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A Quick and Dirty Stoichiometry Lab...Differentiation and Inquiry?

Chad Husting | Sun, 12/06/2015 - 19:10

There is a traditional stoichiometry lab I have done before. It involves adding dilute hydrochloric acid to sodium bicarbonate, boiling off the fluid and then getting the mass of the sodium chloride. Students then can solve the percent yield for the sodium chloride based on the amount of sodium bicarbonate they use. It is not a bad lab. Something about having hot ceramic watch glasses with acid just makes me a bit nervous. I am not sure where I got this new lab, but it has been one that has evolved over the years It is quick, dirty, relatively simple and uses over the counter (mostly) materials.

Going from Cookbook to Inquiry...Messy but worth it.

Chad Husting | Mon, 10/19/2015 - 13:35

We, as teachers, can see that life is sometimes like this and we care enough about our students that we want to try to prepare them for careers and problems that we can’t even imagine….because we believe that good education can empower people to go further and reach higher than they could ever dream….and maybe the journey we will  start together begins with a simple question in which the answer may not seem immediately obvious...and that is O.K….

Stoichiometry is Easy

David Licata | Sun, 11/16/2014 - 20:30

This article describes a three week lesson plan for teaching stoichiometry using an algorithmic method. Two labs (one designed as a laboratory quiz) several cooperative learning exercises, student worksheets and guided instructional frameworks (forcing students to develop good habits in writing measures and doing problem solving) are included. The highlight of the lessons is the "chemistry carol" (based on Felix Mendelssohn's music for "Hark! The Herald Angels Sing") in which students recite a five-step algorithm for completing stoichiometry problems. 

Writing Conversion Factors

David Licata | Sat, 11/15/2014 - 23:01

This worksheet is intended to be used as a "Guided Instructional Activity" (GIA). Students read a statement that gives a either a conversion factor or a pair of related measures and then write the information as two equivalent fractions ("conversion factors") and as an equality. In each representation, students are directed to give the numeral of the measure, unit, and identity of the chemical.

Mass of a Reaction Product

David Licata | Wed, 10/29/2014 - 21:41

Students combine sodium carbonate and hydrochloric acid generating carbon dioxide gas which is allowed to escape. They measure the actual yield of carbon dioxide produced (missing mass), calculate the theoretical yield using stoichiometry, and then the percent yield. Students understand that 100% yield is the most appropriate answer (based on the Law of Conservation of Mass), so after considering the meaning of significant figures and the uncertainty of their measurements they are asked to decide if they did (or did not) get an answer that might indicate the validity of the Law.

It's all about the apps: EMD PTE

Doug Ragan | Wed, 04/09/2014 - 12:54

Having completed a unit on stoichiometry,  I was looking to review with my HS students some key topics before Spring Break.  I had received from FLINN scientific their "It's Elementary--March Madness" activity: