reactivity of metals with hydrochloric acid experiment

Practical: Investigate Metals Reacting with Acids ( Edexcel IGCSE Chemistry )

Revision note.

Chemistry Lead

Practical: Investigate Metals reacting with acids

To investigate the reactions between dilute hydrochloric and sulfuric acids with the metals magnesium, iron and zinc

Mg, Fe and Zn reacting with acid

Investigating the reactions of dilute acids with metals

• Wear some safety glasses before handling acids
• Using a small measuring cylinder, add 5 cm 3 of dilute hydrochloric acid to each of three test tubes
• Add about 1 cm length of magnesium ribbon to the first tube, observe and note down what you see
• Use a lighted splint to test for any gases given off
• To the second test tube add a few pieces of iron filings and to the third some zinc turnings
• Observe what happens, test for any gases and note down your observations
• Repeat the experiment with dilute sulfuric acid

Metals with Acids Observations Table

Table of acid-metal reactions

• The metals can be ranked in reactivity order Mg > Zn > Fe
• The three metals react in the same with both acids
• Hydrogen and a metal salt solution is produced

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• Reactivity Series
• Extraction & Uses of Metals
• Acids, Alkalis & Titrations
• Acids, Bases & Salt Preparations
• Chemical Tests
• Rates of Reaction
• Reversible Reactions & Equilibria
• Introduction

Author: Stewart

Stewart has been an enthusiastic GCSE, IGCSE, A Level and IB teacher for more than 30 years in the UK as well as overseas, and has also been an examiner for IB and A Level. As a long-standing Head of Science, Stewart brings a wealth of experience to creating Topic Questions and revision materials for Save My Exams. Stewart specialises in Chemistry, but has also taught Physics and Environmental Systems and Societies.

The overall pattern of reactivity

Metals above hydrogen in the reactivity series react with acids; those below hydrogen in the reactivity series don't.

Of the metals above hydrogen, reactivity increases the further up the reactivity series you go.

A reaction with dilute sulfuric acid gives a metal sulfate and hydrogen.

A reaction with dilute hydrochloric acid gives a metal chloride and hydrogen.

As with the reactions with water, there are odd cases where the reactivity isn't quite what you would expect. We will talk about those as we go along.

Reactions of the individual metals

Potassium, sodium and lithium

These are too dangerous to react with dilute acids. You will know how reactive they are with cold water - their reactions with acids would be far more violent than that.

It is safe to carry out the reaction between calcium and hydrochloric acid as long as the acid is very dilute. The next piece of video talks about the acid being "0.5 molar". Molarity is a measure of concentration.

Most dilute hydrochloric acid found in school labs will be either 1 molar or 2 molar. So the acid being used here is more dilute than usual.

Ca(s) + 2HCl(aq)     CaCl 2 (aq) + H 2 (g)

You get a colourless solution of calcium chloride formed together with hydrogen gas.

The reaction with dilute sulfuric acid is more complicated, because calcium sulfate which is formed is only very slightly soluble in water.

Ca(s) + H 2 SO 4 (aq)     CaSO 4 (s) + H 2 (g)

The effect of that is that you get a coating of insoluble calcium sulfate formed around the calcium which quickly stops the reaction.

This is why I have included state symbols in the last two equations. The state of the salt formed (calcium chloride or calcium sulfate) matters.

The other metals

There are two useful bits of video which follow on from each other - I'm not really sure why they didn't simply edit the second one on to the end of the first one.

The first one shows reactions of dilute hydrochloric acid with Mg, Al, Zn, Fe, Pb and Cu. In each case the metal is present as a foil rather than a powder.

That stopped abruptly, and the next video completes it, starting a few minutes later.

And finally, here is what happens if you treat lead with moderately concentrated hydrochloric acid.

"6M HCl" is an abbreviation for 6 molar hydrochloric acid. Concentrated hydrochloric acid is 10 molar.

Magnesium is definitely the most reactive, and the tube will get quite hot. It is an exothermic reaction - one in which heat is given off. The extra heat also makes it go faster, and so the reaction accelerates.

Hydrogen and a colourless solution of magnesium chloride are produced.

Mg(s) + 2HCl(aq)     MgCl 2 (aq) + H 2 (g)

The reaction with dilute sulfuric acid doesn't look any different. In this case, magnesium sulfate and hydrogen are produced.

Mg(s) + H 2 SO 4 (aq)     MgSO 4 (aq) + H 2 (g)

As you have seen on the videos, aluminium is very slow to start because ot its coating of aluminium oxide. Once the acid has broken through that, the reaction is very fast, especially if you use powdered aluminium.

Hydrogen is produced together with a colourless solution of aluminium chloride.

Sulfuric acid behaves similarly. Again, hydrogen is produced together with a colourless solution of aluminium sulfate.

Zinc reacts steadily with both acids to give colourless solutions of zinc chloride or zinc sulfate together with hydrogen. Traditionally, the reaction between zinc and dilute sulfuric acid has been used as a way of making hydrogen gas in the lab.

Iron has a slower reaction with both acids to give iron(II) chloride or iron(II) sulfate and hydrogen. If the reaction went to completion, you would get very pale green solutions formed. (But few people normally have the patience for that to happen!)

Note:   I haven't given any equations for the reactions of aluminium, zinc or iron with dilute hydrochloric or dilute sulfuric acid. That's because I want you to work them out yourself.

Write them down and check your answers by following this link . Include the state symbols. Don't short-cut this - you have to be able to write equations for simple reactions.

Lead has no noticeable reaction with either of the dilute acids because lead(II) chloride and lead(II) sulfate are insoluble in water.

Any reaction which occurs will coat the lead with insoluble lead(II) chloride or lead(II) sulfate and stop any further acid getting at it.

The reason it reacts with concentrated hydrochloric acid is because of a further reaction between the lead(II) chloride and excess chloride ions in the acid to give a soluble complex ion, [PbCl 4 ] 2- , and so the surface of the lead is kept clean.

You don't need to know about this at this level. It does, however, show that lead is above hydrogen in the reactivity series, otherwise there would have been no reaction at all.

There is no reaction between dilute hydrochloric acid or sulfuric acid and the metals below hydrogen in the reactivity series .

Where would you like to go now?

To the reactivity series menu . . .

To the Chemistry 14-16 menu . . .

To Chemguide Main Menu . . .

© Jim Clark 2020

Experiment: The reaction of metals with dilute Hydrochloric acid

Experiment: the reaction of metals with dilute hydrochloric acid- updated 2024.

Copper does not react with hydrochloric acid. Image credit fphoto.com

ZIMSEC O Level Combined Science Notes:  Experiment: The reaction of metals with dilute Hydrochloric acid

Aim:  To examine the reactivity of metals with dilute hydrochloric acid

Materials:  5 test tubes, dilute hydrochloric acid, magnesium, zinc, iron, lead, copper

• Place about 5cm depth of the acid in each of the five test tubes
• Place a small piece of each of the three metals above. About 3 mm long in each test tube
• Note the evolution of hydrogen bubbles and compare the different rates at which the bubbles are formed
• Make a table of results noting whether the evolution of hydrogen bubbles was rapid, slow, very slow or none apparent

Results and Observations

• The most reactive metals like magnesium and zinc reacted much more quickly with dilute acid
• Copper hardily reacts with dilute acids

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Practical videos | 14–16 years

• 1 Access free videos to support your teaching
• 2 Paper chromatography
• 3 Rates of reaction
• 4 Simple distillation
• 5 Enthalpy change of combustion
• 6 Conservation of mass
• 7 Electrolysis of aqueous solutions
• 8 Halogen displacement reactions
• 9 Identifying ions
• 10 Preparing a soluble salt
• 11 Reactivity series of metals
• 12 Simple titration
• 13 Temperature change (neutralisation)
• 14 Potable water

Reactivity series of metals

Investigate the relative reactivity of metals in this video, including a demonstration and two experiments for learners

The reactions of the alkali metals in water, exothermic reactions of metals in acid and metal displacement reactions are featured in this video to provide learners with opportunities to explore the reactivity series of metals. 

Chapter titles: 00:10 Introduction; 00:36 Alkalis metals and water experiment; 06:49 Metals and acid experiment; 10:35 Metal displacement reactions (microscale); 14:43 Summary.

Download additional resources

Supporting resources booklet including pause-and-think questions with answers, teacher notes, intended outcomes, follow-up worksheets and structure strips. Plus technician notes and integrated instructions . Editable versions of all worksheets and key documents are provided.

DOWNLOAD ALL

• Teacher notes

Full teacher notes are available in the  supporting resources booklet , including ideas for  how to use this video  and the supporting resources as part of your teaching. 

Notes on running the practical experiments

The video offers three experiments that investigate the relative reactivity of metals. The first explores the reactions of the alkali metals in water and is a teacher demonstration. Exothermic reactions of metals and acid and metal displacement reactions are experiments that learners can carry out themselves. These investigations may be spread over two or three lessons to make the content manageable.

The displacement reactions are carried out in microscale using a spotting tile. This minimises the amount of chemicals used. Consider demonstrating the copper(II) sulfate reactions on a larger scale, so learners can clearly see a change in the colour of solution – it may be harder to spot in the dimple tray.

TIP You may need to remove the metal in the copper(II) sulfate solution to see that it has a brown layer of solid on it – it will look black when in the blue solution. 

In the metal acid reactions observe the recommended concentration for the acid as there will not be a significant temperature rise at lower concentrations. Caution learners against using the thermometer to agitate the metal in the acid as there is a risk of making a hole in the cup as well as damaging the thermometer. This section of the video also looks at how to do a fair test.

Printable results tables are provided in the supporting resources booklet to save time in your practical lessons.

Extension work based on the reactivity of metals practical

To add additional higher level extension to this content, you could introduce an unknown metal and its metal salt and then ask the pupils to do an experiment to find out where it fits in the reactivity series, for example you could use tin and tin(II) sulfate. Learners could repeat the displacement reactions experiment and include the unknown metal and metal sulfate. Tin will be more reactive than copper but less reactive than iron.

Learners will need to have a clear understanding of the following scientific terminology:

• displacement
• effervescence
• universal indicator

Prior knowledge

Learners should be familiar with the periodic table of elements. They should know the definition of an element and be able to identify metals and non-metals using the periodic table.

Learners may have experience of investigating the relative reactivity of some metals at 11–14 using a simplified method, such as counting bubbles in a test tube.

Learners may know the products of a metal + acid reaction and be able to write a word equation. This is recapped in the video and the balanced symbol equations are introduced. Depending on where this topic falls in your learning sequence learners may not have practised balancing equations. It is unlikely that learners will have come across displacement prior to 14–16 study.

Redox reactions are introduced in this video, in terms of losing and gaining electrons, with the expectation that learners have covered this before. However, this could be used to develop understanding of redox reactions in further detail after finishing the practical work. Equally, you may take the decision to leave it out at this stage.

There are some questions included which ask learners to balance symbol equations. Depending on where the identification of ions comes in your scheme of work your learners may not have come across this yet. Adapt the questions to make them relevant to the stage and level that you are at. Some of the challenge tasks require learners to use and apply their knowledge from other topics.

Common misconceptions

Care should be taken when explaining why there is an increase in reactivity down group 1. This article explodes some myths about these reactions .

A common misconception held about chemical reactions is that reactants ‘disappear’. This may be exacerbated with observation of the metals with water or metals with acid. The alkali metals are observed to ‘disappear’ during the reaction with water. Reinforce that the alkali metal reactions produce soluble metal hydroxides using word and symbol equation to show that the alkali metals have not disappeared. It may be useful to add state symbols to show that the alkali metal reactants were solid whereas the metal hydroxides produced are in aqueous solution.

Learners may have a misconception that acid-metal reactions occur because the acid ‘eats away’ at the metal as this is their understanding of the term ‘corrosive’. Address the misconception by demonstrating that metals that are less reactive than hydrogen (copper, silver, gold, platinum) will not react with acid. Reinforce the process of neutralisation using word and symbol equations.

Magnesium may not produce as high a temperature change as zinc in the metal and acid reactions but it should be more reactive. This is because of the oxidised film on the outside of the Magnesium. Introduce the idea of metals being oxidised by showing oxidation of lithium, sodium and potassium and discussing everyday oxidation reactions that students will already be familiar with, eg rusting and tarnishing.

Diagnostic multiple-choice questions are a great way to explore students’ reasoning behind their answers. Best Evidence Science Teaching resources provide a great starting point to explore their ideas about reactivity of metals. Students are given a question and multiple plausible explanations for an observation. They then choose and justify which explanation they agree with. The resources available on the STEM Learning website include diagnostic questions on reactions in solutions, exothermic and endothermic reactions, neutralisation and periodic patterns – all of which would be useful starting points before learning about the reactivity of metals. Read more about diagnostic questioning .

Reactivity series of metals: supporting resources

Reactivity series of metals: technician notes, reactivity of metals: integrated instructions, reactivity series of metals: intended outcomes, reactivity series of metals: pause-and-think questions, reactivity series of metals: follow-up worksheets, reactivity series of metals: structure strips, additional information.

More Sandrine Bouchelkia

Enthalpy change of combustion of ethanol | practical videos | 14–16 years

Simple distillation | practical videos | 14–16 years

Paper chromatography | practical videos | 14–16 years

Access free videos to support your teaching

Paper chromatography

Rates of reaction

Simple distillation

Enthalpy change of combustion

Conservation of mass

Electrolysis of aqueous solutions

Halogen displacement reactions

Identifying ions

Preparing a soluble salt

Simple titration

Temperature change (neutralisation)

Potable water

• 14-16 years
• 16-18 years
• Practical experiments
• Technician notes

Specification

• A more reactive metal can displace a less reactive metal from a compound.
• Students should be able to: recall and describe the reactions, if any, of potassium, sodium, lithium, calcium, magnesium, zinc, iron and copper with water or dilute acids and where appropriate, to place these metals in order of reactivity.
• Deduce an order of reactivity of metals based on experimental results.
• Students should be able to describe the reactions of the first three alkali metals with oxygen, chlorine and water.
• Explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion.
• Recall the simple properties of Group 1.
• 6.3 Describe the reactions of lithium, sodium and potassium with water
• 4.1 Deduce the relative reactivity of some metals, by their reactions with water, acids and salt solutions
• C4.1a recall the simple properties of Groups 1, 7 and 0
• C4.1e explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion
• C4.1f deduce an order of reactivity of metals based on experimental results
• C4.1d explain how the reactivity of metals with water or dilute acids is related to the tendency of the metal to form its positive ion
• C4.1e deduce an order of reactivity of metals based on experimental results
• C2.2.5 recall the simple properties of Group 1 elements including their reaction with moist air, water, and chlorine
• C3.2.1 deduce an order of reactivity of metals based on experimental results including reactions with water, dilute acid and displacement reactions with other metals
• chemical properties: group 1 metals reactivity with water and oxygen
• chemical properties: group 1 metals reactivity in terms of their electronic configurations
• how the properties of these materials are related to their uses
• group 1 metals with water and oxygen
• transition metals with oxygen and strong acids (hydrochloric, sulfuric and nitric acid)
• Reduction is a gain of electrons by a reactant in any reaction.
• Oxidation is a loss of electrons by a reactant in any reaction.
• In a redox reaction, reduction and oxidation take place at the same time.
• Ion-electron equations can be written for reduction and oxidation reactions.
• Ion-electron equations can be combined to produce redox equations.
• Equations, involving formulae, can be written to show the reaction of metals with oxygen, water, and dilute acids: metal + oxygen → metal oxide
• metal + water → metal hydroxide + hydrogen
• metal + dilute acid → salt + hydrogen
• Metals can be arranged in order of reactivity by comparing the rates at which they react.
• Metals can be used to produce soluble salts. Excess metal is added to the appropriate acid, the mixture is filtered and the filtrate evaporated to dryness.
• Simple tests can be used to identify oxygen, hydrogen and carbon dioxide gases.
• A reaction or process that releases heat energy is described as exothermic.
• (c) the relative reactivities of metals as demonstrated by displacement (e.g. iron nail in copper(II) chloride solution) and competition reactions (e.g. thermit reaction)
• PRACTICAL: Determination of relative reactivities of metals through displacement reactions
• (c) the reactions of dilute acids with metals and how these relate to the metals' position in the reactivity series
• (o) the reactions of the alkali metals with air/oxygen, the halogens and water
• (n) the reactions of the alkali metals with air/oxygen, the halogens and water
• 2.1.1 recall the reactivity series of metals, including K, Na, Ca, Mg, Al, Zn, Fe and Cu;
• 2.1.2 describe the reactions, if any, of the above metals with the following and describe how to collect the gas produced, where appropriate: air; water; and steam;
• 2.1.4 explain and describe the displacement reactions of metals with other metal ions in solution;
• 2.1.5 collect and/or analyse experimental data to predict where an unfamiliar element should be placed in the reactivity series or make predictions about how it will react;
• Prescribed Practical C5: investigate the reactivity of metals;
• 1.6.10 assess and manage risks associated with the storage and use of alkali metals and recall that alkali metals are easily cut, are shiny when freshly cut and tarnish rapidly in air;
• 1.6.11 demonstrate knowledge and understanding that Group 1 (I) metals react with water to produce hydrogen and a metal hydroxide, and give observations for the reactions;
• 1.8.13 demonstrate knowledge and understanding of and write observations on and equations for the general reactions of hydrochloric, sulfuric and nitric acids with: metals; bases; carbonates; hydrogencarbonates; and ammonia;
• 1.8.14 describe how to test for hydrogen gas: apply a lighted splint and a popping sound results;
• 1.8.12 demonstrate knowledge and understanding of and write observations on and equations for the general reactions of hydrochloric, sulfuric and nitric acids with: metals; bases; carbonates; hydrogencarbonates;
• 1.8.13 describe how to test for hydrogen gas: apply a lighted splint and a popping sound results;
• Prescribed Practical C3: investigate the reactivity of metals;
• Demonstration of the reaction with water of lithium, sodium and potassium.
• The periodic table as a list of elements arranged so as to demonstrate trends in their physical and chemical properties.
• Mandatory experiment 1.2 - Redox reactions of group VII elements - halogens as oxidising agents (reactions with bromides, iodides, Fe²⁺ and sulfites). Displacement reactions of metals (Zn with Cu²⁺, Mg with Cu²⁺). (Half equations only required e.g. 2Br⁻…
• Oxidation and reduction in terms of loss and gain of electrons.
• Oxidising and reducing agents.
• The electrochemical series as a series of metals arranged in order of their ability to be oxidised (reactions, other than displacement reactions, not required).
• Rusting of iron.
• Explanations in terms of atomic radius, screening effect and nuclear charge for general trends in proprties of elements in groups I and VII.
• Chemical equations. Balancing chemical equations. (Simple examples.)
• Chemical reactions can result in a change in temperature. Exothermic and endothermic reactions (and changes of state).
• Comparison between metals and non-metals (hardness, lustre, malleability, ductility, heat conductivity and electrical conductivity).
• The electrochemical series (reactions of metals with acids, water and oxygen not required).

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Reaction Between Zinc Metal and HCl (dil.)

To study the reactions of hydrochloric acid with zinc metal.

This experiment aims to study the displacement reaction between hydrochloric acid with zinc metal. The reaction between zinc metal and the hydrochloric acid solution is an example of a single displacement reaction. Zinc reacts with dilute hydrochloric acid to give zinc chloride and hydrogen gas. The hydrogen gas is seen in the form of effervescence (bubbles) in the test tube when zinc granules are added to dilute hydrochloric acid. Blue and red litmus papers are used to confirm the nature of the hydrogen gas evolved.

                                        Zn (s) + 2HCl (aq) ? ZnCl 2 (aq)  + H 2 (g)

In this experiment, apparatus and materials are required: test tube, test tube stand with clamp, crucible tong, dropper, moist blue and red litmus paper, zinc granules, dilute hydrochloric acid

To perform this experiment, steps to be followed in the following manner:

• Take a test tube and clamp it to a stand.
• Using a crucible tong, add zinc granules to the test tube. 
• Add dilute hydrochloric acid to the test tube using a dropper. 
• As the effervescence starts coming from the test tube, hold the moist blue and red litmus paper to the mouth of the test tube.
• Observe the changes in the litmus paper.

From this experiment, we hereby conclude that when zinc reacts with a hydrochloric acid solution, a single displacement reaction occurs, and zinc chloride hydrogen gas is produced. Hydrogen (H2) gas is neutral in nature, which is confirmed by the litmus test. 

FAQs on Reaction Between Zinc Metal and HCl (dil.)

Q1: what is the displacement reaction.

Answer: Displacement reaction is a chemical reaction in which a more reactive element displaces a less reactive element from its compound. For example: Zn + 2HCl ? ZnCl 2 + H 2

Q2. What is a double displacement reaction?

Answer: A double displacement reaction is a chemical reaction in which two ionic species are exchanged between two molecules.

Q3: What is the balanced equation for the reaction between zinc and hydrochloric acid?

Answer: The balanced equation is:               Zn + 2HCl ? ZnCl 2 + H 2

Q4: Which element is getting oxidized in the given reaction?

               Zn + 2HCl ? ZnCl 2 + H 2 Answer: Zinc is getting oxidized from 0 to +2.

Q5: What is the oxidation state of zinc in ZnCl 2 ?

Answer: The oxidation state of copper in ZnCl 2 is +2.

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• Why We’re Unique

How do acids react with different metals under varying conditions

Introduction: (initial observation).

Acids are highly reactive and can react with metals creating different salts and hydrogen. The reaction of acids and metals varies depending on the type of acid, it’s concentration and the temperature. Diluted sulfuric acid easily reacts with Iron creating Iron Sulfate and releasing Hydrogen Gas; while the pure (100%) sulfuric acid is being shipped on Iron containers with no problem.

Although acids are very corrosive and react with many metals, they are often stored in tanks and pass through valves and pipes that are made of metals. How is this possible? The trick is that you must know what acids in what temperature and concentration can react with any specific metal.

In this project you will experiment the reaction of metals and acids under different conditions (temperature and concentration)

This project guide contains information that you need in order to start your project. If you have any questions or need more support about this project, click on the “ Ask Question ” button on the top of this page to send me a message.

If you are new in doing science project, click on “ How to Start ” in the main page. There you will find helpful links that describe different types of science projects, scientific method, variables, hypothesis, graph, abstract and all other general basics that you need to know.  

Project advisor

For your safety, wear goggles and rubber gloves. Perform experiments in a safe place, away from children, clothing and furniture. Counter top next to the sink and inside the sink might be a good place for your experiments. Adult’s supervision and Proper ventilation is required.

Information Gathering:

Gather information about acids-metals reactions. Read general chemistry books, magazines or ask professionals who might know in order to learn about acids-metals reaction. Keep track of where you got your information from.

Following are samples of information that you may find.

Why do acids react with metals?

Before you learn why some acids react with some metals, you need to understand the general structure of acid molecules. The molecules of each acid have two parts. One part is the acid radical and the other part is the acidic hydrogen. For example in H2SO4 (sulfuric acid), SO4 is the acid radical and H2 is the acidic hydrogen.

The correct way of writing these are SO4– for acid radical (sulfate ion) and 2H+ for two hydrogen ions.

The acid radical and hydrogen are bound together because of an attraction force between them. Such an attraction force may exist between a metal and an acid radical as well.

If the attraction force between a metal and acid radical is more than the attraction force between hydrogen and the acid radical, then the metal can displace the hydrogen.

The reaction of acids and metals are displacement reactions.

Displacement reaction is a reaction in which one element displaces another from a compound

Why do variations in attraction forces cause displacements?

Let’s say you have one weak magnet and a small nail. Your weak magnet can easily attract the nail since there are no surrounding stronger forces. Now put a second, stronger magnet next to the first weak magnet and the small nail. Naturally, the nail will be attracted to the stronger magnet. When you separate the two magnets, the nail remains attached to the stronger magnet. This shows how displacement may occur.

Need more examples?

Think about how attraction forces among people affect their decision in selecting friends. A sample of displacement reaction in human relations is when a young boy breaks up with his girlfriend when he meets a more attractive girl.

Question/ Purpose:

The purpose of this project is to discover the conditions that different acids react with different metals.

Students may select three of the following acids for their research:

• Sulfuric Acid
• Nitric Acid
• Hydrochloric Acid
• Acetic Acid
• Oxalic Acid
• Citric Acid

Also select at least 3 of the following metals:

Identify Variables:

Our independent variables are the concentration of acid, the temperature of reaction and the time length of the reaction. Our dependent variable is the rate of reaction that can be measured by the amount of hydrogen released or the amount of salt produced.

Hypothesis:

More heat and more concentration of acid results a faster or higher rate of reaction.

Experiment Design:

Experiments with acids must be performed outdoor or under a ventilated hood and in a well ventilated room. Always do your initial experiments with very small samples. Some acid metal reactions create poisonous fumes or harmful gasses.

Procedures:

Part 1: Effect of dilute acids at different temperatures:

In this experiment you test the effect of dilute acids on metals. For 3 acids and 3 metals, and 3 different temperature (cold, warm, hot) you will need to perform 27 experiments and record the results. The reaction time depends on the size of your samples. It can be as low as a few minutes up to a few hours. Whatever you choose, stay with that for all your 27 experiments. Also make sure that all your samples are the same size and shape or at least they have the same area in contact with acid. For This experiment use normal solution of acids. If you had more time and wanted to try higher concentrations, try 2 normal, 3 normal and more..

A normal solution of any substance, is a solution that contains one molecule gram of that substance per liter. For example one molecule gram of Sulfuric acid is 98 grams. So a normal solution of sulfuric acid is a 98 gram per liter solution.

For all the above reactions, place your metal sample in a test tube or beaker, add the acid and then bring it to the right temperature by inserting the tube or beaker in another container of water that can be cold, warm or hot.

Observations/ Measurements:

The rate of reaction may be observed by the amount of hydrogen gas bubbles that form and release on the surface of each metal. It can also be measured by the mass of metal consumed during the reaction in a certain period of time.

consumed during the reaction in a certain period of time.

You may do these experiments in test tubes. The level of metal and acid together on the test tube should not exceed one inch. In this way you will have extra room for foams and bubbles.

Note : If you don’t know the concentration of the acid that you buy, treat it as a strong acid. If you do the experiments in test tubes, you can use a pipette to add a few drops of acid on the metal and water already in the tube. Any strong acid mixed with the same weight water may be considered a dilute acid.

Materials and Equipment:

Material and equipment used for this experiment are as follows:

• Thermometer
• 3 different acids
• 3 different metals
• Hot plate or electrical heater
• Beakers (One beaker for each metal)
• Protective devices such as goggles, rubber gloves,….
• Gram scale (Optional: You need this only if you want to measure the rate of reaction. Note that in this case all your metal samples must have the same surface area)

Where to buy:

Sulfuric acid is used in the car batteries. You can purchase it as Sulfuric acid or as battery acid from auto-parts dealers.

Hydrochloric acid also known as muriatic acid is used for cleaning concrete and tile. You can purchase it from hardware stores and cleaning supplies resellers.

Nitric acid is used by jewelers to test gold. Ask a local jeweler if there is any distributor in your area. Also suppliers of laboratory equipment and chemicals also sell nitric acid.

Oxalic acid is also a used for cleaning. You may find it trough hardware stores or suppliers of cleaning material.

Acetic acid is used in textile dye process, You can buy it from chemical stores or get vinegar that is 5% solution of acetic acid.

Citric acid is used as a food additive. Candy manufacturers use it to add a little sour taste to some candies. It is available in food grade from suppliers of food additives.

Metals such as Iron, aluminum, copper, lead and tin can be purchased from hardware stores. They are usually in the form of sheet, wire, strip, pipe and nail.

Tin wire is used for soldering, get the one that has no oil and no lead.

The body of cheap alkaline batteries is made of zinc. You may break down an old AA battery and remove its casing.

Results of Experiment (Observation):

Experiments are often done in series. A series of experiments can be done by changing one variable a different amount each time. A series of experiments is made up of separate experimental “runs.” During each run you make a measurement of how much the variable affected the system under study. For each run, a different amount of change in the variable is used. This produces a different amount of response in the system. You measure this response, or record data, in a table for this purpose. This is considered “raw data” since it has not been processed or interpreted yet. When raw data gets processed mathematically, for example, it becomes results.

Calculations:

You may need to calculate the normal concentration of different acids. For example you may buy a 100% sulfuric acid. In order to make a normal solution, you need to mix 98 grams of sulfuric acid with enough water to make it one liter. Remember you need to add sulfuric acid to the water, NOT WATER TO THE SULFURIC ACID.

If the acid that you buy is not 100%, then you need to do some calculations. For example if your acid is 70%, you divide 98 (98 is the molecular weight of sulfuric acid) by 70% and the result is 140. So you use 140 grams of this acid and add enough water to bring the total volume to 1 liter. (Because in 140 grams of a 70% Sulfuric acid, you have 98 grams of acid and the balance is water).

Another reason that you may need to do some calculations is that you may not want to make one liter acid, so you may want to use 49 grams acid and add enough water to bring the total volume to 500 milliliter.

Summary of Results:

Summarize what happened. This can be in the form of a table of processed numerical data, or graphs. It could also be a written statement of what occurred during experiments.

It is from calculations using recorded data that tables and graphs are made. Studying tables and graphs, we can see trends that tell us how different variables cause our observations. Based on these trends, we can draw conclusions about the system under study. These conclusions help us confirm or deny our original hypothesis. Often, mathematical equations can be made from graphs. These equations allow us to predict how a change will affect the system without the need to do additional experiments. Advanced levels of experimental science rely heavily on graphical and mathematical analysis of data. At this level, science becomes even more interesting and powerful.

Conclusion:

Using the trends in your experimental data and your experimental observations, try to answer your original questions. Is your hypothesis correct? Now is the time to pull together what happened, and assess the experiments you did.

At this point you may need to do further studies so you can explain why the things happened the way they did. For example you may find out that the reactivity of a substance depends on its oxidation number or its location in periodic table. This may help.

Reactions happen when reactant particles collide. Changing the conditions makes them go faster.

For metals the reactivity increases as we move to the left and as we move down in the periodic table.

Related Questions & Answers:

What you have learned may allow you to answer other questions. Many questions are related. Several new questions may have occurred to you while doing experiments. You may now be able to understand or verify things that you discovered when gathering information for the project. Questions lead to more questions, which lead to additional hypothesis that need to be tested.

Possible Errors:

If you did not observe anything different than what happened with your control, the variable you changed may not affect the system you are investigating. If you did not observe a consistent, reproducible trend in your series of experimental runs there may be experimental errors affecting your results. The first thing to check is how you are making your measurements. Is the measurement method questionable or unreliable? Maybe you are reading a scale incorrectly, or maybe the measuring instrument is working erratically.

If you determine that experimental errors are influencing your results, carefully rethink the design of your experiments. Review each step of the procedure to find sources of potential errors. If possible, have a scientist review the procedure with you. Sometimes the designer of an experiment can miss the obvious.

References:

List of References

Virtual Lab.

Questions and Answers:

Q. What kind of acid is battery acid? Can it be used in this experiment?

A. Battery acid is sulfuric acid. It can be used for your experiments, however at the time of purchase or after that you need to find out if it is diluted or not and what is its percentage.

Q. What kind of acid is white vinegar? Can it be used in this experiment?

A. Vinegar is a 5% acetic acid. It can be used for your experiments.

Q. What would coca-cola do to metals?

A. Coca cola is mainly carbonic acid and can expedite rusting and corrosion in long term.

Q . I am using sulfuric, oxalic and hydrochloric acid for my experiments. How do I make a normal solution for these acids?

A. Normal solution is a solution that has one mole (molecule gram) of a substance in one liter. First find the molecular weight of your acid. For example the molecular weight of sulfuric acid is 98. Weight one mole of the acid, mix it with 1/2 liter of water and then add more water to bring the total volume to one liter. If your acid is not 100%, do a calculation to determine how much of that is equivalent to one mole of the 100% acid.

Also note that you should never add water to a strong sulfuric acid; instead you must add acid to the water.

Acid Treatment for decorative applications:

For decoration purpose, acid may be applied by brush, sponge or spray nozzles. Before starting the application, all other objects must be covered by plastics and masking tape. It may take many hours until you see the effect of each application. Acid treatment for decoration is usually performed on metals that have colorful salts such as nickel, copper and their alloys. For some applications, acid will then be neutralized by baking soda or ammonia. This can create colorful carbonates and hydroxides.

Picture shows a sample of copper metal treated with diluted nitric acid. Acid was applied using a sponge. It took about 3 days for the colors to form. Nitric acid was selected for this test because it is also a strong oxidizer and copper oxide has a nice blue/green color.

Acid treatment is better to be done before installation and the following guidelines may help to create a better result.

• Clean the metal surface with detergents to remove any grease or finger prints.
• Apply as little as possible acid in each application.
• If you spray the acid, use a spray gun with no metal parts.
• If your object can not be placed on a flat/ horizontal surface, you may need to add something to increase the viscosity of your acid solution.
• Do not re-apply acid until the result of previous application is fully dry and hard
• You may need to apply additional protective coating when the surface is ready and fully dry.

It is always important for students, parents and teachers to know a good source for science related equipment and supplies they need for their science activities. Please note that many online stores for science supplies are managed by MiniScience.

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Activity Series of Metals (Reactivity Series)

The activity series of metals or reactivity series is a list of metals from most reactive to least reactive. Knowing the activity series helps you predict whether or not a chemical reaction occurs. Specifically, use it for identifying whether a metal reacts with water or acid or whether it replaces another metal in a reaction. Replacement reactions and ore extraction are two key uses of the activity series.

Activity Series of Metals Chart

Here is an activity series chart for metals around room temperature.

If you look around, you’ll notice charts from different sources may order the elements slightly differently. For example, in some charts, you’ll find sodium listed as more reactive than potassium. This is because the conditions of a proposed reaction matter. The order of the metals in the table comes from experimental data on a metal’s ability to displace hydrogen from water and acid. Particular metals react more with one acid than another, plus temperature plays a role.

What’s important is keeping in mind the general trends. Alkali metals are more reactive than alkaline earths , which in turn are more reactive than transition metals . Noble metals are the least reactive.

The alkali metals, barium, radium, strontium, and calcium react with cold water. Magnesium only slowly reacts with cold water, but rapidly reacts with boiling water or acids. Beryllium and aluminum react with steam or acids. Titanium only reacted with concentrated mineral acids. Most transition metals react with acids, but do not react with steam. The noble metals only react with powerful oxidizers, such as aqua regia .

Most Reactive and Least Reactive Metals

From the table, note that the most reactive metal on the periodic table is cesium. The least reactive metal is platinum.

How to Use the Metal Activity Series – Example Problems

So, a metal that is higher on the activity series replaces one lower on the series. It does not replace a metal higher on the series. When one metal replaces another it displaces it in replacement reactions and also displaces ions in aqueous solution.

For example, adding zinc metal to an aqueous solution of copper ions results in precipitation of copper:

Zn(s) + Cu 2+ (aq) → Zn 2+ (aq) + Cu(s)

This occurs because zinc is more reactive than copper and is higher on the activity series. However, if you add silver metal to an aqueous copper solution, nothing changes. Silver is below copper on the activity series so no chemical reaction occurs.

However, some metals don’t displace hydrogen from water. Metals lower on the activity series react with acids. For example, zinc displaces hydrogen from sulfuric acid:

Zn(s)+H 2 SO 4 (aq) → ZnSO 4 (aq)+H 2 (g)

Now, let’s apply this information to potential chemistry problems:

Will the following reaction occur?

Mg(s)+CuCl 2 (aq)→MgCl 2 (aq)+Cu(s)

Magnesium is higher on the activity series than copper, so it replaces it in reactions. Yes, this reaction will occur.

What happens when you place a chunk of zinc into a container of hydrochloric acid?

From the activity series you know that zinc displaces hydrogen from acid. Hydrochloric acid is actually an aqueous solution of HCl, so you don’t get zinc chloride. Here is the reaction:

Zn(s) + 2 HCl(aq) → Zn 2+ (aq) + 2 Cl – (aq) + H 2(g)

What happens when you place a chunk of copper into hydrochloric acid?

From the reactivity series, you know copper is pretty unreactive. No reaction occurs. Nothing happens.

Understanding Reactivity

The reason some metals are more reactive than others has to do with their electron configuration. Alkali metals readily lose their single valence electron and gain stability. Meanwhile, noble metals are d-block elements that require the loss or gain of several electrons to reach a noble gas configuration.

Usually, the metal with more electrons is more reactive than the one with fewer electrons. This is because metals with more electrons have electron shells that are further away from the nucleus, so their electrons are not as tightly bound.

• Greenwood, Norman N.; Earnshaw, Alan (1984).  Chemistry of the Elements . Oxford: Pergamon Press. pp. 82–87. ISBN 0-08-022057-6.
• Wah, Lim Eng (2007). Longman Pocket Study Guide ‘O’ Level Science-Chemistry (2nd ed.). Pearson Education. ISBN-10: 981-06-0007-0.
• Wolters, L. P.; Bickelhaupt, F. M. (2015). “The activation strain model and molecular orbital theory”.  Wiley Interdisciplinary Reviews: Computational Molecular Science . 5 (4): 324–343. doi: 10.1002/wcms.1221
• Wulfsberg, Gary (2000). Inorganic Chemistry . University Science Books. ISBN 9781891389016.

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