CHEM 11 - G E N E R A L CHEMISTRY 1

SECOND SEMESTER, S.Y. 2024-2025

Leader: Group No. Score:

Members Year and Section:
:
Teacher: KEITH F. FABOR
Deadline:
Date Submitted:

MASS RELATIONSHIP IN CHEMICAL REACTIONS

LABORATORY ACTIVITY NO. 3
Type of Activity: Performance Task No 2 Laboratory
Room:
SECOND (2ND) Date &
Quarter: Time:
I. Introduction:
In chemistry, mass relationships in chemical reactions are
fundamental for understanding how substances interact during a reaction.
These relationships are governed by the law of conservation of mass, which
states that matter cannot be created or destroyed in a chemical reaction. This
principle allows chemists to predict the amounts of reactants needed and
products formed based on balanced chemical equations.

A critical concept within this framework is the idea of limiting and

excess reactants. The limiting reactant is the substance that is consumed first
during the reaction, effectively determining the maximum amount of product
that can be produced. Identifying the limiting reactant is essential for accurate
calculations, as it directly influences the theoretical yield of the reaction.
Conversely, excess reactants are those that remain unreacted after the reaction
has completed.

Understanding the roles of these reactants not only aids in

stoichiometric calculations but also enhances the efficiency of chemical
processes in both laboratory and industrial settings. This knowledge is crucial
for optimizing reactions, minimizing waste, and ensuring sustainable practices
in chemistry.

II.
Competency/ies: 1. Construct mole or mass ratios for a reaction in order to calculate the
amount of reactant needed or amount of product formed in terms of moles or
mass.
2. Calculate percent yield and theoretical yield of the reaction.
3. Explain the concept of limiting reagent in a chemical reaction; identify the
excess reagent(s)
4. Determine mass relationship in a chemical reaction.

III. Objectives:
 1. Construct mole or mass ratios from balanced chemical equations
2. Calculate percent yield and theoretical yield of the reaction.
3. Explain the concept of the limiting reagent in a chemical reaction
4. Identify the limiting and excess reactant
5. Apply mass relationship in chemical reactions in calculations

IV. References:
1. Breaking Through General Chemistry 1
2. Exploring Life Through Science

V. Materials:

To be requested per group at the laboratory staffroom

Reminders:
a. separate requisition form for apparatus, equipment, and reagents/chemicals
b. when sending your request forms to the laboratory staffroom, make sure your subject teacher
signed it
c. submit the requisition forms to the laboratory staffroom at least 3 working days before the day of
activity

qty Apparatus unit Equipment g/mL Reagents/Chemicals

1 10 mL graduated 1 Analytical 3g Calcium chloride (CaCl2)
1 cylinder Balance/ Top- 3g Sodium carbonate
1 50 mL beaker 1 load Balance 20 mL (Na2CO3)
2 Glass funnel 1 Dry oven Distilled water (H2O)
____ Watch glass Filtration Set Up
1 Googles (Iron Ring, Iron
Filter paper Stand)

Group Kit (provided by the students):

Cleaning Kit Marker/Pen Masking Tape Scissors
Alcohol

Individual Kit (provided by the student):

Hand Gloves Face Mask Hairnet Laboratory Gowns

VI. Procedures:

1. Obtain 2 clean and dry watch glasses. Use one watch glass to weigh 3.00 grams of
sodium carbonate, and the other to weigh 3.00 grams of calcium chloride.
2. Dissolve sodium carbonate in a beaker containing 10 mL of distilled water. Do the same
for calcium chloride but in a separate beaker.
3. Pour the calcium chloride solution to the sodium carbonate solution while stirring.
4. Obtain and record the mass of the filter paper in the data table. Filter the mixture
through the filter paper.
5. Allow the residue to dry. Once dried, weigh the paper with the product. Record your
data.
 6. Determine the mass of the product formed from the reaction (actual yield).
7. Calculate the theoretical yield of the product based on the initial amount of the limiting
reagent.
8. Calculate the percent yield of the reaction.

VII. Data and Analysis Questions:

Mass of filter paper

Mass of filter paper with product
Mass of product (actual yield)
Theoretical Yield
Percent Yield

1. What type of reaction occurred in the activity? Write the balanced equation for the
reaction.

2. What is the identity of the solid formed? Justify your answer.

3. What is the limiting and excess reagent? Why do you say so?

4. What changes did you observe when the calcium chloride solution was added to the
sodium carbonate solution?

5. How does the limiting reagent affect the theoretical yield?

 6. How might incomplete drying of the precipitate influence the actual yield?

7. How would you modify the experiment if you were to repeat it for better accuracy or
efficiency?

VIII. Conclusion: (Purpose of the activity, answers the activity’s objectives, and relate the result to
personal life experience or realizations)

Note: Your answers should be BLACK. Font style: Cambria Math, Font size: 11

Paragraph 1. Briefly restate the purpose of the activity/experiment

Paragraph 2. Identify the findings (answers to the activity’s objectives)

Paragraph 3. Relate the result to personal life experiences or realization

IX. Documentations: (documentation or pictures taken as proof of performing the activity properly; should
be with caption)

Insert photo here Insert photo here Insert photo here

 Rubric

GRADE 11- GENERAL CHEMISTRY

SCORING RUBRIC FOR LABORATORY ACTIVITY

CATEGORY 5 4 3 2 Scores
Drawings/ Clear, accurate Diagrams/ Few Needed
Diagrams/ diagrams/drawings/ph drawings/photos diagrams/dra diagrams are
Documentatio otos are included and are included but wings/photos missing OR
n make the experiment all are labeled are included are missing
easier to understand. neatly and and are important
everything is labeled accurately. labeled. labels.
neatly and accurately.
Conclusion Conclusion describes Conclusion Conclusion No conclusion
the skills learned, the describes the describes the is written.
information learned information information
and some future learned and a learned.
applications to real possible
life situations. application to a
real-life situation.
Materials All materials and Almost all Most of the Many
setup properly, used materials and the materials and materials are
in the experiment, are setup used in the the setup described
clearly and accurately experiment are used in the inaccurately
described. clearly and experiment OR are not
accurately are accurately described at
described. described. all.
Analysis The interpretation of The interpretation The The
data and discussion of data and interpretation interpretation
were based on the discussion were of data and of data and
result and gathered based on the discussion discussion
data during the result and were based on were based on
 experiment and are gathered data the result and the result and
presented clearly. during the data gathered gathered data
experiment and during the during the
mostly presents experiment experiment
clarity. and somehow but does not
presents present
clarity. clarity.
Appearance/ Lab report is typed Lab report is Lab report is Lab report is
Organization and uses headings and neatly neatly written handwritten
subheadings to handwritten and or typed, but and looks
visually organize the uses headings and formatting sloppy with
material. subheadings to does not help cross-outs,
visually organize visually multiple
the material. organize the erasures
material. and/or tears
and creases.
Time-bound Pass on/before the Pass a day after Pass 2 days Pass more
deadline the deadline after the than 2 days
deadline after the
deadline

Total /30

Peer Evaluation Form for Group Work

Group Representative (Leader): ______________________________

Write the name of each of your group members in a separate row. For each person, indicate the
extent to which
you agree with the statement on the left, using a scale of 1-4 (1=strongly disagree; 2=disagree;
3=agree;
4=strongly agree). Add all the scores in each row.

Group Members Evaluation Criteria Total

Name Attends groupContributes Completes Prepares DemonstratesContributes
meetings meaningfull group work in a a cooperative significantly to
regularly and y assignmentsquality and the success of
arrives on to group on time. manner. supportive the activity.
time. discussions. attitude.

1.
2.
3.
4.
 5.
6.
7.

Note: The term “product” is used in this rubric as an umbrella term for the result of the process of
innovation
during a project. A product may be a constructed object, proposal, presentation, solution to a
problem, service,
system, work of art or piece of writing, an invention, event, an improvement to an existing
product, etc.

Note: Please print this out ahead of time and hand it in to the teacher before the experiment
starts.

Rubric

GRADE 11- GENERAL CHEMISTRY

SCORING RUBRIC FOR PERFORMANCE DURING THE LABORATORY

Group Number: __________________

Section: ________________

CATEGORY 5 4 3 2 Scores
Cleanliness Lab space is spotless; Minor mess; Noticeable Lab is very
all materials are materials mostly mess; some messy;
 returned and returned but not materials not materials left
organized. organized returned. out
everywhere.
Accuracy All measurements and Most Some Numerous
data are precise and measurements are measurement inaccuracies
accurately accurate; few s exhibit render data
documented. minor inaccuracies; largely
discrepancies several errors unreliable.
noted. present.
Time All tasks are Tasks are Tasks are Tasks remain
Management completed well ahead completed on completed but incomplete;
of the designated schedule with require significant
time. minor delays. additional delays noted.
time.

Quietness Consistently maintains Generally quiet; Frequently Extremely

a focused and quiet occasional loud noisy; disruptive;
environment discussions occur. distractions persistent
conducive to learning. disrupt the loud
learning conversations
environment. hinder focus.
Cooperation Actively engages in Collaborates well Occasionally Rarely
collaboration, with peers; minor uncooperative collaborates;
fostering a supportive issues in ; some team contributes to
team dynamic. teamwork may members may conflicts
arise. feel excluded. within the
group.
Safety Exemplarily adheres Generally Occasionally Frequently
to all safety protocols observes safety neglects disregards
and utilizes equipment protocols; minor safety safety
correctly. lapses may be protocols; procedures,
noted. several issues creating risks
arise. for self and
others.

Total /30