LAB: Some metals are more reactive than others
Plan: Rank the five kinds of metals according to their reactivity, by measuring and comparing the speeds
for the metals to be reacted in hydrochloric acid.
Title and Date
Some metals are more reactive than others
Aim and research question
1) Aim: Compare the reactivity against hydrochloric acid between five metals (iron, copper, zinc,
aluminum and magnesium).
2) Research question: Do five metals have the different levels of reactivity against hydrochloric acid? If
yes, it is important to rank them according to the level of reactivity. The least reactive metal should be
useful as the long-lasting material, because it is the most stable. The most reactive metal should be
useful as the chemical material, because it is very reactive.
Variables
Independent: Five kinds of metals (iron, aluminium, copper, magnesium, and zinc)
Dependent: The time spent on each metal’s reaction in hydrochloric acid.
Controlled:
1) Surface area of each piece of five kinds of metals; It is very important to make five metals the same
size and shape. This is because the results need to compare the reactivity of five metals of the same ize
and shape. A smaller piece of a less reactive metal can complete reaction more quickly than a larger
piece of a more reactive metal.
2) Temperature of hydrochloric acid: Make sure that the temperature is the same before testing by
using thermometer. This can avoid the situation where hydrochloric acid in high temperature can help a
less reactive metal complete reaction more quickly than that in low temperature.
3) Volume of test tubes and hydrochloric acid: It is important to use the same amount of hydrochloric
acid in the test tubes with same size and shape. This helps us keep the possibilities of contact between
hydrochloric acid and a metal piece equally the same for all five metals.
4) Concentration of hydrochloric acid: It is important to systematically use hydrochloric acid of the
same concentration. Hydrochloric acid of a higher concentration may cause a quicker completion of
reaction. Therefore, it is necessary to use the acid of the same concentration to accurately compare the
reactivity between five metals.
Comment [JH1]: Good outline
Comment [JH2]: The dependent variable is the
reaction to the independent. So reactivity level or
intensity, for example.
Hypothesis
I guess that magnesium is the most reactive, aluminium is the second most reactive , zinc is the third
most reactive, copper is the fourth most reactive and iron is the least reactive. I think that magnesium is
the most reactive, because magnesium belongs to Group II (in the periodic table) which is made of very
reactive metals. I don’t think that iron is reactive, because it is used as the materials for building
structure and daily tools (knife, spoon, scissors, etc.) I also think that copper is less reactive, because it is
used as the materials for bronze medals and coins.
Comment [JH3]: Make hypothesis an if, then,
because statement. Then explain it.
Equipment and material
We are going to prepare:
Comment [JH5]: Bullet point material lists,
don’t number
1.
iron, aluminum, copper, magnesium, zinc
Comment [JH4]: Good reasoning
2.
3.
4.
5.
6.
7.
( make sure that these metals are the same size. To make these the same size, you can go this rink
http://www.sciencelabsupplies.com/Metal-Electrode-Strips.html. For magnesium, you can buy
from this rink http://www.sciencecompany.com/Magnesium-Ribbon-Strip-12-inches-P6358.aspx.
hydrochloric acid
5 test tubes
stop watch
Test tube rack
Beaker
Thermometer
Method
[Step 1] Gather the equipment and materials. Make sure that 5 metals are the same size. Except
magnesium, it is possible to get the same size and shape of metal plates (iron, zinc, copper, and
aluminum). In order to make the magnesium ribbon the same size as the other metal plates, cut a
magnesium ribbon into several pieces and place them on a plate of any other metal plate. This helps us
make sure that magnesium ribbons will have the same size and shape at the other metal plates.
[Step 2] Add the same amount of hydrochloric acid into each test tube
[Step 3] Add a piece of first metal
[Step 4] Measure the time until the piece of metal complete being reacted in the hydrochloric acid
[Step 5] Do [Step 3] and [Step 4] for the other four metals
[Step 6] Measure the time from the beginning of the metal's reacting to the end
[Step 7] Record and analyze the data
Diagram of Apparatus
Adjusting the size of magnesium:
Testing:
Comment [JH6]: Good finding of source
Recording:
Work Site:
"Magnesium Ribbon Strip, 12 Inches." For Sale. Buy from the Science Company. N.p., n.d. Web. 13
Mar. 2013.
"Science Lab Supplies." Science Lab Supplies. N.p., n.d. Web.
Comment [JH7]: You were supposed to attach
the criteria sheet to your lab
Criterion B: Inquiring and designing
Maximum: 8
Students should be able to:
describe a problem or question to be tested by a scientific investigation
outline a testable hypothesis and explain it using reasoning
describe how to manipulate the variables, and describe how data will be collected
design scientific investigations.
i.
ii.
iii.
iv.
Achievement
level
0
Level descriptor
The student does not reach a standard described by any of the descriptors given below.
The student:
i.
1-2
ii.
iii.
iv.
attempts to state a problem or question to be tested by a scientific investigation
is able to state a testable hypothesis
is able to state the variables
attempts to design a method.
The student is able to:
i.
3-4
ii.
iii.
iv.
state a problem or question to be tested by a scientific investigation
outline a testable hypothesis using scientific reasoning
outline how to manipulate the variables, and state how relevant data will be collected
design a safe method in which he or she selects materials and equipment.
The student is able to:
i.
5-6
ii.
iii.
iv.
outline a problem or question to be tested by a scientific investigation
outline and explain a testable hypothesis using scientific reasoning
outline how to manipulate the variables, and outline how sufficient, relevant data will be collected
design a complete and safe method in which he or she selects appropriate materials and equipment.
The student is able to:
7-8
i.
ii.
iii.
iv.
describe a problem or question to be tested by a scientific investigation
outline and explain a testable hypothesis using correct scientific reasoning
describe how to manipulate the variables, and describe how sufficient, relevant data will be collected
design a logical, complete and safe method in which he or she selects appropriate materials or
equipment.