Name: Hyun Deok HwangDate15/03/2013Science 8

Comparing How 5 Metals React lab

By. Hyun Deok Hwang

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Name: Hyun Deok HwangDate15/03/2013Science 8

LAB: Some metals are more reactive than others

Background information:Silver is a metal, gold is a metal but they are different colours. What else is different about them? You probably know something is different between gold jewellery and silver jewellery.

Think: How do the two metals, gold and silver prove the title of this lab is true?

Chemists look for patterns in nature. Remember there are about 80 metals on the periodic table. Read again the title of this lab. Think: What would a chemist want to know about the 80 metals? What use is that information to Human Ingenuity?

You will be given 5 different metals. You will have iron, aluminium, copper, magnesium, and zinc. The acid will be hydrochloric acid.

Design a fair test that will allow you to rank the five metals in order from most reactive down to the one that is least reactive.

Format for this lab report:You will be assessed only on the planning criteria for this lab, Criterion B (see below). This will include sections A-G of How to write a lab report. The final report will be written using Microsoft Word and placed into the Dropbox.

Need help getting started?Use the knowledge that you gained from the activity, “How to control the rate of a chemical reaction.” The same things you controlled in that activity will be required for this lab. If you do a good job of controlling your variables then the only thing different in your trials will be the different types of metal.

Title: Reactivity of 5 different metals Date: 07/03/2013 ~ 14/03/2013

Aim: How do 5 different metals react in different way by using hydrochloric acid and rank them in order from most reactive to least reactive and define why chemist want to know about the 80 metals and What use is that information to Human Ingenuity?

Title: Variables of 5 metals react-collaborative of the investigation Identify the variables Changed? Measured? Controlled?

Independent variable 5 different metals There will be 5 different kinds of metals which are Iron, Aluminium, Copper, Magnesium and zinc.

Dependent variable Reactivity Rate It will be measured by stop watch at the same time when the metal goes into the hydrochloric acid. It will also

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Name: Hyun Deok HwangDate15/03/2013Science 8

be judged visually with eyes.

It will be measured by temperature and pH scale to make sure that this experiment is fair enough.

Controlled variables/constants Amount of Acid The acid will be kept at 2 full droppers of hydrochloric acid

Same temperature of acid It will be kept as room temperatureSame type of Materials Materials will be same size, volume

and made out of same ingredient.

Follow the method The method will be used as guide to make this experiment as a fair test.

Measure time of duration of reactivity rate

The duration of reactivity rate will be measured by stop watch.

Type of acid The acid will be same kind and used for all the trials

Hypothesis:Before any experiment we are asked to predict what we think the answer will be. Think: How could you find out what the order should be for these five metals? Write your hypothesis using the correct sentence: If...then...because... (Be sure to explain why you made your guesses).

If 5 metals (Iron, Aluminium, Copper, Magnesium and zinc) interact with Hydrochloric Acid, the metals with fewer electrons in the last shell (valence electrons) will have higher reactivity rate then stable atoms that have exact amount of electrons and protons in every shells (2,8,18,32,52), because when an element has only one or two electrons in its valence shell, but the valence shell is incomplete, the element forms its own compound with full electrons in valence shell, therefore, if Metals have less electrons in the valence shell, it will react faster and rapidly moves in the hydrochloric acid and make sounds and smells while it is reacting.

Title: Calculation of metals in Valence equation and equation Metals Calculation (Right side: Valence equation)Iron (Fe, 26)

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Name: Hyun Deok HwangDate15/03/2013Science 8

Aluminium (Al, 13)

Copper (Cu, 29)

Magnesium (Mg, 12)

Zinc (Zn, 30)

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Name: Hyun Deok HwangDate15/03/2013Science 8

Equipment and Materials Iron 2g Aluminium 2g Copper 2g Magnesium 2g Zinc 2g Hydrochloric Acid (2 full droppers) Beaker (5x) Thermometer (x2) Time watch (x1) Periodic Table (to find elements’ atomic number and atomic symbol) Universal pH indicator paper

Method (step-by-step)(Think in mind that SAFTY comes first)

- Hydrochloric acid is dangerous substance that can be harmful - Stay 1m away when experimenting 5 metals with hydrochloric acid

1. Gather the materials that are needed in the experiment - Iron 2g - Aluminium 2g - Copper 2g - Magnesium 2g - Zinc 2g - 200ml of Hydrochloric acid - Beaker (5x) - Periodic table - Pencil - Universal pH indicator

2. Put materials on the table 3. Organize the materials 4. Fill the 2 droppers fully with Hydrochloric acid evenly with gloves and safety goggles on 5. Tell the partner to time (nor put the metal into the acid) 6. Put the metal into Hydrochloric acid 7. Press the button to start timing the watch at the same time when dropping 10 drops of

hydrochloric acid(Repeat this for 5 different metals).

8. Put the cap on the top of the tube to look at the reaction with tong 9. Put the tube with reacted metal on tube holder 10. Write the result on tablet or paper

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Name: Hyun Deok HwangDate15/03/2013Science 8

11. Clean up the table and put the materials back to where it was 12. Bring the tablet back to the class and make the data table with graph

Diagram of Apparatus

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Name: Hyun Deok HwangDate15/03/2013Science 8

Title: Diagram of defining reactivity rate of 5 metals

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Name: Hyun Deok HwangDate15/03/2013Science 8

Data collection Title: The reactivity of 5 different metals in hydrochloric acid 5 Metals react in Hydrochloric acid

Observations Time (minute) it took to end the reactivity

Temperature (.c)

Iron When 10 drops of hydrochloric was dropped on the top of Iron, small bubbles were formed within 5 seconds of contact. Iron was slowly dissolving and had rusty surface after the reaction.

1.56 24

Aluminium When 10 drops of hydrochloric was dropped on the top of Aluminium, nothing special happened. It didn’t fizz or move like other metals did. We could unfold the slice of aluminium because it was thin layer of aluminium used in real life.

0.00 26

Copper When 10 drops of Hydrochloric was dropped on the top of copper, it made small bubbles but not fizzing like soda. Bubbles were kept still until the copper was out from hydrochloric acid.Copper changed its colour brown to black. Copper was able to be bent after reacting hydrochloric acid.

3.55 26

Magnesium When 10 drops of hydrochloric was dropped on the top of magnesium, it started to fizz and float on the surface. It was moving side to side and bubbles were stuck onto the magnesium. It turned its colour to white from black. It made light smoke and smelled like leaking batteries.

The reaction time was short but it had instant reaction. The pH scale of hydrochloric

2.14 32

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Name: Hyun Deok HwangDate15/03/2013Science 8

interacting to magnesium when up by 5 steps (1 to 6).

Zinc When 10 drops of hydrochloric was dropped on the top of zinc (surface), it didn’t show any reaction. It had no smell or colour change. It was not breakable or can’t be bend easily.

0.00 27

Rank from longer duration of reaction time 1. Copper 2. Magnesium 3. Iron 4. Aluminium/zinc

Title: the temperature of 5 different metals in hydrochloric acid when reacting The temperature of 5 different metals in hydrochloric acid when reacting

5 different metals Quantitative data (.c, Celsius) Room temperature (.c, Celsius)Iron 27 23Aluminium 26 23Copper 26 23Magnesium 32 23Zinc 24 23

Rank from Highest reactivity rate to the lowest: 1. Magnesium 2. Iron 3. Aluminium 4. Copper 5. Zinc

Title: Rate of pH scale indicator after interacting to hydrochloric acid

Rate of pH scale indicator after interacting to hydrochloric acid5 different metals Quantitative data (pH scale)Iron 1Aluminium 1Copper 1Magnesium 5

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Name: Hyun Deok HwangDate15/03/2013Science 8

Zinc 3

Rank from Highest reactivity rate to the lowest:1. Magnesium 2. Zinc 3. Copper 4. Aluminium 5. Iron

Processing and Presenting Data (Excel)

Title: Rate of temperature of 5 different metals when interacting with hydrochloric acid

Iron

aluminium

copper

magnesi

um zinc

0

5

10

15

20

25

30

35

The temperature of 5 different metals in hydrochloric acid when reacting

Temperature when reacting with hydrochloiric acid room temperature

5 different metal (substance)

Temperature (.c)

Title: Rate of universal pH indicator after interacting with Hydrochloric acid

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Name: Hyun Deok HwangDate15/03/2013Science 8

Iron

Aluminiumcopper

magnesi

um zin

c 02468

101214

Rate of Universal pH indicator after interact -ing with Hydrochloric acid

Rate of Universal pH indicator af -ter interacting with Hydrochloric acid

5 different metal (substance)

Rate of pH scale (pH)

Rate of pH scale stayed at 1 or 3 (below rate of 4) when they had no reaction or less bass. Some of substance turned out to be bass and made acid into base.

Title: Duration of reaction time of 5 metals with hydrochloric acid

iron

aluminium

copper

magnesi

umzin

c 0:000:280:571:261:552:242:523:213:504:19

Duration of reaction time

Duration of reaction time

5 different metal (substance)

Duration of re-action time (m)

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Name: Hyun Deok HwangDate15/03/2013Science 8

Conclusion

The aim was to find out how do 5 different metals react in different way by using hydrochloric acid and rank them in order from most reactive to least reactive and define why chemist want to know about the 80 metals and What use is that information to Human Ingenuity. Hydrochloric acid showed different ways of reacting while interacting with 5 different metals. Some of metals had reaction that was really strong and can be seen with two eyes. However, few metals didn’t react at all and didn’t seem to respond when mixing with hydrochloric acid. They had no chemical reaction or physical reaction. These reactions were chosen to measure temperature, duration of reaction time and rate of pH scale after the reaction. Measuring temperature turned out to be good that when a metal (magnesium) reacted stronger against hydrochloric acid, the temperature started to rise up while the reaction was happening. Molecules were moving faster when they met hydrochloric. All of the temperature of 5 metals with hydrochloric acid rose up after the experiment from 23 (room temperature). Only 3 metals had reacted to hydrochloric acid. The reaction kept on continuing for long period of time. Metals which didn’t respond with hydrochloric acid, kept the pH scale of 1 or 2. However, Metals which reacted with hydrochloric acid, kept the pH scale of 3~4. I think the result supported the result that metals which reacted with hydrochloric acid had fewer amounts of electrons in the last shell (valence electrons). They (magnesium) made sounds and smells while reacting with hydrochloric acid. When metal doesn’t have enough electrons in the last shell, hydrochloric or other substance will try to fit in to the last shell and make valence electrons in the last shell. When element forms its own compound with full electrons in valence shell. Therefore, Metals which have fewer electrons in the valence shell, it will react faster and rapidly moves in the hydrochloric acid (calculation above).

Evaluation

Weakness ImprovementsSize of metals Metals had different shapes and weight and couldn’t be

breakable to make it same weight and size. To improve this weakness, cut the metal accurately (same size, weight) and put it in the hydrochloric acid.

Measuring reactivity rate Measuring the reactivity rate with eyes was not accurate as possible. We could see what is happening outside but not in the inside like chemical changes. To improve this weakness, measuring with tool or set a goal that measures temperature or etc (pH scale, time)

Measuring the duration of reaction Some of metals kept on reacting. Therefore, it will be better to measure the duration of strong reaction by timer.

The hypothesis was valid because it included both independent and dependent variables. Also, it contained quantitative values that ensured that it could be measured. Method was valid because it controlled all variables and followed every single step to make this lab as fair test. It also made a note about safety and what will come after a step for this lab. Everything was measured and set as the basic steps to make experiment interesting and fair. Over all, this lab was a fair test as possible. Metals with different size can show different rate of reaction. Therefore, this lab wasn’t a fair test.

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Name: Hyun Deok HwangDate15/03/2013Science 8

Criterion B: Inquiring and designingMaximum: 8

Students should be able to:

i. describe a problem or question to be tested by a scientific investigationii. outline a testable hypothesis and explain it using reasoning

iii. describe how to manipulate the variables, and describe how data will be collectediv. design scientific investigations.

Achievement level Level descriptor

0 The student does not reach a standard described by any of the descriptors given below.

1 - 2

The student:i. attempts to state a problem or question to be tested by a scientific investigation

ii. is able to state a testable hypothesisiii. is able to state the variablesiv. attempts to design a method.

3 - 4

The student is able to:i. state a problem or question to be tested by a scientific investigation

ii. outline a testable hypothesis using scientific reasoningiii. outline how to manipulate the variables, and state how relevant data will be collectediv. design a safe method in which he or she selects materials and equipment.

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Name: Hyun Deok HwangDate15/03/2013Science 8

5 - 6

The student is able to:i. outline a problem or question to be tested by a scientific investigation

ii. outline and explain a testable hypothesis using scientific reasoningiii. outline how to manipulate the variables, and outline how sufficient, relevant data will be collectediv. design a complete and safe method in which he or she selects appropriate materials and equipment.

7 - 8

The student is able to:i. describe a problem or question to be tested by a scientific investigation

ii. outline and explain a testable hypothesis using correct scientific reasoningiii. describe how to manipulate the variables, and describe how sufficient, relevant data will be collectediv. design a logical, complete and safe method in which he or she selects appropriate materials or

equipment.

Command terms

Describe Give a detailed account or picture of a situation, event, pattern or process

Design Produce a plan, simulation or model

Explain Give a detailed account including reasons or causes

Outline Give a brief account

State Give a specific name, value or other brief answer without explanation or calculation

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