Stoichiometry: An Analysis Of Limiting Reactants

For the lesson observed the objectives was to explain the trends of the periodic table based on the elements’ valence electrons and atomic numbers. Additionally, students were responsible for applying their previous knowledge in calculating subatomic particles to review the Bohr Models and discus the relationship among families in the periodic table. Students will use the information from today’s lesson to make future judgments on reactivity and bonding created during chemical reactions in the next unit. Lastly, students were to connect the information on elemental properties to previous experiences with their health, commercial products, and everyday life.

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

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.

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).

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

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

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.

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.

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.

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.

In this case, Ms. Doe was going over how to find the volume of a rectangular prism. During the lesson, she had students design their own cracker boxes. Students first worked individually on the worksheet. The worksheet asked them to find the volume of two different cracker boxes, one normal size and one smaller sized. In order for the students to be able to get into pairs and draw out their own cracker box, they had to take their paper to Ms. Doe. Ms. Doe would allow them to pair up and work on their own cracker box if they had the right answers. If they did not have the right answers, then she would go back to their table and help them figure out what it was that they had done

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.

In my lab section this week, we did the osmosis and diffusion lab. In the prior week in the pedagogy seminar, we learned that many students both in science majors and outside had many misconceptions about what diffusion and osmosis was. When I was preparing to go to lab, I wanted to ask a few questions to each group to see if they knew what diffusion and osmosis was to see if any of the students had any misconceptions. When the students started doing lab, I went around the groups to see if they did diffusion and most if not all of them seemed to be on the right course. They understood how tiny particles go from high to low concentration and most of the misconceptions listed was not an issue for the students. Similarly, when I went around again

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

First, since conceptual understandings and procedural skills play important roles in many STEM courses, I adopt teaching strategies that help students improve these two types of knowledge. For instance, as engineering students are overwhelmingly visual learners, I employ different visual aids, such as computer graphics and computer simulation, to help students understand complex motions in engineering mechanics and visualize the abstract concepts. In addition, research findings show that people learn better from practice when worked examples are presented before to-be-solved problems. Therefore, instead of letting students solve a series of problems by themselves, I walk them through a couple of worked examples step-by-step with clear solutions to reduce the extraneous cognitive load placed on them.