SCH4U

Chemistry 12
Lab Book
Hirdapaul Dhillon

SCH4U
Lab # 1:
Determining the Chemical Formula
of a Copper Chloride Hydrate Pg: 3 – 17

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 Determining the Chemical Formula of a
Copper Chloride Hydrate Compound
SCH4U - Lab 1 Review of Chem 11

Purpose:
Calculate the empirical formula of the copper chloride hydrate compound.
Include moles of the hydrate.

Introduction:

This lab encompassed many concepts studied in the grade 11 chemistry

course. These topics included molar stoichiometry, writing and balancing
chemical equations, and the methodology required to derive an empirical formula.
Furthermore, the technique and ability to observe and analyze both physical and
chemical changes and then vividly, yet concisely and effectively record
observations as qualitative and quantitative results was practiced. In addition, the
percentage error was applied to verify the final results for this lab experiment.
Lastly, a new laboratory technique was introduced, learnt, and then applied;
‘heating to constant mass’.
The following few paragraphs are comprised of explanations for the array
of topics involved in this lab experiment: -

The concept of the mole is absolutely essential to understanding many

aspects of chemistry. The mole is the fundamental base unit in the SI system for
the amount of pure substance of a system, which contains the same number of
elementary entities as there are atoms in 12 grams of the isotope carbon 12.
When the mole is used, the elementary entities must be specified and may be
atoms, molecules, ions, electrons, other particles, or other specified groups of such
particles. The number of particles making up one mole of the substance is
6.0225 × 1023, or Avogadro's number. The number of moles in a substance shares
a relationship with the mass and molar mass of the substance. Their relationship
can be revealed through the structure of their equations. (See below)

n = number of moles Mr = Molar Mass m = mass of substance

n= Mr = m = n · Mr

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 This lab experiment involved two types of data: quantitative and
qualitative. There is a definite distinction between these two types of data.
Qualitative data is data that is personal judgment, which is unrelated to numerical
information, while qualitative data is data presented in numbers; it is measurable.

Quantitative data includes the physical and chemical changes that occur
during a chemical reaction. During a chemical reaction many changes occur; in
order to distinguish between the two types of changes a few key points should be
kept in mind. Physical changes occur when no new substance is made, and the
change is usually easy to reverse. Physical change deals with energy and states of
matter, thus examples of this type of change could be of melting, freezing,
vaporization, condensation, sublimation, or any other change in state of matter.
On the other hand, chemical changes occur when a new substance is made, and
often the change is difficult to reverse. A chemical change is also usually
accompanied by a colour change, a different odour, gas production, an emission of
light, sound, or heat, more specifically, a popping sound.

This leads into stoichiometry, which is the calculation of quantitative

relationships of the reactants and products in a balanced chemical reaction. Chemical
reactions are represented by balanced chemical equations. Proper interpretation
of an equation provides a great deal of information about the reaction it
represents and about the substances involved in the reaction. For example, the
coefficients in a balanced chemical equation indicate the number of moles of each
substance in the reaction. Therefore the ratio of moles of one substance to moles
of any other substance in the reaction can be easily determined.

A very crucial skill was required in order to arrive at a conclusion in this

lab, and it was how to balance chemical equations. A chemical equation is
balanced when the number of atoms of each type on each side of the equation is
the same. This concept follows the law of conservation of mass; matter (atoms)
cannot be created nor destroyed during a chemical reaction. In addition, atoms
cannot be randomly added on to each side, only the molecules of the reactants can
be worked with. An example of an unbalanced chemical equation for the reaction
between hydrogen and oxygen gas would appear as written below:
H2 + O2 H2O
After balancing the above chemical equation it becomes:
2H2 + O2 2H2O
Before the equation was balanced the equation told us that two H atoms
reacted with two O atoms to form one water molecule. But one water molecule
only contains one oxygen atom, thus according to the unbalanced equation one
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oxygen atom is missing or has been destroyed; this does not follow the law of
conservation of mass. To write the chemical equation correctly, the number of
atoms on the left side of the chemical equation has to be precisely balanced with
the atoms on the right side of the equation. That is why a coefficient of 2 was
placed before the reactant hydrogen molecule. This coefficient causes the equation
to be balanced and follow the law of conservation of mass, as know 2 hydrogen
molecules bond with one oxygen molecule to form 2 water molecules.
In this lab we were to solve for the formula of the copper chloride hydrate;
meaning for this specific lab experiment it did not matter whether we solved for
the empirical or chemical formula for the compound as both were the same.
Nevertheless, there does exist a clear distinction between the two types of
formulas, which must be addressed. Chemcial formulas express the exact
composition of a molecule or substance using the chemical abbreviations of the
chemical elements. On the other hand, empirical formulas use the simplest
(lowest) whole-number ratio of the elements that are present. For example, the
chemical formula of benzene is C6H6, but the empirical formula is simply CH.
Theoretical yield is the maximum number of grams of product expected
from the reaction when the limiting reagent is completely consumed. The
theoretical yield is the maximum amount of product that can be produced from
the quantities of reactants used. However, the amount of product predicted by the
theoretical yield is infrequently actually obtained due to side reactions, losses, or
other complications. The actual yield of product is often given as a percentage of
the theoretical yield. This is called the percent yield, which describes the
efficiency of the reaction and is calculated from the expression:
% yield= (actual yield/theoretical yield) x 100.

Lastly, it is of great value to learn the technique of heating to constant

mass. Heat to constant mass means to keep heating and reweighing the reaction
until its mass no longer changes, i.e. "constant mass".

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Materials:

Apparatus Quantity
1. Copper (?) Chloride Hydrate 1.00 g
2. Aluminum wire (Al) 0.25 g
3. 6M Hydrogen Chloride (HCL) Few drops approx. < 15mL
4. Distilled Water (H2O) 16 mL
5. Ethanol (C2O5OH) Few drops approx. < 10mL
6. Retort stand 1
7. Pipette 1
8. Electronic Scale 1
9. Crucible (no lid) 1
10. Clay triangle 1
11. Graduated cylinder 1
12. 50 mL Beaker
13. Glass funnel 1
14. Bunsen Burner 1
15. Filter paper 1
16. Iron ring 1
17. Apron 1
18. Protective lab goggles 1
19. Gloves 1

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Method:
1. Firstly, materials were gathered. (See materials list)

2. Secondly, the electronic balance was used to accurately mass, in grams, a

pure crucible (devoid of impurities and without the lid), after which the data
was recorded in a quantitative table. Sig Figs were kept to two decimal
points, therefore this remained constant when mass of substances and other
lab equipment was determined.

3. Thirdly, 1.00 gram of Copper Chloride hydrate was massed in a crucible on

an electronic balance. The data was recorded in a quantitative table.

4. Next, the crucible containing copper chloride hydrate was placed on a clay
triangle, supported by an iron ring attached to the retort stand, which
allowed the copper chloride hydrate to sit securely over the flame of the
Bunsen burner.

5. It was ensured that the intensity of the flame was kept at a steady and
moderate level to ensure that the evaporation of the water did not take an
unreasonably long time, nor was it excessively heated to prevent loss of
mass of the copper chloride.

6. The copper chloride hydrate was heated to a constant mass. It had become
visibly apparent that the copper chloride hydrate had evaporated as the color
of the crystals changed from a turquoise to a brown color. This had
qualitatively signified that the water had evaporated.

7. The crucible and its contents were allowed to cool for a few minutes before
they were massed. The data was recorded in a quantitative table.

8. The mass of the evaporated water was determined by subtracting the mass
of the anhydrous copper chloride from the initial copper chloride hydrate.
The data was recorded in a quantitative table.

9. Next, the anhydrous copper chloride was flushed thoroughly out of the
crucible and into a 50mL beaker, using 16mL of distilled water.

10. The contents inside the 50mL beaker were than swirled around; ensuring
that all crystals of copper chloride were dissolved.

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11. A 0.25g of aluminum strip was loosely coiled and placed into the solution.

12. A reaction occurred between the aluminum from the aluminum strip and the
copper in the copper chloride solution. Observations of the reaction were
recorded in a qualitative table.

13. After the reaction the copper had deposited onto the aluminum strip. In
order to completely remove the copper from the strip an adequate amount of
6M HCL was applied using a dropper.

14. The once circular piece of filter paper and glass disk were massed separately.
The individual data was recorded in a quantitative table.

15. A gravity filter was fashioned to separate all the contents in the beaker from
the copper. One circular piece of filter paper was folded into a funnel shape
and then placed in a glass funnel, which was placed over a beaker.

16. Once all the copper was removed from the strip and placed into the beaker,
all the contents were poured into the glass funnel, and thus the unknown
amount of copper remained on the filter paper, while the other contents
strained through.

17. A few drops of ethanol were applied to the contents in the glass funnel as it
allowed the contents to dry quicker.

18. Once all the contents in the beaker had strained through the filter paper and
only the copper remained atop the filter paper, then the filter paper with the
copper was relocated onto a glass disk.

19. The copper, the filter paper, and the glass disk were placed in an incubator
and allowed to dry over a period of several hours to a little over twenty-four
hours.

20. Finally, the copper, filter paper, and glass disk were massed as a whole unit.
The data was recorded in a quantitative table. The mass of the unknown
amount of copper was determined by subtracting the mass of the filter paper
and glass disk from the mass of the whole unit.

21. All calculations and recorded quantitative data were kept in grams and to
two significant figures.

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Safety- Hazardous Material Assessment
Chemical Safe Handling
Compounds
Harmful if swallowed
or inhaled – Use
common sense and
experiment in well-
Copper (1) ventilated area.
and (II)
chloride are
both
included in Severe eye irritant-
the chart as Safety goggles must be
worn at all times
the correct throughout the lab
form of procedure.
copper is an
Skin irritant-
unknown. Experiment cautiously to
CuCl2 ∙ prevent contact with the
xH2o skin or hair; beneficial to
wear clothes covering
most of the skin,
(However, especially long shirts,
for the pants, and gloves.
Safety Chart
copper (I) & Hazards in presence of
(II) chloride various substances:
Contact with metals can
have the form flammable
same hydrogen gas. Violent
information) reaction can erupt upon
contact with potassium,
sodium, hydrazine,
nitromethane, acetylene,
and hypobromite.
Contact with acids or
acid fumes can cause
toxic hydrogen chloride
fumes. Slightly explosive
in presence of heat.
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Responsive action to related Storage &
medical emergency Disposal
Inhalation:
If inhaled, remove to fresh air. Depending
on severity artificial respiration, loosening
of tight clothing and administration of
oxygen could be implemented. Get
medical attention immediately.
Ingestion:
Get medical attention immediately. Do not
induce vomiting unless medical
professional has authorized action.
Storage:
Eye Contact: Keep container
Remove glasses or any contact lenses, and tightly closed and
immediately begin flushing eyes with a lot in a cool, well-
of water (cold water may be used) for at ventilated area.
least 15 min. Get medical attention
immediately.
Waste Disposal:
Skin Contact: Waste must be
Skin must be immediately flushed with disposed of in
plenty of water for at least 15 min. All accordance with
contaminated outerwear should be federal, state and
removed. Depending on the severity of local
contact disinfectant soap and an anti- environmental
bacterial cream may be applied, or medical control
attention may be required. regulations.
Use common sense and extra caution to
ensure that the copper chloride does not
react with the listed elements. In the case
of a small fire, remove all other
surrounding flammable materials and
evacuate vicinity and douse the flame using
a fire extinguisher. In the case of an
unmanageable fire, evacuate vicinity
immediately and alert the fire dpt.
If toxic fumes are generated then evacuate
vicinity and alert the appropriate
authorities.
The vapors generated from a large spill of
copper chloride can be controlled by using
a water spray.
 Refer to copper chloride Refer to copper chloride

Refer to copper chloride Refer to copper chloride

Hazards in presence of
Hydrochloric
various substances:
Acid (HCl) Highly reactive with
metals, oxidizing agents,
organic materials, alkalis,
and water.
Use common sense and extra caution to Refer to copper
chloride
ensure that the hydrochloric acid does not
react with the listed elements.
If spill occurs ensure that the source of the
spill is inactive. Next, dilute with water and
mop up, or absorb with an inert dry
material and place in an appropriate waste
disposal container. If necessary, neutralize
the residue with a dilute solution of sodium
carbonate.

Ingestion:
If victim is conscious and alert, give 2-4
Refer to copper chloride cupfuls of milk or water. Never give
anything by mouth to an unconscious
person. Get medical aid. Induce vomiting
95% Ethanol by giving one teaspoon of Syrup of Ipecac. Refer to copper
(C2H5OH) chloride
Refer to copper chloride Refer to copper chloride

Hazards in presence of In case of spill absorb material with

heat, sparks, and open suitable absorbent and containerize for
flame. disposal.

** Common to all chemical compounds: Long hair should be tied back to ensure
that it does not come in contact with the flame or other chemicals. As well, to
ensure that the hair does not promote lab accidents due to visibility impairment.

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Data Collection through Observation

Qualitative Table:

Reaction Qualitative description after close examination and

collective observation

Dehydrating Copper The dehydration process for copper chloride hydrate was
Chloride Hydrate with visibly apparent as the initially turquoise colored crystals had
the application of heat changed into a brown color after the application of heat for a
from flame few minutes. To ensure that all the water had evaporated the
contents inside the crucible were massed, then subjected to
heat, and again massed (3 times for accuracy). This is called
heat to constant mass.

Hydrating Anhydrous The brown crystals, indicating the absence of H2O, were again
Copper Chloride with mixed with distilled water. Upon contact with water the brown
Distilled Water crystals began turning back into a turquoise color indicative of
the rehydration process.

Aluminum Strip added The aluminum strip in the copper chloride solution almost
into Copper Chloride instantly produced bubbling, heat, and release of hydrogen gas.
Solution The reaction is an exothermic single displacement reaction.
The reaction is represented by the chemical reaction below:

3CuCl2 + 2Al AlCl3 + 3Cu

Application of After the reaction described above, HCl was applied to remove
Hydrochloric Acid in remaining fragments of the copper from the aluminum strip.
removal of Copper from Though HCl was applied using a dropper sparingly the
Aluminum Strip reaction with the aluminum was nevertheless instant and
intense; producing bubbles, hydrogen gas, and heat.

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Data Collection through Observation [Cont’d]

Quantitative Table:

Chemical Compounds Mass of Chemicals & Methodology for

& Equipment Equipment (grams) Determining Mass

Non- contaminated 11. 84 Electronic Scale

Crucible (without lid) {Step #2 in Procedure}

Copper Chloride 1. 00 Electronic Scale

Hydrate {Step #3 in Procedure}

Copper Chloride 12. 84 Electronic Scale

Hydrate + Crucible

Copper Chloride 12. 65 Electronic Scale

Anhydrous + Crucible {Step #7 in Procedure}

Mass of Evaporated 0. 21 [Copper Chloride Hydrate +

Water Crucible]
–
[Anhydrous Copper Chloride +
Crucible]

Aluminum Strip 0. 25 Electronic Scale

{Step #11 in Procedure}

Filter Paper 0. 52 Electronic Scale

{Step #14 in Procedure}

Glass Disk 18. 42 Electronic Scale

{Step #14 in Procedure}

Copper + Filter Paper 19. 32 Electronic Scale

+ Glass Disk {Step #20 in Procedure}

Copper o. 38 [Copper + Filter Paper +

Glass Disk]
–
[Filter Paper + Glass Disk]
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Data Processing and Analysis:

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Data Processing & Analysis Cont’d:

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Data Processing and Analysis:
The calculations shown above reveal that the formula of the unknown
copper chloride hydrate was, in fact, CuCl2 · 2H20.

The calculations from the previous pages will be interpreted and put into
context in the following few paragraphs. The objective of this lab was to
determine the formula of a copper chloride hydrate compound. The formula of
Copper (II) Chloride Dihydrate was determined through a series of simple
calculations to find the number of moles of each element in the compound. The
formula: n= was applied to solve for the number of moles of each element.
The molar mass of each element was obtained from the periodic table and the
masses of each element were obtained during the experimentation. Next, the
number of moles was determined for each element in the compound. Following
those calculations, all the mole values were divided by the smallest of the mole
values (copper’s mole value) to render whole numbers for each element; the molar
ratio for chlorine and water were rounded in order to obtain whole numbers. This then
resulted in the molar ratio of the compound; Copper: Chlorine: Water bond in a
1:2:2 ratio to form the Copper (II) Chloride Dihydrate compound. This ratio
means that for every mole of copper there will be two moles of chlorine and
water.

To support the above findings and the conclusive formula that has been
calculated two additional sources have been gathered to verify the results.

Firstly, the oxidation states of copper were researched. This research

revealed the common oxidation states of copper: the less stable copper (I) state,
Cu+; the more stable copper (II) state (which forms blue or blue-green salts and
solutions), Cu2+. Furthermore, under unusual conditions, a Cu3+ state and even an
extremely rare Cu4+ state can be obtained. It is essential to note that Cu2+ forms
blue or blue-green salts and solutions, for the reason that after reviewing my
qualitative table I made a startling correlation with the fact obtained from the
research. In my table I had described the resulting solution after the reaction
between the anhydrous copper chloride and water as being turquoise (blue-green)
coloured. Also, from my research I had concluded that it was not possible for the
unknown copper (II) chloride to be either in 3+ or 4+ state as they were both
either rare or unusual examples. The common oxidation states of copper are 1+
and 2+, while Cu2+ is the more stable ion. Furthermore, Copper Chloride (I) is
insoluble in water, however, it dissolves in aqueous solutions containing suitable
donor molecules. Since this lab experiment only involved unknown CuCl

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dissolving in distilled water, it was quite evident that CuCl1 was not the copper
chloride involved in this lab. Therefore the research presented above further
elucidated the fact that the unknown copper chloride involved in the lab
experiment was in fact CuCl2.

Secondly, the percentage error of the final calculations was performed to

further support the validity of the final result. The introduction for this lab write-
up contains a description for calculating percentage error. The theoretical yield
for copper was approximately 0.37g and the actual yield was 0.38g. Thus, the
percentage error was calculated to be approx.1.9%. This percentage proved that
the lab experiment was conducted with a fairly high degree of accuracy, thus the
results obtained were also very accurate.

If I were to repeat this experiment I would add a third additional source for
verifying my results. I would run a test for copper (II) ions. I would add aqueous
sodium hydroxide to the unknown copper chloride hydrate. This reaction would
result in the production of a blue precipitate of copper (II) hydroxide.

Ionic equation:
Cu2+(aq) + 2OH−(aq) → Cu(OH)2(s)

The full equation:

[Cu(H2O)6]2+(aq) + 2 OH−(aq) → Cu(H2O)4(OH)2(s) + 2 H2O (l)

All the data presented above, together with its supporting sources utterly
decrees that the chemical formula was

CuCl2 2H2O [Copper (II) Chloride Dihydrate].

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Cookbook:

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