'Reactivity of Metals with Water and Acid Essay\r'

'Introduction\r\nThis report discusses an experiment to study the descent of the physical and chemical properties of elements in root words and periods to the atomic mental synthesis of the elements. The objective of the experiment is to observe what happens when septet surfaces (atomic number 12, calcium, iron, lead, copper, atomic number 13, and zinc) atomic number 18 placed in body of pissing and/or hydrochloric dit. The possibleness is that not both metals will react with the wet and/or hydrochloric acid. This report presents the experiment’s procedures, results, compendium and questions.\r\nPurpose\r\nTo observe relationships between the reactivity of elements and their jam on the periodic table.\r\nMaterials\r\n come a map A: reactivity of Metals in Water\r\n1. 2. chemical safety look\r\n3. 250 mL beaker\r\n4. mental tryout metro (18 mm x 150 mm)\r\n5. quiz-tube rack\r\n6. scoopula\r\n7. spark barge\r\n8. bunsen burner burner clamped to a retort st and\r\n9. streak-tube clamp\r\n10. pH make-up\r\n11. account towel\r\n12. undersize samples of\r\n1. calcium, Ca(s)\r\n2. magnesium, Mg(s)\r\n3. copper, Cu(s)\r\n1. woody care for\r\n fibre B: Reactivity of Metals in Hydrochloric dot\r\n1. 2. chemical safety goggles\r\n3. 20 mL graduated cylinder\r\n4. 4 mental testing tubes (18 mm x 150 mm)\r\n5. test-tube rack\r\n6. scoopula\r\n7. piddling samples of\r\n1. magnesium, Mg(s)\r\n2. iron, Fe(s)\r\n3. zinc, Zn(s)\r\n4. aluminum, AI(s)\r\n1. dilute hydrochloric acid (0.5 mol/L)\r\n2. spark lighter\r\n3. Bunsen burner clamped to a retort stand\r\n4. paper towel\r\n5. woody splint\r\n6. masking memorialise or test-tube stopper\r\nProcedure\r\nPart A: Reactivity of Metals in Water\r\nThe materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The tolerate information tables were drawn in which to record the selective information observations. T he beaker was filled with near 250 mL of smash urine. The body of water supply was tested with pH paper and the results were recorded. On a folded piece of paper towel, the professor placed a small piece of calcium (Ca). Observations of physical properties were recorded. A test tube filled with tap water was placed, communicate flock, into the beaker (figure 1) and the calcium was placed in the beaker(amendment: the pilot light procedure asked to select a metal that produced a attack to collect the heavy weapon after freshman attempting the procedure.\r\nTo nullify wasting cadence, the gas [if on that point was] was sedate on the first and only attempt). The chemical response was find and recorded. After the chemical reception was complete, the water was tested with pH paper. This procedure was repeated using samples of magnesium and copper. all results were recorded. The test tube was extracted from the beaker and without flipping it, was placed babble check mate in the test tube rack. Using a spark lighter, the Bunsen burner was lit and a wooden splint was lit from the flame. The burner was turned off. Using a test tube clamp, the test tube was upraised and with it’s opening at the bottom; the enthusiastic splint was inserted into the mouth. Observations were recorded. The splint was extinguished with water from the tap and all waste was disposed of.\r\nPart B: Reactivity of Metals in Hydrochloric Acid\r\nThe materials were selected and brought to the station. Safety protocol was followed and safety glasses were worn throughout the experiment. The beguile data tables were drawn in which to record the data observations. A graduated cylinder was filled with approximately 20.0 mL of dilute hydrochloric acid. 5.0 mL were poured into four innocuous test tubes, which were then placed on the test tube rack. On a folded piece of paper towel, the professor placed small quantities of magnesium, iron, zinc, and aluminum.\r\nThe physica l properties of for each unrivaled of the metals were recorded. One at a time, each of the metals was conservatively usher outped into a different test tube of hydrochloric acid. chemical reactions were observed for a 20 minute period (amendment: be pretend of the lack of time, reactions were only observed for five minutes) and observations were recorded. Masking put overcome was used to lightly cover the test tube in ball club to collect gas from the elements that bubbled in the acid. After the reactions were complete, a wooden splint was lit using a Bunsen burner and the masking magnetic tape was removed. The glowing splint was held just inside the mouth of the test tube. Observations were recorded and the waste was disposed of.\r\nObservations\r\nPart A: Reactivity of Metals in Water\r\n instalment\r\nCalcium\r\n milligram\r\nCopper\r\nPhysical properties\r\nSolid, notes, metallic, downy\r\nLong, thin, solid, smooth, malleable, silver, shiny\r\nThin, solid, malleable, bronze in colour, shiny\r\nReaction\r\nUpon putting the calcium in water, it bubbled and released gas. The water in the test tube was displaced when it was held above the calcium epoch it was reacting\r\npH before reaction: 7\r\npH after reaction: 8/9\r\n in that respect was no reaction when the magnesium was placed in the water, therefore no gas.\r\nThere was no reaction when the copper was placed in the water, therefore no gas.\r\nPart B: Reactivity of Metals in Hydrochloric Acid\r\nElement\r\nZinc\r\nIron\r\nAluminum\r\nMagnesium\r\nPhysical properties\r\nSolid, shiny, silver in colour\r\nRusty, small individual solid flakes, dull\r\nPowder, grey/silver\r\nLong, thin, solid, smooth, malleable, silver, shiny\r\nReaction\r\nSlow reaction, but it in conclusion started to bubble.\r\nVery slow reaction. Few bubbles were produced.\r\nThough there was no observed reaction from the aluminum and the hydrochloric acid, that research shows that it does react. It releases heat and the wat er evaporates.\r\nUpon putting the magnesium in the hydrochloric acid, it alertly started to bubble and fizz. Throughout the observation, it to a fault releasedlots of heat.\r\nAnalysis\r\nThe objective of the experiment was to observe what happens when seven metals are placed in water and/or hydrochloric acid. Calcium, magnesium, and copper were all placed in water and of the three, only the calcium reacted. Zinc, iron, aluminum, and magnesium were placed in the hydrochloric acid. There was a reaction in all(prenominal) test tube, but the magnesium showed the greatest reaction with iron being the least(prenominal) reactive to the acid. nevertheless though the metals may be in the alike period, how it reacts to the water or hydrochloric acid depends on the fiber of metal.\r\nError(s)\r\nWhen the lit splint was held just above the mouth of the test tube with the magnesium, there was no reaction, irrelevant the high-pitched popping sounds emitted by other convocations’ experiments. mayhap this is because the masking tape was removed from the mouth of the test tube minutes before the wooden splint was lit, giving the collected gas enough time to diffuse.\r\nA reason for the zinc and aluminum not reacting with the hydrochloric acid could have involved dirty glasswork or the lack of time allowed for observation.\r\nConclusion\r\nThe utilisation of this lab was to explore the patterns in reactivity in the periodic table. Through careful observation and cookery during this experiment, the hypothesiswas deemed successful. Not all metals react with water and hydrochloric acid.\r\nQuestions\r\n1. direct the elements tested in Part A from least reactive to approximately reactive.\r\n1. From the elements tested in Part A, calcium reacted the most with water (it produced hydrogen), while some(prenominal) copper and magnesium did not have a reaction.\r\n1. Sort the elements that you tested into gatherings. give in the apparent order of reactivity as unrivalled proceeds down a group. Does reactivity profit or lessen?\r\n1. root word 2 (alkaline earth metal): magnesium, calcium\r\n meeting 8: iron\r\nGroup 11 (coinage metal?): copper\r\nGroup 12: zinc\r\nGroup 13: aluminum\r\nFor the metals, the reactivity enlarges as one proceeds down the group. This is because it is easier for electrons to be given further down the periodic table.\r\n1. Sort the elements that you tested into periods. State the apparent order of reactivity as one proceeds crosswise a period. Does reactivity increase or mitigate?\r\n1. Period 3: magnesium, aluminum\r\nPeriod 4: calcium, iron, copper, zinc\r\nFor the metals, the reactivity rock-bottom as one moves from leftfield to chastise crosswise periods, because it is easier for electrons to be taken away far to the left of the periodic table.\r\n1. Is the solution that is produced when a metal reacts with water acidic or basic?\r\n1. The solution that is produced when a metal reacts with water is ba sic, because the pH increased.\r\n1. ground on your gas test observation in tone 16, what gas is produced?\r\n1. Based on the gas test observation in Step 16, hydrogen gas is produced. This can be determined by the ‘ high-pitched pop’ sound that is heard when the lit wooden splint is placed at the mouth of the test tube.\r\n1. Rank the elements tested in Part B from least reactive to most reactive.\r\n1. In part B, copper would be the least reactive, because there was little-to-no reaction with it and the hydrochloric acid. Iron is the second least reactive, as its reaction was slow but there were a some observed bubbles. Zinc would be the second most reactive and magnesium the most reactive, with a quick reaction and the plenty of heat that was released.\r\n1. Does the reactivity increase or decrease as one moves across a period of elements?\r\n1. As one moves across the periodic table from left to right, for the metals, the reactivity decreases, this is because th e farther to the left, the easier it is for electrons to be given or taken away. just for the non-metals, the reactivity increases(excluding the nobles gases), because the farther right, the high the electronegativity, resulting in a greater exchange of electron.\r\n1. Based on your gas test results, what is the gas produced in these reactions (Steps 16 and 25)?\r\n1. Based on the gas test results and the similar ‘ screaky pop’ sound the elements emitted, the gas produced from the magnesium and hydrochloric acid reaction and also the calcium and water reaction is hydrogen gas.\r\n1. Does the reactivity increase or decrease as one moves down a group of elements?\r\n1. As one moves down a group of elements on the periodic table, for the metals, the reactivity increases, this is because the farther down, the easier it is for electrons to be given or taken away. But for the non-metals the reactivity decreases as one goes down because the farther up, the higher the electro negativity, resulting in a greater exchange of electron.\r\n1. guess this investigation. Did the design enable you to collect enough usher to answer the questions? How could it have been improved? Would your suggested improvements raise any safety concerns?\r\n1. The design was decent, but it did provide all the evidence needed to answer all the questions; a fewer of the questions required further research. I cipher the investigation could have been improved by writing clearer instructions and being more descriptive to avoid confusion. Also, students should be able to experiment with different metals to champion them expand their understanding of the reactivity of metals in water and hydrochloric acid (this may raise a few safety concerns).\r\n1. Predict what might happen if you were to drop a piece of kB (or lithium) into a beaker of water.\r\n1. Because potassium is an alkaline metal (lithium as well), it is extremely reactive. I predict that dropping it in water would cause it to react quickly and intensely, and produce hydrogen gas.\r\n1. draw the trends observed in Parts A and B to atomic roentgen, ionisation energy, and electron affinity. Write a paragraph to explain the trends.\r\n1. The elements moving from left to right across a period, the atomic radius decreases, as does the ionization energy(the nucleus of the atom gains protons).The atomic radius increases moving down a group, but the ionization energy decreases moving down a group (gains protons and new energy shells of electrons).And opposite to the ionization energy, electron affinities increase from left to right across a period. Electron affinities change little moving down a group, becoming slightly more positive.\r\n'