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If using K p, gaseous species must be expressed in appropriate pressure units. Use initial quantities when calculating the reaction quotient, Q, to determine the direction the reaction shifts to establish equilibrium. Use equilibrium quantities in calculations involving the equilibrium constantK.

The change in each quantity must be in agreement with the reaction stoichiometry. Read each problem carefully to identify what quantities are given, including their unit of measure, and to identify what is unknown.

The following is a "how to" make an ICE chart using the example to illustrate the process. Determine the equilibrium concentration for each species present in the equilibrium mixture. The value of x was determined using the method of successive approximations. Although each problem appears to be "different" the process for creating the ICE chart is the same. The system is allowed to reach equilibrium. What will be the equilibrium concentration of each species?

The system is allowed to establish equilibrium. What will be the equilibrium concentration of each species in the flask? Since only NO and O 2 are present, the reaction must proceed to the left in order to establish equilibrium. Enough CO was added to the flask containing the equilibrium mixture to momentarily raise its concentration to 0. What will be the concentration of each species in the flask once equilibrium has been re-established after the additional carbon monoxide was added?

The once equilibrium quantities of the other three substances are now initial quantities. Let "x" represent the change in the amount of O 2 gas. K p at o C for this process is 1. Since the reaction will proceed forwards to establish equilibrium the pressure of the Cl 2 gas will decrease. The total pressure at equilibrium will equal the sum of the partial pressures of each gas at equilibrium.

Cl 2 g Cl g Initial Pressure atm 0.With most protein assays, sample protein concentrations are determined by comparing their assay responses to that of a dilution-series of standards whose concentrations are known. Protein samples and standards are processed in the same manner by mixing them with assay reagent and using a spectrophotometer to measure the absorbances. The responses of the standards are used to plot or calculate a standard curve.

Absorbance values of unknown samples are then interpolated onto the plot or formula for the standard curve to determine their concentrations.

## Chemistry Calculator

This comparative method for determining the concentration of an "unknown" is conceptually simple and straightforward.

However, its implementation in an assay protocol is complicated by pipetting and dilution steps, evaluation of replicates, blank-corrections and other factors. These steps frequently cause confusion with regard to the calculations that are necessary to obtain a final determination. The following tables provide information to prepare a set of protein standards for a standard curve for common BCA assay and Bradford assays.

Table 2. Table 4. Microplate or test tube for dilute samples. Explore protein standards. Sample assay responses are directly comparable to each other if they are processed in exactly the same manner. Variation in amount of protein is the only possible cause for differences in final absorbance color intensity if all four of the follow conditions are met:. Of course, because of differences in the chemistry of protein assay methods, different proteins will generate different absorbance values even at the same concentration.

This is called "protein-protein variation" or "protein uniformity" and is discussed more fully in other protein methods articles. Figure 1. The response values absorbances were plotted and a best-fit line drawn through the points.

If unknown samples had been tested at the same time, their concentrations could be determined by reference to the one of these standard curves. The unit of measure used to express the standards is by definition the same unit of measure associated with the calculated value for the unknown sample i.

Contrary to what many people assume, it is neither necessary nor even helpful to know the actual amount e.This website uses cookies to ensure you get the best experience. By using this website, you agree to our Cookie Policy.

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Correct Answer :. Let's Try Again :. Try to further simplify. Math can be an intimidating subject. Each new topic we learn has symbols and problems we have never seen. The unknowing Learning math takes practice, lots of practice. Just like running, it takes practice and dedication. If you want Sign In Sign in with Office Sign in with Facebook. Join million happy users! Sign Up free of charge:. Join with Office Join with Facebook. Create my account. Transaction Failed! Please try again using a different payment method. Subscribe to get much more:.

User Data Missing Please contact support. We want your feedback optional. Cancel Send. Generating PDFBefore performing chemical reactions, it is helpful to know how much product will be produced with given quantities of reactants. This is known as the theoretical yield.

This is a strategy to use when calculating the theoretical yield of a chemical reaction. The same strategy can be applied to determine the amount of each reagent needed to produce a desired amount of product.

Office Tutorials - Determining the Concentration of an Unknown Sample (Microsoft Excel 2010)

How much water is produced? The reaction where hydrogen gas combines with oxygen gas to produce water is:. The equation above is not balanced.

After balancingthe equation becomes:. The mole ratio is the stoichiometric ratio between the amount of one compound and the amount of another compound in a reaction. For this reaction, for every two moles of hydrogen gas used, two moles of water are produced. There is now enough information to determine the theoretical yield.

Use the strategy:. This strategy can be slightly modified to calculate the amount of reactants needed to produce a set amount of product. Let's change our example slightly: How many grams of hydrogen gas and oxygen gas are needed to produce 90 grams of water?

We know the amount of hydrogen needed by the first examplebut to do the calculation:. This agrees with the first example. To determine the amount of oxygen needed, the mole ratio of oxygen to water is needed. For every mole of oxygen gas used, 2 moles of water are produced. The equation for grams O 2 becomes:. Theoretical yield calculations are straightforward as long as you have balanced equations to find the mole ratios needed to bridge the reactants and the product.

Share Flipboard Email. By Todd Helmenstine. Todd Helmenstine is a science writer and illustrator who has taught physics and math at the college level. He holds bachelor's degrees in both physics and mathematics. Updated February 11, This value is the bridge between the reactant and the product. Use molar mass of reactant to convert grams of reactant to moles of reactant Use the mole ratio between reactant and product to convert moles reactant to moles product Use the molar mass of the product to convert moles product to grams of product.

In equation form:. The theoretical yield of our reaction is calculated using:. We had 10 grams of H 2 gas, so:. All units except grams H 2 O cancel out, leaving:. Ten grams of hydrogen gas with excess oxygen will theoretically produce 90 grams of water. For hydrogen gas:. To produce 90 grams of water, 10 grams of hydrogen gas and 80 grams of oxygen gas are needed.

Balance your equations. Find the mole ratio between the reactant and the product. Calculate using the following strategy: Convert grams to moles, use the mole ratio to bridge products and reactants, and then convert moles back to grams. In other words, work with moles and then convert them to grams. Don't work with grams and assume you'll get the right answer.This is an introduction to the BCA Table; this is probably the most useful yet one of the more annoying parts of the Chemistry Curriculum. But once you can use these, you can get through Limiting reagents and then later on in the course, Equilibrium, Acids, and Bases! You are commenting using your WordPress. You are commenting using your Google account. You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email. Notify me of new posts via email. Search for:. And Welcome to the Chemsalon! Sometimes you may not have to convert; so be discreet Now start to fill out the chart!

You will not be limited by this material, and can make as much as 75g of Beryllium Fluoride can produce. To fill out the rest of the chart, use proportions to compare values given in the problem and equation. So if the coefficients in the original equation are like proportions, or measurements of how much of each material is needed in order to produce the right side of the equation, compare the value you have to determine how much product you can get.

Looking at our problem, we know that 1. Think about a recipe: if you know it takes 1 egg to make a cake, even if you have 2 eggs, the ratios you apply for eggs relative to other materials in your cake will be the same; so if you usually use 1 egg for 1 cup of flour, then two eggs means you will use 2 cups of flour.

So we can say they correlate. This is really just something that will help you waste less time. Now we can actually solve the problem! Solve any additional questions using proportions!Stoichiometry is arguably one of the most difficult concepts for students to grasp in a general chemistry class. Stoichiometry requires students to synthesize their knowledge of moles, balanced equations and proportional reasoning to describe a process that is too small to see.

Many times teachers default to an algorithmic approach to solving stoichiometry problems, which may prevent students from gaining a full conceptual understanding of the reaction they are describing. Modeling Instruction, developed at Arizona State University from the American Modeling Teachers Association AMTA has a problem-solving framework that helps students apply proportional reasoning to see the big picture of the reaction they are analyzing.

This framework uses a table to organize mole data for the whole reaction instead of just isolating one part of the problem. Students start by writing the balanced equation:.

Once students have the balanced equation, they can begin putting information into the BCA table.

### How to Calculate Theoretical Yield of a Reaction

BCA stands for before-change-after. Students start by filling in the quantity of reactants that are present before the chemical reaction happens. Before the reaction has started, no products have formed yet so students write in zero. In this problem, there is no limiting reactant so all 5. Students then use the coefficients from their balanced equation to fill in the rest of the change line. That is a ratio so the moles of magnesium used is equal to the moles of magnesium oxide produced.

If all 5. If there was excess oxygen to start with, there will still be excess oxygen after the reaction. The student now has a full picture of what is going on during this reaction, no matter what value the question asked for. This is especially useful for limiting reactant problems.

In the example below, the student can easily see which reactant is limiting and how much excess reactant is left without doing separate, seemingly unrelated calculations.

The BCA table also helps students quickly pick out the limiting reactant because they convert mass values to mole values in a separate step from applying the mole ratios. Since all stoichiometry is done in the BCA table, it is easy for students to convert between mass, molarity, gas volume and moles outside of the table, making it a versatile tool.

Larry Dukerich published a blog post, Conceptual Chemistryabout BCA tables in that you will want to refer to for more information. Mathematical and computational thinking at the 9—12 level builds on K—8 and progresses to using algebraic thinking and analysis, a range of linear and nonlinear functions including trigonometric functions, exponentials and logarithms, and computational tools for statistical analysis to analyze, represent, and model data.

Simple computational simulations are created and used based on mathematical models of basic assumptions. Use mathematical representations of phenomena to support claims. Students who demonstrate understanding can construct and revise an explanation for the outcome of a simple chemical reaction based on the outermost electron states of atoms, trends in the periodic table, and knowledge of the patterns of chemical properties.

Assessment is limited to chemical reactions involving main group elements and combustion reactions. Examples of chemical reactions could include the reaction of sodium and chlorine, of carbon and oxygen, or of carbon and hydrogen. Students who demonstrate understanding can use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction.

Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Do you also teach AP chemistry? Do you find that this scaffold helps students think about equilibrium ideas and ultimately the logic behind RICE tables often used to teach the mathematics behind the idea that every reaction at a constant temperature is goverened by an equilibrium constant?

I will not be going back to my old methods. I agree Deanna, my AP Chemistry students were very comfortable describing ratios, whether it was BCA tables or creating 'for every statements', and it led to a better conceptual understanding of equilibrium. Thanks for sharing your AP experience Deanna! I do not teach AP but I do use the idea of proportional reasoning based problem solving often in my class.An ICE I nitial, C hange, E quilibrium table is simple matrix formalism that used to simplify the calculations in reversible equilibrium reactions e.

ICE tables are composed of the concentrations of molecules in solution in different stages of a reaction, and are usually used to calculate the K, or equilibrium constant expression, of a reaction in some instances, K may be given, and one or more of the concentrations in the table will be the unknown to be solved for. ICE tables automatically set up and organize the variables and constants needed when calculating the unknown. ICE is a simple acronym for the titles of the first column of the table.

## BCA tables and Stoichiometry worksheet

The procedure for filling out an ICE table is best illustrated through example. A sample consisting of 0.

The equilibrium constant expression is expressed as products over reactants, each raised to the power of their respective stoichiometric coefficients:. The equilibrium concentrations of Y and Z are unknown, but they can be calculated using the ICE table. This is the first step in setting up the ICE table. As mentioned above, the ICE mnemonic is vertical and the equation heads the table horizontally, giving the rows and columns of the table, respectively. The numerical amounts were given.

Any amount not directly given is unknown. Notice that the equilibrium in this equation is shifted to the right, meaning that some amount of reactant will be taken away and some amount of product will be added for the Change row.

The change in amount, x, can be calculated using algebra:. The change in reactants and the balanced equation of the reaction is known, so the change in products can be calculated. The stoichiometric coefficients indicate that for every 2 mol of x reacted, 3 mol of Y and 4 mol of Z are produced. The relationship is as follows:. Try obtaining the change in Z with this method the answer is already in the ICE table. However, because there was no initial amount for the two products, the equilibrium amount is simply equal to the change:.

Use the same method to find the equilibrium amount of Z. Convert the equilibrium amounts to concentrations.

Recall that the volume of the system is 0.