Chap 11

Chapter 11 Organizer: Stoichiometry
")' )DEA
Mass relationships in chemical reactions confirm the law of conservation of mass.
Section Objectives
Section 11.1
1. Describe the types of relationships
National
Standards
Entry-Level Assessment
Focus Transparency 40
Progress Monitoring
Formative Assessment, p. 371
Reading Check, pp. 369, 371
Section Assessment, p. 372
UCP.1, UCP.3;
A.1; B.3; E.1
Progress Monitoring
UCP.1, UCP.3;
B.3; E.1, E.2;
F.1
Progress Monitoring
Formative Assessment, pp. 381, 383, 384
Reading Check, p. 380
UCP.1, UCP.3;
A.1, A.2; B.3,
B.6; E.1, E.2;
F.4, F.5, F.6;
G.1
Progress Monitoring
Summative Assessment
Chapter Assessment, p. 392
ExamView Assessment Suite CD-ROM
solving stoichiometric problems.

2. Solve stoichiometric problems.
Section 11.3
1. Identify the limiting reactant in a
chemical equation.
2. Identify the excess reactant, and
calculate the amount remaining after

the reaction is complete.
3. Calculate the mass of a product when
the amounts of more than one reactant
are given.
Section 11.4
1. Calculate the theoretical yield of
a chemical reaction from data.

2. Determine the percent yield for
a chemical reaction.
366A
Resources to Assess Mastery
UCP.1, UCP.3;
A.1; B.3; E.1
indicated by a balanced chemical

equation.
2. State the mole ratios from a balanced
chemical equation.
Section 11.2
1. List the sequence of steps used in
State/
Local
Standards
Suggested Pacing
Period
Section 11.1
Section 11.2
Section 11.3
Single
Block
0.5
0.5
0.5
0.5
Leveled Resources
Science Notebook 11.1 OL
FAST FILE Chapter Resources:
Study Guide, p. 72 OL
Transparencies:
Section Focus Transparency 40 BL EL
Math Skills Transparency 15 OL EL

MiniLab Worksheet, p. 58 OL
ChemLab Worksheet, p. 60 OL
Transparencies:
Teaching Transparency 35 OL EL
Math Skills Transparencies 16, 17 OL EL
Customize any lab with

the LabManager
CD-ROM.
Section 11.4
Lab Materials
Launch Lab, p. 367: 10-mL graduated cylinder,

0.01M potassium permanganate, 100-mL beaker,
0.01M sodium hydrogen sulfite solution, stirring rod
15 min
MiniLab, p. 378: balance, crucible, sodium hydrogen

carbonate (NaHCO3), ring stand, ring, clay triangle,
Bunsen burner, crucible tongs
25 min
ChemLab, p. 390: copper(II) sulfate pentahydrate,
iron metal filings (20 mesh), distilled water, hot plate,
beaker tongs, balance, stirring rod, 150-mL beaker,
400-mL beaker, 100-mL graduated cylinder,
weighing paper
45 min
Assessment
Additional Print and

Technology Resources
Technology:
ExamView Assessment Suite CD-ROM
StudentWorks Plus DVD-ROM
TeacherWorks Plus DVD-ROM
Virtual Labs CD-ROM
Video Labs DVD
Interactive Classroom DVD-ROM
LabManager CD-ROM
Assessment:
Performance Assessment in the Science
Classroom
Challenge Problems AL
Supplemental Problems BL OL
Chapter Test (Scaffolded)
FAST FILE Resources:
Section Focus Transparency Masters
Math Skills Transparency Masters
and Worksheets
Teaching Transparency Masters
and Worksheets
Additional Resources:
Solving Problems: A Chemistry Handbook
Cooperative Learning in the Science
Classroom
Lab and Safety Skills in the Science
Classroom
glencoe.com

Transparencies:
Teaching Transparency 36 OL EL
Lab Resources:
Laboratory Manual OL
CBL Laboratory Manual OL
Small-Scale Laboratory Manual OL
Forensics Laboratory Manual OL

Transparencies:
BL Below Level
OL On Level
AL Advanced Learners
EL English Learners
COOP LEARN Cooperative Learning

366B
Stoichiometry
BIG Idea
Reactive Substances To intro-
duce this chapters Big Idea, ask four

students to each add 5.0 mL of water
to an empty film canister. Tell them
to divide a sodium bicarbonate tablet
into four unequal piecessmall,
medium, medium-large, and large.
Have them place each piece of the
tablet on the lid of a film canister.
When you say so, students should
snap the lid onto the canister, invert
the canister on the table, and back
away from the table. Film canisters
will pop and be launched into the air.
Ask students which canister had the
biggest pop. The canister with the largest
piece of the tablet will likely have the biggest
pop. Ask students if the size of the
sodium bicarbonate in the canister
determined how high the canister
traveled. Results will likely correlate to the
size of the tablet.
Tie to Previous
Knowledge
Have students review the following
concepts before studying this
chapter.
Chapter 2: scientific notation,
significant figures, dimensional
analysis
Chapter 4: average atomic mass
Chapter 10: mole conversions
Use the Photo

Conservation Write the balanced
basic equation for photosynthesis on
the board. Remind students of the
law of the conservation of mass,
which was introduced in Chapter 3,
Section 2. Ask them to verify that
mass is conserved during photosynthesis. Students should verify that the total
number of each type of atom, and therefore
the mass, is identical on both sides of the
equation.
366 Chapter 11 Stoichiometry
BIG Idea Mass relationships

in chemical reactions confirm the
law of conservation of mass.
11.1 Defining Stoichiometry

MAIN Idea The amount of each
reactant present at the start of a
chemical reaction determines how
much product can form.
Carbon dioxide and water
11.2 Stoichiometric
Calculations
MAIN Idea The solution to every
stoichiometric problem requires a
balanced chemical equation.
11.3 Limiting Reactants

MAIN Idea A chemical reaction
stops when one of the reactants is
used up.
11.4 Percent Yield

MAIN Idea Percent yield is a
measure of the efficiency of a
chemical reaction.
ChemFacts
Green plants make their own food
through photosynthesis.
Chloroplast
Photosynthesis occurs within

structures called chloroplasts in the
cells of plants.
The balanced chemical equation for
the photosynthesis is:
6CO 2 + 6H 2O C 6H 12O 6 + 6O 2
On a summer day, one acre of corn
produces enough oxygen (a product
of photosynthesis) to meet the
respiratory needs of 130 people.
Interactive
C11_CO_874637.indd
Classroom
This DVD-ROM is an editable Microsoft PowerPoint presentation that includes:

a premade presentation for every chapter
additional diagnostic, formative, chapter, and Standardized Test Practice questions
animations
image bank
transparencies
links to glencoe.com
1/25/07
4:51:30
Start-Up Activities
LAUNCH Lab
RUBRIC available at glencoe.com
Purpose Students will observe a
LAUNCH Lab
Steps in Stoichiometric
Calculations Make the following
Foldable to help you summarize the
steps in solving a stoichiometric
problem.
What evidence can you observe

that a reaction is taking place?
During a chemical reaction, reactants are consumed as
new products are formed. Often, there are several telltale
signs that a chemical reaction is taking place.
Procedure
1. Read and complete the lab safety form.
2. Use a 10-mL graduated cylinder to measure
out 5.0 mL 0.01M potassium permanganate
(KMnO 4). Add the solution to a 100-mL beaker.
3. Clean and dry the graduated cylinder, and then use
it to measure 5.0 mL 0.01M sodium hydrogen
sulfite solution (NaHSO 3). Slowly add this solution
to the beaker while stirring with a stirring rod.
Record your observations.
4. Repeat Step 3 until the KMnO 4 solution in the beaker
turns colorless. Stop adding the NaHSO 3 solution as
soon as you obtain a colorless solution. Record your
observations.
Analysis
1. Identify the evidence you observed that a chemical
reaction was occurring.
2. Explain why slowly adding the NaHSO 3 solution while
stirring is a better experimental technique than adding
5.0 mL of the solution all at once.
Inquiry Would anything more have happened if you
continued to add NaHSO 3 solution to the beaker? Explain.
STEP 1 Fold a sheet

of paper in half
lengthwise.
STEP 2 Fold in half

widthwise and then in half again.
STEP 3 Unfold and

cut along the folds of
the top flap to make
four tabs.
STEP 4 Label the tabs
with the steps in stoichiometric
calculations.
1.
2.
3.
4.
&/,$!",%3 Use this Foldable with Section 11.2. As

you read this section, summarize each step on a tab and
include an example of the step.
Visit glencoe.com to:

study the entire chapter online
Analysis
1. As colorless sodium hydrogen sulfite was added to

0 PMC11_CO_874637.indd
2 the purple potassium permanganate solution, a color
change from purple to colorless was observed.
2. Adding the solution all at once could lead to an error
in the volume of NaHSO 3 solution needed to change
the purple KMnO 4 solution to a colorless solution. The
error could be as large as 5.0 mL.
explore
take Self-Check Quizzes
use the Personal Tutor to work Example

Problems step-by-step
access Web Links for more information,

projects, and activities
find the Try at Home Lab, Baking Soda

Stoichiometry
Inquiry Nothing more will happen because the

solution is colorless, meaning that there is no more
1/25/07
potassium permanganate to react.
chemical reaction in which one of

the reactants is completely used up
and the other is in excess.
Safety Precautions Approve lab
safety forms before work begins.
Review the MSDS for potassium
permanganate and sodium hydrogen
sulfite with students prior to doing
the lab. Do not allow students to
prepare the solutions required for
the lab, as KMnO 4 is a dangerous
oxidizer in powder and crystal form.
Remind students to wear aprons and
goggles.
Disposal The KMnO 4 solution
must be processed or saved as chemical wastedo not pour the solution
down the drain.
Teaching Strategies
Place five test tubes and ten rubber

stoppers on the desk. Place one
stopper into each test tube, and ask
students which item is in excess.
See page 48T for preparation of all
solutions.
Expected Results Initially, the
KMnO 4 solution is dark purple. The
solution gradually becomes colorless
as the NaHSO 3 solution is added.
Expect that 5 mL KMnO 4 solution
will require 27 mL NaHSO 3 solution
to change it to a clear, colorless
solution.
Customize this lab with

the LabManager
CD-ROM.
4:52:01 PM
Chapter 11 Stoichiometry
367
Section 11.1
1 Focus
Focus Transparency
Before presenting the lesson, project

Section Focus Transparency 40 and
have students answer the accompanying questions. BL EL
Section 11.1
Objectives
Describe the types of relationships
indicated by a balanced chemical
equation.
State the mole ratios from a
Review Vocabulary
reactant: the starting substance in a
chemical reaction
MAIN Idea
New Vocabulary
Reactants and Products Place a
stoichiometry
mole ratio
candle on a glass plate and place the

plate into a bowl of water. Light the
candle, and ask students what will
happen if you place a beaker over the
candle. The candle will go out when it uses
up the oxygen in the beaker. Place the
beaker over the candle and have students watch the water level rise in
the beaker. Ask students why the
water level increased. In the balanced
equation, moles of gaseous reactants are
greater than moles of gaseous products,
resulting in lower pressure inside the beaker
after the candle burns out and cools. Tell
students that this chapter (Stoichiometry) involves amounts of reactants and products. OL
MAIN Idea The amount of each reactant present at the start of a

chemical reaction determines how much product can form.
Real-World Reading Link Have you ever watched a candle burning? You
might have watched the candle burn out as the last of the wax was used up.
Or, maybe you used a candle snuffer to put out the flame. Either way, when the
candle stopped burning, the combustion reaction ended.
Particle and Mole Relationships

In doing the Launch Lab, were you surprised when the purple color of
potassium permanganate disappeared as you added sodium hydrogen
sulfite? If you concluded that the potassium permanganate had been
used up and the reaction had stopped, you are right. Chemical reactions
stop when one of the reactants is used up. When planning the reaction
of potassium permanganate and sodium hydrogen sulfite, a chemist
might ask, How many grams of potassium permanganate are needed to
react completely with a known mass of sodium hydrogen sulfite? Or,
when analyzing a photosynthesis reaction, you might ask, How much
oxygen and carbon dioxide are needed to form a known mass of sugar.
Stoichiometry is the tool for answering these questions.
Stoichiometry The study of quantitative relationships between the
amounts of reactants used and amounts of products formed by a chemical reaction is called stoichiometry. Stoichiometry is based on the law
of conservation of mass. Recall from Chapter 3 that the law states that
matter is neither created nor destroyed in a chemical reaction. In any
chemical reaction, the amount of matter present at the end of the reaction is the same as the amount of matter present at the beginning.
Therefore, the mass of the reactants equals the mass of the products.
Note the reaction of powdered iron (Fe) with oxygen (O 2) shown in
Figure 11.1. Although iron reacts with oxygen to form a new compound, iron(III) oxide (Fe 2O 3), the total mass is unchanged.
Figure 11.1 The balanced chemical equation for this reaction between
iron and oxygen provides the relationships between amounts of reactants
and products.
Quick Demo
Combustion Attach the ends
of a rubber hose to a small glass
funnel and a gas jet. Fill a petri
dish with a soap solution containing 10% dish-washing soap
and a few drops of glycerol. Dip
the funnel into the bubble mixture. Attach a small wooden
splint to the end of a meter stick
and ignite the splint with a
match. Turn on the gas jet just
enough to slowly produce bubbles in the funnel. Shake the
bubbles loose from the funnel
and have a student touch each
bubble with the burning splint.
The bubbles will ignite. Remind
students that you are igniting
bubbles of natural gas or methane (CH 4). Ask students to write
the combustion equation.
CH 4 + 2O 2 CO 2 + 2H 2O OL EL
Defining Stoichiometry
Differentiated Instruction
C11_S1_874637.indd
Below Level Using a molecular model kit, make a model of CH 4 and two O 2
molecules. Ask students to identify the models. Make models of CO 2 and two H 2O
molecules and ask students to identify these models. Tell students that the two sets of
models represent the reactants and the products of the combustion of methane.
Arrange the reactants and products on opposite sides of a cardboard arrow. Ask
students to count the number of each atom before and after the reaction. one carbon, four
hydrogen, and four oxygen atoms Remind them that coefficients indicate the number of
moles as well as the number of molecules. Have them interpret the equation in moles.
1 mol CH 4 + 2 mol O 2 1 mol CO 2 + 2 mol H 2O BL EL
1/25/07
4:55:00
Visual Learning
Interactive Table Explore

balanced chemical equations
at glencoe.com.
Relationships
Table
Derived from a
11.1
Table 11.1 Ask students to use the
table as a guide for interpreting the

equation for the combustion of
methane. Make a drawing of the
reaction to help students. OL EL
Balanced Chemical Equation
4Fe(s)
3O 2(g)
2Fe 2O 3(s)
iron
oxygen
iron(III) oxide
4 atoms Fe
3 molecules O 2
2 formula units Fe 2O 3
4 mol Fe
3 mol O 2
2 mol Fe 2O 3
223.4 g Fe
96.00 g O 2
319.4 g Fe 2O 3
319.4 g products
319.4 g reactants
Interactive Table Students

can interact with the table at
glencoe.com.
The balanced chemical equation for the chemical reaction shown in
Reading Check The coefficients in

a balanced chemical equation represent
the number of representative particles
as well as the numbers of moles of
particles. Though they do not directly
indicate anything about the masses of
the reactants or particles, these masses
can be derived from the coefficients by
converting the known mole quantities
to mass.
Figure 11.1 is as follows.
4Fe(s) + 3O 2(g) 2Fe 2O 3(s)

You can interpret this equation in terms of representative particles by
saying that four atoms of iron react with three molecules of oxygen to
produce two formula units of iron(III) oxide. Remember that coefficients in an equation represent not only numbers of individual particles
but also numbers of moles of particles. Therefore, you can also say that
four moles of iron react with three moles of oxygen to produce two
moles of iron(III) oxide.
The chemical equation does not directly tell you anything about the
masses of the reactants and products. However, by converting the
known mole quantities to mass, the mass relationships become obvious.
Recall that moles are converted to mass by multiplying by the molar
mass. The masses of the reactants are as follows.
55.85 g Fe
4 mol Fe _ = 223.4 g Fe
VOCABULARY
WORD ORIGIN
Stoichiometry
comes from the Greek words
stoikheion, which means element,
and metron, which means to
measure
Quick Demo
1 mol Fe
32.00
g O2
3 mol O 2 _ = 96.00 g O 2
1 mol O 2
Quantities of Reactants
The total mass of the reactants is: (223.4 g + 96.00 g) = 319.4 g

Similarly, the mass of the product is calculated as follows:
159.7 g Fe 2O 3
1 mol Fe 2O 3
2 mol Fe 2O 3 __ = 319.4 g
Note that the mass of the reactants equals the mass of the product.
mass of reactants = mass of products
319.4 g = 319.4 g
As predicted by the law of conservation of mass, the total mass of the
reactants equals the mass of the product. The relationships that can be
determined from a balanced chemical equation are summarized in
Table 11.1.
0 PMC11_S1_874637.indd
Reading Check List the types of relationships that can be derived from
the coefficients in a balanced chemical equation.
Chemistry Journal
2
Interpret
Chemical Equations Have
students interpret the following equations

in terms of particles, moles, and mass.
2KClO 3 2KCl + 3O 2
Fe 2O 3 + 3H 2 2Fe + 3H 2O
Have them demonstrate in their journals
that the law of conservation of mass is
observed. OL
1/25/07
4:55:11 PM
Take four 125 mL flasks and four

balloons. To each flask, add
10 mL of 2.0M acetic acid. Mass
out 0.5, 1.0, 2.5, and 5.0 g samples of baking soda on weighing
paper. Ask students what will
happen when the baking soda
is added to the vinegar. A reaction
will take place that releases a gas. Ask
students if all flasks will produce
the same amount of carbon
dioxide. Answers will vary. Place the
baking soda into the acetic acid
in the flasks and quickly cover
the top of each flask with the
balloon. Ask students why all of
the balloons were not the same
size. Each reaction produced a different
amount of carbon dioxide, which
depended on the amount of acetic acid
and baking soda present. BL EL
Section 11.1 Defining Stoichiometry 369
EXAMPLE Problem 11.1
IN-CLASS Example
Question Geologists test for
calcium carbonate in rocks using a

hydrochloric acid solution. Bubbling
indicates the release of carbon dioxide from the limestone according to
the following reaction: CaCO 3 +
2HCl CaCl 2 + H 2O + CO 2
Interpret the equation for this
reaction in terms of representative
particles, moles, and mass. Show that
the law of conservation of mass is
observed.
Rounding
page 952
Analyze the Problem

The coefficients in the balanced chemical equation shown below represent both moles
and representative particles, in this case molecules. Therefore, the equation can be
interpreted in terms of molecules and moles. The law of conservation of mass will be
verified if the masses of the reactants and products are equal.
Known
C 3H 8(g) + 5O 2(g) 3CO 2(g) + 4H 2O(g)
Unknown
Equation interpreted in terms of molecules = ?
Equation interpreted in terms of moles = ?
Equation interpreted in terms of mass = ?
Answer 1 formula unit of CaCO 3 +
2 molecules of HCl 1 formula unit of CaCl 2

+ 1 molecule of H 2O + 1 molecule of CO 2;
1 mol CaCO 3 + 2 mol HCl 1 mol CaCl 2 +
1 mol H 2O + 1 mol CO 2;
100 g CaCO 3 + 75.0 g HCl 113 g CaCl 2 +
18.0 g H 2O + 44.0 g
175 g reactants = 175 g products.
Mass is conserved.
Math Handbook
Interpreting Chemical Equations The combustion of propane (C 3H 8) provides

energy for heating homes, cooking food, and soldering metal parts. Interpret the
equation for the combustion of propane in terms of representative particles,
moles, and mass. Show that the law of conservation of mass is observed.
Solve for the Unknown

The coefficients in the chemical equation indicate the number of molecules.
1 molecule C 3H 8 + 5 molecules O 2 3 molecules CO 2 + 4 molecules H 2O
The coefficients in the chemical equation also indicate the number of moles.
1 mol C 3H 8 + 5 mol O 2 3 mol CO 2 + 4 mol H 2O
To verify that mass is conserved, first convert moles of reactant and product to mass
by multiplying by a conversion factorthe molar massthat relates grams to moles.
grams reactant or product
moles of reactant or product ___ = grams of reactant or product
1 mol reactant or product
PRACTICE Problems
Have students refer to p. 998 for
complete solutions to odd-numbered
problems. The complete solutions for
all problems can be found in the
Solutions Manual.
1. a. 34.062 g reactants = 34.062 g

products
b. 92.566 g reactants = 92.566 g
products
c. 80.608 g reactants = 80.608 g
products
2. a. 2Na(s) + 2H 2O(l) 2NaOH(aq) +
1H 2(g)
82.01 g reactants = 82.01 g products
b. 4Zn(s) + 10HNO 3(aq)
4Zn(NO 3) 2(aq) + 1N 2O(g) + 5H 2O(l)
891.68 g reactants = 891.68 g
products
44.09 g C 3H 8
1 mol C 3H 8 __ = 44.09 g C 3H 8
1 mol C 3H 8
Calculate the mass of the reactant C 3H 8.
32.00 g O 2
5 mol O 2 _ = 160.0 g O 2
Calculate the mass of the reactant O 2.
44.01 g CO 2
3 mol CO 2 _ = 132.0 g CO 2
Calculate the mass of the product CO 2.
18.02 g H 2O
4 mol H 2O _ = 72.08 g H 2O
Calculate the mass of the product H 2O
44.09 g C 3H 8 + 160.0 g O 2 = 204.1 g reactants
Add the masses of the reactants.
132.0 g CO 2 + 72.08 g H 2O = 204.1 g products
Add the masses of the products.
204.1 g reactants = 204.1 g products
The law of conservation of mass is observed.
1 mol O 2
1 mol CO 2
1 mol H 2O
Evaluate the Answer

The sums of the reactants and the products are correctly stated to the first decimal place
because each mass is accurate to the first decimal place. The mass of reactants equals
the mass of products, as predicted by the law of conservation of mass.
Chemistry Project
3
Stoichiometry
in Space Have students
Hearing Impaired Have students view
research the role of lithium hydroxide in

the removal of the carbon dioxide exhaled
by astronauts. Ask them to discuss why the
carbon dioxide must be removed, and how
stoichiometric calculations are used to
minimize the weight of lithium hydroxide
carried into space. Ask advanced students
to perform a rough calculation of the
amount of carbon dioxide exhaled by a
person in a day. OL AL
a video clip of a shuttle launch. Show on

the board that the fuel for the launch is
a mixture of hydrogen and oxygen. Have
students write a paragraph describing what
factors engineers have to consider when
using these fuels. Paragraphs should include such
factors as how much hydrogen is present and how
much oxygen is needed. OL
C11_S1_874637.indd
1/25/07
4:55:14
PRACTICE Problems
Extra Practice Pages 982983 and glencoe.com
1. Interpret the following balanced chemical equations in terms of particles, moles, and
mass. Show that the law of conservation of mass is observed.
a. N 2(g) + 3H 2(g) 2NH 3(g)
b. HCl(aq) + KOH(aq) KCl(aq) + H 2O(l)
c. 2Mg(s) + O 2(g) 2MgO(s)
2. Challenge For each of the following, balance the chemical equation; interpret the
equation in terms of particles, moles, and mass; and show that the law of conservation
of mass is observed.
a. ___Na(s) + ___H 2O(l) ___NaOH(aq) + ___H 2(g)
b. ___Zn(s) + ___HNO 3(aq) ___Zn(NO 3) 2(aq) + ___N 2O(g) + ___H 2O(l)
Mole ratios You have read that the coefficients in a chemical equation indicate the relationships between moles of reactants and products.
You can use the relationships between coefficients to derive conversion
factors called mole ratios. A mole ratio is a ratio between the numbers
of moles of any two of the substances in a balanced chemical equation.
For example, consider the reaction shown in Figure 11.2. In this
reaction, potassium (K) reacts with bromine (Br 2) to form potassium
bromide (KBr). The product of the reaction, the ionic salt potassium
bromide, is prescribed by veterinarians as an antiepileptic medication
for dogs and cats.
Personal Tutor For an online tutorial

on ratios, visit glencoe.com.
What mole ratios can be written for this reaction? Starting with the
reactant potassium, you can write a mole ratio that relates the moles of
potassium to each of the other two substances in the equation. Thus,
one mole ratio relates the moles of potassium used to the moles of bromine used. The other mole ratio relates the moles of potassium used to
the moles of potassium bromide formed.
2 mol KBr
1 mol Br 2
1 mol Br 2
_
and _
2 mol K
2 mol KBr
Similarly, two ratios relate the moles of potassium bromide to the moles
of potassium and bromine.
2 mol KBr
2 mol KBr
_
and _
2 mol K
1 mol Br 2
These six ratios define all the mole relationships in this equation. Each
of the three substances in the equation forms a ratio with the two other
substances.
4 PMC11_S1_874637.indd
Reading Check Identify the source from which a chemical reactions
mole ratios are derived.
Virtual Lab
4
3 Assess
Place a small piece of calcium into a

test tube containing 3.0M HCl. In a
second test tube, collect the hydrogen gas. Demonstrate the presence of
hydrogen in the test tube using a
burning splint. Note the characteristic pop. On the board, write the word
equation for the reaction: calcium
plus hydrochloric acid produces calcium chloride and hydrogen. Ask
students to write the balanced equation. Ca + 2HCl CaCl 2 + H 2 Have students write at least two mole ratios
for the equation. OL
Reteach
2 mol K
2 mol K
_
and _
Two other mole ratios show how the moles of bromine relate to the
moles of the other two substances in the equationpotassium and
potassium bromide.
a balanced equation on a sheet of

paper and give it to another student,
who will write the mole ratios found
in the equation. OL
Check for Understanding
2K(s) +Br 2(l) 2KBr(s)
1 mol Br 2
Assessment
Skill Have each student write
Figure 11.2 Potassium metal and

liquid bromine react vigorously to form
the ionic compound potassium bromide.
Bromine is one of the two elements that
are liquids at room temperature (mercury
is the other). Potassium is a highly reactive
metal.
Pour 10 mL of 0.10M Ba(OH) 2 into

a test tube. Add 10 mL of 0.10M
sulfuric acid. Ask students to write
the equation for the reaction that
occurs and all the possible mole
ratios. Ba(OH) 2 + H 2SO 4 BaSO 4 + 2H 2O
OL
Extension
Ask students to explain how mole
ratios derived from a balanced
chemical equation can be used to
relate the masses of reactants and
products in a reaction. Because molar
quantities are related to mass by Avogadros
number, mole ratios can be converted to mass
ratios. OL
Reading Check A chemical

reactions
mole ratios are derived from the
GLENCOE Technology
relationships between coefficients in a bal1/25/07
4:55:17 PM
anced chemical equation. A mole ratio is a
Virtual Labs CD-ROM
ratio between the numbers of moles of any
Chemistry: Matter and Change
two substances in the equation.
Exploration: Predicting Mass of Products
CD-ROM How Much Oxygen is Available?
Section 11.1 Defining Stoichiometry 371
PRACTICE Problems
PRACTICE Problems
3. Determine all possible mole ratios for the following balanced chemical
equations.

Solutions Manual.
4 mol Al 3 mol O 2 2 mol Al 2 O 3
3. a. __ __ __
3 mol O 2 2 mol Al 2O 3 4 mol Al
2 mol Al 2O 3 __
3 mol O 2 __
4 mol Al
__
4 mol Al 3 mol O 2 2 mol Al 2O 3
b.
a. 4Al(s) + 3O 2(g) 2Al 2O 3(s)

b. 3Fe(s) + 4H 2O(l) Fe 3O 4(s) + 4H 2(g)
c. 2HgO(s) 2Hg(l) + O 2(g)
4. Challenge Balance the following equations, and determine the
possible mole ratios.
a. ZnO(s) + HCl(aq) ZnCl 2(aq) + H 2O(l)
b. butane (C 4H 10) + oxygen carbon dioxide + water
The decomposition of potassium chlorate (KClO 3) is sometimes

used to obtain small amounts of oxygen in the laboratory.
3 mol Fe
3 mol Fe __
3 mol Fe __
__
4 mol H 2O 4 mol H 2 1 mol Fe 3O 4

1 mol Fe 3O 4
4 mol H 2 __
4 mol H 2O __
__
3 mol Fe 3 mol Fe 3 mol Fe
1 mol Fe 3O 4 __
1__
mol Fe 3O 4 __
4 mol H 2O
4 mol H 2 4 mol H 2O 4 mol H 2
4 mol H 2
4 mol H 2O __
4 mol H 2 __
__
1 mol Fe 3O 4 1 mol Fe 3O 4 4 mol H 2O
2__
mol HgO __
1 mol O 2
1 mol O 2 __
c.
2 mol Hg 2 mol Hg 2 mol HgO
2 mol HgO
2 mol Hg __
2 mol Hg __
__
2 mol HgO 1 mol O 2 1 mol O 2
2KClO 3(s) 2KCl(s) + 3O 2(g)
VOCABULARY
The mole ratios that can be written for this reaction are as follows.
ACADEMIC VOCABULARY
2 mol KClO 3
2 mol KClO
_
and _3
Derive
2 mol KCl
to obtain from a specified source

The researcher was able to derive
the meaning of the illustration
from ancient texts.
2 mol HCl 1 mol ZnCl 2 1 mol H 2O

2 mol HCl
2 mol HCl __
2 mol HCl __
__
1 mol ZnO 1 mol ZnCl 2 1 mol H 2O
1 mol ZnCl 2
1 mol ZnCl 2 __
1 mol ZnCl 2 __
__
1 mol ZnO 2 mol HCl 1 mol H 2O
1 mol H 2O
1 mol H 2O __
1 mol H 2O __
__
1 mol ZnO 2 mol HCl 1 mol ZnCl 2
b. 2C 4H 10 + 13O 2 8CO 2 + 10H 2O
2 mol C 4H 10 __
2 mol C 4H 10
2 mol C 4H 10 __
__
13 mol O 2 8 mol CO 2 10 mol H 2O
8 mol CO 2 __
10 mol H 2O
13
mol O 2 __
__
2 mol C 4H 10 2 mol C 4H 10 2 mol C 4H 10
10 mol H 2O __
8 mol CO 2
10 mol H 2O __
__
13 mol O 2 8 mol CO 2 13 mol O 2
8 mol CO 2 __
13 mol O 2
13 mol O 2 __
__
10 mol H 2O 10 mol H 2O 8 mol CO 2
Section 11.1
3 mol O 2
3 mol O 2
_
and _
2 mol KClO 3
2 mol KCl
Note that the number of mole ratios you can write for a chemical
reaction involving a total of n substances is (n)(n1). Thus, for reactions
involving four and five substances, you can write 12 and 20 moles ratios,
respectively.
Four substances: (4)(3) = 12 mole ratios
Five substances: (5)(4) = 20 mole ratios
Section 11.1
Assessment
MAIN Idea Compare the mass of the reactants and the mass of the products
in a chemical reaction, and explain how these masses are related.
Section Summary
5.
Balanced chemical equations can be

interpreted in terms of moles, mass,
and representative particles (atoms,
molecules, formula units).
6. State how many mole ratios can be written for a chemical reaction involving
three substances.
The law of conservation of mass

applies to all chemical reactions.
Mole ratios are derived from the coefficients of a balanced chemical equation. Each mole ratio relates the
number of moles of one reactant or
product to the number of moles of
another reactant or product in the
chemical reaction.
C11_S1_874637.indd
7. Categorize the ways in which a balanced chemical equation can be interpreted.

8. Apply The general form of a chemical reaction is xA + y B zAB. In the equation, A and B are elements, and x, y, and z are coefficients. State the mole ratios
for this reaction.
9. Apply Hydrogen peroxide (H 2O 2) decomposes to produce water and oxygen.
Write a balanced chemical equation for this reaction, and determine the possible
mole ratios.
10. Model Write the mole ratios for the reaction of hydrogen gas and oxygen gas,
2H 2(g) + O 2(g) 2H 2O. Make a sketch of six hydrogen molecules reacting with
the correct number of oxygen molecules. Show the water molecules produced.
1/25/07
Assessment
5. The coefficients in the balanced equation indicate the molar relationship

between each pair of reactants and products.
6. (3)(2) = 6 ratios
7. particles (atoms, molecules, formula units), moles, and mass
8. xA/yB and xA/zAB, yB/xA and yB/zAB, zAB/xA and zAB/yB
372
3 mol O 2
2 mol KCl
2 mol KCl
_
and _
2 mol KClO 3
3 mol O 2
4. a. ZnO + 2HCl ZnCl 2 + H 2O

1 mol ZnO __
1 mol ZnO __
1 mol ZnO
__
Extra Practice Page 983 and glencoe.com
9. 2H 2O 2 2H 2O + O 2
2 mol H 2O 2/2 mol H 2O, 2 mol H 2O 2/1 mol O 2, 2 mol H 2O/2 mol H 2O 2,
2 mol H 2O/1 mol O 2, 1 mol O 2/2 mol H 2O 2, 1 mol O 2/2 mol H 2O
10. 2H 2/O 2 and 2H 2/2H 2O, O 2/2H 2 and O 2/2H 2O, 2H 2O/2H 2 and 2H 2O/O 2
Student sketches should show six hydrogen molecules reacting with three
oxygen molecules to form six water molecules.
Self-Check Quiz glencoe.com
4:55:19
Section 11.2
Objectives
Stoichiometric Calculations
List the sequence of steps used in

solving stoichiometric problems.
Solve stoichiometric problems.
MAIN Idea The solution to every stoichiometric problem requires a

Review Vocabulary
Real-World Reading Link Baking requires accurate measurements. That is
chemical reaction: a process in

which the atoms of one or more
substances are rearranged to form
different substances
Using Stoichiometry
why it is necessary to follow a recipe when baking cookies from scratch. If you
need to make more cookies than a recipe yields, what must you do?
What tools are needed to perform stoichiometric calculations? All stoichiometric calculations begin with a balanced chemical equation. Mole
ratios based on the balanced chemical equation are needed, as well as
mass-to-mole conversions.
Stoichiometric mole-to-mole conversion The vigorous reaction between potassium and water is shown in Figure 11.3. The balanced
chemical equation is as follows.
2K(s) + 2H 2O(l) 2KOH(aq) + H 2(g)
&/,$!",%3
Incorporate information
from this section into
your Foldable.
From the balanced equation, you know that two moles of potassium
yields one mole of hydrogen. But how much hydrogen is produced if
only 0.0400 mol of potassium is used? To answer this question, identify
the given, or known, substance and the substance that you need to
determine. The given substance is 0.0400 mol of potassium. The
unknown is the number of moles of hydrogen. Because the given substance is in moles and the unknown substance to be determined is also
in moles, this problem involves a mole-to-mole conversion.
To solve the problem, you need to know how the unknown moles of
hydrogen are related to the known moles of potassium. In Section 11.1,
you learned to derive mole ratios from the balanced chemical equation.
Mole ratios are used as conversion factors to convert the known number
of moles of one substance to the unknown number of moles of another
substance in the same reaction. Several mole ratios can be written from
the equation, but how do you choose the correct one?
Figure 11.3 Potassium
metal reacts vigorously with
water, releasing so much heat
that the hydrogen gas formed
in the reaction catches fire.
Section 11.2
1 Focus
Focus Transparency

MAIN Idea
Adjust for Quantitative
Differences A recipe for a banana
split calls for four ingredients, each

in a particular quantity: one banana,
two scoops of ice cream, 50 mL of
chocolate syrup and 50 mL of
strawberry syrup. Write the
ingredients on the board in the form
of a chemical equation:
__banana + __ice cream + __
chocolate syrup + __strawberry
syrup __banana split. Then,
balance the equation by giving the
quantities: banana + 2 ice cream +
50 chocolate syrup + 50 strawberry
syrup 1 banana split.
Ask students what is needed to make
five banana splits following the same
recipe. 5 bananas, 10 scoops of ice cream,
250 mL of chocolate syrup, and 250 mL of
strawberry syrup. BL OL
2 Teach
Concept Development
Using Moles Point out to students
that moles are always involved when

solving stoichiometry problems.
Remind them that the mole ratio is
needed to convert from one substance in the balanced equation to
another substance. If they are in
doubt about how to proceed in
solving a problem, remind them
to go to moles first. OL
Chemistry Project
C11_S2_874637.indd
1
Soap
Making Soap making is a multistep
process involving several chemical reactions. Have students research the process,
identify the compounds and substances
involved, and summarize the basic reactions. In particular, have students write a
balanced chemical equation for a reaction
used to produce lye. From the equation,
ask them to write all of the mole ratios. AL
1/25/07
4:56:33 PM
&/,$!",%3
Section 11.2 Stoichiometric Calculations
373
As shown below, the correct mole ratio, 1 mol H 2 to 2 mol K, has

moles of unknown in the numerator and moles of known in the denominator. Using this mole ratio converts the moles of potassium to the
unknown number of moles of hydrogen.
Quick Demo
moles of unknown
= moles of unknown
moles of known __
Varying Reactant Ratios
moles of known
1 mol H
2 mol K
0.0400 mol K _2 = 0.0200 mol H 2

The following Example Problems show mole-to-mole, mole-to-mass,
and mass-to-mass stoichiometry problems. The process used to solve
these problems is outlined in the Problem-Solving Strategy below.
Problem-Solving Strategy
Mastering Stoichiometry
The flowchart below outlines the steps used to solve mole-to-mole,

mole-to-mass, and mass-to-mass stoichiometric problems.
1. Complete Step 1 by writing the balanced chemical equation
for the reaction.
2. To determine where to start your calculations, note the unit
of the given substance.
If mass (in grams) of the given substance is the starting
unit, begin your calculations with Step 2.
If amount (in moles) of the given substance is the
starting unit, skip Step 2 and begin your calculations
with Step 3.
374
If the answer must be in moles, stop after

completing Step 3.
If the answer must be in grams, stop after
completing Step 4.
Apply the Strategy

Apply the Problem-Solving Strategy to Example Problems 11.2, 11.3,
and 11.4.
Step 1
Start with a balanced equation.
Interpret the equation in terms of moles.
Mass of given substance
no direct conversion
Mass of unknown substance

number of grams
1mol
Step 2
Convert from grams
to moles of the
given substance. Use
the inverse of the
molar mass as the
conversion factor.
moles of unknown
moles of given
Step 4
Convert from
moles of unknown
to grams of
unknown. Use the
molar mass as the
conversion factor.
Step 3
Assessment
Knowledge Have students

consider the reaction of 2.50 mol
calcium hydride with excess water
according to this equation.
CaH 2 + 2H 2O Ca(OH) 2 + 2H 2
Ask the following questions: What
mass of calcium hydroxide will be
produced? 185 g What mass of water
is needed? 90.1 g What mass of
hydrogen is produced? 10.1 g What
is the mass of 2.50 mol calcium
hydride? 105 g Have students verify
the law of conservation of mass.
105 g CaH 2 + 90.1 g H 2O = 185 g Ca(OH) 2
+ 10.1 g H 2 OL
3. The end point of the calculation depends on

the desired unit of the unknown substance.
1mol
number of grams
Punch a small hole in the center

of the bottom of a potato chip or
tennis ball can. Punch another
hole in the side of the can an
inch from the top. Tape a wood
splint to a meter stick. Place the
lid on the can and purge the can
with hydrogen from a tank of
hydrogen using the hole near
the lid. Then, fill the can with
hydrogen. Place tape over each
hole. Place the closed can with
its lid on the floor. Quickly
remove the tape from both
openings and light the top
opening with the burning splint.
Hydrogen will burn quietly with
a blue flame. After several
minutes, the hydrogen and
oxygen mixture will ignite and
the can will launch into the air.
Ask students why, at first, the
hydrogen burned only at the
opening of the can. There was no
oxygen in the can, so hydrogen could
combine with oxygen only at the
opening. Ask why the hydrogen
burned quietly, not explosively.
There was only a limited amount of
hydrogen in a large amount of air. Ask
why the can exploded after a
time. Oxygen was pulled into the can.
OL EL
Moles of given substance
Convert from moles of the given substance

to moles of the unknown substance. Use the
appropriate mole ratio from the balanced
chemical equation as the conversion factor.
Moles of unknown substance
2
Below Level
Stress the importance of solving stoichiometric problems step by step
C11_S2_874637.indd
and understanding the reason for each step. Ask students why the balanced chemical
equation is important. It determines the mole ratios. Give them an equation, and ask them
to explain how they would convert from moles of one substance to moles of another
substance in the same equation. Use the mole ratio: moles of unknown substance divided by moles
of known substance. This might be a point of confusion. Have students write a mole ratio
on one side of an index card and the inverse of the same ratio on the other side. As
they solve a problem, they can look at the index card to determine which ratio gives
the correct unit for the answer. BL
1/25/07
4:56:41
IN-CLASS Example
Mole-to-Mole Stoichiometry One disadvantage of burning

propane (C 3H 8) is that carbon dioxide (CO 2) is one of the products.
The released carbon dioxide increases the concentration of CO 2
in the atmosphere. How many moles of CO 2 is produced when
10.0 mol of C 3H 8 is burned in excess oxygen in a gas grill?
1
Analyze the Problem

You are given moles of the reactant, C 3H 8 and must find the moles of
the product, CO 2. First write the balanced chemical equation, then
convert from moles of C 3H 8 to moles of CO 2. The correct mole ratio
has moles of unknown substance in the numerator and moles of
known substance in the denominator.
Known
moles C 3H 8 = 10.0 mol C 3H 8
Real-World Chemistry
Outdoor Cooking
Math Handbook
Ratios
page 964
Unknown
moles CO 2 = ? mol CO 2
2
Question Butane, C 4H 10, is the gas

burned in disposable lighters. How
many moles of oxygen are needed to
burn 5.0 mol of butane in a lighter to
produce carbon dioxide and water?
Answer
2 C 4H 10 + 13 O 2 8 CO 2 + 10 H 2O
13 mol O 2
__
2 mol C 4H 10
13 mol O 2
5.0 mol C 4H 10 __
2 mol C 4H 10
= 32.5 mol O 2
Write the balanced chemical equation for the combustion of C 3H 8.

Use the correct mole ratio to convert moles of known (C 3H 8) to
moles of unknown (CO 2).
PRACTICE Problems
10.0 mol
? mol
C 3H 8(g) + 5O 2(g) 3CO 2(g) + 4H 2O(g)

Solutions Manual.
3 mol CO 2
Mole ratio: _
1 mol C 3H 8
3 mol CO 2
10.0 mol C 3H 8 _
= 30.0 mol CO 2
1 mol C 3H 8
Burning 10.0 moles of C 3H 8 produces 30.0 moles CO 2.

3
Evaluate the Answer

Because the given number of moles has three significant figures, the
answer also has three figures. The balanced chemical equation indicates that 1 mol of C 3H 8 produces 3 mol of CO 2. Thus, 10.0 mol of C 3H 8
produces three times as many moles of CO 2, or 30.0 mol.
PRACTICE Problems
Gas Grills Using outdoor grills is

a popular way to cook. Gas grills
burn either natural gas or propane
that is mixed with air. The initial
spark is provided by a grill starter.
Propane is more commonly used
for fuel because it can be supplied
in liquid form in a portable tank.
Combustion of liquid propane
also releases more energy than
natural gas.
11. a. 2CH 4(g) + S 8(s) 2CS 2(l) +

4H 2S(g)
2 mol CS 2
b. 1.50 mol S 8 __
1 mol S 8
= 3.00 mol CS 2
4 mol H 2S
c. 1.50 mol S 8 __
1 mol S 8
= 6.00 mol H 2S
12. a. 2SO 2(g) + O 2(g) + 2H 2O(l)
2H 2SO 4(aq)
2 mol H 2SO 4
b. 12.5 mol SO 2 __
2 mol SO 2
= 12.5 mol H 2SO 4 produced
1 mol O 2
c. 12.5 mol SO 2 __
2 mol SO 2
= 6.25 mol O 2 needed
11. Methane and sulfur react to produce carbon disulfide (CS 2), a liquid
often used in the production of cellophane.
___CH 4(g) + ___S 8(s) ___CS 2(l) + ___H 2S(g)
a. Balance the equation.
b. Calculate the moles of CS 2 produced when 1.50 mol S 8 is used.
c. How many moles of H 2S is produced?
12. Challenge Sulfuric acid ( H 2SO 4) is formed when sulfur dioxide (SO 2)
reacts with oxygen and water.
a. Write the balanced chemical equation for the reaction.
b. How many moles of H 2SO 4 is produced from 12.5 moles of SO 2?
c. How many moles of O 2 are needed?
1 PMC11_S2_874637.indd
Chemistry Journal
3
How much acid is neutralized? Have students find the active ingredients on the
1/25/07
4:56:44 PM
label of a container of antacid tablets and identify the compound that neutralizes
stomach acid. Have them note the recommended dosage and the amount of the neutralizing ingredient per tablet. Ask students to determine the mass of the active ingredient per dose. If the active ingredient is a metal hydroxide, the hydroxide reacts with
HCl to produce a metal chloride and water. If the active ingredient is a metal carbonate, the products are a metal chloride, carbon dioxide, and water. Have students write
the equation of the reaction of the antacid. Using the mass of the active ingredient per
dose, have them determine the mass of hydrochloric acid neutralized per dose. OL
375
Stoichiometric mole-to-mass conversion Now, suppose you

know the number of moles of a reactant or product in a reaction and
you want to calculate the mass of another product or reactant. This is an
example of a mole-to-mass conversion.
IN-CLASS Example
Question What is the mass
of hydrogen produced when a

0.200 mol sample of sodium reacts
with an excess of water to produce
hydrogen and sodium hydroxide?
Answer
2 Na + 2 H2O 2 NaOH + H2
1 mol H 2
__
2 mol Na
1 mol H 2
0.200 mol Na __
2 mol Na
= 0.100 mol H2
2.016 g H 2
0.100 mol H 2 __
1 mol H 2
= 0.202 g H 2 will be produced
13. 88.6 g Cl 2
14. a. 177 g Cl 2
b. 15.0 g C
c. 292 g
15. 64.64 g N 2
16. 2SO 2(g) + O 2(g) + 2H 2O(l)
2H 2SO 4(aq); 3.83 g H 2SO 4
Calculations with
Significant Figures
pages 952953
Analyze the Problem

You are given the moles of the reactant, Cl 2, and must determine the mass of the product,
NaCl. You must convert from moles of Cl 2 to moles of NaCl using the mole ratio from the
equation. Then, you need to convert moles of NaCl to grams of NaCl using the molar mass
as the conversion factor.
Known
moles of chlorine = 1.25 mol Cl 2
Unknown
mass of sodium chloride = ? g NaCl

1.25 mol
?g
2Na(s) + Cl 2(g) 2NaCl(s)
Write the balanced chemical equation, and

identify the known and the unknown values.
2 mol NaCl
Mole ratio: _
1 mol Cl 2
PRACTICE Problems
Solutions Manual.
Math Handbook
Mole-to-Mass Stoichiometry Determine the mass of sodium chloride (NaCl),

commonly called table salt, produced when 1.25 mol of chlorine gas (Cl 2) reacts
vigorously with excess sodium.
2 mol NaCl
1.25 mol Cl 2 _ = 2.50 mol NaCl
Multiply moles of Cl 2 by the mole ratio to get moles of NaCl.
58.44 g NaCl
2.50 mol NaCl _ = 146 g NaCl
Multiply moles of NaCl by the molar mass to get grams of NaCl.
1 mol Cl 2
1 mol NaCl
Evaluate the Answer

Because the given number of moles has three significant figures, the mass of NaCl also
has three. To quickly assess whether the calculated mass value for NaCl is correct,
perform the calculations in reverse: divide the mass of NaCl by the molar mass of NaCl,
and then divide the result by 2. You will obtain the given number of moles of Cl 2.
PRACTICE Problems
13. Sodium chloride is decomposed into the elements sodium and chlorine
by means of electrical energy. How much chlorine gas, in grams, is obtained
from the
process
diagrammed at right?
See
Overset
14. Challenge Titanium is a transition metal used in many alloys because
it is extremely strong and lightweight. Titanium tetrachloride ( TiCl 4) is
extracted from titanium oxide ( TiO 2) using chlorine and coke (carbon).
Electric
energy
NaCl
2.50 mol
Na
Cl2 ? g
TiO 2(s) + C(s) + 2Cl 2(g) TiCl 4(s) + CO 2(g)

a. What mass of Cl 2 gas is needed to react with 1.25 mol of TiO 2?
b. What mass of C is needed to react with 1.25 mol of TiO 2?
c. What is the mass of all of the products formed by reaction with 1.25 mol of TiO 2?
Cultural Diversity
4
Stoichiometry
in Soap Making Soap
making dates to 2800 b.c. in Babylonia.
During the 17th century, soap was a luxury
item for the wealthy. However, as materials
became more readily available, soap was
made in almost every household. Crude stoichiometric techniques were used by all early
soap-making cultures. Soap making requires
three steps, making lye, rendering (or cleaning) fat, and then heating the lye-fat mixture.
Sodium chloride was added to make the soap
C11_S2_874637.indd
376
hard. Scents were also added, and the soap

was rolled into balls or cut into bars to be
stored. Deer fat, whale blubber, tallow, and
olive oil have been used as sources of fat in
soap depending upon which was available
in the area. Countries bordering the
Mediterranean Sea used the ashes of local
shrubs instead of potash (K 2CO 3). Ashes
from these plants are rich in sodium carbonate, and were a valuable trade item called
barilla.
1/25/07
4:57:00
Stoichiometric mass-to-mass conversion If you were preparing to carry out a chemical reaction in the laboratory, you would need
to know how much of each reactant to use in order to produce the mass
of product you required. Example Problem 11.4 demonstrates how you
can use a measured mass of the known substance, the balanced chemical equation, and mole ratios from the equation to find the mass of the
unknown substance. The ChemLab at the end of this chapter will provide you with laboratory experience in determining a mole ratio.
IN-CLASS Example
Math Handbook
Mass-to-Mass Stoichiometry Ammonium nitrate (NH 4NO 3), an important

fertilizer, produces dinitrogen oxide (N 2O) gas and H 2O when it decomposes.
Determine the mass of H 2O produced from the decomposition of 25.0 g of
solid NH 4NO 3.
1
Dimensional Analysis
page 956
You are given a description of the chemical reaction and the mass of the reactant.
You need to write the balanced chemical equation and convert the known mass of the
reactant to moles of the reactant. Then, use a mole ratio to relate moles of the reactant to
moles of the product. Finally, use the molar mass to convert from moles of the product to
the mass of the product.
Unknown
mass of water = ? g H 2O

25.0 g
?g
NH 4NO 3(s) N 2O(g) + 2H 2O(g)
1 mol NH 4NO 3
25.0 g NH 4NO 3 __ = 0.312 mol NH 4NO 3
80.04 g NH 4NO 3

identify the known and unknown values.
Multiply grams of NH 4NO 3 by the inverse of
molar mass to get moles of NH 4NO 3.
1 mol NH 4NO 3
2 mol H 2
0.312 mol NH 4NO 3 __
= 0.624 mol H 2O
Multiply moles of NH 4NO 3 by the mole ratio

to get moles of H 2O.
18.02 g H 2O
0.624 mol H 2O _ = 11.2 g H 2O
Multiply moles of H 2O by the molar mass to

get grams of H 2O.
1 mol H 2O
Evaluate the Answer

The number of significant figures in the answer, three, is determined by the given moles of
NH 4NO 3. To verify that the mass of H 2O is correct, perform the calculations in reverse.
PRACTICE Problems
0 PMC11_S2_874637.indd
Write the balanced equation for the

reaction between iron and sulfur on
the board: 16Fe + 3S 8 8Fe 2S 3.
Have students determine the mass of
iron(III) sulfide produced if 7.00 g
of iron is used. 13.0 g Fe 2S 3 OL
Reteach
15. One of the reactions used to inflate automobile air bags involves
sodium azide (NaN 3): 2NaN 3(s) 2Na(s) + 3N 2(g). Determine the
mass of N 2 produced from the decomposition of NaN 3 shown at right.
16. Challenge In the formation of acid rain, sulfur dioxide (SO 2 ) reacts with
oxygen and water in the air to form sulfuric acid ( H 2SO 4). Write the
balanced chemical equation for the reaction. If 2.50 g of SO 2 reacts with
excess oxygen and water, how much H 2SO 4, in grams, is produced?
Video Lab
3 Assess
2 mol H2O
Mole ratio: __
1 mol NH 4NO 3
Answer 2 N 2H 4 + N 2O 4 3 N 2 + 4 H 2O
1 mol N 2H 4
200. g N 2H 4 __
32.05 g N 2H 4
= 6.24 mol N 2H 4
4 mol H 2O
6.24 mol N 2H 4 __
2 mol N 2H 4
= 12.5 mol H 2O
18.02 g H 2O
12.5 mol H 2O __
1 mol H 2O
= 225 g H 2O
Analyze the Problem
Known
mass of ammonium nitrate = 25.0 g NH 4NO 3
Question The Titan rocket uses a

combination of hydrazine, N 2H 4, and
dinitrogen tetroxide, N 2O 4 as rocket
fuel according to the reaction:
2N 2H 4 + N 2O 4 3N 2 + 4H 2O
If 200 g of hydrazine is used, how
many grams of nitrogen is produced?
N2 gas
100.0 g NaN3 ? g N2(g)
Write this equation on the board:

6CO 2 + 6H 2O C 6H 12O 6 + 6O 2.
Ask students how many grams of
glucose form when 88.0 g of CO 2
reacts? Before they pick up their
pencils and calculators, have them
verbalize each step in the solution
and explain why each step is needed.
Once they can explain each step,
they will be able to solve the problem. 60.0 g C 6H 12O 6 OL
The ChemLab located at

the end of the chapter can be used at this point Extension
1/25/07
4:57:04 PM
in the lesson.
Give students groups a stoichiometric problem to solve. Ask them to
illustrate the solution using a poster
similar to the Problem-Solving
Strategy graphic on p. 374. OL
DVD Stoichiometry
377
See the MiniLab worksheet in your

FAST FILE.

Purpose Predict the mass of a
product and compare it with the
experimental mass.
Apply Stoichiometry
5. Set up a ring stand with a ring and clay triangle
How much sodium carbonate (Na 2CO 3) is produced when baking soda decomposes? Baking
6. Heat the crucible with a Bunsen burner, slowly
soda is used in many baking recipes because it

makes batter rise, which results in a light and fluffy
texture. This occurs because baking soda, sodium
hydrogen carbonate (NaHCO 3), decomposes upon
heating to form carbon dioxide gas according to
the following equation.
2NaHCO 3 Na 2CO 3 + CO 2 + H 2O
Process Skills collect and
interpret data, predict, use numbers
Procedure

2. Create
a data table to record your experimental
Set Overset
safety forms before beginning. Warn

students about the hot crucible.
Disposal The sodium carbonate
product can be placed in the trash.
Teaching Strategies
Have students calculate the final

mass of the product before starting
for heating the crucible.
data and observation.

3. Use a balance to measure the mass of a clean,
dry crucible. Add about 3.0 g of sodium hydrogen carbonate (NaHCO 3), and measure the
combined mass of the crucible and NaHCO 3.
Record both masses in your data table, and
calculate the mass of the NaHCO 3.
4. Use this starting mass of NaHCO 3 and the balanced chemical equation to calculate the mass
of NaHCO 3 that will be produced.
at first and then with a stronger flame, for

78 min. Record your observations during the
heating.
7. Turn off the burner, and use crucible tongs to
remove the hot crucible.
WARNING: Do not touch the hot crucible with your
hands.
8. Allow the crucible to cool, and then measure
the mass of the crucible and NaHCO 3.
Analysis
1. Describe what you observed during the heating

of the baking soda.
2. Compare your calculated mass of NaHCO 3

with the actual mass you obtained from the
experiment.
3. Calculate Assume that the mass of Na 2HCO 3
that you calculated in Step 4 is the accepted
value for the mass of product that will form.
Calculate the error and percent error associated
with the experimentally measured mass.
4. Identify sources of error in the procedure that
led to errors calculated in Question 3.
Expected Results 3.12 g of baking
soda yields about 1.90 g Na 2CO 3

Analysis
1. During heating, the product initially
looked wet and bubbles appeared. In
time, the product dried out.
2. The two masses should be similar.
3. Assuming accepted and actual values are
1.97 g and 1.90 g, respectively; error =
0.07 g; % error = 3.55%.
4. errors from each mass measurement,
weight of moisture absorbed by crucible
OL
Section 11.2
Assessment
17.
Chemists use stoichiometric calculations to predict the amounts of

reactants used and products formed
in specific reactions.
18. List the four steps used in solving stoichiometric problems.
The first step in solving stoichiometric

problems is writing the balanced
chemical equation.
20. Apply How can you determine the mass of liquid bromine (Br 2) needed to react
completely with a given mass of magnesium?
Mole ratios derived from the

balanced chemical equation are
used in stoichiometric calculations.
Stoichiometric problems make use of
mole ratios to convert between mass
and moles.

the LabManager
CD-ROM.
Section 11.2
19. Describe how a mole ratio is correctly expressed when it is used to solve a
stoichiometric problem.
21. Calculate Hydrogen reacts with excess nitrogen as follows:

N 2(g) + 3H 2(g) 2NH 3(g)
If 2.70 g of H 2 reacts, how many grams of NH 3 is formed?
22. Design a concept map for the following reaction.
CaCO 3(s) + 2HCl(aq) CaCl 2(aq) + H 2O(l) + CO 2(g)
The concept map should explain how to determine the mass of CaCl 2 produced
from a given mass of HCl.
Assessment
C11_S2_874637.indd
17. The coefficients in the balanced equation indicate the molar relationship
between each pair of reactants and products.
18. balance the equation; convert the mass of the known substance to moles of
known substance; use the mole ratio to convert from moles of the known to
moles of the unknown; convert moles of unknown to mass of the unknown
19. moles of unknown/moles of known
378
MAIN Idea Explain why a balanced chemical equation is needed to solve a

stoichiometric problem.
Section Summary
1/25/07
20. Write a balanced equation. Convert the given mass of Mg to moles. Use the
mole ratio from the balanced equation to convert moles of Mg to moles of
Br. Convert from moles of Br to mass of Br.
21. 15.2 g NH 3
22. Concept maps will vary, but all should show the use of these conversion
factors: the inverse of molar mass, the mole ratio, the molar mass.
4:57:06
Section 1 1.3
Objectives
Identify the limiting reactant in a
chemical equation.
Identify the excess reactant, and
calculate the amount remaining after
the reaction is complete.
Calculate the mass of a product
when the amounts of more than one
reactant are given.
Review Vocabulary
molar mass: the mass in grams of
one mole of any pure substance
New Vocabulary
limiting reactant
excess reactant
Section 11.3
1 Focus
Limiting Reactants
MAIN Idea A chemical reaction stops when one of the reactants
is used up.
Real-World Reading Link If there are more boys than girls at a school dance,
some boys will be left without dance partners. The situation is much the same for
the reactants in a chemical reactionexcess reactants cannot participate.
Focus Transparency

Why do reactions stop?

Rarely in nature are the reactants present in the exact ratios specified by
the balanced chemical equation. Generally, one or more reactants are in
excess and the reaction proceeds until all of one reactant is used up.
When a reaction is carried out in the laboratory, the same principle
applies. Usually, one or more of the reactants are in excess, while one is
limited. The amount of product depends on the reactant that is limited.
Limiting and excess reactants Recall the reaction from the
Launch Lab. After the colorless solution formed, adding more sodium
hydrogen sulfite had no effect because there was no more potassium
permanganate available to react with it. Potassium permanganate was a
limiting reactant. As the name implies, the limiting reactant limits the
extent of the reaction and, thereby, determines the amount of product
formed. A portion of all the other reactants remains after the reaction
stops. Reactants leftover when a reaction stops are excess reactants.
To help you understand limiting and excess reactants, consider the
analogy in Figure 11.4. From the available tools, four complete sets
consisting of a pair of pliers, a hammer, and two screwdrivers can be
assembled. The number of sets is limited by the number of available
hammers. Pliers and screwdrivers remain in excess.
MAIN Idea
Limited Reactants Refer students
to the Launch Lab and ask what happened to the potassium permanganate. The solution turned from purple to
colorless. How much sodium hydrogen
sulfite was added before the color
change occurred? Answers will vary. It
should be around 8 mL of NaHSO 3 added to
change the color. Ask students what
happened if they added another drop
of sodium hydrogen sulfite. Nothing,
the solution remained colorless. Ask if they
can explain why that was the case.
All the potassium permanganate had reacted,
and there was no more to react with the additional drop. OL
Figure 11.4 Each tool set must have one hammer, so only four sets can be assembled.
Interpret How many more hammers are required to complete a fifth set?
2 Teach
Available tools
Quick Demo
Sets of tools
Set 1
Set 2
Set 3
Set 4
Extra tools
Chemistry Journal
C11_S3_874637.indd
1
Stoichiometric
Steps In their
chemistry journals, have students write

the heading Steps in Solving Limiting
Reactant Stoichiometric Problems. As they
study section 11.3, have students list the
steps needed for calculating the amounts
of products formed when the masses of
all reactants are given. Students should
explain the purpose for each step. OL
1/25/07
5:00:04 PM
Adding Reactants Using a

straw, exhale into a test tube of
limewater. Explain that the limewater becomes cloudy because
insoluble calcium carbonate is
formed. Write the equation for
the reaction on the board or
project the image: CO 2(g) +
CaO(aq) CaCO 3(s). Ask students to determine the mass of
calcium carbonate that would be
produced if you exhaled 0.0900
mol CO 2 into the test tube. 9.00 g
CaCO 3 OL
Caption Question Fig. 11.4
one additional hammer is needed BL EL
Section 11.3 Limiting Reactants
379
Reading Check six molecules
Identify
Misconceptions
Students often have difficulty
determining the limiting reactant
when given the mass of more than
one reactant.
Uncover the Misconception
Ask how much magnesium oxide
is produced when 48.6 g of magnesium reacts with 64.0 g of
oxygen according to this equation:
2Mg + O 2 2MgO. Have
students determine the moles of
each of the reactants given in the
problem. 2.00 mol Mg, 2.00 mol O 2 Ask
which is the limiting reactant. Mg
Ask what is the mass of
magnesium oxide produced. 80.6 g
Demonstrate the Concept
Use nuts and bolts to represent
moles of atoms. Represent 2 mol
of Mg using two bolts and 2 mol
of O 2 using four nuts. Have students identify the mole ratio
between O 2 molecules and Mg
atoms. 1 mol O 2 molecules/2 mol Mg
atoms, or 2 nuts/2 bolts Ask what is in
excess. 1 mol O 2 , or 2 nuts Represent
1 mol of MgO using one bolt and
one nut. Ask how many MgO formula units can be formed. 2 units of
1 nut and 1 bolt with 2 nuts left over
Assess New Knowledge
Give students this problem. A
54.0-g sample of aluminum reacts
with 508 g of iodine according to
this equation: 2Al + 3I 2 2AlI 3.
Have them determine the number
of moles of each reactant. 2.00 mol
Al, 2.00 mol I 2 Ask which is the
limiting reactant. I 2 Ask how
many moles of AlI 3 are formed.
1.33 mol OL BL EL
Before Reaction
After Reaction
Three nitrogen molecules

(six nitrogen atoms)
Three hydrogen molecules

(six hydrogen atoms)
Two ammonia molecules

(two nitrogen atoms, six hydrogen atoms)
Two nitrogen molecules

(four nitrogen atoms)
Figure 11.5 If you check all the atoms present before and after the reaction, you will find that
some of the nitrogen molecules are unchanged. These nitrogen molecules are the excess reactant.
Interactive Figure To see an animation

of limiting reactants, visit glencoe.com.
Figure 11.6 Natural rubber, which

is soft and very sticky, is hardened in
a chemical process called vulcanization.
During vulcanization, molecules become
linked together, forming a durable material
that is harder, smoother, and less sticky.
These properties make vulcanized rubber
ideal for many products, such as this caster.
Determining the limiting reactant The calculations you did in

the previous section were based on having the reactants present in the
ratio described by the balanced chemical equation. When this is not the
case, the first thing you must do is determine which reactant is limiting.
Consider the reaction shown in Figure 11.5, in which three molecules of nitrogen (N 2) and three molecules of hydrogen (H 2) react to
form ammonia (NH 3). In the first step of the reaction, all the nitrogen
molecules and hydrogen molecules are separated into individual atoms.
These atoms are available for reassembling into ammonia molecules,
just as the tools in Figure 11.4 are available to be assembled into tool
kits. How many molecules of ammonia can be produced from the available atoms? Two ammonia molecules can be assembled from the hydrogen atoms and nitrogen atoms because only six hydrogen atoms are
availablethree for each ammonia molecule. When the hydrogen is
gone, two unreacted molecules of nitrogen remain. Thus, hydrogen is
the limiting reactant and nitrogen is the excess reactant. It is important
to know which reactant is the limiting reactant because, as you have just
read, the amount of product formed depends on this reactant.
Reading Check Extend How many more hydrogen molecules would
be needed to completely react with the excess nitrogen molecules

shown in Figure 11.5?
Calculating the Product

when a Reactant Is Limiting
How can you calculate the amount of product formed when one of the
reactants is limiting? Consider the formation of disulfur dichloride
(S 2Cl 2), which is used to vulcanize rubber. As shown in Figure 11.6, the
properties of vulcanized rubber make it useful for many products. In
the production of disulfur dichloride, molten sulfur reacts with chlorine
gas according to the following equation.
S 8(l) + 4Cl 2(g) 4S 2Cl 2(l)
If 200.0 g of sulfur reacts with 100.0 g of chlorine, what mass of disulfur
dichloride is produced?
Calculating the limiting reactant The masses of both reactants
are given. First, determine which one is the limiting reactant, because the
reaction stops producing product when the limiting reactant is used up.
Chemistry Project
2
Maximum Yield
of Carbon Dioxide Have student groups design an experiment
C11_S3_874637.indd
Interactive Figure Students

can interact with the animation
at glencoe.com.
380
to determine the maximum yield of carbon dioxide produced by the reaction of baking soda with vinegar. Suggested equipment includes a plastic soft drink bottle, vinegar, baking soda, a balloon to cover the mouth of the bottle, and a teaspoon. One
teaspoonful of baking soda is approximately 10 g and one teaspoonful of vinegar is
approximately 4.9 mL. Vinegar is 5% acetic acid. Suggest that students use a constant
amount of baking soda (one teaspoonful) and vary the amount of vinegar added. Ask
students to find out if there is a point at which no more product is produced. OL
COOP LEARN
1/25/07
5:00:09
Moles of reactants Identifying the limiting reactant involves find-
Assessment
ing the number of moles of each reactant. You can do this by converting
the masses of chlorine and sulfur to moles. Multiply each mass by a conversion factor that relates moles and massthe inverse of molar mass.
Knowledge Give students
1 mol Cl 2
= 1.410 mol Cl 2
100.0 g Cl 2 _
70.91 g Cl 2
1 mol S 8
= 0.7797 mol S 8
200.0 g S 8 _
Careers In chemistry
256.5 g S 8
Using mole ratios The next step involves determining whether the
two reactants are in the correct mole ratio, as given in the balanced
chemical equation. The coefficients in the balanced chemical equation
indicate that 4 mol of chlorine is needed to react with 1 mol of sulfur.
This 4:1 ratio from the equation must be compared with the actual ratio
of the moles of available reactants just calculated above. To determine
the actual ratio of moles, divide the number of available moles of chlorine by the number of available moles of sulfur.
1.410 mol Cl 2 available
1.808 mol Cl 2 available
__
= __
0.7797 mol S 8 available
Pharmacist Knowledge of drug

composition, modes of action, and
possible harmful interactions with
other substances allows a pharmacist to counsel patients on their care.
Pharmacists also mix chemicals to
form powders, tablets, ointments,
and solutions. For more information
on chemistry careers, visit
glencoe.com.
1 mol S 8 available
Only 1.808 mol of chlorine is available for every 1 mol of sulfur, instead
of the 4 mol of chlorine required by the balanced chemical equation.
Therefore, chlorine is the limiting reactant.
Calculating the amount of product formed After determining the limiting reactant, the amount of product in moles can be calculated by multiplying the given number of moles of the limiting reactant
(1.410 mol Cl 2) by the mole ratio relating disulfur dichloride and chlorine. Then, moles of S 2Cl 2 is converted to grams of S 2Cl 2 by multiplying
by the molar mass. These calculations can be combined as shown.
4 mol S Cl
4 mol Cl 2
135.0 g S 2Cl 2
1 mol S 2Cl 2
2 2
_ = 190.4 g S 2Cl 2
1.410 mol Cl 2 _
Thus, 190.4 g S 2Cl 2 forms when 1.410 mol Cl 2 reacts with excess S 8.
Analyzing the excess reactant Now that you have determined
the limiting reactant and the amount of product formed, what about the
excess reactant, sulfur? How much of it reacted?
Moles reacted You need to make a mole-to-mass calculation to
determine the mass of sulfur needed to react completely with 1.410 mol
of chlorine. First, obtain the number of moles of sulfur by multiplying
the moles of chlorine by the S 8-to-Cl 2 mole ratio.
1 mol S
4 mol Cl 2
8
1.410 mol Cl 2 _
= 0.3525 mol S 8
Mass reacted Next, to obtain the mass of sulfur needed, multiply
Content Background
VOCABULARY
SCIENCE USAGE V. COMMON USAGE
Product
Science usage: a new substance

formed during a chemical reaction
The sole reaction product was a
colorless gas.
Common usage: something produced
The cosmetics counter in the department store had hundreds of products
from which to choose.
0.3525 mol of S 8 by its molar mass.

265.5 g S 8
1 mol S 8
0.3525 mol S 8 _ = 90.42 g S 8 needed

Excess remaining Knowing that 200.0 g of sulfur is available and
that only 90.42 g of sulfur is needed, you can calculate the amount of
sulfur left unreacted when the reaction ends.
9 PMC11_S3_874637.indd
200.0 g S 8 available - 90.42 g S 8 needed = 109.6 g S 8 in excess
3
Advanced Learners Divide students into groups and tell them they are to form
their own cookie company. They have the following ingredients available for making
the cookies described in the Assessment on this page. Note, 1 teaspoon = 4.9 mL.
1000 c flour
1.00 L baking soda
500 c granulated sugar
10 doz eggs
100 oz chocolate chips
1.00 L salt
this recipe for chocolate chip

cookies.
1 c flour
2_
4
1 tsp salt
1 tsp baking soda
1 c softened butter (2 sticks)
_3 c granulated sugar
4
_3 c brown sugar
4
2 eggs
2 tsp vanilla
3 oz chocolate chips
Yields 4 dozen cookies
Ask students how they could make
twice as many cookies. double the
ingredients Ask how they could make
these cookies with only one egg. cut
the recipe in half Ask students to relate
this to limiting reactants. The number
of eggs limits the number of cookies that can
be made. Likewise, the amounts of reactants
determines the quantity of products. OL
1/25/07
Testing for Chemicals Prior

to 1940, the primary pigment
in lead-based paints was
PbCO 3Pb(OH) 2. Today, we know
that lead in household products
poses a health hazard, but old paint
is still found in many homes. The
level of lead in homes can be
determined using a lead detection
kit. One lead test kit uses a swab
containing potassium rhodizonate
(C 6K 2O 6). The swab is rubbed over
the surface to be tested. If lead is
present, a pink color appears on the
swab due to the presence of lead(II)
rhodizonate. The reaction is a single
replacement described by the
following equation:
Pb 2+ + C 6K 2O 6 C 6PbO 6 + 2K +
The larger the amount of lead, the
5:00:25 PMmore red the swab becomes. This kit
can detect amounts of lead as low as
0.006 g.
40 sticks butter
500 c brown sugar
1.00 L vanilla
Which of the ingredients is the limiting ingredient? butter How many dozen cookies
can be made? 80 dozen If a dozen cookies sells for $4.00, how much money would the
company gross? $320.00 AL COOP LEARN
381
IN-CLASS Example
Question When silver (Ag) reacts
with sulfur (S 8,), the compound silver sulfide (Ag 2S) is formed.
16Ag + S 8 8Ag 2S
a. When 4.00 g of silver reacts with
4.00 g of sulfur, what mass of silver sulfide is produced?
b. How much of the excess reactant
remains after the reaction stops?
Dimensional Analysis
page 956
Analyze the Problem

You are given the masses of both reactants, so you must identify the limiting reactant and
use it to find the mass of the product. From moles of the limiting reactant, the moles of
the excess reactant used in the reaction can be determined. The number of moles of the
excess reactant that reacted can be converted to mass and subtracted from the given
mass to find the amount in excess.
Answer
1 mol
a. 4.00 g Ag __
107.9 g Ag
= 0.0371 mol Ag
1 mol
4.00 g S 8 __
256.5 g S 8
= 0.0156 mol S 8
8 mol Ag 2S
0.0371 mol Ag __
16 mol Ag
= 0.0186 mol Ag 2S
247.9 g Ag 2S
0.0186 mol Ag 2S __
1 mol Ag 2S
= 4.60 g Ag 2S produced.
1 mol S 8
b. 0.0371 mol Ag __
16 mol Ag
= 0.00232 mol S 8 needed
256.5 g S 8
0.00232 mol S 8 __
1 mol S 8
= 0.595 g S 8
4.00 g - 0.595 g = 3.40 g S 8 in excess
Math Handbook
Determining the Limiting Reactant The reaction between solid white

phosphorus (P 4) and oxygen produces solid tetraphosphorus decoxide (P 4O 10).
This compound is often called diphosphorus pentoxide because its empirical
formula is P 2O 5.
a. Determine the mass of P 4O 10 formed if 25.0 g of P 4 and 50.0 g of oxygen
are combined.
b. How much of the excess reactant remains after the reaction stops?
Known
mass of phosphorus = 25.0 g P 4
mass of oxygen = 50.0 g O 2
2
Unknown
mass of tetraphosphorus decoxide = ? g P 4O 10
mass of excess reactant = ? g excess reactant

Determine the limiting reactant.
25.0 g
50.0 g
?g
P 4(s) + 5O 2(g) P 4O 10(s)

identify the known and the unknown.
Determine the number of moles of the reactants by multiplying each mass by the
conversion factor that relates moles and massthe inverse of molar mass.
1 mol P 4
25.0 g P 4 _
= 0.202 mol P 4
Calculate the moles of P 4.
1 mol O 2
50.0 g O 2 _
= 1.56 mol O 2
Calculate the moles of O 2.
123.9 g P 4
32.00 g O 2
Calculate the actual ratio of available moles of O 2 and available moles of P 4.

1.56 mol O 2
7.72 mol O
_
= _2
0.202 mol P 4
Calculate the ratio of moles of O 2 to moles of P 4.
1 mol P 4
Determine the mole ratio of the two reactants from the balanced chemical equation.
5 mol O
Mole ratio: _2
mol P 4
Because 7.72 mol of O 2 is available but only 5 mol is needed to react with 1 mol of P 4, O 2
is in excess and P 4 is the limiting reactant. Use the moles of P 4 to determine the moles of
P 4O 10 that will be produced. Multiply the number of moles of P 4 by the mole ratio of P 4O 10
See Overset
(the unknown)
to P 4 (the known).
1 mol P 4O 10
0.202 mol P 4 _ = 0.202 mol P 4O 10
1 mol P 4
Calculate the moles of product (P 4O 10) formed.
To calculate the mass of P 4O 10, multiply moles of P 4O 10 by the conversion factor that
relates mass and molesmolar mass.
283.9 g P 4O 10
0.202 mol P 4O 10 __ = 57.3 g P 4O 10
1 mol P 4O 10
Calculate the mass of the product P 4O 10.
Demonstration
Limiting Reactants
Purpose
to observe the effect of a limiting

reactant on a chemical reaction
Materials
Burets (2); metric ruler; 25 mL

graduated cylinder; stirring rods;
18 150 mm test tubes (8); testtube rack; 0.10M CuSO 4; 0.20M
KOH; centrifuge; distilled water;
C11_S3_874637.indd
4
See
page 48T for
preparation of solutions.
Safety Precautions
Disposal
CuSO 4 and KOH solutions can be evaporated

to dryness in a fume hood. The solid can be
disposed of at an approved waste facility.
Procedure
Fill one buret with 0.20M KOH and the other

with 0.10M CuSO 4. Label eight test tubes
according to the amount of KOH to be added:

2.0 mL, 4.0 mL, 6.0 mL, 8.0 mL, 10.0 mL, 12.0
mL, 14.0 mL, and 16.0 mL. Dispense 10.0 mL
CuSO 4 into all eight labeled test tubes. Add
KOH according to the volume on the test tube
label. Add enough water to each test tube so
that each will have 26.0 mL. Stir and place each
test tube in the centrifuge for about one minute. Remove each test tube from the centrifuge.
Measure the height of the precipitate and note
the color of the supernatant in each test tube.
1/30/07
2:49:53
Assessment
Because O 2 is in excess, only part of the available O 2 is consumed. Use the limiting
reactant, P 4, to determine the moles and mass of O 2 used.
5 mol O
0.202 mol P 4 _2 = 1.01 mol O 2
1 mol P 4
Knowledge Have students
write the equation for the reaction of

lithium with bromine to produce
lithium bromide. Have them determine the following, given that 25.0 g
of lithium and 25.0 g of bromine are
present at the beginning of the reaction: the limiting reactant, the mass
of lithium bromide produced, the
excess reactant, the mass of the
excess reactant. Bromine is the limiting
reactant; 27.1 g LiBr; lithium is the excess
reactant; 22.8 g excess. OL
Multiply the moles of limiting reactant by the mole

ratio to determine moles of excess reactant needed.
Convert moles of O 2 consumed to mass of O 2 consumed.

32.00 g O 2
1.01 mol O 2 _ = 32.3 g O 2
1 mol O 2
Multiply the moles of O 2 by the molar mass.
Calculate the amount of excess O 2.

50.0 g O 2 available - 32.3 g O 2 consumed = 17.7 g O 2 in excess
3
Subtract the mass of O 2 used

from the mass available.
Evaluate the Answer

All values have a minimum of three significant figures, so the mass of P 4O 10 is correctly
stated with three digits. The mass of excess O 2 (17.7 g) is found by subtracting two
numbers that are accurate to the first decimal place. Therefore, the mass of excess O 2
correctly shows one decimal place. The sum of the O 2 that was consumed (32.3 g) and
the given mass of P 4 (25.0 g) is 57.3 g, the calculated mass of the product P 4O 10.
PRACTICE Problems
PRACTICE Problems
Solutions Manual.
23. The reaction between solid sodium and iron(III) oxide is one in a series of reactions that
inflates an automobile airbag: 6Na(s) + Fe 2O 3(s) 3Na 2O(s) + 2Fe(s). If 100.0 g of Na
and 100.0 g of Fe 2O 3 are used in this reaction, determine the following.
a. limiting reactant
b. reactant in excess
c. mass of solid iron produced
d. mass of excess reactant that remains after the reaction is complete
23. a.
b.
c.
d.
24. a.
24. Challenge Photosynthesis reactions in green plants use carbon dioxide and water
to produce glucose (C 6H 12O 6) and oxygen. A plant has 88.0 g of carbon dioxide and
64.0 g of water available for photosynthesis.
b. Determine the limiting reactant.
c. Determine the excess reactant.
d. Determine the mass in excess.
e. Determine the mass of glucose produced.
b.
c.
d.
e.
Fe 2O 3
Na
69.92 g Fe
13.6 g Na
6CO 2(g) + 6H 2O(l)
C 6H 12O 6(aq) + 6O 2(g)
CO 2
H 2O
28.0 g
60.0 g
Biology Your body needs vitamins, minerals, and eleConnection

ments in small amounts to facilitate normal metabolic reactions. A lack
of these substances can lead to abnormalities in growth, development,
and the functioning of your bodys cells. Phosphorus, for example, is an
essential element in living systems; phosphate groups occur regularly in
strands of DNA. Potassium is needed for proper nerve function, muscle
control, and blood pressure. A diet low in potassium and high in sodium might be a factor in high blood pressure. Another example is vitamin B-12. Without adequate vitamin B-12, the body is unable to
synthesize DNA properly, affecting the production of red blood cells.
5
Results
Analysis
Test tubes labeled 2, 4, 6, 8 have blue supernatant and increasing amounts of precipitate.
Test tubes labeled 10, 12, 14, 16 have the same
amount of precipitate and clear colorless
supernatant.
1. What is the balanced equation for the

reaction between KOH and CuSO 4? 2KOH(aq)
+ CuSO 4(aq) Cu(OH) 2(s) + K 2SO 4(aq).
2. Explain the blue color of the supernatant in
some test tubes. CuSO 4 is in excess in these tubes.
3. In which test tube(s) did the maximum
amount of precipitate occur? in those with 10,
12, 14, and 16 mL of potassium hydroxide
3 PMC11_S3_874637.indd
1/25/07
5:00:31 PM
Assessment
Knowledge Explain why
the amount of precipitate levels off

in the test tubes that have 10.0 mL
or more of KOH. KOH is in excess and
CuSO 4 is the limiting reactant. OL
383
3 Assess

Write the equation for coal gasification, a process that converts coal into
methane gas, on the board or project
the image. 2C + 2H 2O CH 4
+ CO 2 Have students determine the
yield of methane if 2000 g of carbon
and 2000 g of water are used. 900 g
OL
Figure 11.7 With insufficient

oxygen, the burner on the left burns
with a yellow, sooty flame. The burner
on the right burns hot and clean
because an excess of oxygen is
available to react completely with
the methane gas.
Why use an excess of a reactant? Many reactions stop while

portions of the reactants are still present in the reaction mixture.
Because this is inefficient and wasteful, chemists have found that by
using an excess of one reactantoften the least expensive onereactions can be driven to continue until all of the limiting reactant is used
up. Using an excess of one reactant can also speed up a reaction.
Figure 11.7 shows an example of how controlling the amount of a
reactant can increase efficiency. Your lab likely uses the type of Bunsen
burner shown in the figure. If so, you know that this type of burner has
a control that lets you adjust the amount of air that mixes with the
methane gas. How efficiently the burner operates depends on the ratio
of oxygen to methane gas in the fuel mixture. When the air is limited,
the resulting flame is yellow because of glowing bits of unburned fuel.
This unburned fuel leaves soot (carbon) deposits on glassware. Fuel is
wasted because the amount of energy released is less than the amount
that could have been produced if enough oxygen were available. When
sufficient oxygen is present in the combustion mixture, the burner produces a hot, intense blue flame. No soot is deposited because the fuel is
completely converted to carbon dioxide and water vapor.
Reteach
Ask students to determine the
limiting reactant and the excess
reactant in these situations.
1. charcoal briquettes burning in
an outdoor grill Charcoal is limiting;
oxygen is in excess.
2. a candle burning in a closed
container Oxygen is limiting; candle
wax is in excess.
Ask students what data should be
collected and what calculations must
be done to confirm their choices. The
number of moles of each reactant, the actual
mole ratio, and the ratio according to the
balanced equation. OL
Extension
Students can design an experiment
that could be used to determine the
maximum rise of a cupcake using
different amounts of baking powder.
AL
Assessment
Skill Ask each student to
write a balanced equation with at

least two reactants and provide
masses for each. Working in pairs,
students should solve their two
problems for the limiting reactant,
the excess reactant, and the amount
of each product. OL COOP LEARN
Section 11.3
Section 1 1.3
25.
Section Summary
The limiting reactant is the reactant
that is completely consumed during
a chemical reaction. Reactants that
remain after the reaction stops are
called excess reactants.
To determine the limiting reactant,
the actual mole ratio of the available
reactants must be compared with the
ratio of the reactants obtained from
the coefficients in the balanced
chemical equation.
Stoichiometric calculations must be
based on the limiting reactant.
Assessment
C11_S3_874637.indd
MAIN Idea Describe the reason why a reaction between two substances
comes to an end.
26. Identify the limiting and the excess reactant in each reaction.
a. Wood burns in a campfire.
b. Airborne sulfur reacts with the silver plating on a teapot to produce tarnish
(silver sulfide).
c. Baking powder in batter decomposes to produce carbon dioxide.
27. Analyze Tetraphosphorus trisulphide (P 4S 3) is used in the match heads of some
matches. It is produced in the reaction 8P 4 + 3S 8 8P 4S 3. Determine which of
the following statements are incorrect, and rewrite the incorrect statements to
make them correct.
a. 4 mol P 4 reacts with 1.5 mol S 8 to form 4 mol P 4S 3.
b. Sulfur is the limiting reactant when 4 mol P 4 and 4 mol S 8 react.
c. 6 mol P 4 reacts with 6 mol S 8, forming 1320 g P 4S 3.
25. one of the reactants is used up

26. a. The wood limits the reaction. Oxygen is in excess. The fire will burn only
while wood is present.
b. Silver is the limiting reactant. Sulfur is in excess. When a layer of tarnish
covers the silver surface, it prevents the sulfur in the air from reacting.
c. A decomposition reaction usually has only one reactant. The reaction is
limited by the amount of baking powder present.
Assessment
1/25/07
27. a. correct
b. Phosphorus is the limiting reactant.
c. correct
5:00:34
Section 1 1.4
Objectives
Calculate the theoretical yield of
a chemical reaction from data.
Determine the percent yield for
Percent Yield
MAIN Idea Percent yield is a measure of the efficiency of a
chemical reaction.
Real-World Reading Link Imagine that you are practicing free throws and
process: a series of actions

or operations
you take 100 practice shots. Theoretically, you could make all 100 shots. In
actuality, however, you know you will not make all of the shots. Chemical
reactions also have theoretical and actual outcomes.
New Vocabulary
How much product?
theoretical yield
actual yield
percent yield
While solving stoichiometric problems in this chapter, you might have

concluded that chemical reactions always proceed in the laboratory
according to the balanced equation and produce the calculated amount
of product. This, however, is not the case. Just as you are unlikely to
make 100 out of 100 free throws during basketball practice, most reactions never succeed in producing the predicted amount of product.
Reactions do not go to completion or yield as expected for a variety of
reasons. Liquid reactants and products might adhere to the surfaces of
their containers or evaporate. In some instances, products other than
the intended ones might be formed by competing reactions, thus reducing the yield of the desired product. Or, as shown in Figure 11.8, some
amount of any solid product is usually left behind on filter paper or lost
in the purification process. Because of these problems, chemists need to
know how to gauge the yield of a chemical reaction.
Review Vocabulary
Theoretical and Actual Yields In many of the stoichiometric calculations you have performed, you have calculated the amount of product produced from a given amount of reactant. The answer you
obtained is the theoretical yield of the reaction. The theoretical yield is
the maximum amount of product that can be produced from a given
amount of reactant.
A chemical reaction rarely produces the theoretical yield of
product. A chemist determines the actual yield of a reaction through
a careful experiment in which the mass of the product is measured.
The actual yield is the amount of product produced when the chemical
reaction is carried out in an experiment.
Figure 11.8 Silver
chromate is formed when
potassium chromate is added
to silver nitrate. Note that
some of the precipitate is left
behind on filter paper. Still
more of the precipitate is lost
because it adheres to the
sides of the beaker.
Chemistry Project
C11_S4_874637.indd
Evaluate Choices Have students develop
six multiple-choice questions with four

answer choices, one being the correct
answer. These questions, with the correct
answers, can be used in a class game. OL
Section 11.4
1 Focus
Focus Transparency

MAIN Idea
Actual and Theoretical Yield
Pop a bag of popcorn and ask students if all of the popcorn popped.
Some of the corn kernels will remain
unpopped. Tell students that not all
reactants produce products in a
chemical reaction. The number
of popped kernels in the bag is
the actual yield. They can use
stoichiometry to determine the
theoretical yield. BL OL
2 Teach
Math in Chemistry
Calculate Percentages Students
might have learned that to obtain a

percent, they should divide the part
by the whole and multiply by 100.
Help them to see that when they
divide the part by the whole, they are
finding out the fraction of the whole
that the part is, or part per one.
When they multiply by 100, they are
finding the parts per 100, or percent.
Ask what they would do to find parts
per million. Multiply part per one by 10 6 .
BL
Chemistry Journal
Batting Averages If students do1/25/07
not
5:02:32 PM
know what is meant by a baseball batting

average, have them research this subject
and write in their journals how a batting
average is similar to percent yield. BL EL
Section 11.4 Percent Yield
385
Percent yield Chemists need to know how efficient a reaction is

in producing the desired product. One way of measuring efficiency is
by means of percent yield. Percent yield of product is the ratio of the
actual yield to the theoretical yield expressed as a percent.
IN-CLASS Example
Question Zinc can be removed
from bronze by placing bronze in

hydrochloric acid. The zinc reacts
with the hydrochloric acid producing zinc chloride and hydrogen gas,
and leaving the copper behind.
a. If 25.0 g of zinc are in a sample
of bronze, determine the theoretical yield of hydrogen gas.
Zn + 2 HCl ZnCl 2 + H 2
b. If the reaction yields 0.680 g H 2,
determine the percent yield.
Answer
1 mol Zn
a. 25.0 g Zn __
65.39 g Zn
= 0.382 mol Zn
1 mol H 2
__
1 mol Zn
1 mol H 2
0.382 mol Zn __
1 mol Zn
= 0.382 mol H 2
2.016 g H 2
0.382 mol H 2 __
1 mol H 2
= 0.771 g of H 2 is the theoretical yield
0.680 g H 2 (actual yield)
b. ____ 100
0.771 g H 2 (theoretical yield)
= 88.2% yield of H 2
Percent Yield
actual yield
theoretical yield
percent yield = __ 100

The actual yield divided by the theoretical yield multiplied by 100 is the percent yield.
Math Handbook
Percent Yield Solid silver chromate (Ag 2CrO 4) forms when potassium chromate
(K 2CrO 4) is added to a solution containing 0.500 g of silver nitrate (AgNO 3).
Determine the theoretical yield of Ag 2CrO 4. Calculate the percent yield if the
reaction yields 0.455 g of Ag 2CrO 4.
1
Analyze the Problem

You know the mass of a reactant and the actual yield of the product. Write the balanced
chemical equation, and calculate theoretical yield by converting grams of AgNO 3 to
moles of AgNO 3, moles of AgNO 3 to moles of Ag 2CrO 4, and moles of Ag 2CrO 4 to grams
of Ag 2CrO 4. Calculate the percent yield from the actual yield and the theoretical yield.
Known
Unknown
mass of silver nitrate = 0.500 g AgNO 3

actual yield = 0.455 g Ag 2CrO 4
theoretical yield = ? g Ag 2CrO 4

percent yield = ? % Ag 2CrO 4

0.500 g
?g
2AgNO 3(aq) + K 2CrO 4(aq) Ag 2CrO 4(s) + 2KNO 3(aq)
1 mol AgNO 3
0.500 g AgNO 3 __ = 2.94 10 -3 mol AgNO 3
169.9 g AgNO 3
1 mol Ag 2CrO 4
2.94 10 -3 mol AgNO 3 __ = 1.47 10 -3 mol Ag 2CrO 4
2 mol AgNO 3
Quick Demo
386
Use molar mass to convert grams

of AgNO 3 to moles of AgNO 3.
Use the mole ratio to convert moles of
AgNO 3 to moles of Ag 2CrO 4.
Calculate the theoretical yield.
0.455 g Ag 2CrO 4
__
100 = 93.2% Ag 2CrO 4
0.488 g Ag CrO
Calculate the percent yield.
1 mol Ag 2CrO 4
Write the balanced chemical equation,

and identify the known and the unknown.
331.7 g Ag 2CrO 4
1.47 10 -3 mol Ag 2CrO 4 __ = 0.488 g Ag 2CrO 4
Calculating Yields Add

about 5.0 mL of cooking oil to a
flask. Place 20 kernels of popcorn in the flask and cover with
a piece of aluminum foil with
holes punched in the top. Place
the flask on a hot plate and pop
the popcorn. Pour out the popcorn and count the number of
kernels that popped as the actual
yield. The theoretical yield is
20 kernels. Ask students to
determine the percent yield
using the results. Answers will vary
depending on the data collected. BL
EL
Percents
page 965
Evaluate the Answer

The quantity with the fewest significant figures has three, so the percent is correctly stated
with three digits. The molar mass of Ag 2CrO 4 is about twice the molar mass of AgNO 3, and
the ratio of moles of AgNO 3 to moles of Ag 2CrO 4 in the equation is 2:1. Therefore, 0.500 g
of AgNO 3 should produce about the same mass of Ag 2CrO 4. The actual yield of Ag 2CrO 4
is close to 0.500 g, so a percent yield of 93.2% is reasonable.
C11_S4_874637.indd
Advanced Learners Have capable students design a spreadsheet that can be used to
determine the theoretical yield of a product from a given mass of reactant and the percent yield of the reaction when given the actual yield. First, they must determine the
theoretical yield of the reaction when given a mass of one of the reactants. Second,
they must be able to enter an actual yield and calculate the percent yield of the reactions. The spreadsheet can be used as a tutorial for other students. AL
1/25/07
5:02:52
PRACTICE Problems
PRACTICE Problems
28. Aluminum hydroxide (Al(OH) 3) is often present in antacids to

neutralize stomach acid (HCl). The reaction occurs as follows:
Al(OH) 3(s) + 3HCl(aq) AlCl 3(aq) + 3H 2O(l). If 14.0 g of Al(OH) 3
is present in an antacid tablet, determine the theoretical yield of
AlCl 3 produced when the tablet reacts with HCl.

Solutions Manual.
29. Zinc reacts with iodine in a synthesis reaction: Zn + I 2 ZnI 2.

a. Determine the theoretical yield if 1.912 mol of zinc is used.
b. Determine the percent yield if 515.6 g of product is recovered.
30. Challenge When copper wire is placed into a silver nitrate solution
(AgNO 3), silver crystals and copper(II) nitrate (Cu(NO 3) 2) solution
form.
b. If a 20.0-g sample of copper is used, determine the theoretical yield
of silver.
c. If 60.0 g of silver is recovered from the reaction, determine the
percent yield of the reaction.
28. 23.9 g of AlCl3 is the theoretical yield.

29. a. 610.3 g ZnI 2
b. 84.48% yield of ZnI 2
30. a. Cu(s) + 2AgNO 3(aq)
2Ag(s) + Cu(NO 3) 2(aq)
b. 68.0 g of Ag
c. 88.2% yield
Data Analysis lab
Data Analysis Lab
2 PMC11_S4_874637.indd
Based on Real Data 1, 2
Analyze and Conclude

Can rocks on the Moon provide an effective
oxygen source for future lunar missions?
Although the Moon has no atmosphere and thus
no oxygen, its surface is covered with rocks and
soil made from oxides. Scientists, looking for an
oxygen source for future long-duration lunar
missions, are researching ways to extract oxygen
from lunar soil and rock. Analysis of samples collected during previous lunar missions provided
scientists with the data shown in the table. The
table identifies the oxides in lunar soil as well as
each oxides percent-by-weight of the soil.
Think Critically
1. Calculate For each of the oxides listed in the
table, determine the mass (in grams) that
would exist in 1.00 kg of lunar soil.
2. Apply Scientists want to release the oxygen
from its metal oxide using a decomposition
reaction: metal oxide metal + oxygen. To
assess the viability of this idea, determine the
amount of oxygen per kilogram contained in
each of the oxides found in lunar soil.
3. Identify What oxide would yield the most
oxygen per kilogram? The least?
4. Determine the theoretical yield of oxygen
from the oxides present in a 1.00-kg sample
of lunar soil.
Data and Observations

Moon-Rock Data 1
Oxide
% Weight of Soil
SiO 2
47.3%
Al 2O 3
17.8%
CaO
11.4%
FeO
10.5%
MgO
9.6%
TiO 2
1.6%
Na 2O
0.7%
K 2O
0.6%
Cr 2O 3
0.2%
MnO
0.1%
1
Data obtained from: McKay, et al. 1994. JSC-1: A new lunar soil stimulant.
Engineering, Construction, and Operations in Space IV: 857866, American Society
of Civil Engineers.
2
Data obtained from: Berggren, et al. 2005. Carbon monoxide silicate reduction
system. Space Resources Roundtable VII.
5. Calculate Using methods currently available,

scientists can produce 15 kg of oxygen from
100 kg of lunar soil. What is the percent yield
of the process.
Cultural Diversity
3
Norbert
Rillieux was born in New Orleans in 1806. His father was French a planta- 1/25/07
tion owner and his mother was an African-American slave. When Norbert was born,
his father had the choice of declaring him free or, as was usually the custom, a slave.
Fortunately for Norbert, he was declared free. Even though he was a free man, Norbert
experienced racial discrimination throughout his life.
Taking advantage of the excellent educational opportunities available to him,
Norbert studied science and math and became a chemical engineer. Having grown up
observing the dangerous and labor-intensive process of refining sugar, he developed a
vastly improved process. His invention, the multiple-effect pan evaporator, revolutionized sugar refining and was eventually patented. His new method could produce a
higher-quality sugar at nearly half the cost.
About the Lab

This lab asks students to determine
the amount of available oxygen in
the lunar soil, the theoretical yield
of oxygen, and the percent yield
using an achievable actual yield.
Soil on the moon is composed of
many different oxides that are rich
in oxygen. Scientists are studying if
the oxygen in moon rocks can provide astronauts with oxygen.
NASA has simulated the composition of lunar soil. Scientists are trying to achieve a cost-effective way
of extracting the oxygen from this
soil.
Refer to Gregory Mone, Mining
the Moon, Popular Science, July
2006, 3839, for details.
Think Critically
1. TiO 2: 16 g; Al 2O 3: 178 g; SiO 2: 473 g;
FeO: 105 g; MgO: 96 g; CaO: 114 g; Na 2O:
7 g; K 2O: 6 g; MnO: 1.00 g; Cr 2O 3: 2.00 g
2. TiO 2: 0.00641 kg O 2; Al 2O 3: 0.0838 kg O 2;
SiO 2: 0.252 kg O 2; FeO: 0.0234 kg O 2;
MgO: 0.0381 kg O 2; CaO: 0.0325 kg O 2;
Na 2O: 0.00181 kg O 2;
K 2O: 0.000988 kg O 2;
5:02:55 PM
MnO: 0.000225 kg O 2;
Cr 2O 3: 0.000632 kg O 2
3. SiO 2 yields the most; MnO the least
4. 0.439 kg of O 2/1.00 kg lunar soil
5. 0.15 kg/0.439 100 = 34%
387
Percent Yield in the Marketplace
Assessment
Percent yield is important in the cost effectiveness of many industrial

manufacturing processes. For example, the sulfur shown in Figure 11.9
is used to make sulfuric acid (H 2SO 4). Sulfuric acid is an important
chemical because it is a raw material used to make products such as
fertilizers, detergents, pigments, and textiles. The cost of sulfuric acid
affects the cost of many of the consumer items you use every day. The
first two steps in the manufacturing process are shown below.
Performance Have each
student write four multiple choice

questions involving percent yield
calculations. Have them exchange
their questions with a classmate and
each answer the others questions.
Have them resolve any disagreements about the correct answer. OL
S 8(s) + 8O 2(g) 8SO 2(g)

2SO 2(g) + O 2(g) 2SO 3(g)
Step 1
Step 2
In the final step, SO 3 combines with water to produce H 2SO 4.
3 Assess

Write the following equation on the
board: CH 4 + 2O 2 CO 2 + 2H 2O.
Ask students to determine the percent yield if 10.0 g of methane is
burned producing 19.5 g of water.
86.7% yield OL
The first step, the combustion of sulfur, produces an almost 100% yield.
The second step also produces a high yield if a catalyst is used at the
relatively low temperature of 400C. A catalyst is a substance that speeds
a reaction but does not appear in the chemical equation. Under these
conditions, the reaction is slow. Raising the temperature increases the
reaction rate but decreases the yield.
To maximize yield and minimize time in the second step, engineers
have devised a system in which the reactants, O 2 and SO 2, are passed
over a catalyst at 400C. Because the reaction releases a great deal of
heat, the temperature gradually increases with an accompanying
decrease in yield. Thus, when the temperature reaches approximately
600C, the mixture is cooled and then passed over the catalyst again.
A total of four passes over the catalyst with cooling between passes
results in a yield greater than 98%.
Reteach
Discuss the burning of gasoline in
an internal combustion engine.
2C 8H 18 + 25O 2 16CO 2 + 18H 2O
Ask students to determine the
percent yield of carbon dioxide if
700.0 g of octane produces 1800.0 g
of carbon dioxide. Have students
explain each step of the calculation.
83.4% yield CO 2 OL
Extension
Have students research internal
combustion engines and what is
being done to increase the efficiency
of automobiles and reduce air
pollution. OL
Section 11.4
Section 1 1.4
Assessment
31.
Section Summary
The theoretical yield of a chemical
reaction is the maximum amount of
product that can be produced from a
given amount of reactant. Theoretical
yield is calculated from the balanced
chemical equation.
The actual yield is the amount of
product produced. Actual yield must
be obtained through experimentation.
See Overset
Percent yield is the ratio of actual
yield to theoretical yield expressed as
a percent. High percent yield is important in reducing the cost of every
product produced through chemical
processes.
MAIN Idea Identify which type of yieldtheoretical yield, actual yield, or

percent yieldis a measure of the efficiency of a chemical reaction.
32. List several reasons why the actual yield from a chemical reaction is not usually
equal to the theoretical yield.
33. Explain how percent yield is calculated.
34. Apply In an experiment, you combine 83.77 g of iron with an excess of sulfur
and then heat the mixture to obtain iron(III) sulfide.
2Fe(s) + 3S(s) Fe 2S 3(s)
What is the theoretical yield, in grams, of iron(III) sulfide?
35. Calculate the percent yield of the reaction of magnesium with excess oxygen:
2Mg(s) + O 2(g) 2MgO(s)
Reaction Data
Mass of empty crucible
35.67 g
Mass of crucible and Mg
38.06 g
Mass of crucible and MgO (after heating)
39.15 g
Assessment
C11_S4_874637.indd
31. percent yield

32. Not all reactions go to completion. Some of the reactants or products stick
to the surface of the container and are not massed or transferred. Other
unexpected products form from competing reactions.
388
SO 3(g) + H 2O(l) H 2SO 4(aq)
Step 3
Figure 11.9 Sulfur, such as these

piles at Vancouver Harbor, can be extracted from petroleum products by a chemical
process. Sulfur is also mined by forcing hot
water into underground deposits and
pumping the liquid sulfur to the surface.
1/25/07
33. Divide the actual yield divided by the theoretical yield and multiply the
quotient by 100.
34. 155.9 g Fe 2S 3
35. 87.9% yield of MgO
5:02:59
Battling
Resistant Strains
The human immunodeficiency virus (HIV), the
virus that causes AIDS, has proven to be among
the most incurable foes ever faced by modern
medical science. One reason for this is the viruss
remarkable ability to adapt. Resistant strains of
the virus appear quickly, rendering obsolete the
newest and most powerful AIDS drugs. Now
some researchers are using the viruss
adaptability as a way to fight it.
Selecting resistance PA-457 is a promising

new anti-HIV drug synthesized from betulinic
acid, an organic compound derived from some
plants, including the bark of birch trees. To find
out just what PA-457 does to HIV, known as the
drugs mechanism of action, researchers took
what might seem a strange step: they
encouraged samples of HIV to develop
resistance to PA-457.
Researchers subjected HIV samples to small
doses of PA-457. Using a low dose made it more
likely that some of the virus would survive the
treatment and possibly develop resistance.
Those viruses that survived exposure were
collected, and their genetic sequences were
examined. The surviving viruses were found to
have a mutation in the genes that control how
the virus builds a structure called a capsid,
shown in Figure 1.
Purpose
Infectious Virus
Virus
budding out
Capsid protein
shield for
viral RNA
Normal
Background
RNA core
Dead Virus
Protein shield
destroyed
Infected
human cell
With PA-457
Defective
RNA core
Figure 2 When treated with PA-457, the HIV capsid becomes

misshapen and collapses, resulting in the death of the virus.
Surprise attack This finding was surprising,

because it showed that, unlike most drugs,
PA-457 attacks the HIV structure, rather than
the enzymes that help HIV reproduce, as
illustrated in Figure 2. This makes PA-457
among the first of a new class of HIV drugs
known as maturation inhibitorsdrugs that can
prevent the virus from maturing during the late
stages in its development.
Slowing evolution The hope is that because
PA-457 and other maturation inhibitors attack
the HIV structure, resistance will be slower to
develop. Even so, maturation inhibitors will
likely be prescribed in combination with other
AIDS drugs that attack HIV at different stages of
its life cycle.
This practice, called multidrug therapy,
makes it harder for HIV to develop resistance
because any surviving virus would need to have
multiple mutationsat least one for each antiHIV drug. These mutations are less likely to
occur at the same time.
Chemistry
Research how scientists determine the safe dos-
Figure 1 In a normal HIV virus, the capsid forms a protective

coating around the genetic material.
Students will learn how the adaptability of HIV can be used to learn
how new HIV drugs work.
ing level for an experimental drug. Discuss how a

drugs effectiveness must be balanced with its
potential toxicity and side effects. For more information on how a therapeutic dose is determined,
visit glencoe.com.
Drug resistance is conferred by

mutations of HIVs genetic sequence.
HIV does not possess DNA (deoxyribonucleic acid), but rather stores its
genetic information on a related
molecule called RNA (ribonucleic
acid). Researchers map the RNA
sequence of HIV to discover which
part of the RNA controls each part of
the virus. When mutations are discovered, researchers can go back to
that map to determine which part of
the virus is altered by the mutation.
Teaching Strategies
Discuss examples of mutations that
provide resistance. These might
include pesticide resistance in
insects, herbicide resistance in
weeds, and antibiotic resistance in
disease-causing bacteria.
Researchers encouraged resistance
to PA-457 by administering low
doses of the drug. Why not high
doses? High doses might kill those viruses
with only partial resistance. Compare
this with the need to complete full
courses of antibiotics to prevent
the development of resistant
bacteria.
Note the crucial difference
between viruses and bacteria:
viruses are not affected by antibiotics. Have students find out why.
Chemistry
C11_CH_874637.indd
1/25/07
5:04:39 PM
Resarch Answers will vary. Students should find that
the dose-response relationship for therapeutic drugs varies. Some drugs are very predictable, requiring little monitoring, but others require much closer monitoring. Disease,
the patients age, and drug interactions can all affect the
level of a drug in the patients system. Additionally, some
drugs become toxic even at concentrations close to the
therapeutic dose and need to be monitored very closely.
Chemistry & Health
389
See the ChemLab worksheet in your

FAST FILE.
Preparation
DETERMINE THE MOLE RATIO

Background: Iron reacts with copper(II) sulfate
(CuSO 4). By measuring the mass of iron that reacts
and the mass of copper metal produced, you can
calculate the experimental mole ratio.
Time Allotment one class period
Question: How does the experimental mole ratio

compare with the theoretical mole ratio?
Process Skills observe and infer,

measure, collect data, interpret data,
use numbers, compare and contrast,
apply concepts
Materials

safety forms before work begins.
Review the MSDS for copper(II) sulfate pentahydrate and iron with students before beginning the lab.
Copper(II) sulfate is toxic. Use only a
GFCI outlet for the hot plate. Be sure
students wear aprons, goggles, and
plastic gloves. Students must wash
their hands with soap after the lab.
copper(II) sulfate pentahydrate (CuSO 45H 2O)

iron metal filings (20 mesh)
distilled water
150-mL beaker
100-mL graduated cylinder
hot plate
beaker tongs
balance
stirring rod
400-mL beaker
weighing paper
Safety Precautions
WARNING: Hot plates can cause burns. Turn off hot
plates when not in use. Use only GFCI-protected circuits.
Procedure
2. Measure the mass of a clean, dry 150-mL beaker.
Record all measurements in a data table.
Disposal The copper(II) sulfate

and iron(II) sulfate solutions can be
evaporated to dryness in the fume
hood. The solid can then be disposed
of at a designated waste facility.
3. Place approximately 12 g CuSO 45H 2O into the

150-mL beaker, and measure the combined mass.
4. Add 50 mL of distilled water to the CuSO 45H 2O.
Place the mixture on a hot plate set at medium, and
stir until all of the solid dissolves (do not boil).
Using tongs, remove the beaker from the hot plate.
Procedure
5. Measure about 2 g of iron filings onto a piece of

weighing paper. Measure the mass of the filings.
Decanting might be a new lab

technique for students. Show them
how to slowly pour the liquid from
the beaker down the stirring rod
and into another beaker.
Tell students that the copper metal
will not stick to the stirring rod
when it is completely dry.
Troubleshooting For best results,
use iron filings that are free of
oxidation.
Probeware Alternate CBL instructions can

be found at glencoe.com.
6. While stirring, slowly add the iron filings to the hot

copper(II) sulfate solution. Be careful not to splash
the hot solution.
7. Allow the reaction mixture to sit for 5 min.
8. Use the stirring rod to decant (pour off) the liquid
into a 400-mL beaker. Be careful to decant only the
liquidleave the solid copper metal behind.
9. Add 15 mL of distilled water to the copper solid, and
carefully swirl the beaker to wash the copper. Decant
the liquid into the 400-mL beaker.
10. Repeat Step 9 two more times.
11. Place the beaker containing the wet copper on the
hot plate. Use low heat to dry the copper.
12. After the copper is dry, use tongs to remove the

beaker from the hot plate and allow it to cool.
13. Measure the mass of the beaker and the copper.
14. Cleanup and Disposal The dry copper can be
placed in a waste container. Moisten any residue that
sticks to the beaker, and wipe it out using a paper
towel. Pour the unreacted copper(II) sulfate and
iron(II) sulfate solutions into a large beaker. Return
all lab equipment to its proper place.

1. Apply Write a balanced chemical equation for the
reaction and calculate the mass of copper (Cu) that
should have formed from the sample of iron (Fe)
used. This mass is the theoretical yield.
2. Interpret Data Using your data, determine the
mass and the moles of copper produced. Calculate
the moles of iron used, and determine the wholenumber iron-to-copper mole ratio and percent yield.
3. Compare and Contrast Compare the theoretical
iron-to-copper mole ratio to the mole ratio you calculated using the experimental data.
4. Error Analysis Identify sources of the error that
resulted in deviation from the mole ratio given in
the balanced chemical equation.
INQUIRY EXTENSION
Compare your results with those of several other
lab teams. Create a hypothesis to explain any
differences.

Numerical answers based on sample data.
1. Fe(s) + CuSO 4(aq) Cu(s) +
FeSO 4(aq); 2.30 g Cu
2. 2.26 g Cu ; 0.0356 mol Cu; 0.0362 mol Fe;
Fe:Cu mole ratio = 1.02:1; percent yield
= 98.3%
3. The ratio of Fe to Cu in the equation is
1:1, almost the same as the experimental
ratio.
4. Copper was not completely dry; some
copper could have oxidized if heated too
much; copper could have been lost.
390 ChemLab
Inquiry Extension
Student answers will vary but should discuss possible error
C11_CL_874637.indd
1
sources
and their impact
on the results.

the LabManager
CD-ROM.
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5:06:08
Download quizzes, key

terms, and flash cards
from glencoe.com.
BIG Idea Mass relationships in chemical reactions confirm the law of conservation of mass.
Study Guide
Section 11.1 Defining Stoichiometry

MAIN Idea The amount of each
reactant present at the start of a
chemical reaction determines how
much product can form.
Vocabulary
mole ratio (p. 371)
stoichiometry (p. 368)
Key Concepts
Balanced chemical equations can be interpreted in terms of moles, mass, and
representative particles (atoms, molecules, formula units).
The law of conservation of mass applies to all chemical reactions.
Mole ratios are derived from the coefficients of a balanced chemical equation.
Each mole ratio relates the number of moles of one reactant or product to the
number of moles of another reactant or product in the chemical reaction.
Use the Vocabulary

To reinforce chapter vocabulary,
have students write a sentence using
each term. OL EL
Review Strategies
MAIN Idea The solution to every
stoichiometric problem requires a
Key Concepts
Chemists use stoichiometric calculations to predict the amounts of reactants
used and products formed in specific reactions.
The first step in solving stoichiometric problems is writing the balanced
chemical equation.
Mole ratios derived from the balanced chemical equation are used in
stoichiometric calculations.
Stoichiometric problems make use of mole ratios to convert between mass
and moles.

MAIN Idea A chemical reaction
stops when one of the reactants
is used up.
Vocabulary
excess reactant (p. 379)
limiting reactant (p. 379)
Key Concepts
The limiting reactant is the reactant that is completely consumed during a
chemical reaction. Reactants that remain after the reaction stops are called
excess reactants.
To determine the limiting reactant, the actual mole ratio of the available reactants
must be compared with the ratio of the reactants obtained from the coefficients
in the balanced chemical equation.
Stoichiometric calculations must be based on the limiting reactant.

MAIN Idea Percent yield is a
measure of the efficiency of
Vocabulary
actual yield (p. 385)
percent yield (p. 386)
theoretical yield (p. 385)
Key Concepts
The theoretical yield of a chemical reaction is the maximum amount of product
that can be produced from a given amount of reactant. Theoretical yield is
calculated from the balanced chemical equation.
The actual yield is the amount of product produced. Actual yield must be obtained
through experimentation.
Percent yield is the ratio of actual yield to theoretical yield expressed as a percent.
High percent yield is important in reducing the cost of every product produced
through chemical processes.
Have students explain why a balanced chemical equation is necessary in stoichiometry. OL

Have students list the steps in stoichiometric problem solving. OL
Have students explain how a limiting reactant affects a stoichiometric problem. OL
Have students explain the percent
yield of a reaction. OL
Problems from p. 982 or the
Supplemental Problems booklet
can be used for review. OL
Students can visit glencoe.com to:

study the entire chapter online
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review content online with the
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Standardized Test Practice
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actual yield
theoretical yield
Percent yield = __ 100
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Chapter 11 Study Guide
391
Assessment
Section 11.1
Mastering Concepts
36. Mole ratios are determined by the coefficients in a balanced equation. If the
equation is not balanced, the relationship between reactants and products
cannot be determined.
37. relationships among particles, moles,
and mass for all reactants and products
38. Mole ratios allow for the conversion from
moles of one substance in a balanced
chemical equation to moles of another
substance in the same equation.
39. moles B/moles A
40. The coefficients in the balanced chemical
equation show the numbers of representative particles involved in a reaction.
Subscripts give the numbers of different
kinds of atoms within a molecule or formula unit.
41. The mass of the reactants will always
equal the mass of the products.
42. 1 mol (NH 4) 2Cr 2O 7/1 mol N 2 and inverse;
1 mol (NH 4) 2Cr 2O 7/1 mol Cr 2O 3 and
inverse; 1 mol (NH 4) 2Cr 2O 7/4 mol H 2O
and inverse
43. 2 M 2N M 4 + N 2;
1 mol N 2/2 mol M 2N, 1 mol N 2/1M 4
2 mol M 2N/1 mol M 4, 2 mol M 2N/1 molN 2
1 mol M 4/1 mol N 2, 1 mol M 4/2 mol M 2N
Mastering Problems
44. 4 atoms Al + 3 molecules O 2

2 formula units Al 2O 3;
4 mol Al + 3 mol O 2 2 mol Al 2O 3;
107.93 g Al + 95.99 g O 2
203.92 g Al 2O 3
45. 1 formula unit SnO 2 + 2 atoms C
1 atom Sn + 2 molecules CO;
1 mol SnO 2 + 2 mol C
1 mol Sn + 2 mol CO;
150.71 g SnO 2 + 24.02 g C
118.71 g Sn + 56.02 g CO
46. Cu(s) + 4HNO 3(aq) Cu(NO 3) 2(aq) +
2NO 2(g) + 2H 2O(l); answers may include
1 mol Cu/4 mol HNO 3 and inverse,
1 mol Cu/1 mol Cu(NO 3) 2 and inverse
1 mol Cu/2 mol NO 2 and inverse
1 mol Cu/2 mol H 2O and inverse
4 mol HNO 3/1 mol Cu(NO 3) 2 and inverse
4 mol HNO 3/2 mol NO 2 and inverse
4 mol HNO 3/2 mol H 2O and inverse
1 mol Cu(NO 3) 2/2 mol NO 2 and inverse
392 Chapter 11 Assessment
Section 11.1
47. When hydrochloric acid solution reacts with lead(II)
Mastering Concepts
36. Why must a chemical equation be balanced before you
can determine mole ratios?

37. What relationships can be determined from a balanced
chemical equation?
38. Explain why mole ratios are central to stoichiometric
calculations.
39. What is the mole ratio that can convert from moles of A
to moles of B?
nitrate solution, lead(II) chloride precipitates and a

solution of nitric acid is produced.
b. Interpret the equation in terms of molecules and
formula units, moles, and mass.
48. When aluminum is mixed with iron(III) oxide, iron
metal and aluminum oxide are produced, along with a

large quantity of heat. What mole ratio would you use
to determine moles of Fe if moles of Fe 2O 3 is known?
Fe 2O 3(s) + 2Al(s) 2Fe(s) + Al 2O 3(s) + heat

49. Solid silicon dioxide, often called silica, reacts with
40. Why are coefficients used in mole ratios instead of
subscripts?
41. Explain how the conservation of mass allows you to
interpret a balanced chemical equation in terms of mass.

42. When heated by a flame, ammonium dichromate
decomposes, producing nitrogen gas, solid

chromium(III) oxide, and water vapor.
hydrofluoric acid (HF) solution to produce the gas

silicon tetrafluoride and water.
b. List three mole ratios, and explain how you would use
them in stoichiometric calculations.
50. Chrome The most important commercial ore of chro-
(NH 4)2Cr 2O 7 N 2 + Cr 2O 3 + 4H 2O
Write the mole ratios for this reaction that relate ammonium dichromate to the products.
mium is chromite (FeCr 2O 4). One of the steps in the

process used to extract chromium from the ore is the
reaction of chromite with coke (carbon) to produce
ferrochrome (FeCr 2).
2C(s) + FeCr 2O 4(s) FeCr 2(s) + 2CO 2(g)

What mole ratio would you use to convert from moles
of chromite to moles of ferrochrome?
51. Air Pollution The pollutant SO 2 is removed from the
air by in a reaction that also involves calcium carbonate

and oxygen. The products of this reaction are calcium
sulfate and carbon dioxide. Determine the mole ratio you
would use to convert moles of SO 2 to moles of CaSO 4.
Figure 11.10
43. Figure 11.10 depicts an equation with squares repre-
senting Element M and circles representing Element N.

Write a balanced equation to represent the picture
shown, using smallest whole-number ratios. Write mole
ratios for this equation.
Mastering Problems
products involved when the reaction was carried out.

Use the data to determine the coefficients that will balance the equation W + X Y + Z.
Table 11.2 Reaction Data
44. Interpret the following equation in terms of particles,
moles, and mass.
Moles of Reactants
4Al(s) + 3O 2(g) 2Al 2O 3(s)

45. Smelting When tin(IV) oxide is heated with carbon
in a process called smelting, the element tin can be

extracted.
Moles of Products
0.90
0.30
0.60
1.20
53. Antacids Magnesium hydroxide is an ingredient in
SnO 2(s) + 2C(s) Sn(l) + 2CO(g)
some antacids. Antacids react with excess hydrochloric

acid in the stomach to relieve indigestion.
Interpret the chemical equation in terms of particles,

moles, and mass.
___Mg(OH) 2 + ___HCl ___ MgCl 2 + ___H 2O

a. Balance the reaction of Mg(OH) 2 with HCl.
b. Write the mole ratio that would be used to determine
the number of moles of MgCl 2 produced when HCl
reacts with Mg(OH) 2.
46. When solid copper is added to nitric acid, copper(II)
nitrate, nitrogen dioxide, and water are produced.

Write the balanced chemical equation for the reaction.
List six mole ratios for the reaction.
1 mol Cu(NO 3) 2/2 mol H 2O and inverse

2 mol NO 2/2 mol H 2O and inverse
C11_CA_874637.indd
2 Pb(NO 3) 2(aq)
47.
a. 2HCl(aq) +
PbCl 2(s) + 2HNO 3(aq)
b. 2 molecules HCl + 1 formula unit Pb(NO 3) 2
1 formula unit PbCl 2 + 2 molecules HNO 3;
2 mol HCl + 1 mol Pb(NO 3) 2
1 mol PbCl 2 + 2 mol HNO 3;
72.9 g HCl + 331.2 g Pb(NO 3) 2
278.1 g PbCl 2 + 126.0 g HNO 3
48. 2 mol Fe/1 mol Fe 2O 3
49. a. SiO 2(s) + 4HF(aq) SiF 4(g) + 2H 2O(l)
52. Two substances, W and X, react to form the products Y

and Z. Table 11.2 shows the moles of the reactants and
50.
51.
52.
53.
b. Students may write any 3 of the 12 ratios.

Explanations should correctly describe how the
ratio can be used as a conversion factor.
1 mol FeCr 2/1 mol FeCr 2O 4
2 mol CaSO 4/2 mol SO 2
3W + X 2Y + 4Z
a. 1Mg(OH) 2 + 2HCl 1MgCl 2 + 2H 2O
b. 1 mol MgCl 2/1 mol Mg(OH) 2
or 1 mol MgCl 2/2 mol HCl
Chapter Test glencoe.com
1/25/07
5:07:06
Section 11.2
Section 11.2
63. Esterification The process in which an organic acid
and an alcohol react to form an ester and water is known

as esterification. Ethyl butanoate (C 3H 7COOC 2H 5), an
ester, is formed when the alcohol ethanol (C 2H 5OH)
and butanoic acid (C 3H 7COOH) and are heated in the
presence of sulfuric acid.
Mastering Concepts
54. What is the first step in all stoichiometric calculations?
55. What information does a balanced equation provide?
56. On what law is stoichometry based, and how do the
C 2H 5OH(l) + C 3H 7COOH(l)
C 3H 7COOC 2H 5(l) + H 2O(l)
calculations support this law?

57. How is molar mass used in some stoichiometric
Determine the mass of ethyl butanoate produced if

4.50 mol of ethanol is used.
calculations?
58. What information must you have in order to calculate
the mass of product formed in a chemical reaction?
64. Greenhouse Gas Carbon dioxide is a greenhouse gas
that is linked to global warming. It is released into the

atmosphere through the combustion of octane (C 8H 18)
in gasoline. Write the balanced chemical equation for
the combustion of octane and calculate the mass of
octane needed to release 5.00 mol of CO 2.
65. A solution of potassium chromate reacts with a solution
of lead(II) nitrate to produce a yellow precipitate of

lead(II) chromate and a solution of potassium nitrate.
a. Write the balanced chemical equation.
b. Starting with 0.250 mol of potassium chromate,
determine the mass of lead chromate formed.
Figure 11.11
59. Each box in Figure 11.11 represents the contents of a
flask. One flask contains hydrogen sulfide, and the other

contains oxygen. When the contents of the flasks are
mixed, a reaction occurs and water vapor and sulfur are
produced. In the figure, the red circles represent oxygen,
the yellow circles represent sulfur, and blue circles represent hydrogen.
b. Using the same color code, sketch a representation of
the flask after the reaction occurs.
Mastering Problems
66. Rocket Fuel The exothermic reaction between liquid
hydrazine (N 2H 2) and liquid hydrogen peroxide (H 2O 2)

is used to fuel rockets. The products of this reaction are
nitrogen gas and water.
a. Write the balanced chemical equation.
b. How much hydrazine, in grams, is needed to produce
10.0 mol of nitrogen gas?
67. Chloroform (CHCl 3), an important solvent, is produced
60. Ethanol (C 2H 5OH), also known as grain alcohol, can
by a reaction between methane and chlorine.
CH 4(g) + 3Cl 2(g) CHCl 3(g) + 3HCl(g)
be made from the fermentation of sugar (C 6H 12O 6).

The unbalanced chemical equation for the reaction is
shown below.
___C 6H 12O 6 ___C 2H 5OH + ___CO 2

Balance
chemical
equation
70.the1.50
102
g/moland determine the mass
of C 2H71.
from 750 g of C 6H 12O 6.
5OH
34produced
L
How much CH 4, in grams, is needed to produce

50.0 grams of CHCl 3?
68. Oxygen Production The Russian Space Agency uses
potassium superoxide (KO 2) for the chemical oxygen

generators in their space suits.
61. Welding
If 5.50g/L
mol of calcium carbide (CaC 2) reacts
72.2.93
with an excess of water, how many moles of acetylene

(C 2H 273.
), a tk
gas used in welding, will be produced?
tk + 2H 2O(l) Ca(OH) 2(aq) + C 2H 2(g)

Ca74.
C 2(s)
75.
tk
62. Antacid Fizz When an antacid tablet dissolves in water,
76.
the fizz is tk
due to a reaction between sodium hydrogen
carbonate
(NaHCO 3), also called sodium bicarbonate,
77.tk
and citric acid (H 3C 6H 5O 7).
78.tk
6 PMC11_CA_874637.indd
4KO 2 + 2H 2O + 4CO 2 4KHCO 3 + 3O 2
3NaHCO 3(aq) + H 3C 6H 5O 7(aq)

3CO 2(g) + 3H 2O(l) + Na 3C 6H 5O 7(aq)
Complete Table 11.3.

Table 11.3 Oxygen Generation Reaction Data
Mass
KO 2
Mass
H 2O
Mass
CO 2
Mass
KHCO 3
Mass
O2
380 g
69. Gasohol is a mixture of ethanol and gasoline. Balance
Section 13.3
How many moles of Na 3C 6H 5O 7 can be produced if one

tablet containing 0.0119 mol of NaHCO 3 is dissolved?
the equation, and determine the mass of CO 2 produced

from the combustion of 100.0 g of ethanol.
C 2H 5OH(l) + O 2(g) CO 2(g) + H 2O(g)
1/25/07
Mastering Concepts
54. Write a balanced chemical equation for
the reaction.
55. The balanced equation provides the relationship between reactants and products, and the coefficients in the equation
are used to write mole ratios relating
reactants and products.
56. Stoichiometry is based on the law of conservation of mass. The calculations are
used to determine the mass of reactants
and products. Once found, the sum of
reactants will equal the sum of products,
verifying the law of conservation of
mass.
57. Molar mass is a conversion factor for converting moles of a given substance to
mass or mass of a given substance to
moles.
58. You must have the balanced chemical
equation and know the quantity of one
substance in the reaction other than the
product you are to determine.
59. a. 2H 2S(g) + O 2(g) 2H 2O(g) +
2S(s)
b. Student sketches should show the
formation of six water molecules
(H 2O) and six sulfur atoms (S).
Mastering Problems
60. C 6H 12O 6 2 C 2H 5OH + 2 CO 2;

390 g C 2H 5OH
61. 5.50 mol of C 2H 2
62. 0.0119 mol Na 3C 6H 5O 7
63. 523 g C 3H 7COOC 2H 5
64. 2C 8H 18(l) + 25O 2(g)
16CO 2(g) + 18H 2O(l);
71.4 g C 8H 18
65.a.K 2CrO 4(aq) + Pb(NO 3) 2(aq)
PbCrO 4(s) + 2KNO 3(aq)
b. 80.8 g PbCrO 4
66. a. N 2H 2(l) + H 2O 2(l)
N 2(g) + 2H 2O(g)
b. 3.00 10 2 g N 2H 2
67. 6.72 g CH 4
68. mass KO 2 = 1100 g, mass H 2O = 140 g,
5:07:28 PM
mass CO 2 = 7 102 g, mass KHCO 3 =
1600 g
69. C 2H 5OH(l) + 3O 2(g)
2CO 2(g) + 3H 2O(l);
191.0 g CO 2
Chapter 11 Assessment
393
70. a. Pb(s) + PbO 2(s) + 2H 2SO 4(aq)

2PbSO 4(aq) + 2H 2O(l)
b. 73.2 g PbSO 4
71. a. 50.2 g Au
b. 33.5% gold in ore
72. 0.587 g Na 3Ag(S 2O 3) 2
Section 11.3
Mastering Concepts
73. The actual mole ratio of reactants from
the chemical equation is compared to the
mole ratio determined from the given
quantities.
74. The limiting reactant is the reactant that
produces the lowest number of moles of
product. Mass does not determine the
limiting reactant but the number of
moles.
75. a. 3M2 + N2 2M3N
b. 6 moles of element M (in the form of
3 moles of M2) and 6 moles of element N (likewise, 3 moles of N2)
c. 2 moles of M3N form with 2 moles of
N2 unreacted (4 total moles of element N)
d. M2 is the limiting reactant and N2 is
the excess reactant.
Mastering Problems
76. Hydrogen is limiting; ethyne is the excess
reactant. One mol of ethyne is left over.
77. 4.0 mol Fe(OH) 2
78. 10.0 mol CsXeF 7
79. 1120 g Fe
80. Cl 2 is the limiting reactant; phosphorus is
in excess.
81. a. MnO 2 is the limiting reactant.
b. 17.1 g Zn(OH) 2
82. 2Li(s) + Br2(l) 2LiBr(s)
a. Br 2
b. 27.1 g LiBr
c. Li, 22.8 g
70. Car Battery Car batteries use lead, lead(IV) oxide, and
71. To extract gold from its ore, the ore is treated with sodium
cyanide solution in the presence of oxygen and water.
4Au(s) + 8NaCN(aq) + O 2(g) + 2H 2O(l)

4NaAu(CN) 2(aq) + 4NaOH(aq)
a. Determine the mass of gold that can be extracted if

25.0 g of sodium cyanide is used.
b. If the mass of the ore from which the gold was
extracted is 150.0 g, what percentage of the ore is gold?
72. Film Photographic film contains silver bromide in gela-
tin. Once exposed, some of the silver bromide decomposes, producing fine grains of silver. The unexposed
silver bromide is removed by treating the film with
sodium thiosulfate. Soluble sodium silver thiosulfate
(Na 3Ag(S 2O 3) 2) is produced.
AgBr(s) + 2Na 2S 2O 3(aq)

Na 3Ag(S 2O 3) 2(aq) + NaBr(aq)
Determine the mass of Na 3Ag(S 2O 3) 2 produced if
0.275 g of AgBr is removed.
+
Ethyne
Hydrogen
+
Ethane
Ethyne
Figure 11.13
76. The reaction between ethyne (C 2H 2) and hydrogen (H 2)

is illustrated in Figure 11.13. The product is ethane
(C 2H 6). Which is the limiting reactant? Which is the

excess reactant? Explain.
77. Nickel-Iron Battery In 1901, Thomas Edison invented
the nickel-iron battery. The following reaction takes

place in the battery.
Fe(s) + 2NiO(OH)(s) + 2H 2O(l)

Fe(OH) 2(s) + 2Ni(OH) 2(aq)
How many mol of Fe(OH) 2 is produced when 5.00 mol
of Fe and 8.00 mol of NiO(OH) react?
78. One of the few xenon compounds that form is cesium
xenon heptafluoride (CsXeF 7). How many moles of

CsXeF 7 can be produced from the reaction of 12.5 mol
of cesium fluoride with 10.0 mol of xenon hexafluoride?
CsF(s) + XeF 6(s) CsXeF 7(s)

79. Iron Production Iron is obtained commercially by the
Section 11.3
Mastering Concepts
73. How is a mole ratio used to find the limiting reactant?
74. Explain why the statement, The limiting reactant is the
reactant with the lowest mass is incorrect.
reaction of hematite (Fe 2O 3) with carbon monoxide.

How many grams of iron is produced when 25.0 mol
of hematite reacts with 30.0 mol of carbon monoxide?
Fe 2O 3(s) + 3CO(g) 2Fe(s) + 3CO 2(g)

80. The reaction of chlorine gas with solid phosphorus (P 4)
produces solid phosphorus pentachloride. When 16.0 g

of chlorine reacts with 23.0 g of P 4, which reactant is
limiting? Which reactant is in excess?
81. Alkaline Battery An alkaline battery produces electrical
energy according to this equation.
Figure 11.12
75. Figure 11.12 uses squares to represent Element M and
circles to represent Element N.

a. Write the balanced equation for the reaction.
b. If each square represents 1 mol of M and each circle
represents 1 mol of N, how many moles of M and N
were present at the start of the reaction?
c. How many moles of product form? How many moles
of Element M and Element N are unreacted?
d. Identify the limiting reactant and the excess reactant.
C11_CA_874637.indd
Mastering Problems
a sulfuric acid solution to produce an electric current.

The products of the reaction are lead(II) sulfate in solution and water.
a. Write the balanced equation for the reaction.
b. Determine the mass of lead(II) sulfate produced
when 25.0 g of lead reacts with an excess of lead(IV)
oxide and sulfuric acid.
Zn(s) + 2MnO 2(s) + H 2O(l)

Zn(OH) 2(s) + Mn 2O 3(s)
a. Determine the limiting reactant if 25.0 g of Zn and

30.0 g of MnO 2 are used.
b. Determine the mass of Zn(OH) 2 produced.
82. Lithium reacts spontaneously with bromine to produce
lithium bromide. Write the balanced chemical equation

for the reaction. If 25.0 g of lithium and 25.0 g of bromine
are present at the beginning of the reaction, determine
a. the limiting reactant.
b. the mass of lithium bromide produced.
c. the excess reactant and the excess mass.
1/25/07
5:07:47
Section 11.4
Section 11.4
93. Hydrofluoric acid solutions cannot be stored in glass
containers because HF reacts readily with silica dioxide

in glass to produce hexafluorosilicic acid (H 2SiF 6).
Mastering Concepts
SiO 2(s) + 6HF(aq) H 2SiF 6(aq) + 2H 2O(l)
83. What is the difference between actual yield and theoreti-
cal yield?
40.0 g SiO 2 and 40.0 g HF react to yield 45.8 g H 2SiF 6.

a. What is the limiting reactant?
b. What is the mass of the excess reactant?
c. What is the theoretical yield of H 2SiF 6?
d. What is the percent yield?
84. How are actual yield and theoretical yield determined?

85. Can the percent yield of a chemical reaction be more
than 100%? Explain your answer.

86. What relationship is used to determine the percent yield
94. Van Arkel Process Pure zirconium is obtained using
of a chemical reaction?
the two-step Van Arkel process. In the first step, impure

zirconium and iodine are heated to produce zirconium
iodide (ZrI 4). In the second step, ZrI 4 is decomposed to
produce pure zirconium.
87. What experimental information do you need in order to
calculate both the theoretical and the percent yield of

any chemical reaction?
88. A metal oxide reacts with water to produce a metal
ZrI 4(s) Zr(s) + 2I 2(g)
hydroxide. What additional information would you

need to determine the percent yield of metal hydroxide
from this reaction?
Determine the percent yield of zirconium if 45.0 g of

ZrI 4 is decomposed and 5.00 g of pure Zr is obtained.
95. Methanol, wood alcohol, is produced when carbon
monoxide reacts with hydrogen gas.
CO + 2H 2 CH 3OH
Element A
Element B
When 8.50 g of carbon monoxide reacts with an excess

of hydrogen, 8.52 g of methanol is collected. Complete
Table 11.4, and calculate the percent yield.
Figure 11.14
Table 11.4 Methanol Reaction Data
89. Examine the reaction represented in Figure 11.14.
CO(g)
Determine if the reaction went to completion. Explain

your answer, and calculate the percent yield of the
reaction.
Mass
Molar mass
Mastering Problems
8.52 g
28.01 g/mol
32.05 g/mol
Moles
90. Ethanol (C 2H 5OH) is produced from the fermentation
of sucrose (C 12H 22O 11) in the presence of enzymes.
96. Phosphorus (P 4) is commercially prepared by heating a
mixture of calcium phosphate (CaSiO 3), sand (SiO 2),

and coke (C) in an electric furnace. The process involves
two reactions.
C 12H 22O 11(aq) + H 2O(g) 4C 2H 5OH(l) + 4CO 2(g)

Determine the theoretical yield and the percent yield of
ethanol if 684 g of sucrose undergoes fermentation and
349 g of ethanol is obtained.
2Ca 3(PO 4) 2(s) + 6SiO 2(s) 6CaSiO 3(l) + P 4O 10(g)

P 4O 10(g) + 10C(s) P 4(g) + 10CO(g)
91. Lead(II) oxide is obtained by roasting galena, lead(II)
The P 4O 10 produced in the first reaction reacts with an

excess of coke (C) in the second reaction. Determine
the theoretical yield of P 4 if 250.0 g of Ca 3(PO 4) 2 and
400.0 g of SiO 2 are heated. If the actual yield of P 4 is
45.0 g, determine the percent yield of P 4.
sulfide, in air. The unbalanced equation is:
PbS(s) + O 2(g) PbO(s) + SO 2(g)

a. Balance the equation, and determine the theoretical
yield of PbO if 200.0 g of PbS is heated.
b. What is the percent yield if 170.0 g of PbO is obtained?
92. Upon heating, calcium carbonate (CaCO 3) decomposes
CH 3OH(l)
97. Chlorine forms from the reaction of hydrochloric acid
to calcium oxide (CaO) and carbon dioxide (CO 2).

a. Determine the theoretical yield of CO 2 if 235.0 g of
CaCO 3 is heated.
b. What is the percent yield of CO 2 if 97.5 g of CO 2 is
collected?
with manganese(IV) oxide. The balanced equation is:
MnO 2 + 4HCl MnCl 2 + Cl 2 + 2H 2O

Calculate the theoretical yield and the percent yield of
chlorine if 86.0 g of MnO 2 and 50.0 g of HCl react. The
actual yield of Cl 2 is 20.0 g.
1/25/07
Mastering Concepts
83. Actual yield is the amount of product
obtained experimentally. Theoretical
yield is the amount of product predicted
by a stoichiometric calculation.
84. Actual yield is determined through
experimentation. Theoretical yield is calculated from a given reactant or the limiting reactant.
85. No, you cannot produce more product
than the theoretical yield, which is determined from the starting reactants.
86. (actual yield/theoretical yield) 100 =
percent yield
87. The quantity of one reactant and the
actual yield of the product .
88. The mass of one substance in the reaction and the actual mass of metal
hydroxide produced.
89. The reaction did not go to completion.
Using squares to represent Element A
and circles to represent Element B, the
initial products would have yielded four
AB 2 particles, but only three were produced. There are enough remaining
unreacted A and B particles to produce
one more AB 2 particle. The percent yield
is 75%.
Mastering Problems
90. theoretical yield = 369 g C 2H 5OH

percent yield C 2H 5OH = 94.6%
91. a. 2PbS + 3O 2 2PbO + 2SO 2
theoretical yield = 186.6 g PbO
b. percent yield PbO = 91.10%
92. a. theoretical yield CO 2 = 103 g
b. percent yield CO 2 = 94.7%
93. a. HF is the limiting reactant.
b. SiO 2 is the excess reactant, 20.0 g.
c. theoretical yield = 48.0 g H 2SiF 6
d. percent yield H 2SiF 6 = 95.4%
94. 73.0% yield Zr
95. mass CH 3OH(l) = 9.71 g
moles CO(g) = 0.303 mol
moles CH 3OH(l) = 0.303 mol
percent yield = 87.7%
5:08:00 PM
96. theoretical yield = 49.92 g P4
percent yield P 4 = 90.1%
97. theoretical yield = 24.3 g Cl 2
percent yield Cl 2 = 82.3%
395
Mixed Review
2 mol NH 4NO 3/1 mol CuS
401 g CaNCN
25.6 g Cu
a. 2NO(g) + O 2(g) 2NO 2(g)
b. 2 mol NO 2/2 mol NO
102. theoretical yield = 4.04 g H 2
percent yield H 2 = 94.1%
103. The graph levels off because the oxygen limits the reaction at that point.
fixed amount = 0.329 mol O 2
Think Critically
104. No, percent yields cannot be greater
than 100%. High results could mean
the product was not completely dry, or
it was contaminated.
105. a. No, because there is only one
reactant.
b. Yes, because there are two reactants. Not enough information is
given to identify which is the limiting reactant.
106. Obtain and record the mass of an
empty evaporating dish. Add 2.00 g of
copper(II) sulfate pentahydrate and
obtain and record the mass of the
hydrate and evaporating dish. Heat the
dish gently for 5 minutes, then strongly
for 5 minutes to drive off the water.
Cool the dish and remeasure the mass.
Record. Determine the mass of the
anhydrous copper sulfate. Using the
equation CuSO 45H 2O CuSO 4 +
5H 2O and the initial mass of the
copper(II) sulfate pentahydrate, determine the theoretical yield of copper(II)
sulfate. Determine the actual yield of
copper(II) sulfate. Divide the actual
yield by the theoretical yield and multiply by 100 to determine percent yield
of copper(II) sulfate.
107. When you fan the flame, additional
oxygen is added and the remaining
coals can burn.
108. a. 2 Na 3PO 4(aq) + 3Co(NO 3) 2(aq)
Co 3(PO 4) 2(s) + 6NaNO 3(aq)
b. Trial 1: limiting reactant is Na 3PO 4,
excess reactant is Co(NO 3) 2.
Trials 2 through 4: limiting reactant
is Co(NO 3) 2, excess reactant is Na 3
PO 4.
Mixed Review
Think Critically
98. Ammonium sulfide reacts with copper(II) nitrate in a
104. Analyze and Conclude In an experiment, you obtain a
double replacement reaction. What mole ratio would

you use to determine the moles of NH 4NO 3 produced
if the moles of CuS are known?
percent yield of product of 108%. Is such a percent yield

possible? Explain. Assuming that your calculation is
correct, what reasons might explain such a result?
99. Fertilizer The compound calcium cyanamide
105. Observe and Infer Determine whether each reaction
(CaNCN) is used as a nitrogen source for crops. To

obtain this compound, calcium carbide is reacted with
nitrogen at high temperatures.
depends on a limiting reactant. Explain why or why not,

and identify the limiting reactant.
a. Potassium chlorate decomposes to form potassium
chloride and oxygen.
b. Silver nitrate and hydrochloric acid react to produce
silver chloride and nitric acid.
CaC 2(s) + N 2(g) CaNCN(s) + C(s)

What mass of CaNCN can be produced if 7.50 mol of
CaC 2 reacts with 5.00 mol of N 2?
100. When copper(II) oxide is heated in the presence of
hydrogen gas, elemental copper and water are produced.

What mass of copper can be obtained if 32.0 g of
copper(II) oxide is used?
101. Air Pollution Nitrogen oxide, which is present in
urban air pollution, immediately converts to nitrogen

dioxide as it reacts with oxygen.
a. Write the balanced chemical equation for the formation of nitrogen dioxide from nitrogen oxide.
b. What mole ratio would you use to convert from
moles of nitrogen oxide to moles of nitrogen dioxide?
106. Design an Experiment Design an experiment that can
be used to determine the percent yield of anhydrous

copper(II) sulfate when copper(II) sulfate pentahydrate
is heated to remove water.
107. Apply When a campfire begins to die down and
smolder, you can rekindle the flame by fanning the fire.

Explain, in terms of stoichiometry, why the fire again
begins to flare up when fanned.
108. Apply Students conducted a lab to investigate limiting
and excess reactants. The students added different

volumes of sodium phosphate solution (Na 3PO 4) to a
beaker. They then added a constant volume of cobalt(II)
nitrate solution (Co(NO 3) 2), stirred the contents, and
allowed the beakers to sit overnight. The next day, each
beaker had a purple precipitate at the bottom. The students decanted the supernatant from each beaker, divided it into two samples, and added one drop of sodium
phosphate solution to one sample and one drop of
cobalt(II) nitrate solution to the second sample. Their
results are shown in Table 11.5.
a. Write a balanced chemical equation for the reaction.
b. Based on the results, identify the limiting reactant
and the excess reactant for each trial.
102. Electrolysis Determine the theoretical and percent
yield of hydrogen gas if 36.0 g of water undergoes electrolysis to produce hydrogen and oxygen and 3.80 g of
hydrogen is collected.
Mass of Fe2O3 Formed From Burning Fe
Mass of Fe2O3 (g)
98.
99.
100.
101.
30
20
10
Table 11.5 Reaction Data for Co(NO 3) 2 and Na 3PO 4

0
10
15
20
25
30
35
Mass of Fe (g)
Volume
Na 3PO 4
5.0 mL
10.0 mL
purple
precipitate
no reaction
10.0 mL
10.0 mL
no reaction
purple
precipitate
15.0 mL
10.0 mL
no reaction
purple
precipitate
20.0 mL
10.0 mL
no reaction
purple
precipitate
Figure 11.15
103. Iron reacts with oxygen as shown.
Reaction
Reaction
Volume
with Drop of with Drop
Co(NO 3) 2
Na 3PO 4
of Co(NO 3) 2
Trial
4Fe(s) + 3O 2(g) 2Fe 2O 3(s)

Different amounts of iron were burned in a fixed
amount of oxygen. For each mass of iron burned, the
mass of iron(II) oxide formed was plotted on the graph
shown in Figure 11.15. Why does the graph level off
after 25.0 g of iron is burned? How many moles of
oxygen are present in the fixed amount?
C11_CA_874637.indd
1/25/07
5:08:11
Challenge Problem
Challenge Problem
109. When 9.59 g of a certain vanadium oxide is heated in
the presence of hydrogen, water and a new oxide of

vanadium are formed. This new vanadium oxide has a
mass of 8.76 g. When the second vanadium oxide
undergoes additional heating in the presence of hydrogen, 5.38 g of vanadium metal forms.
a. Determine the empirical formulas for the two
vanadium oxides.
b. Write balanced equations for the steps of the reaction.
c. Determine the mass of hydrogen needed to complete
the steps of this reaction.
Additional Assessment
Chemistry
116. Air Pollution Research the air pollutants produced
by combustion of gasoline in internal combustion

engines. Discuss the common pollutants and the
reaction that produces them. Show, through the use
of stoichiometry, how each pollutant could be
reduced if more people used mass transit.
than in iced tea. You state that higher temperatures

increase the rate at which sugar dissolves in water. Is this
statement a hypothesis or a theory? Why? (Chapter 1)
Document-Based Question
111. Write the electron configuration for each of the follow-
112. Explain why the gaseous nonmetals exist as diatomic
molecules, but other gaseous elements exist as single

atoms. (Chapter 8)
113. Write a balanced equation for the reaction of potassium
with oxygen. (Chapter 9)
Chemical Defense Many insects secrete hydrogen peroxide

(H 2O 2) and hydroquinone C 6H 4(OH) 2. Bombardier beetles
take this a step further by mixing these chemicals with a catalyst. The result is an exothermic chemical reaction and a
spray of hot, irritating chemicals for any would-be predator.
Researchers hope to use a similar method to reignite aircraft
turbine engines.
Figure 11.17 below shows the unbalanced chemical reaction
114. What is the molecular mass of UF 6? What is the molar
that results in the bombardier beetles defensive spray.
mass of UF 6? (Chapter 10)
%C
%H
%O 40.0
Percent by mass
52.2
40
53.3
54.5
+ H2O2
54.5
13.0
6.7
Ethanol
+ H2O + O2 + Energy
9.1
OH
C6H4(OH)2
Hydroquinone
C6H4O2
Benzoquinone
36.4
116. Answers will vary. Common pollutants

are SO 2, NO, NO 2 and O 3. Check the
stoichiometry and be sure it accounts
for a decrease in the pollutant.
117. Answers will vary. Make sure the following equation is included.
N 2(g) + 3H 2(g) 2NH 3(g) + 92 kJ
The aim of the Haber process was to
control a reaction so that a large
amount of a useful product was yielded
quickly. The process was of great
importance because the Germans had
to come up with a nitrogen compound
that could be produced in large
amounts.
9.1
Formaldehyde Acetaldehyde Butanoic acid
Compound name
Chemistry
Catalyst
36.4
34.8
10
OH
30
20
Additional Assessment
Data obtained from: Becker, Bob. April 2006. ChemMatters. 24: no. 2.
Percent Composition of
Some Organic Compounds
50
110. a. hypothesis, because it is based only

on observation, not on data
111. a. [He]2s 22p 5
b. [Ne]3s 23p 1
c. [Ar]4s 23d 2
d. [Xe]6s 24f 145d 106p 6
112. Diatomic molecules achieve a noble
gas electron configuration by forming
covalent bonds. The monoatomic gases
already have noble gas electron
configurations.
113. 4K(s) + O 2(g) 2K 2O(s)
114. 352.02 amu; 352.02 g/mol
115. a. They are related by a wholenumber multiplier.
b. C 2H 4O
duced when hydrogen and nitrogen are combined

under ordinary conditions is extremely small.
However, the Haber Process combines the two gases
under a set of conditions designed to maximize yield.
Research the conditions used in the Haber Process,
and find out why the development of the process was
of great importance.
110. You observe that sugar dissolves more quickly in hot tea
c. titanium
d. radon
Cumulative Review
117. Haber Process The percent yield of ammonia pro-
Cumulative Review
ing atoms. (Chapter 5)

a. fluorine
b. aluminum
109. a. V 2O 5 and VO 2
b. V 2O 5 + H 2 2VO 2 + H 2O
VO 2 + 2H 2 V + 2H 2O
c. 0.532 g H 2
Figure 11.17
118. Balance the equation in Figure 11.17. If the
bombardier beetle stores 100.0 mg of hydroquinone

(C 6H 4(OH) 2) along with 50.0 mg of hydrogen peroxide (H 2O 2), what is the limiting reactant?
Figure 11.16
115. Figure 11.16 gives percent composition data for several
organic compounds. (Chapter 10)

a. How are the molecular and empirical formulas of
acetaldehyde and butanoic acid related?
b. What is the empirical formula of butanoic acid?
119. What is the excess reactant and how many milligrams
are in excess?
120. How many milligrams of benzoquinone will be
produced?
Document-Based Questions
Data obtained from: Becker, Bob. April 2006. ChemMatters. 24: no. 2.
1/25/07
5:08:25 PM
118. H 2O 2 is the limiting reactant.

119. 19.1 mg of C6H4(OH)2 excess
120. 79.4 mg C 6H 4O 2
397
Cumulative

Multiple Choice
1.
2.
3.
4.
5.
6.
7.
8.
D
A
C
B
C
D
C
B

Multiple Choice
1. Stoichiometry is based on the law of
A. constant mole ratios.
B. Avogadros constant.
C. conservation of energy.
D. conservation of mass.
Use the graph below to answer Questions 2 to 5.
Supply of Various Chemicals
in Dr. Raitanos Laboratory
NaCl
700.0 g
Na2CO3
500.0 g
Ca(OH)2
300.0 g
AgNO3
100.0 g
KClO3
200.0 g
NaH2PO4
350.0 g
2. Pure silver metal can be made using the reaction

shown below.
Cu(s) + 2AgNO 3(aq) 2Ag(s) + Cu(NO 3) 2(aq)
How many grams of copper metal will be needed to
use up all of the AgNO 3 in Dr. Raitanos laboratory?
A. 18.70 g
C. 74.7 g
B. 37.3 g
D. 100 g
3. The LeBlanc process is the traditional method of
manufacturing sodium hydroxide. The equation for
this process is as follows.
Na2CO 3(aq) + Ca(OH) 2(aq) 2NaOH(aq) + CaCO 3(s)
Using the amounts of chemicals available in
Dr. Raitanos lab, what is the maximum number
of moles of NaOH that can be produced?
A. 4.05 mol
C. 8.097 mol
B. 4.72 mol
D. 9.43 mol
4. Pure O 2 gas can be generated from the decomposition of potassium chlorate (KClO 3):
2KClO 3(s) 2KCl(s) + 3O 2(g)
If half of the KClO 3 in the lab is used and 12.8 g of
oxygen gas is produced, what is the percent yield of
this reaction?
A. 12.8%
C. 65.6%
B. 32.7%
D. 98.0%
C11_STP_874637.indd
398
5. Sodium dihydrogen pyrophosphate (Na 2H 2P 2O 7),

more commonly known as baking powder, is
manufactured by heating NaH 2PO 4 to a high
temperature.
2NaH 2PO 4(s) Na 2H 2P 2O 7(s) + H 2O(g)
If 444.0 g of Na 2H 2P 2O 7 is needed, how much more
NaH 2PO 4 will Dr. Raitano have to buy to make
enough Na 2H 2P 2O 7?
A. 0.00 g
B. 94.0 g
C. 130.0 g
D. 480 g
6. Red mercury(II) oxide decomposes at high
temperatures to form mercury metal and oxygen gas.
2HgO(s) 2Hg(l) + O 2(g)
If 3.55 mol of HgO decomposes to form 1.54 mol
of O 2 and 618 g of Hg, what is the percent yield of
this reaction?
A. 13.2%
B. 42.5%
C. 56.6%
D. 86.8%
Use the diagram below to answer Questions 7 and 8.
PERIODIC TABLE
18
Y
Y
Y
Y
Y
Y
13 14 15 16 17
W W
Y
Y 3 4 5 6 7 8 9 10 11 12 W W
Y Z Z Z Z Z Z Z Z Z Z W W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
W
Y
W
W
W
W
W
Y Y Z Z Z
X X X X X X X X X X X X X X
X X X X X X X X X X X X X X
7. Which elements tend to have the largest atomic

radius in their periods?
A. W
C. Y
B. X
D. Z
8. Elements labeled W have their valence electrons in
which sublevel?
A. s
C. d
B. p
D. f
1/25/07
Standardized Test Practice glencoe.com
5:09:25
Short Answer
Short Answer
9. 27 moles N 2
SAT Subject Test: Chemistry
9. Dimethyl hydrazine (CH 3) 2N 2H 2 ignites on

contact with dinitrogen tetroxide (N 2O 4).
(CH 3) 2N 2H 2(l) + 2N 2O 4(l)
3N 2(g) + 4H 2O(g) + 2CO 2(g)
Because this reaction produces an enormous
amount of energy from a small amount of reactants,
it was used to drive the rockets on the Lunar
Excursion Modules (LEMs) of the Apollo space
program. If 18.0 mol of dinitrogen tetroxide is consumed in this reaction, how many moles of nitrogen
gas will be released?
Extended Response
12. How much cobalt(III) titanate (CO 2TiO 4), in

moles, is in 7.13 g of the compound?
A. 2.39 10 1 mol
B. 3.10 10 -2 mol
C. 3.22 10 1 mol
D. 4.17 10 -2 mol
E. 2.28 10 -2 mol
10. Data should form an approximately linear relationship with a few jagged edges,
similar to Figure 6.16 on page 191. .
11. Ionization generally increases as you
move across a period or row in the periodic table. Elements in the first few families have only 1 or 2 valence electrons,
which are relatively easy to remove
because this will result in a complete
outer shell. Elements on the right side of
the periodic table have very high ionization energies because their outer shells
are nearly filled, therefore making it
more likely for these elements to gain a
few electrons rather than lose many.
Use the pictures below to answer Questions 13 to 17.

A.
D.
B.
E.
Extended Response
Use the table below to answer Questions 10 and 11.
First Ionization Energy of Period 3 Elements
Element
Atomic Number
1st Ionization
Energy, kJ/mol
Sodium
11
496
Magnesium
12
736
Aluminum
13
578
Silicon
14
787
Phosphorus
15
1012
Selenium
16
1000
Chlorine
17
1251
Argon
18
1521
SAT Subject Test: Chemistry

12.
13.
14.
15.
16.
17.
C.
B
A
C
B
D
B
13. Hydrogen sulfide displays this molecular shape.

14. Molecules with this shape have four shared pairs of
electrons and no lone pairs of electrons.
10. Plot the data from this data table. Place atomic
numbers on the x-axis.
15. This molecular shape is known as trigonal planar.

11. Summarize the general trend in ionization energy.
How does ionization energy relate to the number of
valence electrons in an element?
16. Carbon dioxide displays this molecular shape.

17. This molecular shape undergoes sp 2 hybridization.
NEED EXTRA HELP?

If You Missed
Question . . .
Review Section . . . 11.1
5 PMC11_STP_874637.indd
10
11
12
13
14
15
16
17
11.2
11.2
11.4
11.3
11.4
6.3
5.3
11.2
6.3
6.3
10.3
8.4
8.4
8.4
8.4
8.4
1/25/07
Standardized Test Practice glencoe.com
5:09:32 PM
399

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Chapter 11 Organizer: Stoichiometry

Mass relationships in chemical reactions confirm the law of conservation of mass.

solving stoichiometric problems.

calculate the amount remaining after

a chemical reaction from data.

Resources to Assess Mastery

indicated by a balanced chemical

Science Notebook 11.2 OL

Customize any lab with

Launch Lab, p. 367: 10-mL graduated cylinder,

MiniLab, p. 378: balance, crucible, sodium hydrogen

Additional Print and

Science Notebook 11.3 OL

Science Notebook 11.4 OL

COOP LEARN Cooperative Learning

duce this chapters Big Idea, ask four

Use the Photo

366 Chapter 11 Stoichiometry

BIG Idea Mass relationships

11.1 Defining Stoichiometry

Carbon dioxide and water

11.3 Limiting Reactants

11.4 Percent Yield

Photosynthesis occurs within

This DVD-ROM is an editable Microsoft PowerPoint presentation that includes:

RUBRIC available at glencoe.com

Purpose Students will observe a

What evidence can you observe

STEP 1 Fold a sheet

STEP 2 Fold in half

STEP 3 Unfold and

&/,$!",%3 Use this Foldable with Section 11.2. As

Visit glencoe.com to:

1. As colorless sodium hydrogen sulfite was added to

take Self-Check Quizzes

use the Personal Tutor to work Example

access Web Links for more information,

find the Try at Home Lab, Baking Soda

Inquiry Nothing more will happen because the

chemical reaction in which one of

Place five test tubes and ten rubber

Customize this lab with

Before presenting the lesson, project

Reactants and Products Place a

candle on a glass plate and place the

368 Chapter 11 Stoichiometry

MAIN Idea The amount of each reactant present at the start of a

Particle and Mole Relationships

Interactive Table Explore

Table 11.1 Ask students to use the

table as a guide for interpreting the

Balanced Chemical Equation

Interactive Table Students

The balanced chemical equation for the chemical reaction shown in

Reading Check The coefficients in

Figure 11.1 is as follows.

4Fe(s) + 3O 2(g) 2Fe 2O 3(s)

The total mass of the reactants is: (223.4 g + 96.00 g) = 319.4 g

students interpret the following equations

Take four 125 mL flasks and four

Section 11.1 Defining Stoichiometry 369

EXAMPLE Problem 11.1

calcium carbonate in rocks using a