CHEMISTRY 1

ADAPTIVE TEACHING GUIDE

S.Y 2024-2025

Most Essential Topic #3

Lesson #1: Stoichiometry
Prerequisite Content Knowledge: Writing correct Chemical Formulae, Types of Chemical Reactions, Balancing of Chemical Equations
Prerequisite Skill: Dimensional Analysis, Writing a Balanced Chemical Equation

Prerequisite Assessment: Problem Set (Practice Exercises on Balancing Chemical Equation/Mole Concept)
1. ___Na + ___MgF2 �� ___NaF + ___Mg
2. ___Mg + ___HCl �� ___MgCl2 + ___H2
3. ___Na + ___O2 �� ___Na2O
4. ___C2H6 + ___O2 �� ___CO2 + ___H2O
5. ___LiF �� ___Li + ___F2
Pre-lesson Remediation Activity:
1. For students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):
Additional review (conceptual) material on the following principles: writing correct chemical formulae, types of chemical reactions, and balancing of
chemical equations For online learners, they will access the link [Link]

For offline learners, pen and paper activity to assess student’s pre-requisite content-knowledge and level of readiness.
2. For students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● For online learners, they will take an activity ([Link] to determine their correct understanding of the
prerequisites. ● For offline learners, they will take a pen and paper activity to determine their correct understanding of the prerequisites.

Introduction:
1. Time Frame a student is expected to finish learning the lesson
2-4 days (at 1-2 hours/day of engagement)
Modes of contacting the teacher for concerns/consultation:
*Online learners may contact the teacher via the LMS messaging system, email, Google Chat, or Messenger.
*Offline (modular) learners may contact the teacher via SMS/text, phone call, or scheduled in-person consultation.
*In-Person (face-to-face) learners may contact the teacher via SMS/text, phone call, or scheduled in-person consultation.

2. Knowledge (RUA) the students is expected to gain from learning the topic/lesson
Comprehension and practical applications in real-life scenarios of concepts of Stoichiometry
3. Context of applying the knowledge (RUA) to be gained in the lesson:
 Understanding the application of Stoichiometry in day-to-day life scenarios
Applying Stoichiometry concepts in baking, safety cars, diet (health), medicine, transportation and ecology such as:
Students will be taught of the following scenarios that can be associated with the application of Stoichiometry
●
● Need nails for a construction project
● When you go to a hardware store, you can buy nails by weight and be able to determine how many nails are in a pound. Use this concept to how pounds
you need and start your construction
● Air bags
● Cars and other vehicles are equipped with air bags. In case of an accident (collision), a reaction is triggered so that the rapid decomposition of Sodium azide
(NaN3) produces nitrogen gas, filling the air bag. It too little sodium azide (NaN3) is used, the air bag will not completely and will not protect the person in the
vehicle. Too much sodium aside could cause the formation of more gas that the bag can safely handle. If the bag breaks from the excess gas pressure, all
protection is lost
● Ecological Stoichiometry
● It is the study about how the chemical content of an organism shapes its ecology. The principles of ecological stoichiometry are based on mass balance
limitations as they apply to species and their interactions in ecosystem. It focuses on the interface between an organism and its resources. The biotic factors
of community determine the community composition for any organism. If a particular organism species can maintain the community composition despite the
changes in chemical composition and the availability of resources, then it is in stoichiometric balance. It is important factor to predict the strategies used by the
species to cope up with limited resources.

4. Overview of the Lesson

Stoichiometry is considered as one of the important concepts in chemistry. It determines quantitative relationships and is used to measure the amount of products and
reactants are produced or needed in a given reaction.
Motivation: Situational Analysis: Friends for Gala or Brownies Challenge
MOTIVATION (10 MINS)

1. Present a story about two friends. Friend A has P100,000.00 in her account while Friend B has half million on her bank account. The condition is whatever one will buy
the other must buy, as well. Friend A bought a car worth 50,000 and so Friend B did. Friend A bought a parcel of lot worth 50K and so with Friend B, as well. Now,
Friend A can no longer buy anything due to no more money while Fiend B still has P400,000 and so can still buy whatever things she would like to buy. Friend A
becomes the limiting reactant while Friend B becomes excess reactant. Using this situation, ask students about their perception as regards to explain how Friend A
becomes the limiting reactant while Friend B becomes excess reactant.
2. Present the Ingredients for best-ever brownies
185g unsalted butter

185g best dark chocolate

85g plain flour

40g cocoa powder

50g white chocolate

50g milk chocolate

3 large eggs (each 60g)
275g golden caster sugar

Total mass: 1.050 kg

The teacher will ask the students to identify the limiting and excess reactants for the best ever brownies. Ask the following questions
1. What is the total mass in kg of all the ingredients used in baking the best ever brownies?
2. Will the baked brownies weigh the same as all of the ingredients added together? If yes, why? If no, why not?
3. What do you think is the percentage yield in terms of the mass of brownies produced and the mass of the ingredients used?
4. Why do you think comparing the actual quantitative results of a chemical reaction to the theoretical (calculated) important?

Online: Students will be asked to answer online via Zoom Poll or Slido
Offline: This will be included in the module
 Students’ Experiential Learning (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy)

Chunk 1: Situational Analysis in relation to the Motivational Activity

Using situation analysis, the teacher will explain the concept of limiting reactant, excess reactant, theoretical yield, actual yield, and percent yield. Let’s say you
want to make cookies instead of best ever brownies to bring in to class on your birthday. Your recipe calls for 2 eggs and 2.5 cups of flour per batch. In your
kitchen, you have loads of all the other ingredients but only 13 eggs and 7.5 cups of flour. Ask the learners: How many batches of cookies can you make? How
many of the ingredients, cups of flour or eggs, are left over?
To calculate how many eggs are left, explain that they can do it in two ways:
A. 3 batches of cookies at 2 eggs per batch requires 6 eggs used. You started with 13 eggs, minus 6 = 7 left over eggs, or
B. 7.5 cups of flour times 2 eggs/(2.5 cups of flour) = 6 eggs used. You started with 13 eggs, minus 6 = 7 left over eggs.

Tell the class that they can do the same with mol:mol ratios from chemical equations, and masses of reactants (converting to moles with molar mass). Say for
example, your recipe for cookies claims to make 48 cookies per batch (theoretical yield). However, during the process of making cookies, some dough got stuck
in the mixer and you can’t scrape the bowl completely which resulted to an actual yield of 42 cookies. So, what is your percent yield of baked cookies? Percent
yield = 42/48 x 100 = 87.5%

Formative Question:
How many batches of cookies can you make? How many of the ingredients, cups of flour or eggs, are left over?

Chunk 2: Problem-solving involving a chemical reaction without limiting and excess reactants
Use this real-life scenario to introduce the lesson:

Formative Question
What happens in a chemical reaction if there is an insufficient amount of one reactant?

Chunk 3: Limiting and Excess Reactants

Let us consider this problem! Find the limiting reactant when 1.22 g O2 reacts with 1.05 g H2 to produce H2O.
The teacher will explain the two 2 methods of solving.
Formative Question
Which reactant is completely used in the reaction?

Which reactant is not completely used up?

Stoichiometry Problem Set

Here are the equations used for the problems below:

(a) MgCO3 �� MgO + CO2

(b) 2Na + Cl2 �� 2NaCl
(c) Fe2O3 + 2Al �� Al2O3 + 2Fe
(d) 2Al(OH)3 + 3H2SO4 �� Al2(SO4)3 + 6 H2O
(e) 2KMnO4 + 5 H2C2O4 + 6HCl �� 2MnCl2 + 10CO2 + 2KCl + 8H2O

Mole-Mole Conversions

1. How many moles of CO2 are produced according to equation (a) by the reaction of 6.0 mol of

MgCO3? 2. Suppose that 1.6 mol Al2(SO4)3 are produced by reaction (d). How many moles of H2O are

also produced? 3. According to equation (e), 1.5 mol of KMnO4 react completely with how many moles

of H2C2O4? Mass-Mass

Conversions

4. How many grams of Al2O3 are produced by the complete reaction of 0.20 mol of Al, according to equation
(c)? 5. When 0.45 mol CO2 is produced by equation (e), how many grams of H2O are also produced? 6. The
complete reaction of 4.6 g Na, according to equation (b), yields how many grams of NaCl?
7. How many grams of H2SO4 are required for the complete reaction of 65.0 g of Al(OH)3 according to equation (d)?
8. According to equation (a), 4.0 kg MgCO3 yield how many grams of CO2?
9. How many grams of HCl are required for the complete reaction of 316 g KMnO4 according to equation (e)?

PRACTICE (120 MINS)

1. Determine what are asked from the reaction of 2.50 grams of H2SO4 reacting with 5.00 grams of NaOH.
1a. Write and balance the chemical reaction involved.
1b. Which reactant is limiting?
1c. Which reactant is in excess?
1d. What is the theoretical yield of water, in grams?
1e. What is the percent yield if the actual grams of water produced is 0.750 g?
2. Propane is a common fuel. How many moles of oxygen are needed to burn 3.62 moles of propane.
C3H8 (g) + 5 O2 (g) → 3CO2 (g) + 4 H2O (l)
3. If we start with 2.00 moles nitrogen and 6.00 moles hydrogen, determine the following: how many moles of ammonia is it theoretically possible to
produce? N2 + 3 H2 → 2NH3
3a. Which is the limiting reactant?
3b. Which is the excess reactant?
3c. How many moles of ammonia is it theoretically possible to produce?
3d. What is the percent yield of ammonia if the actual yield of ammonia is 3.55 moles?

ENRICHMENT (60 MINS)

A chemical manufacturer wants to try a new process for making the a highly refined form of nickel(II) oxide from Ni(NO 3)2 and NaOH. The product is sold for use in
making rechargeable batteries (NiMH) for use in high tech devices. The raw materials cost $2,000 per ton for Ni(NO 3)2 and $50 per ton for NaOH.
The old method (call it Method 1) uses equal masses of NaOH and nickel nitrate, and has a 95% yield. However, it costs $200 per ton of product generated to refine
the product and process wastes.

The first new method (Method 2) uses twice the mass of nickel nitrate as NaOH, and has a 90% yield, but refinement & waste processing costs $25 per ton.
 The other new method (method 3) uses five times the mass of nickel nitrate as NaOH, has a 99% yield, and refinement/waste processing only
costs $10 per ton. Your group has been hired as a consulting firm to help the manufacturer decide whether to adopt one of the new processes,
and if so, which one to choose. What is your advice to the manufacturer? How did you reach your answer?

In your group, the person with the lowest # birth month (using day of the month as a tie-breaker) will be the “manager”, whose job is to keep the decision process
focused and work toward making a reasonable decision. The person with the highest # birth month is the “technician” who will actually perform any needed
calculations; and the other person will be the “skeptic”, whose job is to question assumptions and make sure everything works out.

At the end of the consultation, one of you may be chosen to make your “sales pitch” for the decision you’ve reached. Be sure each member of the group
understands the decision! Questions To Ponder:

1. What chemistry challenges do you need to work out for this job?
2. What criteria will be important in making your recommendation?
3. How will you evaluate those criteria?
4. Are there other criteria that could be used? If so, what are they and how can you assess or rank their value?
5. What would be the “ideal” quantities to use, to make 1 ton of salable product?

Synthesis
● Stoichiometry is at the heart of the production of many things you use in your daily life. Soap, household cleaners, toothpastes, shampoos, deodorant, feminine
wash, and cooking ingredients are just a few households and personal care products you use that are chemically engineered, or produced through chemical
reactions
● Chemically engineered commodities all rely on stoichiometry for their production. Stoichiometry tells what quantity of each reactant we need in order to get enough of
our desired product.
● How do you take advantage of your knowledge and skills in stoichiometry at school? At the mall? In your community?
● In your daily task at home, what activities can you relate with the application of stoichiometry?
 RUA of a Student’s Learning
The learners will demonstrate their understanding of the concepts of Stoichiometry by showcasing real-life scenarios. The context in focus is the understanding of
the students in relating Stoichiometry concepts to day-day life scenarios. The output is a Synectic (analogy of real-life scenario) that can be expressed through any
of the following online and offline multimedia: textual, graphic/pictorial/visual, audio-video, literary or performance

Post-lesson Remediation Activity

The learners’ outputs (RUA demonstration/expression) will be evaluated by the teacher vis-a-vis the PAA criteria. Unachieved standard(s) or criterion/ia will require the
learners to revise that part of their output, with monitoring of the teacher. Once all standards/ criteria are met, the learners can proceed to the next lesson.

Prepared by:

John Dave E. Ybanez, LPT