DE LA SALLE SANTIAGO ZOBEL SCHOOL - VERMOSA

Senior High School Department

UNIT: 3 AY: 2022-2023 TERM: 2 SUBJECT: GENERAL CHEMISTRY 1

MODULE NO.: 3 TYPE:  PRE  SELF  FOR  SUM SIMULATION EXPERIMENT NO: 1

TITLE OF THE ACTIVITY: CHEMICAL REACTIONS & MOLE CONCEPT & STOICHIOMETRY SCORE:
ASSESSMENT TOPIC/S: Experiment #1: Determination of a Chemical Formula 26

NAME: GR. & SEC.

TEACHER: Ms. Mailyn B. Soliman, Ms. Angelaid M. Vizcarra, and DATE:
Mr. Carl Maurice P. Francisco

General Instructions:
1. Read the handouts on Experiment no. 1 and write a pre-laboratory report about it. Use Google docs as your writing tool and make sure
to save it in your drive. Use the following template for the file name: GR & SEC_ GRP NO._PRELAB_ EXPERIMENT NO.1
(example: 11A_GRP 1_PRELAB_EXPERIMENT NO.1)
2. Assign one (1) member to upload the file in the General Chemistry 1 Canvas Course on or before the deadline. Follow your teacher’s
instructions on the date and time of the submission of your output.
3. The pre-lab report must include the following parts:
a. Objectives
-Formulate three (3) objectives that are related to the experiment.
b. Key Concepts
-Write at least three (3) concepts on how to determine the chemical formula of a compound.
c. Materials
- In a tabular form, write all the materials/equipment needed to perform the experiment.
d. Safety Measures
-Write at least three (5) safety measures that you should manifest while conducting the experiment.
e. Procedure (flow chart)/Schematic diagram
-Use phrases in doing the schematic diagram.
f. References
(Use APA format in writing your references.)
4. Read the rubrics (pre-lab report and peer evaluation) and attached sample format below before doing your pre-lab report.
5. Answer the Peer evaluation form uploaded in the General Chemistry 1 Canvas Course after submitting your task.

Introduction:

When atoms of one element combine with those of another, the combining ratio is typically an integer or a simple fraction; 1:2, 1:1,
and 2:3 are ratios one might encounter. The simplest formula of a compound expresses that atom ratio. Some substances with the
ratios we listed include CaCl2, KBr, Ag2O, and Fe2O3. When more than two elements are present in a compound, the formula still
indicates the atom ratio. Thus the substance with the formula Na2SO4 indicates that the sodium, sulfur, and oxygen atoms occur in
that compound in the ratio 2:1:4. Many compounds have more complex formulas than those we have noted, but the same principle
applies.

To find the formula of a compound, we need to find the mass of each of the elements in a weighed sample of that compound. For
example, if we resolved a sample of the compound NaOH weighing 40 grams into its elements, we would find that we obtained just
about 23 grams of sodium, 16 grams of oxygen, and 1 gram of hydrogen. Since the atomic mass scale tells us that sodium atoms
have a relative mass of 23, oxygen atoms have a relative mass of 16, and hydrogen atoms a relative mass of just about 1, we would
conclude that the sample of NaOH contained equal numbers of Na, O, and H atoms. Since that is the case, the atom ratio Na:O:H is
1:1:1, and so the simplest formula is NaOH. In terms of moles, we can say that one mole of NaOH, 40 grams, contains one mole of
Na, 23 grams, one mole of O, 16 grams, and one mole of H, 1 gram, where we define the molar mass to be that mass in grams
equal numerically to the sum of the atomic masses in an element or a compound. From this kind of argument, we can conclude that
the atom ratio in a compound is equal to the mole ratio. We get the mole ratio from chemical analysis, and from that, the formula of
the compound is determined.

In this experiment, we will use these principles to find the formula of the compound with the general formula CuxCly ∙ zH2O, where the
x, y, and z are the integers that, when known, establish the formula of the compound. ( In expressing the formula of a compound like
this one, where water molecules remain intact within the compound, we retain the formula of H2O in the formula of the compound.)

The compound we will study, which is called copper chloride hydrate, turns out to be ideal for one’s first venture into formula
determination. It is stable, can be obtained in pure form, has a characteristic blue-green color that changes as the compound is
changed chemically, and is relatively easy to decompose into the elements and water. In the experiment, we will first drive out the
water, which is called the water of hydration, from an accurately weighed sample of the compound. This occurs if we gently heat the
sample to a little over 1000C. As the water is driven out, the color of the sample changes from blue-green to a tan-brown color similar
to that of tobacco. The compound formed is anhydrous (“no water”) copper chloride. If we subtract its mass from that of the hydrate,
we can determine the mass of the water that was driven off, and, using the molar mass of water, find the moles of H 2O that were in
DE LA SALLE SANTIAGO ZOBEL SCHOOL-VERMOSA / GEN. CHEM 1 / AY 2022-2023/ TERM 2 Page 1
 the sample.

In the next step, we need to find either the mass of copper or the mass of chlorine in the anhydrous sample we have prepared. It
turns out to be much easier to determine the mass of the copper, and find the mass of the chlorine by difference. We do this by
dissolving the anhydrous sample in water, which gives us a green solution containing copper and chloride ions. To that solution we
add some aluminum metal to react chemically with those ions, converting them to copper metal. Aluminum is said to reduce the
copper ions to the metal and is itself oxidized. The copper metal appears on the wire as the reaction proceeds and has its typical
red-orange color. When the reaction is complete, we remove the excess Al, separate the copper from the solution, and weigh the
dried metal. From its mass, we can calculate the number of moles of copper in the sample. We find the mass of chlorine by
subtracting the mass of copper from that of the anhydrous copper chloride, and from that value determine the number of moles of
chlorine. The mole ratio for Cu:Cl:H2O gives us the formula of the compound.

Experimental Procedure:

Weigh a clean, dry crucible, without a cover, accurately on a digital balance. Place about one (1) gram of the unknown hydrated
copper chloride in the crucible. With your spatula, break up any sizeable crystal particles by pressing them against the wall of the
crucible. Then weigh the crucible and its contents accurately. Record the mass of the crucible on your notebook or any writing
materials.

Place the uncovered crucible on a clay triangle supported by an iron ring. Light your Bunsen burner away from the crucible, and
adjust the burner so that you have a small flame. Holding the burner in your hand, gently heat the crucible as move the burner back
and forth. Do not overheat the sample. As the sample warms, you will see that the green crystals begin to change to brown around
the edges. Continue gentle heating, slowly converting all of the hydrated crystals to the anhydrous brown form. After all the crystals
appear to be brown, continue heating gently, moving the burner back and forth judiciously. For an additional two minutes, remove
the Bunsen burner, cover the crucible to minimize rehydration, and let it cool for about 15 minutes. Remove the crucible cover, and
slowly roll the brown crystals around the crucible. If some green crystals remain, repeat the heating process. Finally, weigh the cool
uncovered crucible and its contents accurately. Record the mass of the substances.

Transfer the brown crystals in the crucible to an empty 50-mL beaker. Rinse out the crucible with two (5 -7mL) portions of distilled
water and add the rinsing to the beaker. Swirl the beaker gently to dissolve the brown solid. The color will change to green as the
copper ions are rehydrated. Measure out about 20 cm of 20-gauge aluminum wire (0.25 g) and form the wire into a loose spiral
coil. Put the coil into the solution so that it is completely immersed. Within a few moments, you will observe some evolution of H 2,
hydrogen gas, and the formation of copper metal on the Al wire. As the copper ions are reduced, the color of the solution will fade.
The aluminum metal wire will be slowly oxidized and enter the solution as aluminum ions. (The hydrogen gas is formed as the
aluminum reduces water in the slightly acidic copper solution.)

When the reaction is complete, which will take about 30 minutes, the solution will be colorless, and most of the copper metal that
was produced will be on the aluminum wire. Add five (5) drops of 6 M HCl (hydrochloric acid) to dissolve any insoluble aluminum
salts and clear up the solution. Use your glass stirring rod to remove the copper from the wire as completely as you can. Slide the
unreacted aluminum wire up the wall of the beaker with your stirring rod, and while the wire is hanging from the rod, rinse off any
remaining Cu particles with water from your wash bottle. If necessary, complete the removal of the Copper (Cu) with a drop or two of
6 M HCl added directly to the wire. Put the wire aside; it has done its duty.

In the beaker, you now have the metallic copper produced in the reaction, in a solution containing an aluminum salt. In the next step,
you will use filtration to separate the copper from the solution. Weigh accurately a dry piece of filter paper, and record its mass. Put
the paper in the funnel and decant the solution into the funnel. Wash the copper metal thoroughly with distilled water, breaking up
any copper particles with your stirring rod. Press the stirring rod and the copper particles against the side of the funnel and not at the
bottom. Wash the copper twice more with small amounts of distilled water. Add 10 mL of 95% ethanol to the copper on the filter
paper and let it sit for about 6 minutes. Measure and record the mass of a clean, dry watch glass. Transfer the copper to the watch
glass. Make sure that you have scrapped ALL the copper onto the watch glass. Dry the watch glass of copper in a drying oven for
five (5) minutes. When the watch glass is cool enough to touch, measure the mass of the watch glass plus copper. Repeat the
drying and weighing of the copper until you are sure that it is completely dry.
Guide Questions:
1. How many moles of water were in your sample of copper chloride hydrate?
2. How many moles of copper were in your sample of copper chloride?
3. How many moles of chlorine were in your sample of copper chloride?
4. Write the proper chemical formula for the compound that you tested.

Modified from: Slowinski, E. J., Wolsey, W. C., & Rossi, R. C. (2014). Chemistry Laboratory Manual for Engineering Students. Cengage Learning.

DE LA SALLE SANTIAGO ZOBEL SCHOOL-VERMOSA / GEN. CHEM 1 / AY 2022-2023/ TERM 2 Page 2

Rubric for Pre-lab Report:

PRE-LAB SCORING RUBRIC

5 4 3 2 1 Score
CONTENT The pre-lab report The pre-lab report contains The pre-lab report contains The pre-lab report contains The pre-lab report
RELEVANCE & contains three (3) well- three (3) well-written two (2) well-written two (2) well-written contains one (1) well-
written objectives related objectives related to the objectives related to the objectives related to the written objective related
ACCURACY to the experiment. experiment. experiment. experiment. to the experiment.
(5 points)
Three (3) key concepts Three (3) key concepts are Two (2) key concepts are Two (2) key concepts are (1) key concept is
are explained correctly explained correctly and explained correctly and explained correctly and explained correctly and
and accurately. accurately. accurately. accurately. accurately.
COMPLETENESS All parts of the Most of the parts of the Some parts of the Few parts of the Write-up is essentially
AND experiment write-up are experiment write-up are experiment write-up are experiment write-up are incomplete and
included, properly written, included, properly written, included, written well included, written well, and haphazardly written.
ORGANIZATION and well organized. and organized. enough, and organized. organized.
(5 points)
The flowchart contains a
complete, accurate, and The flowchart is accurate The flowchart is accurate The flowchart is accurate The One flowchart is
easy-to-follow step-by- and easy to follow. and easy to follow. and easy to follow. accurate and easy to
step procedure. However, it lacks one (1) However, it lacks two (2) However, it lacks three (3) follow. However, it lacks
relevant procedure. relevant procedures. relevant procedures. four (4) relevant
procedures.
All references follow the
APA format. One (1) reference does not Two (2) references do not Three (3) references do The references are not
follow the APA format. follow the APA format. not follow the APA format. included in the lab
report.
TOTAL 10

Rubric for Peer Evaluation:

PROJECT RUBRIC (PEER EVALUATION)

GROUP MEMBERS
AREA
No. 1 No. 2 No. 3 No. 4 No. 5
1 Initiative: The member
performed the tasks
assigned pertaining to pre-
lab report.
2 Accomplishment: The
member submitted
accurate, correct,
complete, and organized
outputs/components for the
group’s submission.
3 Teamwork: The member
cooperated and
communicated regularly
with the group.
4 Ideation: The member
presented/suggested
substantive ideas that are
meaningful to the task.
___ ___ ___ ___ ___
TOTAL SCORE
16 16 16 16 16

DE LA SALLE SANTIAGO ZOBEL SCHOOL-VERMOSA / GEN. CHEM 1 / AY 2022-2023/ TERM 2 Page 3

Sample Format 

DE LA SALLE SANTIAGO ZOBEL SCHOOL - VERMOSA

Senior High School Department
UNIT: 3 AY: 2022-2023 TERM: 2 SUBJECT: GENERAL CHEMISTRY 1

MODULE NO.: 3 TYPE:  PRE  SELF  FOR  SUM SIMULATION EXPERIMENT NO: 1

TITLE OF THE ACTIVITY: CHEMICAL REACTIONS, MOLE CONCEPT & STOICHIOMETRY SCORE:
ASSESSMENT TOPIC/S: Experiment #1: Determination of a Chemical Formula 26

NAME: GR. & SEC.

TEACHER: Ms. Mailyn B. Soliman, Ms. Angelaid M. Vizcarra, and DATE:
Mr. Carl Maurice P. Francisco

I. Objectives
At the end of the experiment, I should be able to:
1.
2.
3.

II. Key Concepts

III. Materials

IV. Safety Measures

V. Procedure/Schematic Diagram

VI. References

DE LA SALLE SANTIAGO ZOBEL SCHOOL-VERMOSA / GEN. CHEM 1 / AY 2022-2023/ TERM 2 Page 4