Christle Page

December 10, 2014

Lab Report

Types of Chemical Reactions

Purpose:
To observe the chemical reactions, and identify the reactants and the products of
those reactions. Also, to classify the reactions and write balanced equations.

Procedure:
Material ListEquipment:
Crucible Tongs
Microspatula
Test tubes (5)
Test tube holder
Test tube rack
Wood Splints
Sandpaper, fine
Evaporating dish (2)
Safety googles
Lab apron
Materials:
Zinc, mossy (Zn)
Copper wire, 10 cm (Cu)
Magnesium ribbon (Mg)
Copper(II) carbonate (CuCo3)
6 M hydrochloric Acid (HCl)
1 M copper(II) sulfate (CuSO )
4

Directions:
Part A: Synthesis
1. Use fine sand paper to clean a piece of copper wire until the wire is shiny, note the
appearance of the wire.
2. Using crucible tongs, hold the copper wire in the hottest part of a burner flame for 12 minutes. Examine the wire and note any change in its appearance caused by the
heating.
3. Place the evaporating dish near the base of the burner, and set the heater copper wire
on the dish. Observe.
4. Examine a piece of magnesium ribbon.
5. Using crucible tongs, hold the sample of magnesium in the burner flame until the
magnesium starts to burn. DO NOT LOOK DIRECTLY AT THE FLAME. HOLD THE
BURNING MAGNESIUM AWAY FROM YOU.
6. When the ribbon stops burning, put the remains in the evaporating dish. Observe the
product carefully.
Part B: Decomposition:
1. Place 1 heaping microspatula of copper carbonate in a clean, dry test tube. Note the
appearance of the sample.
2. Using a test tube holder, heat the CuCO strongly for about 3 minutes. Insert a burning
wood splint into the test tube. If carbon dioxide gas is present it will put the flame out.
Note any change in the appearance of the residue in the test tube.
3

Part C: Single Replacement

1. Stand a clean, dry test tube in the test tube rack. Add about 2 ml of 6 M hydrochloric
acid (HCl) to the tube. Caution. Handle acids with care, they can cause harmful burns.
Do not inhale any HCl fumes.
2. Observe the zinc. Then carefully drop a small piece of the zinc metal into the acid in
the text tube. Observe and record what happens.
3. Using a test tube holder, invert a second test tube over the mouth of the test tube in
which the reaction is taking place. Remove the inverted tube after about 30 seconds and
quickly insert a burning wood splint into the mouth of the tube. ( A pop indicates the
presence of hydrogen gas) Note the appearance of the substance in the test tube after the
reaction.
4. Add about 15 drops of 1M copper sulfate solution to a clean, dry test tube. Place a
small amount of zinc metal in the solution. Note the appearance of the solution, and the
zinc before and after the reaction.

Observations and Data

Data Table 1: Synthesis Reactions
Sample Before

During

Cu

Bronzeish
Quickly turned black
Fairly smooth once exposed to the flame
Malleable

Mg

Thin
A bright light, indicating
a reaction.
Silver, and
black
Smooth
Light (weight
wise)

After
Looks like the copper
color slowly faded
The part that was in the
flame is black/gray
Looks like ash
Gray
When crushed, becomes a
fine powder, very breakable

Data Table 2: Decomposition Reaction

Sample Before
CuCO

Green, almost
like the color of
mold
Very fine powder

During

After

Test tube turning

black, because of the
flame.
Smell present

The flame on the burning splint

went out when entered into the test
tube. (CO present)
CuCO turned black.
2

Data Table 3: Single Replacement Reaction

Samples

Before

During/ After

Zn+ HCl Zinc:

Gray
HCl:
Clear

Bubbling a lot. For at least 4 minutes.

So any bubbles that the bottom of the test tube turned
white while it was reacting
Smoke coming out of the test tube.
Black spots forming on the zinc, almost like the zinc
was decomposing
A clear pop when the burning splint was entered into the
other test tube. (Hydrogen gas present)

Zn+
CuSO

Zinc:
Shinny gray
Copper Sulfate:
Blue
Liquid

Zinc turned black at first

Solution was very foggy
The zinc then started to have a red tint to it

Results:
Part A: Synthesis
The copper wire was burned, and it then reacted with the oxygen in the air to form
Copper Oxide. The two separate compounds reacted to form a single compound.
Chemical Equation: 2Cu + O 2CuO
The magnesium metal was burned, and it reacted with the oxygen in the air to
form Magnesium Oxide. The two separate compounds reacted to form a single
compound.
Chemical Equation: 2Mg + O 2MgO
Part B: Decomposition
The copper carbonate(II) was burned to form Copper (II) oxide, and Carbon
dioxide gas. The heat broke down the copper carbonate from one compound to two
different compounds.
Chemical Equation- CuCO CuO + CO
Part C: Single Replacement
Zinc and Hydrochloric acid reacted to form Zinc Chloride and Hydrogen gas.
The Zinc formed a compound of Zinc Chloride, and the Hydrogen gas was left by itself.
(A + BX AX + B)
2

Chemical Equation- Zn + 2HCl ZnCl + H

Zinc and Copper Sulfate reacted to form Zinc Sulfate and Copper. The Copper
sulfate broke down, and the Zinc replaced the copper to create Zinc Sulfate. The copper
was then left on its own. (A + BX AX + B)
Chemical Equation- Zn + CuSO ZnSO + Cu
2

Conclusion:
Possible Errors:
In this lab there could have been many errors. One error was during the Single
replacement lab. The group combined the Copper Sulfate and the Zn, and it seemed to
have no reaction. The error was that the group was not looking at the Zn for the reaction;
they were looking at the copper sulfate, which did not seem to change. The reaction was
tried again, and it could then be seen. Another error could have been in that the burner we
used was not the highest of quality. It was an older burner. During the decomposition lab,
the burner turned the entire test tube black so there was no seeing what happened to the
Copper carbonate while it was being heated. One last possible error could have been in
the observations. Pictures would have helped in remembering the reactions, and what
they looked like. Pictures would have been helpful when writing up the lab report. They
would have added to the lab report.
Relate Results:
In class, the learning that is happening is all about chemical reactions, and learning
how to balance equations. This lab allowed students to see the reaction, and understand
that new compounds and chemicals were forming. It was very helpful in understand how
each type of reaction occurred. The students gained a better understanding of the
reactions. On top of that, the students had to figure out what compound was created, and
then balance the equation. The lab gave hands on learning of chemical reactions.
Understanding chemical reactions expanded the students knowledge of chemicals, and
how they were created. The students can use this knowledge is further chemistry classes.
This information will be the building blocks of future learning.
Experimental Design:
If this experiment was to be re-done, then better technology should be used. A
better burner would have been so helpful in this lab. The burner that was used made it
hard to see some of the chemical reactions that took place. Better technology would allow
the students to see clearer and more distinct reactions. Pictures should have been taken all
throughout this lab for reference later. The picture would have allowed the students to be
able to see the reactions again later as they were typing the lab report up. The pictures
would have helped with writing more and deeper observations. One mistake that was
made from the lab that the students should have learned from was to be more observant
during reactions. During one of the replacement reactions, the students had their own
expectations of what was going to happen, and that got in the way of seeing the real
reaction. The students now know to look at all aspect of the reaction to see if there was
any change. Now that the data has been analyzed, it would be fun to do the double
replacement reaction part of the lab, or even finding different chemicals and seeing if
they react, and create different things.
Lab Questions:

1. In this lab, what method was used to test for the presence of CO gas?
In this lab, to test for carbon dioxide gas, the students inserted a burning wood splint into
a test tube that had copper carbonate (Heated) in it. If there was carbon dioxide present,
then the flame on the splint was to go out.
2. What test was used to test for hydrogen gas?
In this lab, to test for hydrogen gas the students put Zinc and HCl in a test tube. The
students then put a second test tube over the test tube that had the HCl and zinc in it. To
know if the reaction was producing hydrogen gas the students put a burning wood splint
into the second test tube. If there was a pop sound, then that indicated the presence of
hydrogen gas.
2

3. Write the balanced equation for the reactions that took place in the experiment. Write
the word equation for each reaction.
Part A-Synthesis
Copper wire was burned, and it then reacted with the oxygen in the air to form Copper
Oxide.
Chemical Equation: 2Cu + O 2CuO
Magnesium metal was burned, and it reacted with the oxygen in the air to form
Magnesium Oxide
Chemical Equation: 2Mg + O 2MgO
Part B: Decomposition
Copper carbonate (II) was burned to form Copper (II) oxide, and Carbon dioxide
gas.
Chemical Equation- CuCO CuO + CO
Part C: Single ReplacementZinc and Hydrochloric acid reacted to form Zinc Chloride and Hydrogen gas.
Chemical Equation- Zn + 2HCl ZnCl + H
Zinc and Copper Sulfate reacted to form Zinc Sulfate and Copper.
Chemical Equation- Zn + CuSO ZnSO + Cu
2