical formula, molecular formula, polyprotic acids and bases, metathesis reactions, and moles.

This lesson was geared toward many levels of learning ability and a variety of learning styles. Mrs. Soglin modeled the learning objective with the pan balance using the visual aid with the scale and a variety of different objects to be weighed. Then she provided additional information using the chalkboard. She engaged with the class by having an open discussion allowing the students to build on each other’s knowledge of the subject matter. She allowed for students to model for the class. When students were working in groups and pairs the higher level students helped lower level students. She also provided challenging problems at the end of the activity for those students who were ready and

In 2011, Casey Anthony went to trial facing first-degree murder charges for killing her two-year old daughter, Caylee Anthony. Casey Anthony, despite the mountain of evidence presented by the prosecution, was found not-guilty. The scientific evidence found was analyzed in laboratories using the best technology available but was believed to be science fiction because the methods seemed too farfetched and confusing. The evidence analyzed by forensic scientists and pathologists was reviewed and examined using their years of schooling, study, and research.

The objective of this experiment was to find the mole ratios of the reactants and products for the chemical reaction, without being given the products.

Even though Dr. Seuss was voted “least likely to succeed” (“Grahame-Smith” 14) in college he quickly proved everyone wrong. He was widely known for his great books written for children. “Many of his books were initially composed of his sketches”(“Dr. Seuss” St. James). Dr. Seuss successfully wrote and illustrated sixty books for children (“Dr. Seuss” Biography). Dr. Seuss was able to impact the lives of many people with his constant hard work and creativity.

Stoichiometric amount is the amount of reactants and products used in a balanced chemical equation. For example, 1 slice of cheese + 2 slices of bread ⟶ 1 sandwich the ingredients, bread and cheese, are the stoichiometric amount with the ratio 2:1. So say you have 28 slices of bread and only 11 slices of cheese you can only make 11 sandwiches and have 6 slices of bread left over. This circumstance displays how cheese slices are the limiting factor and the bread slices are the excess. Another example, H2 (s) + Cl2 (g) ⟶ 2HCl(g) reacts in a 1:1 stoichiometric ratio. How to recognize the limiting and excess reactants you have to calculate the molar amount of each reactant given and compare them to the stoichiometric amounts chown in the balanced equation.

The lack of consistent laboratory space has led to the adaptation of experiments to be held in my lecture-based classroom. While I provide high engaging, clear and accessible instructional tools/materials, high expectations, and a comfortable learning environment to the students I am limited by the setup of my classroom. Overall, I believe my classroom environment has encouraged my flexibility, imagination, and creative problem solving as a teacher to provide high engaging and maintain my expectations for my students. I have taken advantage of the use of craft projects and humor to create an inviting environment to my students to promote their educational

In some cases, she makes her own worksheets because she believes the book didn’t cover enough. This results in rote learning and memorization by the students. However, about a third of her worksheets, she allows the students to work in partners. When the students interact with each other, they learn from one another and gain ideas and knowledge about the particular topic. For example, the students were working on equivalent fractions. They started working on worksheets individually, but as a whole group lecture and practice. The students then moved around the room to work with partners. The teacher handed out manipulatives (foam fractions) to help them understand equivalent fractions once they moved to partners. Some of the students weren’t really getting the concept of equivalent fractions, but once they were partnered up the students were starting to get it. They were bouncing ideas off of each other and started to really get the concept. After about twenty minutes, the teacher asked the students to go back to their seat so they could go over the worksheet. The students had a lot of the answers correct. However, the teacher introduced a concept about multiplying to get equivalent fractions. She just stated the rule and asked the students to quickly multiply the fractions and figure out the equivalent. I disagreed with this method, because the students had a really tough time trying to multiply all

This particular lesson plan focused on place values, in particular the tens and ones place value. The goal of the lesson was to have the students identify the place values or any two-digit number. This particular skill was something that the student had been working on in their classroom. After we started the lesson the students informed me that they had just gone over place values the week before. Although the students had been introduced to the concept of place values, they were not at a mastery level yet. However I feel that a majority of students were at the level after this lesson. During the lesson, the majority of the students seemed to grasp the concept of place value, although a few of the students where struggling with the skill.