The document discusses chemical reactions and stoichiometry. It defines stoichiometry as using ratios to determine quantities of reactants and products in a chemical reaction. It explains that coefficients in a balanced chemical equation represent molar ratios and can be used to determine moles, mass, and volume of substances in a reaction. It provides examples of solving stoichiometry problems, including determining limiting reactants.
Stoichiometry deals with the numerical relationships of elements and compounds and the mathematical proportions of reactants and products in chemical transformations
Stoichiometry deals with the numerical relationships of elements and compounds and the mathematical proportions of reactants and products in chemical transformations
This PowerPoint covers Stoichiometry and the concept of the Mole for my CHEM 2800 class that teaches elementary education majors the basics of chemistry
This presentation talks about the application of Law of Conservation of Mass to Chemical Equations. It has a step-by-step process of balancing equations with a bit of mole-mass conversions.
CHEMICAL REACTION
CHEMICAL EQUATION
CHEMICAL FORMULA
BALANCING
TYPES OF CHEMICAL REACTION
COLLISION THEORY
FACTORS AFFECTING THE RATE OF CHEMICAL REACTION
This power point work describe about polar and nonn polar compounds and how to find it very easily and it also explain dipole moment and its calculation...this includes some workout problems
This PowerPoint covers Stoichiometry and the concept of the Mole for my CHEM 2800 class that teaches elementary education majors the basics of chemistry
This presentation talks about the application of Law of Conservation of Mass to Chemical Equations. It has a step-by-step process of balancing equations with a bit of mole-mass conversions.
CHEMICAL REACTION
CHEMICAL EQUATION
CHEMICAL FORMULA
BALANCING
TYPES OF CHEMICAL REACTION
COLLISION THEORY
FACTORS AFFECTING THE RATE OF CHEMICAL REACTION
This power point work describe about polar and nonn polar compounds and how to find it very easily and it also explain dipole moment and its calculation...this includes some workout problems
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
19. Limiting Reagents An analogy of limiting reactants could be the making of a cheese sandwich. Making this cheese sandwich (B 2 C) requires 2 slices of bread (B) and 1 slice of cheese (C). The equation for this sandwich would be 2 slices of bread + 1 slice of cheese = 1 cheese sandwich or 2 B + 1 C 1 B 2 C
Let's try a simple example. Reactant A is a test tube. I have 20 of them. Reactant B is a stopper. I have 30 of them. Product C is a stoppered test tube. The reaction is: A + B ---> C or: test tube plus stopper gives stoppered test tube. So now we let them "react." The first stopper goes in, the second goes in and so on. Step by step we use up stoppers and test tubes (the amounts go down) and make stoppered test tubes (the amount goes up). Suddently, we run out of one of the "reactants." Which one? That's right. We run out of test tubes first. Seems obvious, doesn't it? We had 20 test tubes, but we had 30 stoppers. So when the test tubes are used up, we have 10 stoppers sitting thereunused. And we also have 20 test tubes with stoppers firmly inserted. So,what "reactant" is limiting and which is in excess?
If we have 4 slices of bread and 2 slices of cheese, we can make exactly 2 sandwiches with nothing left. This has no limiting reactant. However, if we have 6 slices of bread and 2 slices of cheese, we can only make 2 sandwiches. We have enough bread to make 3 sandwiches but only enough cheese to make 2 sandwiches. The amount of cheese limits the amount of sandwiches we can make. The cheese is the limiting reactant and the bread is the excess reactant. In another example, if we have 8 slices of bread and 5 slices of cheese, we have enough bread to make 4 sandwiches and enough cheese to make 5 sandwiches. The bread is the limiting reactant in this example and cheese is the excess reactant, since some cheese will be left over.
1. Write a balanced equation for the reaction. 2 H2 + O2 2 H2O 2. Convert both reactant quantities to moles. 3. Using the mole ratio from the equation, determine the moles of water that could be formed by each reactant. 4. Oxygen produces the least amount of water. 16 grams of oxygen cannot produce as much water as 4 grams of hydrogen. In other words, 16 grams of oxygen will be used up in the reaction before 4 grams of hydrogen. Oxygen is the "limiting" reactant. Use oxygen for the calculation of product amount. 5. Complete the problem by converting moles of H2O to mass of H2O.
1. Write a balanced equation for the reaction. 2 H2 + O2 2 H2O 2. Convert both reactant quantities to moles. 3. Using the mole ratio from the equation, determine the moles of water that could be formed by each reactant. 4. Oxygen produces the least amount of water. 16 grams of oxygen cannot produce as much water as 4 grams of hydrogen. In other words, 16 grams of oxygen will be used up in the reaction before 4 grams of hydrogen. Oxygen is the "limiting" reactant. Use oxygen for the calculation of product amount. 5. Complete the problem by converting moles of H2O to mass of H2O.
1. Write a balanced equation for the reaction. 2 H2 + O2 2 H2O 2. Convert both reactant quantities to moles. 3. Using the mole ratio from the equation, determine the moles of water that could be formed by each reactant. 4. Oxygen produces the least amount of water. 16 grams of oxygen cannot produce as much water as 4 grams of hydrogen. In other words, 16 grams of oxygen will be used up in the reaction before 4 grams of hydrogen. Oxygen is the "limiting" reactant. Use oxygen for the calculation of product amount. 5. Complete the problem by converting moles of H2O to mass of H2O.
1. Write a balanced equation for the reaction. 2 H2 + O2 2 H2O 2. Convert both reactant quantities to moles. 3. Using the mole ratio from the equation, determine the moles of water that could be formed by each reactant. 4. Oxygen produces the least amount of water. 16 grams of oxygen cannot produce as much water as 4 grams of hydrogen. In other words, 16 grams of oxygen will be used up in the reaction before 4 grams of hydrogen. Oxygen is the "limiting" reactant. Use oxygen for the calculation of product amount. 5. Complete the problem by converting moles of H2O to mass of H2O.
1. Write a balanced equation for the reaction. 2 H2 + O2 2 H2O 2. Convert both reactant quantities to moles. 3. Using the mole ratio from the equation, determine the moles of water that could be formed by each reactant. 4. Oxygen produces the least amount of water. 16 grams of oxygen cannot produce as much water as 4 grams of hydrogen. In other words, 16 grams of oxygen will be used up in the reaction before 4 grams of hydrogen. Oxygen is the "limiting" reactant. Use oxygen for the calculation of product amount. 5. Complete the problem by converting moles of H2O to mass of H2O.
1 - calcium oxide 2. 0.78g of aluminum oxide 3a - AgNO3 3b - 26.6 g AgNO3 4a - H3PO4 4b - 2.85 g H2O 4c - 0.106 mole Na3PO4 4d - 10.15 g SO2