This module focuses on explaining the concepts of limiting reagent and excess reagent in chemical reactions. It provides learning activities to help students define these terms, explain how to identify the limiting reagent when given the amounts of reactants, and use the limiting reagent to calculate the amount of products formed. The module is designed to help students master the competencies of defining limiting and excess reagents, explaining the concept of limiting reagent in reactions, and identifying the limiting and excess reagents in example reactions.
This document contains a daily lesson log for a 10th grade science class. The lesson focuses on properties of gases, including mass, volume, temperature, and pressure. Students will perform activities to investigate these properties, such as inflating balloons and measuring changes in volume and pressure. The lesson also covers Boyle's law, with an activity using syringes to illustrate the inverse relationship between gas volume and pressure at constant temperature. The teacher will assess student understanding through questions about the activities and properties of gases.
This document is the teacher's guide for the second part of the Grade 7 Science curriculum. It provides an overview of the topics covered in the second half of the year, which focus on different forms of energy including motion, waves, sound, light, heat, and electricity. The guide includes modules and activities for teaching each topic. It aims to help students understand the various forms of energy, how energy transfers between objects, and the relationship between energy and motion.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
COMPARING PLANT CELL AND ANIMAL CELL (grade 7)ppt.pptxShemaeObni1
This document outlines a teacher demonstration on comparing and contrasting plant and animal cells. It includes 6 hands-on activities for students to identify cell organelles, spot differences between plant and animal cells in videos and pictures, assemble organelles on boards to show how plant and animal cells differ, compare similarities and differences using a Venn diagram, and identify where organelles are found in each cell type. The demonstration aims to help students understand the similarities between plant and animal cells as well as the unique structures of each, including chloroplasts and cell walls in plant cells.
The instructional planning document outlines a detailed lesson plan for teaching 9th grade science. The lesson focuses on explaining ionic and covalent bonds. It includes objectives, content, procedures, assessment, and reflections. The procedures involve introducing valence electrons, writing Lewis structures, analyzing properties of ionic and covalent compounds, discussing bond formation, and relating it to a story example. Assessment includes multiple choice questions to evaluate understanding of electronegativity, bond types, and properties related to ionic and covalent compounds. The teacher reflects on helping students understand how bond formation relates to electron configuration and atomic properties.
This document is a self-learning module that teaches 7th grade students about the components of an ecosystem, specifically biotic and abiotic factors. It begins with an introductory message to students and teachers. Lesson 1 then defines key terms like population, community, ecosystem, producers, consumers, and decomposers. It explains that biotic factors are living organisms, including producers, consumers and decomposers. Abiotic factors are non-living physical and chemical elements like air, water, sunlight, and temperature. Students are asked to identify biotic and abiotic factors in diagrams and drawings of ecosystems. The module aims to differentiate between biotic and abiotic components and explain how they interact and affect one another.
Strategic Intervention Material (SIM) Science-CIRCULATORY AND RESPIRATORY SYSTEMSophia Marie Verdeflor
The document provides information about the circulatory system. It explains that the circulatory system is responsible for transporting nutrients, water, oxygen, and waste throughout the body using the heart, blood vessels, and blood. The heart pumps blood through a network of arteries, veins, and capillaries. Arteries carry oxygenated blood away from the heart while veins carry deoxygenated blood back to the heart. Capillaries allow for the exchange of gases, water, and nutrients between blood and body tissues. The document also describes the components and functions of the heart and blood in more detail.
This document contains a daily lesson log for a 10th grade science class. The lesson focuses on properties of gases, including mass, volume, temperature, and pressure. Students will perform activities to investigate these properties, such as inflating balloons and measuring changes in volume and pressure. The lesson also covers Boyle's law, with an activity using syringes to illustrate the inverse relationship between gas volume and pressure at constant temperature. The teacher will assess student understanding through questions about the activities and properties of gases.
This document is the teacher's guide for the second part of the Grade 7 Science curriculum. It provides an overview of the topics covered in the second half of the year, which focus on different forms of energy including motion, waves, sound, light, heat, and electricity. The guide includes modules and activities for teaching each topic. It aims to help students understand the various forms of energy, how energy transfers between objects, and the relationship between energy and motion.
This document provides a daily learning plan for a 9th grade science class on chemical bonding. The lesson plan outlines objectives to explain ionic and covalent bonds, illustrate ionic and covalent compound formation, and recognize the importance of bonding. A variety of active learning activities are included, such as games, group work, demonstrations, and discussions to reinforce concepts. Formative assessment involves students presenting on bonding topics and peer evaluation. The teacher evaluates learning outcomes and identifies students needing remediation.
COMPARING PLANT CELL AND ANIMAL CELL (grade 7)ppt.pptxShemaeObni1
This document outlines a teacher demonstration on comparing and contrasting plant and animal cells. It includes 6 hands-on activities for students to identify cell organelles, spot differences between plant and animal cells in videos and pictures, assemble organelles on boards to show how plant and animal cells differ, compare similarities and differences using a Venn diagram, and identify where organelles are found in each cell type. The demonstration aims to help students understand the similarities between plant and animal cells as well as the unique structures of each, including chloroplasts and cell walls in plant cells.
The instructional planning document outlines a detailed lesson plan for teaching 9th grade science. The lesson focuses on explaining ionic and covalent bonds. It includes objectives, content, procedures, assessment, and reflections. The procedures involve introducing valence electrons, writing Lewis structures, analyzing properties of ionic and covalent compounds, discussing bond formation, and relating it to a story example. Assessment includes multiple choice questions to evaluate understanding of electronegativity, bond types, and properties related to ionic and covalent compounds. The teacher reflects on helping students understand how bond formation relates to electron configuration and atomic properties.
This document is a self-learning module that teaches 7th grade students about the components of an ecosystem, specifically biotic and abiotic factors. It begins with an introductory message to students and teachers. Lesson 1 then defines key terms like population, community, ecosystem, producers, consumers, and decomposers. It explains that biotic factors are living organisms, including producers, consumers and decomposers. Abiotic factors are non-living physical and chemical elements like air, water, sunlight, and temperature. Students are asked to identify biotic and abiotic factors in diagrams and drawings of ecosystems. The module aims to differentiate between biotic and abiotic components and explain how they interact and affect one another.
Strategic Intervention Material (SIM) Science-CIRCULATORY AND RESPIRATORY SYSTEMSophia Marie Verdeflor
The document provides information about the circulatory system. It explains that the circulatory system is responsible for transporting nutrients, water, oxygen, and waste throughout the body using the heart, blood vessels, and blood. The heart pumps blood through a network of arteries, veins, and capillaries. Arteries carry oxygenated blood away from the heart while veins carry deoxygenated blood back to the heart. Capillaries allow for the exchange of gases, water, and nutrients between blood and body tissues. The document also describes the components and functions of the heart and blood in more detail.
This module introduces biodiversity and how organisms are classified and named. It discusses the variety of living things on Earth and how they are grouped into domains, kingdoms, and species based on their characteristics. Organisms are classified to better understand the relationships between different types of living things and given scientific names to have a standardized system for identifying and discussing organisms anywhere in the world. The module will cover the historical background of classification, current classification systems, and the importance of classifying organisms.
This document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
A detailed lesson plan in Science 8
I. Objectives
At the end of the period, the student must be able to:
1. Perform the activity 1: Colors of the rainbow…colors of light
2. Identify the different colors of light after passing through the prism
3. Describe and give the reason behind the hierarchy of colors based on the observed results of the activity
4. Explain how refraction and dispersion takes place
Strategic Intervention Material in Science 9: I+o nic bond Jeanne Macabunga
This document contains materials for teaching a lesson on ionic bonding to Grade 9 students. It includes guide cards, activity cards, assessment cards, and answer cards related to identifying metallic and non-metallic elements, determining electronegativity differences, writing Lewis symbols, showing electron transfers, and forming ions. The materials were prepared by Jeanne M. Macabunga, a teacher at Guisguis National High School in the Division of Zambales, Department of Education Region III.
This document outlines a detailed lesson plan for teaching 10th grade science students about the nervous system. The lesson plan covers the key objectives, topics, strategies, procedures, and evaluation. It introduces the main parts and functions of the nervous system through class activities and discussions. The lesson motivates students by having them act out body responses. It explains the central and peripheral nervous systems, and distinguishes their roles through group work and games. The plan evaluates students' understanding of nervous system concepts and keeps them engaged through collaborative learning.
The document discusses several key aspects of genetics and inheritance:
1. It explains Gregor Mendel's experiments with pea plants that demonstrated dominant and recessive genes and the patterns of inheritance.
2. It describes different patterns of inheritance such as incomplete dominance and sex-linked traits.
3. It discusses evidence that supports the theory of evolution, including fossils, comparative anatomy and embryology.
Intervention Material in Science 9: MOLAR MASS (ECHON)John Echon
This document provides guidance on calculating molar mass for students struggling with the concept. It begins by defining molar mass as the total mass in grams of all atoms in a molecule per mole. It then demonstrates how to calculate molar mass for different compounds step-by-step using examples like NaCl. The document concludes by providing students with practice problems to calculate molar masses of various compounds and references for additional practice.
This document provides instructions for two activities that allow students to differentiate between substances and mixtures.
1) In the first activity, students will distill seawater to separate it into its components of water and salt. They will taste the distillate and residue to identify the components.
2) The second activity has students boil samples of distilled water and seawater, recording their temperatures over time. Boiling the samples helps students observe that a substance's temperature remains constant during boiling, while a mixture's temperature varies, allowing them to differentiate between the two.
The document discusses population growth and factors that affect it. It defines key terms like population dynamics, carrying capacity, density-dependent limiting factors, and density-independent limiting factors. Population growth is determined by births, deaths, immigration and emigration. It can be exponential, with unlimited resources, or logistic, slowing down as resources become limited and the carrying capacity is reached. Studying population growth helps scientists understand changes in population sizes and their interactions with the environment.
K TO 12 GRADE 7 LEARNING MODULE IN SCIENCE (Q3-Q4)LiGhT ArOhL
The document provides instructions for a learner's material on science for 7th grade students in the Philippines, detailing copyright information and listing the authors, editors, and graphic artists who developed the material. It includes a table of contents outlining the units and modules covered in Part Two of the material, focusing on energy in motion and earth and space science topics. The material is intended to teach students about motion, waves, sound, light, heat, electricity, the Philippine environment, and other related science concepts.
This daily lesson plan outlines a science class that will teach 10th grade students about nucleic acids. The lesson will begin with an activity to review carbohydrates and an introductory puzzle. Students will then work in groups to differentiate between DNA and RNA using pictures and descriptions. They will discuss the structures, sugars, bases, and functions of DNA and RNA. An nucleic acid song will be used to generalize learning. The lesson will conclude with a multiple choice assessment and an assignment on lipids and proteins. The teacher will reflect on student understanding and require additional activities as needed.
This document contains a teacher's daily lesson log for a 4th grade science class. Over the course of 3 weeks, the students learned about forces, safety measures, and magnets. In week 1, they explained the effects of force on objects' shape, size and movement. In week 2, they practiced safety in physical activities and described the force of magnets. They also took a summative test. In week 3, the topics included forces that attract objects, the properties of magnets, and evaluating their understanding through various activities and assessments. The log detailed the daily objectives, lessons, resources, procedures, reflections and notes.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and core learning standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the modern workforce or further education. The curriculum takes a learner-centered, inquiry-based approach focusing on understanding science concepts, performing scientific processes, and developing scientific attitudes and values.
Grade7 Science Learner's Material Quarters1-2Jan Cecilio
This document provides a learner's material for a 7th grade science course covering units on matter, including six modules on topics such as solutions, substances and mixtures, elements and compounds, acids and bases, and metals and nonmetals. The modules include background information, objectives, procedures, and questions for hands-on activities to help students learn about different types of matter through experimentation and observation.
K to 12 Science Module Lessons 1, 2, and 3 for Grade 7@desiree_pvi PV
This document defines key terms related to solutions, mixtures, and substances. It discusses how homogeneous mixtures are called solutions, and that solutions can contain solids dissolved in liquids, gases dissolved in liquids, or other combinations. It also explains the difference between saturated and unsaturated solutions, and how concentration describes the relative amounts of solute and solvent in a solution.
The document discusses light as an electromagnetic wave, describing its characteristics including color which results from the visible wavelengths of light, and intensity which is measured based on brightness. It also provides background on theories of light throughout history and how Maxwell's electromagnetic theory established light as an electromagnetic wave exhibiting properties of wavelength, frequency, and speed.
Teaching Science in the Elementary Course Syllabus.docxMichaelTSebullen
The document provides information about an institution's vision, mission, learning objectives, and a science course for teaching elementary grades. It includes:
- The institution's vision is to provide education for all with liberty, justice, truth and equity. Its mission is to promote excellence in human development.
- The science course, Teaching Science in Elementary Grades, covers topics like the properties of matter, changes in materials, parts and functions of living things, heredity and ecosystems.
- The course aims to help students understand science concepts, utilize teaching strategies, develop instructional materials and assessments, and implement science teaching in elementary grades. It provides various learning activities to achieve these objectives.
7 e lesson plan grade 8 science first observation of 2019Virgilio Paragele
1. The document outlines a lesson plan on heat and temperature for an 8th grade science class. It includes objectives, materials, teacher and student activities, and a quiz assessment.
2. Students will conduct experiments comparing the heat transfer of oil and water. They will measure how temperature changes over time and calculate the heat absorbed.
3. The lesson aims to help students understand concepts of heat transfer and temperature change through hands-on experimentation and analysis of results.
The document discusses catalysts and how they affect the rate of chemical reactions by lowering the activation energy needed for reactions to occur. It defines key terms like activation energy, catalysis, and transition state. Examples are given of common catalyzed reactions and the catalysts involved, such as the use of manganese(IV) oxide to catalyze the decomposition of hydrogen peroxide.
This document provides information about a science module titled "Two Worlds Apart: Pure Substances vs Mixtures". It includes details such as the writers and editors involved in developing the module, copyright information, and a brief introductory message for both facilitators and learners. The summary is:
The document introduces a science module that distinguishes between pure substances and mixtures. It provides details on the development team and copyright, and includes introductory messages for facilitators and learners to guide them in using the self-learning material.
This module introduces biodiversity and how organisms are classified and named. It discusses the variety of living things on Earth and how they are grouped into domains, kingdoms, and species based on their characteristics. Organisms are classified to better understand the relationships between different types of living things and given scientific names to have a standardized system for identifying and discussing organisms anywhere in the world. The module will cover the historical background of classification, current classification systems, and the importance of classifying organisms.
This document contains a detailed lesson plan for a Grade 10 science class about the layers of the Earth. The objectives are for students to describe the properties and composition of the Earth's layers. The lesson plan outlines the procedures which include an activity where students work in groups to analyze and answer questions about the characteristics of each layer. It concludes with a generalization part where students recall the most abundant element in the crust, the elements making up the mantle, and the state of the inner core due to high pressure.
A detailed lesson plan in Science 8
I. Objectives
At the end of the period, the student must be able to:
1. Perform the activity 1: Colors of the rainbow…colors of light
2. Identify the different colors of light after passing through the prism
3. Describe and give the reason behind the hierarchy of colors based on the observed results of the activity
4. Explain how refraction and dispersion takes place
Strategic Intervention Material in Science 9: I+o nic bond Jeanne Macabunga
This document contains materials for teaching a lesson on ionic bonding to Grade 9 students. It includes guide cards, activity cards, assessment cards, and answer cards related to identifying metallic and non-metallic elements, determining electronegativity differences, writing Lewis symbols, showing electron transfers, and forming ions. The materials were prepared by Jeanne M. Macabunga, a teacher at Guisguis National High School in the Division of Zambales, Department of Education Region III.
This document outlines a detailed lesson plan for teaching 10th grade science students about the nervous system. The lesson plan covers the key objectives, topics, strategies, procedures, and evaluation. It introduces the main parts and functions of the nervous system through class activities and discussions. The lesson motivates students by having them act out body responses. It explains the central and peripheral nervous systems, and distinguishes their roles through group work and games. The plan evaluates students' understanding of nervous system concepts and keeps them engaged through collaborative learning.
The document discusses several key aspects of genetics and inheritance:
1. It explains Gregor Mendel's experiments with pea plants that demonstrated dominant and recessive genes and the patterns of inheritance.
2. It describes different patterns of inheritance such as incomplete dominance and sex-linked traits.
3. It discusses evidence that supports the theory of evolution, including fossils, comparative anatomy and embryology.
Intervention Material in Science 9: MOLAR MASS (ECHON)John Echon
This document provides guidance on calculating molar mass for students struggling with the concept. It begins by defining molar mass as the total mass in grams of all atoms in a molecule per mole. It then demonstrates how to calculate molar mass for different compounds step-by-step using examples like NaCl. The document concludes by providing students with practice problems to calculate molar masses of various compounds and references for additional practice.
This document provides instructions for two activities that allow students to differentiate between substances and mixtures.
1) In the first activity, students will distill seawater to separate it into its components of water and salt. They will taste the distillate and residue to identify the components.
2) The second activity has students boil samples of distilled water and seawater, recording their temperatures over time. Boiling the samples helps students observe that a substance's temperature remains constant during boiling, while a mixture's temperature varies, allowing them to differentiate between the two.
The document discusses population growth and factors that affect it. It defines key terms like population dynamics, carrying capacity, density-dependent limiting factors, and density-independent limiting factors. Population growth is determined by births, deaths, immigration and emigration. It can be exponential, with unlimited resources, or logistic, slowing down as resources become limited and the carrying capacity is reached. Studying population growth helps scientists understand changes in population sizes and their interactions with the environment.
K TO 12 GRADE 7 LEARNING MODULE IN SCIENCE (Q3-Q4)LiGhT ArOhL
The document provides instructions for a learner's material on science for 7th grade students in the Philippines, detailing copyright information and listing the authors, editors, and graphic artists who developed the material. It includes a table of contents outlining the units and modules covered in Part Two of the material, focusing on energy in motion and earth and space science topics. The material is intended to teach students about motion, waves, sound, light, heat, electricity, the Philippine environment, and other related science concepts.
This daily lesson plan outlines a science class that will teach 10th grade students about nucleic acids. The lesson will begin with an activity to review carbohydrates and an introductory puzzle. Students will then work in groups to differentiate between DNA and RNA using pictures and descriptions. They will discuss the structures, sugars, bases, and functions of DNA and RNA. An nucleic acid song will be used to generalize learning. The lesson will conclude with a multiple choice assessment and an assignment on lipids and proteins. The teacher will reflect on student understanding and require additional activities as needed.
This document contains a teacher's daily lesson log for a 4th grade science class. Over the course of 3 weeks, the students learned about forces, safety measures, and magnets. In week 1, they explained the effects of force on objects' shape, size and movement. In week 2, they practiced safety in physical activities and described the force of magnets. They also took a summative test. In week 3, the topics included forces that attract objects, the properties of magnets, and evaluating their understanding through various activities and assessments. The log detailed the daily objectives, lessons, resources, procedures, reflections and notes.
The document is the K to 12 Science Curriculum Guide from the Department of Education of the Philippines. It outlines the conceptual framework and core learning standards for science education from Grades 3 to 12. The goals are to develop scientific literacy, recognize the role of science and technology in society, and prepare students for the modern workforce or further education. The curriculum takes a learner-centered, inquiry-based approach focusing on understanding science concepts, performing scientific processes, and developing scientific attitudes and values.
Grade7 Science Learner's Material Quarters1-2Jan Cecilio
This document provides a learner's material for a 7th grade science course covering units on matter, including six modules on topics such as solutions, substances and mixtures, elements and compounds, acids and bases, and metals and nonmetals. The modules include background information, objectives, procedures, and questions for hands-on activities to help students learn about different types of matter through experimentation and observation.
K to 12 Science Module Lessons 1, 2, and 3 for Grade 7@desiree_pvi PV
This document defines key terms related to solutions, mixtures, and substances. It discusses how homogeneous mixtures are called solutions, and that solutions can contain solids dissolved in liquids, gases dissolved in liquids, or other combinations. It also explains the difference between saturated and unsaturated solutions, and how concentration describes the relative amounts of solute and solvent in a solution.
The document discusses light as an electromagnetic wave, describing its characteristics including color which results from the visible wavelengths of light, and intensity which is measured based on brightness. It also provides background on theories of light throughout history and how Maxwell's electromagnetic theory established light as an electromagnetic wave exhibiting properties of wavelength, frequency, and speed.
Teaching Science in the Elementary Course Syllabus.docxMichaelTSebullen
The document provides information about an institution's vision, mission, learning objectives, and a science course for teaching elementary grades. It includes:
- The institution's vision is to provide education for all with liberty, justice, truth and equity. Its mission is to promote excellence in human development.
- The science course, Teaching Science in Elementary Grades, covers topics like the properties of matter, changes in materials, parts and functions of living things, heredity and ecosystems.
- The course aims to help students understand science concepts, utilize teaching strategies, develop instructional materials and assessments, and implement science teaching in elementary grades. It provides various learning activities to achieve these objectives.
7 e lesson plan grade 8 science first observation of 2019Virgilio Paragele
1. The document outlines a lesson plan on heat and temperature for an 8th grade science class. It includes objectives, materials, teacher and student activities, and a quiz assessment.
2. Students will conduct experiments comparing the heat transfer of oil and water. They will measure how temperature changes over time and calculate the heat absorbed.
3. The lesson aims to help students understand concepts of heat transfer and temperature change through hands-on experimentation and analysis of results.
The document discusses catalysts and how they affect the rate of chemical reactions by lowering the activation energy needed for reactions to occur. It defines key terms like activation energy, catalysis, and transition state. Examples are given of common catalyzed reactions and the catalysts involved, such as the use of manganese(IV) oxide to catalyze the decomposition of hydrogen peroxide.
This document provides information about a science module titled "Two Worlds Apart: Pure Substances vs Mixtures". It includes details such as the writers and editors involved in developing the module, copyright information, and a brief introductory message for both facilitators and learners. The summary is:
The document introduces a science module that distinguishes between pure substances and mixtures. It provides details on the development team and copyright, and includes introductory messages for facilitators and learners to guide them in using the self-learning material.
This document provides an introduction to an instructional module on organic chemistry. It includes sections on notes for teachers, introductions for both teachers and learners, learning objectives, and a pre-test for learners to assess their existing knowledge. The module aims to help learners understand key concepts in organic chemistry and the importance of organic compounds in areas like health, industry, and the environment. It provides guidance on using the module and outlines the various parts that will help facilitate learning.
The document provides information about a module on applying hand treatment products and massage according to prescribed procedures. It discusses tools, materials, and equipment used for hand spa services. These include mixing bowls, pumice stones, alcohol, soap, hand spa trays, body scrubs, hand spa machines, hand towels, and basins. The module teaches how to properly apply hand softening products and perform massage techniques to relax hands. Mastering these skills can provide an opportunity to earn additional income by offering hand spa services at home.
The document discusses the tools, materials, and equipment used for hand spa treatments, including mixing bowls, pumice stones, cling wrap, alcohol, body scrubs, and lotions. It also provides instructions for making a homemade hand scrub using aloe vera gel. The main focus is on identifying the proper supplies and following prescribed procedures for applying hand softening products and massage.
1. This module provides learners with the knowledge and skills to apply hand treatment, specifically checking and analyzing the condition of a client's hand. It discusses different nail and skin conditions like hangnails, bitten nails, and warts.
2. The module teaches learners to identify parts of the hand through labeling activities. It also has them evaluate pictures of different nail conditions using a survey. This helps them recognize healthy and unhealthy nails.
3. Applying hand treatments like hand spa can benefit clients by relaxing muscles, improving blood circulation, and boosting mood. Knowing how to properly analyze a client's hand is important for providing the right treatment or recommendations
1. The document provides information about a Statistics and Probability module for Grade 11 on testing hypotheses. It includes details like the publisher, writers, editors, and management team involved in developing the module.
2. It also contains introductory messages for both the facilitator and learner that explain how to use the module and what it aims to achieve. Various parts of the module like objectives, activities, and answers are defined.
3. The module is intended to teach learners about key concepts in hypothesis testing such as the null and alternative hypotheses, types of errors, and critical values through guided and independent practice activities.
Here are some key terms defined:
Hygiene - Conditions and practices that help to maintain health and prevent the spread of diseases. Proper hygiene includes keeping your body and living areas clean.
Sanitation - The maintenance of conditions that protect health. This includes the disposal of human waste, provision of clean drinking water and food hygiene, among other things.
Disinfection - The reduction of pathogenic microorganisms on inanimate objects and surfaces. Disinfection aims to kill or inactivate viruses and bacteria, but not bacterial spores.
Sterilization - The complete elimination or destruction of all forms of microbial life, including spores. Sterilization aims to kill all microorganisms and prevent their growth.
This document is a module on logarithmic functions for a Grade 11 general mathematics class. It includes an introductory message, objectives, sections on what students need to know, pre-assessment questions, and lessons on specific topics like solving logarithmic equations and inequalities. The module was created by a team of educators and aims to help students learn key concepts through self-paced study.
This document is the introduction to a module on phenomena of light for senior high school physical science. It provides background context on light phenomena observable in nature. The module will cover reflection, refraction, absorption, transmission, and scattering of light. It includes one lesson on phenomena of light. Upon completion, learners will be able to describe and explain different light phenomena and relate light properties to natural occurrences. The document outlines what learners need to know and lists the learning objectives.
1. This lesson discusses the tools, supplies, and equipment used for hand spa treatment.
2. Tools referred to as implements include pumice stones, alcohol, and mixing bowls. Supplies/materials that are consumed include antiseptic solution, mittens, cling wrap, and lotion.
3. Paraffin wax is derived from petroleum and used to soften skin during hand spa treatments. Body scrubs contain natural ingredients to exfoliate skin.
PHILO_Q1_Mod2.1_Methods of Philosphizing.pdfLawSchool5
This module introduces the philosophy of epistemology. Epistemology studies how humans acquire knowledge and determine what is true. It has two main goals: 1) to show how knowledge can be acquired and 2) to validate if acquired knowledge is truly knowledge. Knowledge is a mental grasp of reality obtained through perception or reason based on perception. There are two main ways of acquiring knowledge - through the senses like sight and touch, and through rational thinking using the mind. The process of acquiring knowledge starts with reality, then using the senses to perceive reality, and thinking rationally about sense perceptions to gain understanding.
1. Disasters can have devastating effects on people's lives such as death, destruction of infrastructure, loss of livelihood and services, and physical and psychological impacts.
2. Some effects of disasters include displaced populations, health risks, food scarcity, and emotional aftershocks like post-traumatic stress disorder.
3. People can help lessen the impact of disasters by checking their homes for hazards, identifying safe places, educating themselves, preparing disaster kits, developing emergency plans, and helping their communities get ready through preparedness activities.
Here are the key points about polarity of molecules:
1. Polarity arises due to differences in electronegativity between bonded atoms. The greater the difference, the more polar the bond.
2. Bonds between atoms with an electronegativity difference of 0.5-1.6 are considered polar covalent bonds.
3. Whether a molecule with polar bonds is itself polar depends on the molecular geometry. If the polar bonds are arranged asymmetrically, it results in a polar molecule with a partial positive and negative region.
4. Common polar molecules include H2O, HCl, NH3. Nonpolar molecules like CO2, CH4 have symmetrical arrangements of polar bonds that cancel out
Here are the steps to create a survival kit for your family:
1. Make a list of all family members and their specific needs (e.g. medicines, baby items).
2. Determine a kit for 3 days minimum for each person.
3. Gather the essential items discussed in the lesson such as food, water, tools, hygiene supplies.
4. Package the items together in an easily accessible bag or container and clearly label it.
5. Check expiration dates and replace items as needed (recommend every 6 months).
6. Store the kit in a dry, cool place and make sure all family members know the location.
7. Consider including comfort items like entertainment or games
This document provides information about a Science module on electromagnetic waves, including:
1) The module covers different forms of electromagnetic waves, their wavelengths, frequencies, and relationship to energy.
2) It was created by the Department of Education of the Philippines for 10th grade science and will be taught through alternative delivery due to COVID-19.
3) The module was written by Bryan J. Remillo and edited by a team at the Department of Education - Region I office in La Union, Philippines.
Here are the communication situations found in the story:
1. Nonverbal communication between the mother and her children as they greeted each other upon seeing each other at the breakfast table.
2. Verbal exchange between the mother and Criselda about the breakfast meal prepared.
3. Nonverbal communication of the father as he entered with disappointment shown in his face and body language.
4. Verbal exchange between the wife and husband when the wife asked what happened after noticing the father's mood.
5. Verbal and nonverbal communication between the children and their father as they offered their support through words and gestures.
6. Interactive communication as each family member took turns sharing their experiences in their daily activities
This learning resource hopes to engage the learners into guided and independent learning activities at their own pace and time. Furthermore, this also aims to help learners acquire the needed 21st-century skills while taking into consideration their needs and circumstances.
Here are the answers:
1. honey bee (Apis mellifera) B BUDDING
2. hydra (Hydra) A BINARY FISSION
3. planarian flatworm (Planaria) D TRANSVERSE FISSION
4. starfish (Asterias) C FRAGMENTATION
5. water flea (Daphnia) E PARTHENOGENESIS
Similar to Senior General Chemistry 1 _Q1_Module 9 for printing.pdf (20)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
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Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
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Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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2. ii
General Chemistry 1
Alternative Delivery Mode
Quarter 1 – Module 9: Limiting and Excess Reagents
First Edition, 2020
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Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education, Division of Palawan
Schools Division Superintendent:
Natividad P. Bayubay, CESO VI
Assistant Schools Division Superintendents:
Loida P. Olavario, Ph.D.
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Printed in the Philippines, by ________________________
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Telephone: (048) 433-6392
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Development Team of the Module
Writer: Carlito B. Lusoc
Content Editor: Jecelle A. Jaranilla
Language Editor: Aldrin V. Gongob
Reviewer: Dolores C. Gallego
Illustrator: Harold Garcellano
Layout Artist: Merck Galgarin
Management Team: Aurelia B. Marquez
Rosalyn C. Gadiano
Rodgie S. Demalinao
4. iv
Introductory Message
For the facilitator:
Welcome to the General Chemistry1 Alternative Delivery Mode (ADM)
Module on Limiting Excess Reagents!
This module was collaboratively designed, developed and reviewed by
educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.
This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box
in the body of the module:
As a facilitator, you are expected to orient the learners on how to use
this module. You also need to keep track of the learners' progress while
allowing them to manage their own learning. Furthermore, you are expected
to encourage and assist the learners as they do the tasks included in the
module.
Notes to the Teacher
In view to the new normal world we are facing,
this module was created to answer that
education should not stop for our learners.
This General Chemistry 1 Module for Quarter 1
is all about the Limiting and Excess
Reagents. With this we are trying to allow our
learners to work independently in discovering
through simple and enjoyable activities/
experimentation that are aligned to the
competencies that they should learn.
5. v
For the learner:
Welcome to the General Chemistry1 Alternative Delivery Mode (ADM)
Module on Limiting and Excess Reagent!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.
This module has the following parts and corresponding icons:
What I Need to
Know
This will give you an idea of the skills or
competencies you are expected to learn in
the module.
What I Know
This part includes an activity that aims to
check what you already know about the
lesson to take. If you get all the answers
correct (100%), you may decide to skip
this module.
What’s In
This is a brief drill or review to help you
link the current lesson with the previous
one.
What’s New
In this portion, the new lesson will be
introduced to you in various ways; a
story, a song, a poem, a problem opener,
an activity or a situation.
What is It
This section provides a brief discussion of
the lesson. This aims to help you discover
and understand new concepts and skills.
What’s More
This comprises activities for independent
practice to solidify your understanding
and skills of the topic. You may check the
answers to the exercises using the
Answer Key at the end of the module.
What I Have
Learned
This includes questions or blank
sentence/paragraph to be filled in to
process what you learned from the
lesson.
What I Can Do
This section provides an activity which
will help you transfer your new
6. vi
knowledge or skill into real life situations
or concerns.
Assessment
This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional
Activities
In this portion, another activity will be
given to you to enrich your knowledge or
skill of the lesson learned.
Answer Key This contains answers to all activities in
the module.
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
References This is a list of all sources used in
developing this module.
7. 1
What I Need to Know
This module was designed and written with you in mind. It is here to
help you explain the concept of limiting reagent in a chemical reaction and
identify the excess reagent. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed
to correspond with the textbook you are now using.
This module focuses on:
• Lesson 1 – Explaining the concept of limiting reagent in a chemical
reaction and identifying the excess reagent.
After going through this module, you are expected to:
1. Define limiting reagent and excess reagent;
2. Explain the concept of limiting reagent in chemical reaction; and
3. Identify the limiting reagent and excess reagent by solving, given the
mole/s and mass/es of a substance/s.
What I Know
Directions: Read the following sentence carefully. Encircle the letter of the
best answer.
1. What is a limiting reagent?
A. The reactant presents in quantities greater than necessary to react with
the quantity of the limiting reagent.
B. The reactant that is never used up.
C. The reactant that is completely consumed when a reaction is run to
completion.
D. The reactant that makes the product.
8. 2
2. You take a reactant A and calculate the amount of moles of another
reactant B required to use up all of A. How do you know which of two
reactants is the limiting one?
A. You compare the calculated amount of B to the actual amount
available. If more is required, then B is the limiting reagent. If less is
required, then A is the limiting reagent.
B. You compare the calculated amount of B to the actual amount
available. If more is required, then A is the limiting reagent. If less is
required, then B is the limiting reagent.
C. If the calculated value of B is larger than the amount of A, then A is the
limiting reagent.
D. If the calculated value of B is larger than the amount of A, then B is the
limiting reagent
3. The concept of the limiting reagent is analogous to the relationship
between men and women in a dance contest at a club. If there are 20 men
and only 10 women, then only 10 female/male pairs can compete. Ten men
will be left without partners. The number of women thus limits the number
of men that can dance in the contest, and there is an excess of men. This
analogous concept for limiting reagent is:
A.True B. False C. Somehow D. None sense
4. What is excess reagent?
A. The reactant presents in quantities greater than necessary to react
with the quantity of the limiting reagent.
B. The reactant that is never used up.
C. The reactant that is completely consumed when a reaction is run to
completion.
D. The reactant that makes the product.
5. In limiting and excess reagents, which of the two should be used in
computing for the value of the other substances in the chemical reaction?
A. Limiting reagent
B. Excess reagent
C. Both limiting reagent and excess reagent
D. Neither limiting reagent nor excess reagent
9. 3
For questions 6-8, refer to this chemical reaction.
6. 12 moles of Zn and 8 moles HCl.
A. Zn B. HCl C. H2 D. ZnCl2
7. 3 moles of zinc and 4 moles hydrochloric acid.
A. Zn B. HCl C. H2 D. ZnCl2
8. 40 grams of Zn and 56 grams of HCl.
A. Zn B. HCl C. H2 D. ZnCl2
For questions 9-11, consider this chemical reaction.
9. What is the excess reagent?
A. Al B. H2SO4 C. H2 D. Al2(SO4)3
10. How many grams of excess reagent is consumed in this reaction?
A. 0.010g B. 16.517g C. 14.683g D. 7.336g
11. What is the mass of excess reagent that remains after the reaction?
A. 72.664g B. 87.336g C. 32.664g D. 47.336g
For questions 12-14, consider the following reaction:
12. 65 grams of NH3 and 18 grams of O2.
A. NH3 B. O2 C. NO D. H2O
Zinc reacts with aqueous hydrochloric acid to produced
hydrogen gas and zinc chloride. Identify the limiting reagent
for each situation.
Zn + 2HCl H2 + ZnCl2
80 g of aluminum is placed in a solution that contains 40 g of
sulfuric acid. Hydrogen gas and aluminum sulfate were
produced in this reaction.
2Al + 3H2SO4 3H2 + Al2(SO4)3
Directions: Balance the chemical equation. Identify the excess
reagent for each situation.
NH3(g) + O2(g) NO(g) + H2O(g)
10. 4
13. 22 grams of NH3 and 44 grams of O2.
A. NH3 B. O2 C. NO D. H2O
14. 5 moles of NH3 and 10 moles of O2.
A.NH3 B. O2 C. NO D. H2O
15. Suppose that we combined 75 grams of magnesium with 45 grams of
nitrogen and heated them up. Predict the product of the reaction and
determined the limiting reagent.
A.MgN; N2 C. Mg3N2; Mg
B.Mg2N3; N2 D. Mg3N; Mg
This lesson will help you understand and explain the concept of
limiting reagent in a chemical reaction and identifying the excess reagent.
What’s In
In the previous lesson you have discussed the writing and balancing of
chemical equation and convert the amount of substance/s with a given
mass/es into moles. In this lesson we used this concept in a brief review to
link the current lesson. The next activity will help you check your prior
knowledge to understand the present lesson that focuses on the concept of
limiting reagents and identifying excess reagents.
Lesson
1
Limiting Reagent and
Excess Reagent
11. 5
ACTIVITY 1: WRITE AND BALANCE ME!
Let’s try this!
Directions: For each of the following problems, write and balance a chemical
equation.
1. When lithium hydroxide (LiOH) pellets are added to a solution of sulfuric
acid (H2SO4), lithium sulfate (Li2SO4) and water are formed.
2. Magnesium reacts with sodium fluoride (NaF) to produce magnesium
fluoride (MgF2) and elemental sodium.
3. If a copper coil is placed into a solution of silver nitrate (AgNO3), silver
crystals form and copper (I) nitrate (CuNO3) is generated.
4. When crystalline C6H12O6 is burned in oxygen gas (O2), carbon dioxide (CO2)
and water (H2O) vapor are formed.
5. Calcium carbonate (CaCO3) combines with hydrochloric acid (HCl) to
produce calcium chloride (CaCl2), water, and carbon dioxide gas.
Directions: Write and balance a chemical equation.
Aluminum bromide and chlorine gas react to form aluminum
chloride and bromine gas.
Answer:
2AlBr3 + 3Cl2 2AlCl3 + 3Br2
12. 6
ACTIVITY 2: CONVERT ME
Let’s try this!
Directions: Convert the mass of a substance into mole/s. For the mass/es,
use the attached periodic table of elements found at the back of this module.
1. How many moles are in 22 grams of argon?
2. How many moles are in 2.3 grams of phosphorus?
3. How many moles are in 68 grams of copper (II) hydroxide, Cu(OH)2?
2. How many moles are in 98.3 grams of aluminum hydroxide,
Al(OH)3?
(molar mass of Al(OH)3 is Al = 26.982 + (O = 3 x 15.999) +
(H = 3 x 1.008) = 78.003 g/mole)
Answer:
98.3 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟕𝟖.𝟎𝟎𝟑 𝒈𝒓𝒂𝒎𝒔
= 1.260 moles Al(OH)3
Examples
Directions: Convert the mass of a substance into mole/s. For the
mass/es, use the attached periodic table of elements found at the
back of this module.
1. How many moles are in 15 grams of lithium?
(molar mass of lithium is 6.941 g/mole from periodic table of
elements)
Answer:
15 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟔.𝟗𝟒𝟏 𝒈𝒓𝒂𝒎𝒔
= 2.161 moles Li
3. How many moles are in 65 grams of ammonium sulfate,
(NH4)2SO4?
(molar mass of (NH4)2SO4 is (N = 2 x 14.007) + (H = 8 x 1.008) +
S = 32.065 + (O = 4 x 15.999) = 132.139 g/mole)
Answer:
65 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟏𝟑𝟐.𝟏𝟑𝟗 𝒈𝒓𝒂𝒎𝒔
= 0.492 mole (NH4)2SO4
13. 7
4. How many moles are in 25 grams of calcium phosphate, Ca3(PO4)2?
5. How many moles are in 67.89 grams of manganese sulfate, Mn3(SO4)7?
“When a chemist carries out a reaction, the reactants are usually not
present in exact stoichiometric amounts, that is, in the proportions indicated
by the balanced equation. Because the goal of a reaction is to produce the
maximum quantity of a useful compound from the starting materials,
frequently a large excess of one reactant is supplied to ensure that the more
expensive reactant is completely converted to the desired product.
Consequently, some reactant will be left over at the end of the reaction. The
reactant used up first in a reaction is called the limiting reagent, because the
maximum amount of product formed depends on how much of this reactant
was originally present. When this reactant is used up, no more product can
be formed. Excess reagent are the reactants present in quantities greater than
necessary to react with the quantity of the limiting reagent.
The concept of the limiting reagent is analogous to the relationship
between men and women in a dance contest at a club. If there are 14 men
and only 9 women, then only 9 men/women pairs can compete. Five men will
be left without partners. The number of women thus limits the number of men
that can dance in the contest, and there is an excess of men” (Chang 103).
ACTIVITY 3: COMBO MEAL!
Directions: Analyze the example and answer the unfilled table and guide
questions.
What’s New
14 men + 9 women 9 men/women pairs
The one that limits: 9 women
Excess: 5 men
14. 8
Combo
Meals
No.
Components Available
Components
No. of
Combo
meals
will be
made?
The
one
that
limits
Excess
Components
Example 1 pc. chicken
joy
2 pcs. burger
steaks
1 plate
spaghetti
1 glass soft
drink
20 pcs.
chicken joy
20 pcs. burger
steaks
25 plates
spaghetti
21 glasses soft
drink
10
20
burger
steaks
10 pcs.
chicken
joy
15 plates
spaghetti
11 glasses
soft
drink
1 2 pcs. chicken
joy
1 pcs. burger
steak
1 cup rice
20 pcs.
chicken joy
10 pcs. burger
steaks
5 cups rice
2 2 pcs. chicken
joy
1 plate
spaghetti
1 glass soft
drink
3 pcs. lumpia
20 pcs.
chicken joy
10 plates
spaghetti
12 glasses
soft drink
27 pcs. lumpia
GUIDE QUESTIONS:
1. Why there is an excess component from available components in
producing combo meal?
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
2. Based on activity, what is limiting reagent?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Based on activity, what is excess reagent?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
15. 9
What is It
The limiting reagent is the reactant that is completely used up in a
reaction, and thus determines when the reaction stops. The exact amount of
reactant needed to react with another element can be calculated. If the
reactants are not mixed in the correct stoichiometric proportions (as indicated
by the balanced chemical equation), then one of the reactants will be entirely
consumed while another will be left over. The limiting reagent is the one that
is totally consumed; it limits the reaction from continuing because there is
none left to react with the excess reagent.
Consider the production of sodium chloride (NaCl) from sodium and
chlorine gas. The balance equation is:
The coefficient is 1
2Na + Cl2 2NaCl
The coefficient is 2.
Suppose initially we have 4 moles of Na and 6 moles of Cl2. One way
to determine which of two reactants is the limiting reagent is to calculate the
ratio of a given mole/s and coefficient of the reactants
𝒎𝒐𝒍𝒆
𝒄𝒐𝒆𝒇𝒇𝒊𝒄𝒊𝒆𝒏𝒕
For Na For Cl2
4 𝑚𝑜𝑙𝑒𝑠
2
= 2
6 𝑚𝑜𝑙𝑒𝑠
1
= 6
16. 10
Na has the lowest quantity per coefficient ratio; therefore, Na is the
limiting reagent. It means that the Na is the one that limits the reaction. Once
the Na is totally consumed, the reaction will stop. The excess reagent is Cl2.
Keep this in mind!
ACTIVITY 4: WHO AM I?
Directions: Identify the limiting reagent and excess reagent in the following
reactions.
1. 6 moles of zinc and 3 moles lead (II) nitrate (Pb(NO3)2) react to form zinc
nitrate (Zn(NO3)2) and lead.
Steps in determining limiting reagent and excess reagent using
mole/s as a given. Example Problem: 5 moles of hydrogen gas and 6 moles
of Nitrogen Monoxide react to form water and Nitrogen gas. What is the
limiting reagent? Excess reagent?
STEP 1: Write the chemical equation.
H2 + NO H2O + N2
STEP 2: Balance the chemical equation.
2H2 + 2NO 2H2O + N2
STEP 3: Solve the ratio of mole/s per coefficient of each reactants
(
𝑚𝑜𝑙𝑒/𝑠
𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡
).
For H2 For NO
5 𝑚𝑜𝑙𝑒𝑠
2
= 2.5
6 𝑚𝑜𝑙𝑒𝑠
2
= 3
STEP 4: Identify the limiting reagent.
H2 is limiting reagent
STEP 5: Identify the excess reagent.
NO is excess reagent
➢ The limiting reagent is the one that runs out first
between the reactants during reactions. A quick
and simple way to do that is to find which one has
the lowest quantity per coefficient ratio.
➢ Lower computed value = Limiting Reagent
➢ High computed value = Excess Reagent
17. 11
2. 5 moles aluminum bromide (AlBr3) and 3 moles chlorine gas (Cl2) react to
form aluminum chloride (AlCl3) and bromine gas (Br2).
3. 9 moles sodium phosphate (Na3PO4) and 5 moles calcium chloride (CaCl2)
react to form calcium phosphate (Ca3(PO4)2) and sodium chloride.
4. 3 moles potassium metal and 2 moles chlorine gas combine to form
potassium chloride (KCl).
5. 12 moles aluminum and 6 moles hydrochloric acid (HCl) react to form
aluminum chloride and hydrogen gas (H2).
18. 12
In this part, we use the given masses of the reactants for the chemical
reactions to identify the limiting reagent and excess reagent
What’s More
Steps in determining limiting reagent and excess reagent using
mass/es as a given.
Example Problem: Ammonium nitrate NH4NO3 reacts to sodium
phosphate Na3PO4 to produced ammonium phosphate (NH4)3PO4 and
sodium nitrate NaNO3. If you started with 30.0 grams of ammonium
nitrate and 50.0 grams of sodium phosphate:
a. Which of the reactants is the limiting reagent? Excess reagent?
STEP 1: Write the chemical equation.
NH4NO3 + Na3PO4 (NH4)3PO4 + NaNO3
STEP 2: Balance the chemical equation.
3NH4NO3 + Na3PO4 (NH4)3PO4 + 3NaNO3
STEP 3: Convert the given masses of reactants to moles.
For NH4NO3 (molar mass of NH4NO3 is (N = 2 x 14.007) +
(H = 4 x 1.008) + (O = 3 x 15.999) = 80.043 g/mole)
30.0 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟖𝟎.𝟎𝟒𝟑 𝒈𝒓𝒂𝒎𝒔
= 0.375 mole NH4NO3
For Na3PO4 (molar mass of Na3PO4 is (Na = 3 x 22.990) + P
= 30.974 + (O = 4 x 15.999) = 163.940 g/mole)
50.0 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟏𝟔𝟑.𝟗𝟒𝟎 𝒈𝒓𝒂𝒎𝒔
= 0.305 mole Na3PO4
STEP 4: Solve the ratio of mole/s per coefficient of each reactants
(
𝑚𝑜𝑙𝑒/𝑠
𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡
).
For NH4NO3
0.375 𝑚𝑜𝑙𝑒
3
= 0.125
For Na3PO4
0.305 𝑚𝑜𝑙𝑒
1
= 0.305
STEP 5: Identify the limiting reagent.
NH4NO3 is limiting reagent
STEP 6: Identify the excess reagent.
Na3PO4 is excess reagent
19. 13
ACTIVITY 5: IDENTIFY ME?
Directions: Identify the limiting reagent and excess reagent in the following
reactions.
1. 89.6 g of calcium hydroxide (Ca(OH)2) and 46.9 g of phosphoric acid (H3PO4)
react to form calcium phosphate (Ca3(PO4)2) and water.
2. 57 g of copper and 23.5 g of sulfuric acid (H2SO4) react to form copper (II)
sulfate (CuSO4) and water and sulfur dioxide (SO2).
3. Silver phosphate (Ag3PO4) and sodium nitrate (NaNO3) were produced when
200.0 grams of silver nitrate (AgNO3) and 200.0 grams of sodium phosphate
(Na3PO4) react.
4. 10 g of zinc metal reacts with 17.6 g of phosphoric acid (H3PO4) to produce
zinc phosphate (Zn3(PO4)2) and hydrogen gas.
5. Aluminum chloride (AlCl3) is formed when 5.3 grams of chlorine gas and
3.0 grams of aluminum react with each other.
What’s More Again!
To get the amount of excess reagent that consumed in the reaction and
amount of excess reagent that remains after the reaction the following
example will apply.
20. 14
Example:
160 grams of aluminum is placed in a solution that contains 80
grams of sulfuric acid. Hydrogen gas and aluminum sulfate are
produced in this reaction. (a) Identify the limiting reactant. (b) how
many grams of excess reagent is consumed in this reactant? (c) What
is the mass of excess reagent that remains after the reaction is
complete?
STEP 1: Write the chemical equation.
Al + H2SO4 H2 + Al2(SO4)3
STEP 2: Balance the chemical equation.
2Al + 3H2SO4 3H2 + Al2(SO4)3
STEP 3: Convert the given masses of reactants to moles.
For Al (molar mass of Al = 26.982 g/mole)
160 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟐𝟔.𝟗𝟖𝟐 𝒈𝒓𝒂𝒎𝒔
= 5.930 moles Al
For H2SO4 (molar mass of H2SO4 is (H = 2 x 1.008) +
S = 32.065 + (O = 4 x 15.999) = 98.077 g/mole)
80 grams x
𝟏 𝒎𝒐𝒍𝒆
𝟗𝟖.𝟎𝟕𝟕 𝒈𝒓𝒂𝒎𝒔
= 0.816 mole H2SO4
STEP 4: Solve the ratio of mole/s per coefficient of each reactants
(
𝑚𝑜𝑙𝑒/𝑠
𝑐𝑜𝑒𝑓𝑓𝑖𝑐𝑖𝑒𝑛𝑡
).
For Al
5.930 𝑚𝑜𝑙𝑒
2
= 2.965
For H2SO4
0.816 𝑚𝑜𝑙𝑒
3
= 0.272
STEP 5: Identify the limiting reagent.
H2SO4 is limiting reagent
STEP 6: Identify the excess reagent.
Al is excess reagent
STEP 7: Use the formula LR x (coefficient x molar mass) to find the
amount in grams of excess reagent that consumed in the reaction.
Where:
LR = amount of mole per coefficient ratio of limiting reagent.
Coefficient = coefficient of excess reagent.
Molar Mass = molar mass of excess reagent.
0.272 x (2 moles x 26.982 g/mole) = 14.678 grams Al
It means, out of 160 grams of Al given, only 14.678 grams
of Al consumed during the reaction.
21. 15
STEP 8: Solve the mass of excess reagent that remains after the reaction.
Original amount of excess reagent MINUS the amount of excess reagent
consumed.
160 g Al – 14.678 g Al = 145.322 g Al remains after the reaction.
ACTIVITY 6: TRY ME?
Directions: Perform the following in each of the given sample reaction below:
(a) Identify the limiting reactant. Do this in a separate sheet of paper.
(b) how many grams of excess reagent is consumed in this reactant?
(c) What is the mass of excess reagent that remains after the reaction
is complete?
1. When 20 g of magnesium metal burns, it reacts with 40 g oxygen gas in the
air to form magnesium oxide (MgO), a white powder.
2. In the Blast Furnace, iron is made by reacting 35 g of iron (III) oxide (Fe2O3)
with 55 g of carbon monoxide (CO) gas. Carbon dioxide gas is also
produced.
3. Let say, in our bodies, 15 g of starch (C6H10O5), which we get from our food,
reacts with 10 g of water and breaks down to form glucose ( C6H12O6).
4. When 60 g of calcium metal is added to 80 g of water, a hydrogen gas is
given off and calcium hydroxide (Ca(OH)2) solution is formed. When tested
with a burning splint, the gas burns with a "pop".
5. 15 g of calcium carbonate (CaCO3) combines with 25 g of hydrochloric acid
to produce calcium chloride (CaCl2), water and carbon dioxide.
What I Have Learned
Directions: Fill in the missing words found in the box to complete the
paragraph.
excess reagent lower limiting reagent
left over high stops
22. 16
(1)_______________ is the reactant that is completely consumed during a
chemical reaction. Once this reagent is consumed, the reaction (2)___________.
(3)____________is the reactant that is (4)____________once the limiting reagent
is consumed. Using the balanced equation of a chemical reaction, molar mass
and a given mole or mass of the reactants, the limiting and excess reagent
can identify, the (5)_________ computed value is the limiting reagent and
(6)_____________ computed value is the excess reagent.
qqqqqqqqq What Can I Do
Identifying the limiting reagent has a big role in determining the amount
of product produced. Here is the sample application:
Ethane (C2H6) reacts with oxygen gas to produce carbon dioxide and
water. (a) If 5 moles of ethane is placed in a container with 16 moles of oxygen
gas, how many moles of CO2 will be produced? (b) If 30 g of ethane is mixed
with 84 g of oxygen gas, how many grams of water will be produced in this
reaction? Note: First, write and balanced the chemical reaction and identify
the limiting reagent, use the steps in previous activities.
2C2H6 + 7O2 4CO2 + 6H2O
In this example the oxygen gas is limiting reagent. (C2H6 5/2 = 2.50
and O2 16/7 = 2.29, the lower computed value between the reactants is O2,
therefore O2 is the limiting reagent)
Keep this in mind!
➢ To compute the other data such as the
amount of each products, the given value
either in mole or mass of limiting reagent is
used.
23. 17
Let’s solve the problem:
For letter (a) how many moles of carbon dioxide produced?
16 moles O2
𝟒 𝒎𝒐𝒍𝒆𝒔 CO2
𝟕 𝒎𝒐𝒍𝒆𝒔 𝑶𝟐
= 9.143 moles CO2
from balanced equation
It means 9.14 moles of CO2 produced out of 16 moles of oxygen gas
using the balanced chemical equation.
For letter (b) how many grams of water will be produced?
molar mass of product (H2O)
84 g O2
𝟏 𝒎𝒐𝒍𝒆 O2
𝟑𝟏.𝟗𝟗𝟖 𝒈 𝑶𝟐
x
𝟔 𝒎𝒐𝒍𝒆𝒔 H2O
𝟕 𝒎𝒐𝒍𝒆𝒔 𝑶𝟐
x
𝟏𝟖.𝟎𝟏𝟓 𝒈 H2O
𝟏 𝒎𝒐𝒍𝒆 𝑯𝟐𝑶
= 40.536 g H2O
molar mass of
limiting reagent (O2)
from balanced equation
It means 40.54 g of H2O produced out of 84 g of oxygen gas using the
balanced chemical equation and molar mass.
What I Can Do!
Directions: Compute the needed data in the following reactions. Do this in
your notes.
1. How many mole/s of hydrogen gas (H2) is produced from the reaction of 5
moles of magnesium (Mg) and 7.5 moles of hydrochloric acid (HCl)? The other
product is magnesium chloride (MgCl2).
2. How many grams of ammonia (NH3) can be produced from the reaction of
30.0 grams of nitrogen gas (N2) and 25.0 grams of hydrogen gas (H2)?
3. How much silver phosphate (Ag3PO4) and sodium nitrate NaNO3 is
produced when 200.0 grams of silver nitrate (AgNO3) and 200.0 grams of
sodium phosphate (Na3PO4) react?
24. 18
Assessment
Directions: Choose the letter of the best answer. Encircle the letter of the
correct answer.
1. A propane grill on a backyard patio is left burning for too long and
eventually goes out, the reaction is C3H8 + O2 CO2 + H2O. Which of
the following chemicals is the limiting reagent?
a. Carbon dioxide c. Oxygen gas
b. Propane d. Water vapor
2. Which of the following statement defines limiting reagent?
a. The reagent that weighs the least at the start of a chemical reaction.
b. The reagent that produces the least amount of product during a
chemical reaction.
c. The reagent least likely to become active in a chemical reaction.
d. The reagent that does not produce a product during a chemical reaction.
3. What information is needed to find the limiting reagent?
a. The balanced equation
b. The molecular weight of reactants and products
c. The amount of reactants used
d. All of the answer are correct
4. Which of the following describe the excess reagent?
a. Any reactant that is not completely consumed in the chemical reaction.
b. Have some amount unchanged, or left over, after the reaction.
c. Cannot be calculated without performing the reaction.
d. Has no effect in the amount of product formed.
5. When 12 moles of O2 reacts with 6 moles of C10H8, what is the limiting
reactant? C10H8 + 12O2 10CO2 + 4H2O
a. O2 b. H2O c. CO2 d. C10H8
For questions 6-8, refer to this chemical reaction.
Nitric acid can be neutralized by any base to form a salt and water, as in the
following equation.
Mg(OH)2 + 2HNO3 Mg(NO3)2 + 2H2O
25. 19
Identify the limiting reagent for each situation.
6. 2 moles of Mg(OH)2 and 9 moles HNO3.
a. Mg(OH)2 b. HNO3 c. Mg(NO3)2 d. H2O
7. 1 mole of Mg(OH)2 and 5 moles HNO3.
a. Mg(OH)2 b. HNO3 c. Mg(NO3)2 d. H2O
8. 6 grams of Mg(OH)2 and 3 grams of HNO3.
a. Mg(OH)2 b. HNO3 c. Mg(NO3)2 d. H2O
For questions 9-11, consider this chemical reaction.
In a small-scale experiment, 28.5 g silver nitrate in solution is reacted with 8
g copper wire.
2AgNO3 + Cu Cu(NO3)2 + 2Ag
9. In the reaction, what is the excess reagent?
a. AgNO3 b. Cu c. Cu(NO3)2 d. Ag
10. What is the mass of excess reagent consumed in the reaction?
a. 3.363 g b. 8.227 g c. 5.338 g d. 7.249 g
11. How many grams of excess reagent remains after the reaction?
a. 4.657 g b. 5.676 g c. 3.675 g d. 2.662 g
For questions 12-14, consider the following reaction:
Consider the following unbalanced chemical equation.
TiCl4 + O2 TiO2 + Cl2
Identify the excess reagent in each situation.
12. 65 grams of TiCl4 and 18 grams of O2.
a. TiCl4 b. O2 c. TiO2 d. Cl2
13. 22 grams of TiCl4 and 44 grams of O2.
a. TiCl4 b. O2 c. TiO2 d. Cl2
14. 10 moles of TiCl4 and 5 moles of O2.
a. TiCl4 b. O2 c. TiO2 d. Cl2
15. 145 grams of tin (IV) oxide (SnO2) combines with 3 grams of hydrogen
gas. Predict the products of the reaction and determined the limiting
reagent.
a. Sn + H2O; SnO2 c. Sn + H2O; H2
b. Sn2 + H2O; SnO2 d. Sn2 + H2O; H2
26. 20
Directions: Compute the needed data in the following reactions.
1. Nitrogen gas can be prepared by passing gaseous ammonia over solid
copper(II) oxide at high temperatures. The other products of the reaction
are solid copper and water vapor. If a sample containing 18.1 g of NH3 is
reacted with 90.4 g of CuO, which is the limiting reactant? How man grams
of N2 will be formed?
2. Urea (NH2)2CO is prepared by reacting ammonia with carbon dioxide. In
one process, 637.2 g of NH3 are treated with 1142 g of CO2. The other
product is water. (a) Which of the two reactants is the limiting reagent? (b)
Calculate the mass of (NH2)2CO formed. (c) How much excess reagent (in
grams) is left at the end of the reaction?
Additional Activities
30. 24
References
Chang, Raymond. Chemistry 10th ed. New York: McGraw-Hill, 2007. pages 103-106
Petrucci, Ralph H., et al. General Chemistry 9th ed. New Jersey: Pearsin Prentice
Hall, 2007. page 1
Zumdahl, Steven S. and Susan A. Zumdahl. Chemistry 7th ed. Boston, New York:
Houghton Mifflin, 2007. pages 110-111
31. 25
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