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Target Lab

Reactions and % Yield

Chemicals Used: Sodium Bicarbonate, Hydrochloric acid

Na CO (aq) + HCl (aq)

2 3 ⇋ NaCl (aq) + CO (g) + H O (l)
2 2

1. Balance this equation

1. Heat, cool and then weigh an evaporating dish.
a. What is your mass? __________g
2. Weigh out between .15-.3 g of Na CO , Record all the digits on the scale.
2 3

. What is the mass of the Sodium Bicarbonate?__________g

3. Dissolve the Na CO with small amounts (about 5 mL) of H O, Stir and rince stirring rod
2 3 2

into dish.
4. Place a watch glass over the evaporation dish. This is to stop things that may bubble
out during the reaction.
5. Add 6M HCl dropwise until there are no more bubbles. (Do not add extra HCl)
6. Rice watch glass with water back into dish.
7. Heat evaporating dish until the contents are dry.
8. Cool
9. Weigh the evaporating dish
. What is the mass of the dish?__________

•What is the dry stuff in the bottom of the dish? Explain why you think it is that substance.
Hint. Look at the products in the equation.

• What is the mass of the product you stated above?


• What is your actual Yield for the product? ______g

• Calculate your Theoretical Yield? Show your work _______g

• Calculate the % Yield of the product formed. Show your work ________%

Students who receive a % yield of 100% -90% and have done the math correctly receive a 4
Students who receive a % yield of 90%-80% and have done the math correctly receive a 3
Students who receive a % yield of 80%-70% receive a 2
Students who have a %Yield of less than 70% receive a 1


Matter C: I understand that in all reactions mass/energy is conserved and can be

used to predict outcomes.

Learning Target: I can apply the mole concept to balanced equations to predict the
moles or masses of reactants or products. I can describe molar mass, calculate molar
mass, and calculate molar volume. (Grad requirement-Chemistry)

Exceeds Meets/Exceeds Meets M-PM Partially Does

Rigor: Rigor: Rigor: Rigor: Meets Not
Using Analyzing Analyzing Comprehending Rigor: meet
Knowledge Retrieving
I can I have achieved I can I can use molar I Does not
determine the content convert mass to convert understand have the
the limiting contained to mole to grams to moles terms and 2.0
reactant in receive a score of mole - or vise versa for basic content
equations of 3, and have mole to an element or concepts. even
3 reactants. attempted to grams - compound. with
Can achieve a 4 but grams to support.
calculate % have succeeded moles -
yield based somewhere in gram to
on the between the two, gram
limiting or I require problems.
reactant. significant help to I can
achieve the 4 describe
content. molar
mass, and

Students will complete this lab with minimal help from the instructor. Students may work in
groups of 2 or 3 or alone. This will as as one portion of an assessment. Students will show what
they know through hands on trial and error to calculate % yield. The students % Yield will
determine their grade on this portion of the assessment.

Rationale: Students who are able to conduct an experiment on their own and come up with a %
Yield have, accurately been able to calculate molar mass and convert between grams, moles,
and atoms. Students will be able to convert between grams and moles in order to recieve the
right information to calculate % Yield.

Materials: Sodium Bicarbonate, Hydrochloric acid, watch glass, evaporating dish, scale, bunsen
burner or hot plate, goggles.
Multiple Intelligences: Kinesthetic, Interpersonal(if they work alone), Intrapersonal (If they work
in groups), mathematical.

Potential Problems for students: Students may not be used to working on a lab without the aid
of the teacher so, as the teacher I would make sure students have several labs done
beforehand where I have stepped back and let them do the exploring. Students may also have
an issue working with someone so I made sure to include that students would not be required to
work with someone.
Students with fine motor skills issues may work with a partner to do the lab based work. The
questions and math can be done through typing or via a scribe.

Students are offered the option of working alone or with someone. This will help students who
need to talk through things and also students who are internal processors.