Sch3u 02 Assessment For Feedback A

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Assessment for feedback and grade: Chemical reactions and stoichiometric relationships
Assessment for feedback and grade: Chemical

reactions and stoichiometric relationships
This unit has six overall expectations:
• I can demonstrate an understanding of the different types of chemical reactions.
• I can investigate different types of chemical reactions.
• I can analyze chemical reactions used in a variety of applications, and assess their
impact on society and the environment.
• I can demonstrate an understanding of the mole concept and its significance to the
quantitative analysis of chemical reactions.
• I can investigate quantitative relationships in chemical reactions, and solve related

problems.
• I can analyze processes in the home, the workplace, and the environmental sector that
use chemical quantities and calculations, and assess the importance of quantitative
accuracy in industrial chemical processes.
You will be assessed based on your understanding of these overall expectations.

Your teacher will provide you with an achievement level for each overall expectation,
and give you feedback about your strengths, needs, and next steps. If you need extra
space to complete any of the questions, complete them on a separate piece of paper
and include those with your submission. Make sure to note which question you are
answering.
Overall expectation 1: I can demonstrate an understanding of the different types of

chemical reactions.
1. Balance the following chemical reactions:
a. Mg + O2 → MgO
b. Cu2O + H3PO4 → Cu3PO4 + H2O
c. (NH4)2S + CoCl3 → Co2S3 + NH4Cl
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2. Identify each of the following reactions as synthesis, decomposition, single

displacement, or double displacement.
a. aluminum bromide + chlorine → aluminum chloride + bromine
b. beryllium carbonate → beryllium oxide + carbon dioxide
c. aluminum + chlorine → aluminum chloride
d. ammonium chloride + mercury(I) acetate → ammonium acetate + mercury(I)

chloride
3. Complete the following neutralization reactions. Word equations should be completed

as word equations, and chemical equations should be completed as balanced chemical
reactions.
a. sulphuric acid + lithium hydroxide →
b. KOH + H2SO4 →
4. For one of the fuels in gasoline, pentane (C5H12), complete the following combustion
reactions. Make certain your equations are balanced.
a. complete combustion C5H12 + O2 →
b. incomplete combustion C5H12 + O2 →
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Overall expectation 2: I can investigate different types of chemical reactions.
5. For each of the following chemical reactions, identify the type of reaction based on the
reactants present. Write chemical formulas for the expected products and state one
qualitative observation that an observer would expect to see. (In all cases, a reaction will
occur. There is no need to balance these chemical reactions.)
Type of reaction? Reactants Products Potential qualitative evidence
Li(s) + O2 (g) →
Fe(s) + Cu(NO3)2 (aq) →
NaCl(s) →
CH4 (g) + O2 (g) →
Use both the metal and the halogen activity series to predict whether each of the following
reactions will occur. Write the formulas for the products and balance the equation, if the
reaction does take place.
a. AgNO3 + Zn →
b. Cl2 + NaI →
c. Fe + Al2O3
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Overall expectation 3: I can analyze chemical reactions used in a variety of applications,

and assess their impact on society and the environment.
7. Many iron-containing alloy parts, such as ductwork in your home, mufflers on your
vehicle, and hardware used in construction, are galvanized (coated with zinc).
a. What is the purpose of galvanizing these parts?
b. Explain your answer to part a, using the activity series. One or two sentences will
suffice.
8. In Ontario, some electricity comes from coal-burning generators. Coal is a natural form
of carbon that has a large amount of sulphur mixed in with it. Here are the balanced
equations for the combustion of coal and sulphur:
carbon + oxygen → carbon dioxide
C + O2 → CO2
sulphur + oxygen → sulphur dioxide
S + O2 → SO2
Answer the following questions based on the burning of coal to produce energy:
a. In what way is the combustion of sulphur harmful to the environment?
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b. Write the word equation and balanced chemical equation for the reaction that
produces this harmful environmental effect.
9. Furnaces in residential homes usually burn natural gas, which is mostly methane, CH4.
Here is the balanced equation for the complete combustion of methane:
CH4 + 2O2 → CO2 + 2H2O
a. Explain why it is important to make sure your furnace is serviced and in proper
working order before the winter. Be sure to include information about combustion
reactions in your answer.
b. What safety precautions should you take if your house has a furnace?
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10. Recently, the European Union considered labelling crude oil from the oil sands in Alberta
“dirty” as it produces more greenhouse gases in obtaining it compared to other methods
of obtaining oil. This would make Alberta oil less welcome in European refineries. It
would be a blow to the industry if European countries reduced the amount of oil they
purchased from the oil sands. Use print and electronic sources to research this issue.
Do you agree or disagree that the oil should be labelled as “dirty”? Explain your position.
(Recall the interactive Writer’s Desk you used to help you write an opinion piece in
Learning Activity 10).
Marking guide
• Opinion is stated clearly.

• At least two relevant supporting facts or ideas are discussed.
• At least two references are provided using the appropriate (APA) format.
• Accurate spelling and grammar are used.
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Overall expectation 4: I can demonstrate an understanding of the mole concept and its
significance to the quantitative analysis of chemical reactions.
Note that for all questions in this course that involve calculations, marks are allocated for the
following:
• showing all steps in your calculations
• including proper explanations or reasons for the steps you take in your calculations
• expressing your final answers to the correct number of significant figures
• including units in your calculations
• having a concluding statement
11. When hexane (C6H14) is burned in oxygen, the products are carbon dioxide and water.
Write a balanced equation for this reaction and identify the mole ratios between hexane
and oxygen and between hexane and carbon dioxide.
12. What mass of carbon dioxide is produced by the complete combustion of 48.0 g of
hexane? You can use your balanced equation from the previous question.
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Overall expectation 5: I can investigate quantitative relationships in chemical reactions,

and solve related problems.
13. Use mole ratios to identify the limiting reagent in the following reaction:
3.10 mol of sodium mixes with 4.17 mol of water to form sodium hydroxide and
hydrogen gas.
14. Determine the number of excess moles of the excess reagent in the following reaction:
4.80 mol of calcium mixing with 3.55 mol of oxygen gas, making calcium oxide.
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15. a. Distinguish between the terms “actual yield” and “theoretical yield.”
b. Explain why percent yield cannot be higher than 100%.
16. A student performs the following lead extraction to test the stoichiometric method and to
determine the efficiency of the reaction. In the reaction 49.5 g of lead(II) nitrate is reacted
with excess zinc in a single displacement reaction.
a. Calculate the theoretical yield of lead in the experiment.
b. After separating the lead by filtration and allowing it to dry, the student obtains 19.8 g
of lead. What is the percent yield of the experiment?
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Overall expectation 6: I can analyze processes in the home, the workplace, and the
environmental sector that use chemical quantities and calculations, and assess the
importance of quantitative accuracy in industrial chemical processes.
17. Vehicle air bags require that a very specific amount of gas is created so that the gas
inflates the airbag without causing it to rupture. Commonly, this is accomplished by
decomposing sodium azide (NaN3) to produce sodium metal and nitrogen gas. How
much sodium azide is required to produce 80.0 g of nitrogen gas?
18. Case study: The Bhopal disaster

On the night of December 2, 1984, in the town of Bhopal in central India a horrible disaster
occurred at the Union Carbide chemical plant. The plant was producing a pesticide called
carbaryl (C12H11NO2), commercially known as Sevin. One of the steps in the manufacture
of carbaryl requires the use of a chemical called methyl isocyanate (C2H3NO). Methyl
isocyanate is a clear, colourless liquid that has a sharp odour. Used in the production of
pesticide, rubber, and adhesive, it is highly flammable. Methyl isocyanate is soluble in water,
yet it also reacts with water to produce carbon dioxide and a dangerous urea compound.
Methyl isocyanate is extremely toxic to people. It can cause damage through inhalation,
ingestion, and contact in very small quantities. Symptoms of exposure include coughing,
chest pain, shortness of breath, asthma, irritation of the eyes, nose, and throat, as
well as skin damage. Methyl isocyanate is very reactive, and so has important storage
requirements. It can be stored safely only in stainless steel or glass containers at
temperatures below 40°C. It should also be stored in small quantities, such as in an oil drum
rather than a large chemical storage tank.
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On the tragic day in Bhopal, large amounts of water entered one of the methyl isocyanate
storage tanks. This tank contained 42 tonnes of methyl isocyanate. When it reacted with
the water, the temperature inside the tank increased to over 200°C. The high temperature
served only to boil the methyl isocyanate and increase the rate of the reaction. This created
high pressure inside the tank and forced emergency venting. Large amounts of gases had to
be released into the atmosphere. A mixture of poisonous gases flooded the city of Bhopal in
the middle of the night.
People woke up to burning sensations in their lungs and thousands died immediately. As
people woke and tried to flee, panic ensued and many people were also killed in the rush to
get away. Over time, as more people were exposed to the gases, it is estimated that almost
30 000 people died because of this incident. Union Carbide, an American company, agreed
to pay $470 million in compensation in 1989. In 2009, an Indian court re-issued a warrant for
the arrest of the president of the company. He did not return to India to face trial, and died in
2014 at the age of 92.
After the disaster, a full investigation into the cause was initiated. Although the water
that entered the tank caused the reactions and the subsequent gas leak, many different
contributing factors were identified.
One factor was the use of methyl isocyanate in the first place. Pesticides can be
manufactured without the use of methyl isocyanate, but Union Carbide had decided to
use it because it is less expensive than other compounds. In the 1980s, reduction of other
chemical processes led to a buildup of unused methyl isocyanate, so it was also readily
available.
Another factor was storage: the company was storing methyl isocyanate in large tanks
rather than using many smaller oil drums. The storage tanks had alarms on them, but the
alarms were not working. The tanks also had the ability to cool the methyl isocyanate to
4.5oC, but the refrigeration was not being used in order to reduce costs, so the temperature
was around 20oC. Refrigeration likely would have prevented the disaster completely. The
tanks were connected to valves and pipelines not made of stainless steel. Over time,
corrosion in the pipelines resulted in exposed iron. The iron acts as a catalyst, speeding up
the isocyanate reactions.
On the night of the disaster, a leaking valve had been discovered, allowing water to get into
the storage tank. It was not repaired because it was believed to be too time-consuming and
expensive.
People also played a factor. The plant was located too close to a densely populated area.
Staff was not always trained properly, and there were many complaints by the workers
and union about the unsafe working conditions and the harmful effects of the chemicals.
Operation manuals were only in English, even though most of the workers did not have a
strong grasp of the language.
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Throughout the investigation, many examples were found of safety systems not being used
or not functioning properly. Systems had been shut down to save money and no action plans
for incidents like the one that happened had been developed. The company had been trying
to save money and had been reducing monitoring, inspections, and maintenance.
a. Use the following reaction to determine how much of each product would be
released if 42 000 kg (42 tonnes) of methyl isocyanate reacted with excess water:
methyl isocyanate + water → 1,3-dimethyl urea + carbon dioxide
2C2H3NO + H2O → C3H8N2O + CO2
b. Create a list of mistakes that led to the Bhopal disaster; you should be able to find at
least eight. Evaluate the list of mistakes. Identify the three mistakes you think were
most significant in causing the disaster, and justify your choice in a short (2–3
sentence) statement.
c. What are some reasons it would have been safer to store the methyl isocyanate in
smaller containers? Identify at least three reasons.
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Rubric
Before submitting your tasks, review the rubric below to self-assess. Look at each criterion
that your teacher will follow to assess your work. Using the description, which level is your
work meeting? What can you do to improve your work? Take the time now to make any
improvements to your work before submitting it. Review this Rubric Deconstruction for help
understanding rubrics or levels.
Overall expectation 1: I can demonstrate an understanding of the different types of

chemical reactions.
Related
Success criteria Level Assigned Comments
questions
Write balanced 1 ❏ L4: 80-100 High degree

chemical reactions to ❏ L3: 70-79 Considerable
represent all major ❏ L2: 60-69 Some
types of reactions with ❏ L1: 50-59 Limited
accuracy and clarity ❏ Less than 50
(K,C)
Categorize chemical 2 ❏ L4: 80-100 High degree

reactions as synthesis, ❏ L3: 70-79 Considerable
decomposition, single ❏ L2: 60-69 Some
displacement or double ❏ L1: 50-59 Limited
displacement based on ❏ Less than 50
the patterns of reactants
and products present with
accuracy (K)
Write balanced 3 ❏ L4: 80-100 High degree

chemical equations for ❏ L3: 70-79 Considerable
neutralization reactions ❏ L2: 60-69 Some
with accuracy and clarity ❏ L1: 50-59 Limited
(K,C) ❏ Less than 50
Write word equations for 3 ❏ L4: 80-100 High degree

chemical reactions with ❏ L3: 70-79 Considerable
accuracy and clarity (K,C) ❏ L2: 60-69 Some
❏ L1: 50-59 Limited
❏ Less than 50
Identify complete and 4 ❏ L4: 80-100 High degree

incomplete combustion ❏ L3: 70-79 Considerable
reactions with accuracy ❏ L2: 60-69 Some
(K) ❏ L1: 50-59 Limited
❏ Less than 50
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Overall expectation 2: I can investigate different types of chemical reactions.
Related
questions
Describe the reactants 5 ❏ L4: 80-100 High degree

and products in a chemical ❏ L3: 70-79 Considerable
reaction and interpret these ❏ L2: 60-69 Some
observations in terms of the ❏ L1: 50-59 Limited
types of chemical changes ❏ Less than 50
taking place with precision
and logic
Make predictions about 5 ❏ L4: 80-100 High degree

the expected products in ❏ L3: 70-79 Considerable
chemical reactions based ❏ L2: 60-69 Some
on the reactants present ❏ L1: 50-59 Limited
and the type of reaction ❏ Less than 50
taking place with relevance
and logic
Use metal and nonmetal 6 ❏ L4: 80-100 High degree

activity series to ❏ L3: 70-79 Considerable
predict whether single ❏ L2: 60-69 Some
displacement reactions will ❏ L1: 50-59 Limited
occur or not with accuracy ❏ Less than 50
(A)
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Overall expectation 3: I can analyze chemical reactions used in a variety of applications,

and assess their impact on society and the environment.
Success criteria Related Level Assigned Comments
questions
Apply my understanding 7, 9 ❏ L4: 80-100 High degree

of chemical reactions to ❏ L3: 70-79 Considerable
real- life contexts clarity and ❏ L2: 60-69 Some
relevance (A,C) ❏ L1: 50-59 Limited
❏ Less than 50
Identify a variety of chemical 8 ❏ L4: 80-100 High degree
reactions that have an effect ❏ L3: 70-79 Considerable
on the environment with ❏ L2: 60-69 Some
appropriateness (K) ❏ L1: 50-59 Limited
❏ Less than 50
Take a stance on an 10 ❏ L4: 80-100 High degree
environmental issue and ❏ L3: 70-79 Considerable
include evidence to support ❏ L2: 60-69 Some
my position with fluency and ❏ L1: 50-59 Limited
relevance (A,T,C) ❏ Less than 50
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Overall expectation 4: I can demonstrate an understanding of the mole concept and its
significance to the quantitative analysis of chemical reactions.
Related
questions
Use balanced chemical 11 ❏ L4: 80-100 High degree

equations to determine ❏ L3: 70-79 Considerable
mole ratios for different ❏ L2: 60-69 Some
chemicals in the reaction ❏ L1: 50-59 Limited
with accuracy (K) ❏ Less than 50
Perform stoichiometric 12 ❏ L4: 80-100 High degree

calculations to predict ❏ L3: 70-79 Considerable
the amount of reactant ❏ L2: 60-69 Some
or product required (or ❏ L1: 50-59 Limited
expected) in a chemical ❏ Less than 50
reaction accuracy (T,K)
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Overall expectation 5: I can investigate quantitative relationships in chemical reactions,

and solve related problems.
Related
questions
Determine, by calculation, 13 ❏ L4: 80-100 High degree

which reactant is limiting ❏ L3: 70-79 Considerable
in a chemical reaction ❏ L2: 60-69 Some
precision and logic (T,K) ❏ L1: 50-59 Limited
❏ Less than 50
Determine, by calculation, 14 ❏ L4: 80-100 High degree

how much excess reactant ❏ L3: 70-79 Considerable
is present in a chemical ❏ L2: 60-69 Some
reaction with precision and ❏ L1: 50-59 Limited
logic (T,K) ❏ Less than 50
Use my understanding of 15, 16 ❏ L4: 80-100 High degree

limiting reactant to calculate ❏ L3: 70-79 Considerable
the expected (theoretical) ❏ L2: 60-69 Some
yield for a chemical reaction ❏ L1: 50-59 Limited
with clarity and logic (T,K) ❏ Less than 50
Calculate the percentage 15, 16 ❏ L4: 80-100 High degree

yield for a chemical reaction ❏ L3: 70-79 Considerable
given the expected yield ❏ L2: 60-69 Some
and the theoretical yield ❏ L1: 50-59 Limited
accuracy and logic (T,K) ❏ Less than 50
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Overall expectation 6: I can analyze processes in the home, the workplace, and the
environmental sector that use chemical quantities and calculations, and assess the
importance of quantitative accuracy in industrial chemical processes.
Related
questions
Apply stoichiometric 17, 18 ❏ L4: 80-100 High degree

calculations to situations at ❏ L3: 70-79 Considerable
home and in the workplace ❏ L2: 60-69 Some
with accuracy (K) ❏ L1: 50-59 Limited
❏ Less than 50
Explain the importance 17, 18 ❏ L4: 80-100 High degree

of quantitative accuracy ❏ L3: 70-79 Considerable
in contexts beyond the ❏ L2: 60-69 Some
classroom with accuracy, ❏ L1: 50-59 Limited
significance and logic (A,C) ❏ Less than 50

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Assessment for feedback and grade: Chemical

• I can demonstrate an understanding of the different types of chemical reactions.

• I can investigate different types of chemical reactions.

• I can investigate quantitative relationships in chemical reactions, and solve related

You will be assessed based on your understanding of these overall expectations.

Overall expectation 1: I can demonstrate an understanding of the different types of

1. Balance the following chemical reactions:

b. Cu2O + H3PO4 → Cu3PO4 + H2O

c. (NH4)2S + CoCl3 → Co2S3 + NH4Cl

2. Identify each of the following reactions as synthesis, decomposition, single

b. beryllium carbonate → beryllium oxide + carbon dioxide

c. aluminum + chlorine → aluminum chloride

d. ammonium chloride + mercury(I) acetate → ammonium acetate + mercury(I)

3. Complete the following neutralization reactions. Word equations should be completed

b. incomplete combustion C5H12 + O2 →

Overall expectation 2: I can investigate different types of chemical reactions.

Fe(s) + Cu(NO3)2 (aq) →

CH4 (g) + O2 (g) →

Overall expectation 3: I can analyze chemical reactions used in a variety of applications,

sulphur + oxygen → sulphur dioxide

a. In what way is the combustion of sulphur harmful to the environment?

• Opinion is stated clearly.

• showing all steps in your calculations

• expressing your final answers to the correct number of significant figures

• including units in your calculations

• having a concluding statement

Overall expectation 5: I can investigate quantitative relationships in chemical reactions,

b. Explain why percent yield cannot be higher than 100%.

18. Case study: The Bhopal disaster

methyl isocyanate + water → 1,3-dimethyl urea + carbon dioxide

2C2H3NO + H2O → C3H8N2O + CO2

Overall expectation 1: I can demonstrate an understanding of the different types of

Write balanced 1 ❏ L4: 80-100 High degree

Categorize chemical 2 ❏ L4: 80-100 High degree

Write balanced 3 ❏ L4: 80-100 High degree

Write word equations for 3 ❏ L4: 80-100 High degree

Identify complete and 4 ❏ L4: 80-100 High degree

Overall expectation 2: I can investigate different types of chemical reactions.

Describe the reactants 5 ❏ L4: 80-100 High degree

Make predictions about 5 ❏ L4: 80-100 High degree

Use metal and nonmetal 6 ❏ L4: 80-100 High degree

Overall expectation 3: I can analyze chemical reactions used in a variety of applications,

Apply my understanding 7, 9 ❏ L4: 80-100 High degree

Use balanced chemical 11 ❏ L4: 80-100 High degree

Perform stoichiometric 12 ❏ L4: 80-100 High degree

Overall expectation 5: I can investigate quantitative relationships in chemical reactions,

Determine, by calculation, 13 ❏ L4: 80-100 High degree

Determine, by calculation, 14 ❏ L4: 80-100 High degree

Use my understanding of 15, 16 ❏ L4: 80-100 High degree

Calculate the percentage 15, 16 ❏ L4: 80-100 High degree

Apply stoichiometric 17, 18 ❏ L4: 80-100 High degree

Explain the importance 17, 18 ❏ L4: 80-100 High degree

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