AP*

Chapter 4

Types of Chemical Reactions

and Solution Stoichiometry
AP Learning Objectives

 LO 1.4: The student is able to connect the number of particles, moles, mass, and
volume of substances to one another, both qualitatively and quantitatively. (Sec
4.3)
 LO 1.17: The student is able to express the law of conservation of mass
quantitatively and qualitatively using symbolic representations and particulate
drawings. (Sec 4.5)
 LO 1.18: The student is able to apply conservation of atoms to the
rearrangement of atoms in various processes. (Sec 4.9)
 LO 2.8: The student can draw and/or interpret representations of solutions that
show the interactions between the solute and solvent. (Sec 4.1-4.3)
 LO 2.9: The student is able to create or interpret representations that link the
concept of molarity with particle views of solutions. (Sec 4.1-4.3)
 LO 2.14: The student is able to apply Coulomb’s Law qualitatively (including
using representations) to describe the interactions of ions, and the attractions
between ions and solvents to explain the factors that contribute to the solubility
of ionic compounds. (Sec 4.1)
AP Learning Objectives

 LO 3.1: Students can translate among macroscopic observations of change,

chemical equations, and particle views. (Sec 4.4-4.9)
 LO 3.2: The student can translate an observed chemical change into a balanced
chemical equation and justify the choice of equation type (molecular, ionic, or
net ionic) in terms of utility for the given circumstances. (Sec 4.5-4.9)
 LO 3.3: The student is able to use stoichiometric calculations to predict the
results of performing a reaction in the laboratory and/or to analyze deviations
from the expected results. (Sec 4.8)
 LO 3.4: The student is able to relate quantities (measured mass of substances,
volumes of solutions, or volumes and pressures of gases) to identify
stoichiometric relationships for a reaction, including situations involving limiting
reactants and situations in which the reaction has not gone to completion. (Sec
4.8)
 LO 3.8: The student is able to identify redox reactions and justify the
identification in terms of electron transfer. (Sec 4.9)
AP Learning Objectives

 LO 3.9: The student is able to design and/or interpret the results of an

experiment involving a redox titration. (Sec 4.9-4.10)
 LO 3.10: The student is able to evaluate the classification of a process as a
physical change, chemical change, or ambiguous change based on both
macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions. (Sec 4.1-4.10)
Section 4.1
Water, the Common Solvent

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 2.8: The student can draw and/or interpret representations of solutions that show the interactions between the
solute and solvent.
 LO 2.9: The student is able to create or interpret representations that link the concept of molarity with particle
views of solutions.
 LO 2.14: The student is able to apply Coulomb’s Law qualitatively (including using representations) to describe the
interactions of ions, and the attractions between ions and solvents to explain the factors that contribute to the
solubility of ionic compounds.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.1
Water, the Common Solvent

 One of the most

important substances on
Earth.
 Can dissolve many
different substances.
 A polar molecule
because of its unequal
charge distribution.

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Section 4.1
Water, the Common Solvent

Dissolution of a solid in a liquid

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Section 4.2
The Nature of Aqueous Solutions:
Strong and Weak Electrolytes
AP Learning Objectives, Margin Notes and References
 Learning Objectives
 LO 2.8: The student can draw and/or interpret representations of solutions that show the interactions between the
solute and solvent.
 LO 2.9: The student is able to create or interpret representations that link the concept of molarity with particle
views of solutions.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.2
The Nature of Aqueous Solutions:
Strong and Weak Electrolytes
Nature of Aqueous Solutions
 Solute – substance being dissolved.
 Solvent – liquid water.
 Electrolyte – substance that when dissolved in water
produces a solution that can conduct electricity.

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Section 4.2
The Nature of Aqueous Solutions:
Strong and Weak Electrolytes
Electrolytes
 Strong Electrolytes – conduct current very efficiently
(bulb shines brightly). Completely ionized in water.
 Weak Electrolytes – conduct only a small current (bulb
glows dimly). A small degree of ionization in water.
 Nonelectrolytes – no current flows (bulb remains unlit).
Dissolves but does not produce any ions.

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Section 4.2
The Nature of Aqueous Solutions:
Strong and Weak Electrolytes
Electrolyte behavior

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Section 4.3
The Composition of Solutions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 1.4: The student is able to connect the number of particles, moles, mass, and volume of substances to one
another, both qualitatively and quantitatively.
 LO 2.8: The student can draw and/or interpret representations of solutions that show the interactions between the
solute and solvent.
 LO 2.9: The student is able to create or interpret representations that link the concept of molarity with particle
views of solutions.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.3
The Composition of Solutions

Chemical Reactions of Solutions

 We must know:
 The nature of the reaction.
 The amounts of chemicals present in the solutions.

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Section 4.3
The Composition of Solutions

Molarity
 Molarity (M) = moles of solute per volume of solution in
liters:
moles of solute
M = Molarity =
liters of solution

6 moles of HCl
3 M HCl =
2 liters of solution

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Section 4.3
The Composition of Solutions

EXERCISE!

A 500.0-g sample of potassium phosphate is dissolved

in enough water to make 1.50 L of solution. What is
the molarity of the solution?

1.57 M

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Section 4.3
The Composition of Solutions

Concentration of Ions
 For a 0.25 M CaCl2 solution:
CaCl2 → Ca2+ + 2Cl–

 Ca2+: 1 × 0.25 M = 0.25 M Ca2+

 Cl–: 2 × 0.25 M = 0.50 M Cl–.

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Section 4.3
The Composition of Solutions

CONCEPT CHECK!

Which of the following solutions contains

the greatest number of ions?

a) 400.0 mL of 0.10 M NaCl.

b) 300.0 mL of 0.10 M CaCl2.
c) 200.0 mL of 0.10 M FeCl3.
d) 800.0 mL of 0.10 M sucrose.

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Section 4.3
The Composition of Solutions

Let’s Think About It

 Where are we going?
 To find the solution that contains the greatest
number of moles of ions.
 How do we get there?
 Draw molecular level pictures showing each solution.
Think about relative numbers of ions.
 How many moles of each ion are in each solution?

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Section 4.3
The Composition of Solutions

Notice
 The solution with the greatest number of ions is not
necessarily the one in which:
 the volume of the solution is the largest.
 the formula unit has the greatest number of ions.

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Section 4.3
The Composition of Solutions

Dilution
 The process of adding water to a concentrated or stock
solution to achieve the molarity desired for a particular
solution.
 Dilution with water does not alter the numbers of moles
of solute present.
 Moles of solute before dilution = moles of solute after
dilution
M1V1 = M2V2

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Section 4.3
The Composition of Solutions

CONCEPT CHECK!

A 0.50 M solution of sodium chloride in an open beaker sits on

a lab bench. Which of the following would decrease the
concentration of the salt solution?
a) Add water to the solution.
b) Pour some of the solution down the sink drain.
c) Add more sodium chloride to the solution.
d) Let the solution sit out in the open air for a couple of
days.
e) At least two of the above would decrease the
concentration of the salt solution.
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Section 4.3
The Composition of Solutions

EXERCISE!

What is the minimum volume of a 2.00 M NaOH

solution needed to make 150.0 mL of a 0.800 M
NaOH solution?

60.0 mL

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Section 4.4
Types of Chemical Reactions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.4
Types of Chemical Reactions

 Precipitation Reactions
 Acid–Base Reactions
 Oxidation–Reduction Reactions

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Section 4.5
Precipitation Reactions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 1.17: The student is able to express the law of conservation of mass quantitatively and qualitatively using
symbolic representations and particulate drawings.
 LO 1.18: The student is able to apply conservation of atoms to the rearrangement of atoms in various processes.
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.2: The student can translate an observed chemical change into a balanced chemical equation and justify the
choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.5
Precipitation Reactions

Precipitation Reaction
 A double displacement reaction in which a solid forms
and separates from the solution.
 When ionic compounds dissolve in water, the
resulting solution contains the separated ions.
 Precipitate – the solid that forms.

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Section 4.5
Precipitation Reactions

The Reaction of K2CrO4(aq) and Ba(NO3)2(aq)

 Ba2+(aq) + CrO42–(aq) → BaCrO4(s)

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Section 4.5
Precipitation Reactions

Precipitation of Silver Chloride

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Section 4.5
Precipitation Reactions

Precipitates
 Soluble – solid dissolves in solution; (aq) is used in
reaction equation.
 Insoluble – solid does not dissolve in solution; (s) is used
in reaction equation.
 Insoluble and slightly soluble are often used
interchangeably.

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Section 4.5
Precipitation Reactions

Simple Rules for Solubility

1. Most nitrate (NO3) salts are soluble.
2. Most alkali metal (group 1A) salts and NH4+ are soluble.
3. Most Cl, Br, and Isalts are soluble (except Ag+, Pb2+, Hg22+).
4. Most sulfate salts are soluble (except BaSO4, PbSO4, Hg2SO4,
CaSO4).
5. Most OH are only slightly soluble (NaOH, KOH are soluble,
Ba(OH)2, Ca(OH)2 are marginally soluble).
6. Most S2, CO32, CrO42, PO43 salts are only slightly soluble, except
for those containing the cations in Rule 2.

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Section 4.5
Precipitation Reactions

CONCEPT CHECK!

Which of the following ions form compounds with Pb2+

that are generally soluble in water?

a) S2–
b) Cl–
c) NO3–
d) SO42–
e) Na+
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Section 4.6
Describing Reactions in Solution

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.2: The student can translate an observed chemical change into a balanced chemical equation and justify the
choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.6
Describing Reactions in Solution

Formula Equation (Molecular Equation)

 Gives the overall reaction stoichiometry but not
necessarily the actual forms of the reactants and
products in solution.
 Reactants and products generally shown as compounds.
 Use solubility rules to determine which compounds are
aqueous and which compounds are solids.

AgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq)

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Section 4.6
Describing Reactions in Solution

Complete Ionic Equation

 All substances that are strong electrolytes are
represented as ions.
Ag+(aq) + NO3(aq) + Na+(aq) + Cl(aq)
AgCl(s) + Na+(aq) + NO3(aq)

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Section 4.6
Describing Reactions in Solution

Net Ionic Equation

 Includes only those solution components undergoing a change.
 Show only components that actually react.

Ag+(aq) + Cl(aq)  AgCl(s)

 Spectator ions are not included (ions that do not participate

directly in the reaction).
 Na+ and NO3 are spectator ions.

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Section 4.6
Describing Reactions in Solution

CONCEPT CHECK!
Write the correct formula equation, complete ionic equation, and
net ionic equation for the reaction between cobalt(II) chloride and
sodium hydroxide.

Formula Equation:
CoCl2(aq) + 2NaOH(aq) Co(OH)2(s) + 2NaCl(aq)

Complete Ionic Equation:

Co2+(aq) + 2Cl(aq) + 2Na+(aq) + 2OH(aq)
Co(OH)2(s) + 2Na+(aq) + 2Cl(aq)
Net Ionic Equation:
Co2+(aq) + 2Cl(aq)  Co(OH)2(s)
Copyright © Cengage Learning. All rights reserved 36
Section 4.7
Stoichiometry of Precipitation Reactions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.2: The student can translate an observed chemical change into a balanced chemical equation and justify the
choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.7
Stoichiometry of Precipitation Reactions

Solving Stoichiometry Problems for Reactions in Solution

1. Identify the species present in the combined solution, and

determine what reaction occurs.
2. Write the balanced net ionic equation for the reaction.
3. Calculate the moles of reactants.
4. Determine which reactant is limiting.
5. Calculate the moles of product(s), as required.
6. Convert to grams or other units, as required.

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Section 4.7
Stoichiometry of Precipitation Reactions

CONCEPT CHECK! (Part I)

10.0 mL of a 0.30 M sodium phosphate solution reacts

with 20.0 mL of a 0.20 M lead(II) nitrate solution
(assume no volume change).
 What precipitate will form?
lead(II) phosphate, Pb3(PO4)2
 What mass of precipitate will form?
1.1 g Pb3(PO4)2

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Section 4.7
Stoichiometry of Precipitation Reactions

Let’s Think About It

 Where are we going?
 To find the mass of solid Pb3(PO4)2 formed.
 How do we get there?
 What are the ions present in the combined solution?
 What is the balanced net ionic equation for the reaction?
 What are the moles of reactants present in the solution?
 Which reactant is limiting?
 What moles of Pb3(PO4)2 will be formed?
 What mass of Pb3(PO4)2 will be formed?

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Section 4.7
Stoichiometry of Precipitation Reactions

CONCEPT CHECK! (Part II)

10.0 mL of a 0.30 M sodium phosphate solution reacts

with 20.0 mL of a 0.20 M lead(II) nitrate solution
(assume no volume change).

 What is the concentration of nitrate ions left in

solution after the reaction is complete?
0.27 M

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Section 4.7
Stoichiometry of Precipitation Reactions

Let’s Think About It

 Where are we going?
 To find the concentration of nitrate ions left in solution after
the reaction is complete.
 How do we get there?
 What are the moles of nitrate ions present in the combined
solution?
 What is the total volume of the combined solution?

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Section 4.7
Stoichiometry of Precipitation Reactions

CONCEPT CHECK! (Part III)

10.0 mL of a 0.30 M sodium phosphate solution reacts

with 20.0 mL of a 0.20 M lead(II) nitrate solution
(assume no volume change).

 What is the concentration of phosphate ions

left in solution after the reaction is complete?
0.011 M

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Section 4.7
Stoichiometry of Precipitation Reactions

Let’s Think About It

 Where are we going?
 To find the concentration of phosphate ions left in solution
after the reaction is complete.
 How do we get there?
 What are the moles of phosphate ions present in the solution
at the start of the reaction?
 How many moles of phosphate ions were used up in the
reaction to make the solid Pb3(PO4)2?
 How many moles of phosphate ions are left over after the
reaction is complete?
 What is the total volume of the combined solution?
Copyright © Cengage Learning. All rights reserved 44
Section 4.8
Acid-Base Reactions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.2: The student can translate an observed chemical change into a balanced chemical equation and justify the
choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.
 LO 3.3: The student is able to use stoichiometric calculations to predict the results of performing a reaction in the
laboratory and/or to analyze deviations from the expected results.
 LO 3.4: The student is able to relate quantities (measured mass of substances, volumes of solutions, or volumes
and pressures of gases) to identify stoichiometric relationships for a reaction, including situations involving limiting
reactants and situations in which the reaction has not gone to completion.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
 LO 3.13 (see APEC #4, “Analysis of Vinegar”)
Section 4.8
Acid-Base Reactions

Acid–Base Reactions (Brønsted–Lowry)

 Acid—proton donor
 Base—proton acceptor
 For a strong acid and base reaction:
H+(aq) + OH–(aq) H2O(l)

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Section 4.8
Acid-Base Reactions

Neutralization of a Strong Acid by a Strong Base

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Section 4.8
Acid-Base Reactions

Performing Calculations for Acid–Base Reactions

1. List the species present in the combined solution before any
reaction occurs, and decide what reaction will occur.
2. Write the balanced net ionic equation for this reaction.
3. Calculate moles of reactants.
4. Determine the limiting reactant, where appropriate.
5. Calculate the moles of the required reactant or product.
6. Convert to grams or volume (of solution), as required.

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Section 4.8
Acid-Base Reactions

Acid–Base Titrations
 Titration – delivery of a measured volume of a solution of known
concentration (the titrant) into a solution containing the
substance being analyzed (the analyte).
 Equivalence point – enough titrant added to react exactly with
the analyte.
 Endpoint – the indicator changes color so you can tell the
equivalence point has been reached.

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Section 4.8
Acid-Base Reactions

CONCEPT CHECK!

For the titration of sulfuric acid (H2SO4) with sodium

hydroxide (NaOH), how many moles of sodium
hydroxide would be required to react with 1.00 L of
0.500 M sulfuric acid to reach the endpoint?

1.00 mol NaOH

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Section 4.8
Acid-Base Reactions

Let’s Think About It

 Where are we going?
 To find the moles of NaOH required for the reaction.
 How do we get there?
 What are the ions present in the combined solution? What is
the reaction?
 What is the balanced net ionic equation for the reaction?
 What are the moles of H+ present in the solution?
 How much OH– is required to react with all of the H+ present?

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Section 4.9
Oxidation-Reduction Reactions

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 1.18: The student is able to apply conservation of atoms to the rearrangement of atoms in various processes.
 LO 3.1: Students can translate among macroscopic observations of change, chemical equations, and particle views.
 LO 3.2: The student can translate an observed chemical change into a balanced chemical equation and justify the
choice of equation type (molecular, ionic, or net ionic) in terms of utility for the given circumstances.
 LO 3.8: The student is able to identify redox reactions and justify the identification in terms of electron transfer.
 LO 3.9: The student is able to design and/or interpret the results of an experiment involving a redox titration.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.9 (see APEC #8, “Analysis by Oxidation-Reduction Titration”)
 LO 3.9 (see Appendix 7.1 “Simple Oxidation-Reduction Titrations”)
 LO 3.10 (see APEC #9, “Actions, Reactions, and Interactions”)
Section 4.9
Oxidation-Reduction Reactions

Redox Reactions
 Reactions in which one or more electrons are
transferred.

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Section 4.9
Oxidation-Reduction Reactions

Reaction of Sodium and Chlorine

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Section 4.9
Oxidation-Reduction Reactions

Rules for Assigning Oxidation States

1. Oxidation state of an atom in an element = 0
2. Oxidation state of monatomic ion = charge of the ion
3. Oxygen = 2 in covalent compounds (except in peroxides where it
= 1)
4. Hydrogen = +1 in covalent compounds
5. Fluorine = 1 in compounds
6. Sum of oxidation states = 0 in compounds
7. Sum of oxidation states = charge of the ion in ions

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Section 4.9
Oxidation-Reduction Reactions

EXERCISE!

Find the oxidation states for each of the elements in

each of the following compounds:

 K2Cr2O7 K = +1; Cr = +6; O = –2

 CO32- C = +4; O = –2
 MnO2 Mn = +4; O = –2
 PCl5 P = +5; Cl = –1
 SF4 S = +4; F = –1

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Section 4.9
Oxidation-Reduction Reactions

Redox Characteristics
 Transfer of electrons
 Transfer may occur to form ions
 Oxidation – increase in oxidation state (loss of
electrons); reducing agent
 Reduction – decrease in oxidation state (gain of
electrons); oxidizing agent

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Section 4.9
Oxidation-Reduction Reactions

CONCEPT CHECK!

Which of the following are oxidation-reduction

reactions? Identify the oxidizing agent and the
reducing agent.

a)Zn(s) + 2HCl(aq) ZnCl2(aq) + H2(g)

b)Cr2O72-(aq) + 2OH-(aq) 2CrO42-(aq) + H2O(l)
c)2CuCl(aq) CuCl2(aq) + Cu(s)

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Section 4.10
Balancing Oxidation-Reduction Equations

AP Learning Objectives, Margin Notes and References

 Learning Objectives
 LO 3.9: The student is able to design and/or interpret the results of an experiment involving a redox titration.
 LO 3.10: The student is able to evaluate the classification of a process as a physical change, chemical change, or
ambiguous change based on both macroscopic observations and the distinction between rearrangement of
covalent interactions and noncovalent interactions.

 Additional AP References
 LO 3.9 (see APEC #8, “Analysis by Oxidation-Reduction Titration”)
 LO 3.9 (see Appendix 7.1 “Simple Oxidation-Reduction Titrations”)
Section 4.10
Balancing Oxidation-Reduction Equations

Balancing Oxidation–Reduction Reactions by Oxidation States

1. Write the unbalanced equation.

2. Determine the oxidation states of all atoms in the
reactants and products.
3. Show electrons gained and lost using “tie lines.”
4. Use coefficients to equalize the electrons gained and
lost.
5. Balance the rest of the equation by inspection.
6. Add appropriate states.

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Section 4.10
Balancing Oxidation-Reduction Equations

 Balance the reaction between solid zinc and aqueous

hydrochloric acid to produce aqueous zinc(II) chloride
and hydrogen gas.

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Section 4.10
Balancing Oxidation-Reduction Equations

1. What is the unbalanced equation?

 Zn(s) + HCl(aq) Zn2+(aq) + Cl–(aq) + H2(g)

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Section 4.10
Balancing Oxidation-Reduction Equations

2. What are the oxidation states for each atom?

 Zn(s) + HCl(aq) Zn2+(aq) + Cl–(aq) + H2(g)
0 +1 –1 +2 –1 0

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Section 4.10
Balancing Oxidation-Reduction Equations

3. How are electrons gained and lost?

1 e– gained (each atom)

 Zn(s) + HCl(aq) Zn2+(aq) + Cl–(aq) + H2(g)

0 +1 –1 +2 –1 0

2 e– lost

 The oxidation state of chlorine remains unchanged.

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Section 4.10
Balancing Oxidation-Reduction Equations
4. What coefficients are needed to equalize the electrons
gained and lost?
1 e– gained (each atom) × 2

 Zn(s) + HCl(aq) Zn2+(aq) + Cl–(aq) + H2(g)

0 +1 –1 +2 –1 0

2 e– lost

 Zn(s) + 2HCl(aq) Zn2+(aq) + Cl–(aq) + H2(g)

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Section 4.10
Balancing Oxidation-Reduction Equations
5. What coefficients are needed to balance the remaining
elements?
 Zn(s) + 2HCl(aq) Zn2+(aq) + 2Cl–(aq) + H2(g)

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