STEM AND ASSESSMENT EVIDENCE WORKBENCH
Convert two-element mass evidence to moles, derive a small whole-number ratio, and compare learner empirical-formula subscripts.
Review output
Load the worked example to inspect realistic inputs, or enter anonymous classroom or laboratory evidence. Results remain in this browser tab until you copy or download them.
Transparent method
Moles equal element mass divided by molar mass. Divide both mole values by the smaller result. The engine tests multipliers one through eight, rounds each scaled value to a positive integer, and keeps the pair with the smallest maximum residual before reducing any common factor. A residual no greater than 0.06 is the disclosed near-whole-number tolerance. A supported claim matches the derived reduced pair and stays within tolerance. A larger residual suggests that simple rounding may not be justified; revisit measurements, molar masses, sample purity, element loss, and whether a different factor is scientifically defensible. The calculated ratio supports an empirical formula under the entered composition but does not identify the substance or molecular formula.
Confirm the prompt, approved source, units, symbols, notation, expected model, and review threshold. Keep an unchanged copy of observations or learner responses before editing any row.
Run the worked example, inspect intermediate rows, and compare the evidence with a hand calculation, diagram, physical model, periodic table, or moderated assessment source.
Record the method, assumptions, units, classifications, rounding, and flagged rows. Treat the downloaded report as editable evidence and verify it independently before instruction or assessment.
How to interpret the result
Use for a two-element composition or classroom laboratory result when learners must move from mass to amount and then to a simplest ratio. It is a bounded diagnostic, not a general formula solver. It does not handle three or more elements, hydrates, combustion-analysis subtraction, impure samples, oxide loss, molecular-formula scaling, or uncertainty propagation.
The magnesium and oxygen evidence produces nearly equal mole amounts and a one-to-one ratio. The iron and oxygen values produce one to one-and-a-half, so multiplying by two gives two to three. Carbon oxide produces one to two. The final carbon-hydrogen sample is close to one to two, while the learner enters one to one and receives a review flag.
Moles equal element mass divided by molar mass. Divide both mole values by the smaller result. The engine tests multipliers one through eight, rounds each scaled value to a positive integer, and keeps the pair with the smallest maximum residual before reducing any common factor. A residual no greater than 0.06 is the disclosed near-whole-number tolerance.
A supported claim matches the derived reduced pair and stays within tolerance. A larger residual suggests that simple rounding may not be justified; revisit measurements, molar masses, sample purity, element loss, and whether a different factor is scientifically defensible. The calculated ratio supports an empirical formula under the entered composition but does not identify the substance or molecular formula.
Do not divide masses directly, use atomic number as molar mass, round mole values too early, force every decimal immediately to a whole number, leave a common factor, or confuse empirical and molecular formulas. Preserve measurement precision, document the multiplier, and review whether experimental loss or contamination explains a poor ratio.
Learning boundary
This browser-local workbench applies only the disclosed model to entered values. It cannot diagnose a learner, certify an experiment, establish a chemical fact, classify a task automatically, or replace teacher and laboratory judgment.
Review checklist
Practical questions
No. Processing occurs in the current browser tab. Avoid names and other personal information, and retain authoritative records only in the system approved by the school.
No. It reports how the entered evidence behaves under one disclosed rule. Ask for reasoning and compare several evidence sources before reaching an educational conclusion.
Treat it as an editable calculation aid. Show your own reasoning, cite required sources, use the course method, and follow the applicable academic-integrity rules.
YOUR NIRMION
