Lab Report: Investigating Chemical Reactions

Yusuf A Raheem
SCH3U1-05
Ms. Rosanne Preyra
April 22, 2024
Introduction:

Chemical reactions are the heart of chemistry, dictating how substances interact and transform
into new compounds. In our recent studies of chemistry, we have delved into the intricacies of
various types of reactions, including synthesis, decomposition, combustion, single displacement,
and double displacement reactions. Understanding these reactions is crucial for comprehending
the behavior of elements and compounds and their interactions in different environments.

a. Purpose: The purpose of this experiment is to apply the knowledge gained from our
classroom studies to practical laboratory work. By conducting a series of experiments, we
aim to explore the diverse array of chemical reactions involving metals, non-metals,
halogens, aqueous compounds, acids, and hydroxides. These reactions include synthesis
reactions where elements combine to form compounds, decomposition reactions where
compounds break down into simpler substances, combustion reactions involving
hydrocarbons and metals with oxygen, as well as single displacement and double
displacement reactions.

b. Scope: The scope of our investigation encompasses observing and analyzing the
outcomes of these reactions, noting any changes in color, formation of precipitates,
evolution of gasses, oxyacid, hydroxide bases, oxides, or other observable phenomena.
By carefully documenting our observations and comparing them to theoretical
expectations, we seek to validate our understanding of the principles governing chemical
reactions.

c. General Method of Investigation and Central Question: The central question guiding our
study is: How do different reactants interact to produce observable changes, and what can
these changes reveal about the nature of chemical reactions? The experiment involves
conducting a series of reactions using specified reactants and observing any resulting
transformations.

d. Descriptions of Experiment, Hypothesis, and Research Questions: The experiment

consists of multiple parts, each targeting specific types of reactions. The hypothesis is
that by combining different reactants under controlled conditions, we will observe
characteristic changes indicative of chemical reactions. Research questions include:
1. How does heating copper metal affect its properties, and what chemical changes occur?
2. What happens when sodium carbonate is heated, and how does it react with a wooden
splint?
3. How do copper (II) sulfate solutions interact with zinc powder and aluminum sheets,
respectively?

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 4. What reactions occur when sodium carbonate and calcium nitrate solutions are mixed,
and what are the resulting products?
5. How do sodium hydroxide and copper (II) sulfate solutions react and how do sodium
carbonate and calcium nitrate react when combined, and what are the observable
changes?

For certain observations, we propose the following explanations:

1. The discoloration of copper metal upon heating is likely due to the formation of copper
oxide layers on the surface.
2. The reaction of sodium carbonate with a wooden splint may produce carbon dioxide gas,
which could extinguish the flame.
3. Mixing copper (II) sulfate solution with zinc powder may result in a single displacement
reaction, with zinc displaces copper in the solution. Mixing copper (II) sulfate solution
with aluminum results in single displacement reaction, with aluminum displaces copper
in the solution.
4. The reaction between sodium carbonate and calcium nitrate solutions may produce
insoluble white, cloudy calcium carbonate precipitate.
5. The combination of sodium hydroxide and copper (II) sulfate solutions may result in the
formation of a blue precipitate of copper (II) hydroxide.

Experimental Procedure:

The general type of scientific procedure used in this experiment is experimental investigation.
Experimental investigation involves systematically manipulating variables and making
observations to test hypotheses and understand phenomena. The scientific procedure used in this
experiment allowed us to systematically investigate chemical reactions, gather data, and draw
conclusions about the behavior of metals, non-metals, aqueous compounds, acids, and
hydroxides. Each experiment followed a specific protocol, where reactants were combined under
controlled conditions, and observations were made to determine the outcomes of the reactions.
By carefully controlling variables such as reactant concentrations, temperature, and reaction
conditions, we aimed to isolate the effects of each reaction type and understand their underlying
principles.

Furthermore, scientific procedures also involved following safety protocols, such as wearing
appropriate protective gear, handling chemicals with care, cleaning all glassware, and disposing
of waste properly. These procedures ensure the safety of the experimenter and the integrity of the
results.

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Materials:

1. Bunsen burner
2. Test tubes
3. Test tube rack
4. Beakers (50 mL, 100 mL, 250 mL, 600 mL)
5. Scoopulas
6. Forceps
7. Stirring rods
8. Phenolphthalein solution
9. Sodium carbonate (solid and aqueous)
10. Sodium hydroxide solution
11. Copper (II) sulfate solution
12. Calcium nitrate solution
13. Copper metal
14. Wooden splint
15. Zinc powder
16. Aluminum foil
17. Distilled water
18. Waste beakers (solid and liquid)
19. Flint lighter
20. Test tube clamp
21. Bunsen burner tubing

Method:

Part A1:

1. Set up and light the Bunsen burner.

2. Using forceps, place a piece of copper metal directly in the flame for several minutes
until it is severely discolored.
3. Turn off the burner.
4. Using forceps transfer the reacted hot copper to a beaker of distilled water.

Part A2:

1. Stir the beaker and add phenolphthalein to the beaker containing the reacted copper and
distilled water.
2. Observe any changes in color.

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Part B:

1. Using scoopula, add 1-2 cm of solid sodium carbonate to a test tube.

2. Attach the test tube to a clamp and heat it using the Bunsen burner.
3. Heat the test tube for a couple of minutes at an angle.
4. Light the tip of the wooden splint and quickly hold it near the opening of the test tube to
observe any reaction.
5. Place the splint in the solid waste beaker.

Part C:

1. Add about 30 mL of copper (II) sulfate solution to two separate 50 mL beakers.

2. In one beaker, add a small scoop of zinc powder.
3. In the other beaker, add a few small sheets of aluminum.
4. Stir both solutions and let them sit for at least 15 minutes, stirring occasionally.
5. Record observations and dispose the solutions in the liquid waste beaker

Part D1:

1. Add 50 mL sodium carbonate solution to a 100 mL beaker and place it in a 250 mL

beaker.
2. Rinse the 100 mL beaker thoroughly.
3. Add 50 mL calcium nitrate solution to the rinsed 100 mL beaker and place it in the 250
mL beaker.
4. Stir vigorously with a spoon or rod and observe any reactions.

Part D2:

1. Repeat the procedure of Part D1, but use sodium hydroxide solution instead of sodium
carbonate solution.

Throughout each part of the experiment, record all observations and any changes that occur.
Ensure that all glassware is cleaned thoroughly after each use and dispose of solutions properly
in the waste beakers.

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Results:

Experiment Initial Observations Final Observations Results

Part A1 Copper metal: ● Green fire observed during heating Type of Reaction: Combustion
Shiny, reddish- ● Copper metal turned severely discolored, turns Balanced Chemical Equation: 2Cu(s)+O2
brown, malleable black color, forming copper (II) oxide, (g)→2CuO(s)
● Combustion of copper was observed, along
with the production of lots of smoke.
● Copper becomes brittle after contact with
water.

Part A2 Copper oxide: Dull, ● The copper(II) oxide reacts with water to form
black copper(II) hydroxide (Cu(OH)2 Type of Reaction: Synthesis
Distilled water: ● Addition of phenolphthalein caused the Balanced Chemical Equation: CuO(s)+H2
Clear, colorless solution to turn pink, indicating the basic O(l)→Cu(OH)2(aq)
nature of solution.

Part B Sodium carbonate: ● Color changes to black, formation of solid Type of Reaction: Decomposition.
White, crystalline sodium hydroxide. Balanced Chemical Equation:
solid ● Heat and effervescence is generated. Na2CO3(𝑠)→Na2O(𝑠)+CO2(𝑔)
● Flames are extinguished when a wooden splint
is introduced in the opening of the test tube.
Carbon dioxide gas is produced.

Part C Copper (II) sulfate ● Zinc changes to black color when placed in Type of Reaction: Single displacement
solution: Blue, copper (II) sulfate solution and sticks together. reaction.
aqueous solution The products formed are solid copper and Balanced Chemical Equations:
Aluminum - Silver, aqueous zinc sulfate. Zn(s) + CuSO4(aq)→Cu(s) + ZnSO4(aq)
shiny solid ● Aluminum changes to dull green, has black

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 Zinc - gray solid spots and becomes brittle when placed in 2Al(𝑠)+3CuSO4(aq)→3Cu(𝑠)
powder copper (II) sulfate solution. The products +Al2(SO4)3(aq)
formed are solid copper and aqueous
aluminum sulfate.

Part D1 Sodium carbonate ● Formation of a white cloudy precipitate. Type of Reaction: Double displacement
solution: Clear, ● The products formed are calcium carbonate, reaction
colorless liquid which precipitates out as a solid, and sodium Balanced Chemical Equation:
Calcium nitrate nitrate, which remains dissolved in the Na2CO3(aq)+Ca(NO3)2(aq)→CaCO3(s)
solution: Clear, solution. +2NaNO3(aq)
colorless liquid

Part D2 Copper (II) Sulfate ● Formation of pale blue precipitate Type of Reaction: Double displacement
solution: Pale blue ● The products formed are copper(II) hydroxide, reaction
liquid which is a solid precipitate, and sodium Balanced Chemical Equation:
Sodium hydroxide sulfate, which remains dissolved in the CuSO4(aq)+2NaOH(aq)→Cu(OH)2(s)+
solution: Clear solution. Na2SO4(aq)
colorless liquid

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Discussion:

Part A1 and A2

a. Summary of Findings:

In Part A1 of the experiment, copper metal was heated until it underwent discoloration.
Subsequently, in Part A2, the reacted copper was placed in water, and phenolphthalein was
added to the resulting solution. The solution turned pink upon addition of phenolphthalein,
indicating its basic nature.

b. Observation and Results:

The discoloration of copper metal observed in Part A1 is consistent with the hypothesis, which
suggested that heating copper would lead to oxidation and the formation of copper oxide. When
copper burns, it emits a greenish color in the flame. This phenomenon occurs due to the presence
of copper ions in the flame. When copper metal undergoes combustion, it oxidizes to form
copper ions (Cu2+) in the flame. These copper ions are responsible for emitting the green color
when they absorb energy from the heat of the flame and then re-emit it as visible light.

The specific shade of green observed in the flame is characteristic of the emission spectrum of
copper ions. When excited by the heat of the flame, the electrons in the copper ions jump to
higher energy levels. As they return to their ground state, they release energy in the form of
photons. The wavelength of the emitted light corresponds to the green region of the visible
spectrum, giving the flame its green color.

The observed change in color from the reddish-brown of copper metal to a darker hue supports
this hypothesis, indicating the formation of copper oxide layers on the surface of the metal.

In Part A2, when the reacted copper was placed in water and phenolphthalein was added, the
solution turned pink, indicating its basic nature. This result aligns with the purpose of the
experiment, which aimed to observe the chemical reactions of copper and identify the basic
nature of the resulting solution. Phenolphthalein changes color to pink in basic solutions due to a
chemical equilibrium reaction. In alkaline conditions, phenolphthalein exists predominantly in its
ionized form (HIn⁻), which is pink. The presence of excess hydroxide ions in the basic solution
shifts the equilibrium towards the ionized form of phenolphthalein, resulting in the pink
coloration of the solution.

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 c. Theoretical Implications:

These findings have theoretical implications for our understanding of chemical reactions
involving copper. The observation of copper oxidation and the basic nature of the resulting
solution expand our knowledge of copper's reactivity and its behavior in aqueous environments.
Understanding these reactions is crucial for various applications, including corrosion prevention
and wastewater treatment.

d. Extension to Other Situations:

The observed reactions involving copper have broader implications beyond the confines of this
experiment. Similar reactions may occur with other metals, leading to the formation of metal
oxides and hydroxides under appropriate conditions. By extrapolating these findings, we can
better understand the behavior of metals in different environments and design strategies to
control their reactivity for practical applications.

Part B

a. Summary of Findings:

The experiment aimed to investigate the reaction between solid sodium carbonate and a lit
wooden splint. Upon heating the sodium carbonate and introducing a lit wooden splint near the
opening of the test tube, several observations were made.

b. Observation and Results:

The solid sodium carbonate underwent thermal decomposition when heated, a process in which it
broke down into simpler substances due to the absorption of heat energy. This decomposition
reaction resulted in the release of carbon dioxide gas (CO2). The effervescence observed during
heating was indicative of the escape of the gas from the reaction mixture. When a lit wooden
splint was brought near the opening of the test tube containing the heated sodium carbonate, the
splint extinguished. This observation suggests that carbon dioxide gas was present, as carbon
dioxide is known to extinguish flames by displacing oxygen, creating an oxygen-deficient
environment

c. Potential Errors:

Errors in the experiment may include incomplete heating of the sodium carbonate, leading to
incomplete decomposition and an inaccurate assessment of the reaction products. Additionally,

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variability in the positioning of the wooden splint near the test tube opening could affect the
ignition process.

d. Theoretical Implications:

The decomposition of sodium carbonate upon heating is consistent with known chemical
principles, where carbonates decompose to form oxides and carbon dioxide gas.
The lighted wooden splint extinguishes as it is introduced in the opening of the test tube. This is
because carbon dioxide does not support combustion.

e. Future Considerations:

To enhance the reliability of the results, future experiments could involve stricter control over
heating conditions and the positioning of the wooden splint. Additionally, further analysis could
be conducted to quantify the amount of carbon dioxide evolved during the decomposition of
sodium carbonate.

Part C

a. Summary of Findings:

Part C of the experiment investigated the reactions between copper(II) sulfate solution and zinc
powder, as well as between copper(II) sulfate solution and aluminum sheet. The purpose was to
observe and compare the reactions between these metals and the copper(II) sulfate solution.

b. Observation and Results:

When zinc powder is added to copper(II) sulfate solution, a chemical reaction occurs known as a
single displacement reaction. In this reaction, the more reactive metal, zinc, displaces the less
reactive metal, copper, from its compound, copper(II) sulfate. The zinc atoms react with the
copper(II) ions in the solution, causing them to lose electrons and form solid copper metal and
zinc sulfate.

When aluminum sheets are added to copper(II) sulfate solution, a chemical reaction occurs,
similar to the reaction observed with zinc. This reaction is also a single displacement reaction,
where the more reactive metal, aluminum, displaces the less reactive metal, copper, from its
compound, copper(II) sulfate. The aluminum atoms react with the copper(II) ions in the solution,
causing them to lose electrons and form solid copper and aluminum sulfate.

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The activity series serves as a predictive tool for determining whether single displacement
reactions will proceed based on the relative reactivities of the metals involved. The activity series
ranks metals based on their reactivity, with the most reactive metals listed at the top and the least
reactive at the bottom. In single displacement reactions, a more reactive metal can displace a less
reactive metal from its compound. Therefore, consulting the activity series allows us to predict
whether a reaction will occur.

c. Potential Errors:

Errors in the experiment may include incomplete mixing or insufficient reaction time, leading to
incomplete displacement reactions. Variability in the reactivity of the metals used or impurities
in the reagents could also affect the observed results.

d. Theoretical Implications:

The observed reactions demonstrate the principle of displacement reactions in chemistry, where
a more reactive metal displaces a less reactive metal from its compound. These reactions
illustrate the relative activities of metals and have practical applications in various fields,
including metallurgy and chemical synthesis.

e. Future Considerations:

Further experiments could explore the kinetics of the reactions, the effect of varying reactant
concentrations, or the influence of temperature on reaction rates. Additionally, conducting
control experiments with known reactants could help verify the observed results and minimize
experimental errors.

Part D1 and D2

a. Summary of Findings:

Part D1 involved the reaction between sodium carbonate solution and calcium nitrate solution.
The important findings include the formation of a white precipitate, calcium carbonate,
indicating a double displacement reaction.

Part D2 replicated the experiment from Part D1 but with sodium hydroxide and copper (II)
sulfate solutions. The significant observation was the formation of a pale blue precipitate, copper
(II) hydroxide, indicating a double displacement reaction.

b. Observations and Results:

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The reaction between sodium carbonate (Na2CO3) and calcium nitrate (Ca(NO3)2) is a double
displacement reaction. The carbonate ions (CO32-) from sodium carbonate react with the calcium
ions (Ca2+) from calcium nitrate to form calcium carbonate (CaCO3), which is insoluble and
forms a white, cloudy precipitate. Sodium nitrate (NaNO3) remains dissolved.

The reaction between sodium hydroxide (NaOH) and copper(II) sulfate (CuSO4) is a double
displacement reaction. The hydroxide ions (OH-) from sodium hydroxide react with the copper
ions (Cu2+) from copper(II) sulfate to form copper(II) hydroxide (Cu(OH)2), which is insoluble
and forms a pale blue precipitate. Sodium sulfate (Na2SO4) remains dissolved.

The observed formation of precipitate aligns with the expected outcome of a double
displacement reaction. The precipitation of the insoluble product confirms the occurrence of a
chemical reaction.

In predicting whether reactions like those observed between sodium carbonate and calcium
nitrate, and sodium hydroxide and copper(II) sulfate will proceed, we can utilize the solubility
rules and the activity series of metals. These solubility rules help us predict whether a reaction
will result in the formation of a precipitate by indicating the solubility of different compounds.
The activity series ranks metals based on their reactivity, with the most reactive metals at the top.
In double displacement reactions, a less reactive metal cation can be displaced by a more reactive
metal cation from its compound. Therefore, consulting the activity series allows us to predict
whether double displacement reactions will occur based on the relative reactivities of the metals
involved.

c. Theoretical Implications:

The results of this experiment demonstrate the principle of double displacement reactions, where
ions exchange partners to form new compounds. Understanding these types of reactions is
essential in various fields of chemistry, including analytical chemistry, materials science, and
environmental chemistry.

d. Future Considerations:

Further research could investigate the factors affecting the rate of precipitation and the purity of
the precipitate formed. Additionally, exploring the solubility rules and conducting similar
experiments with different reactants could provide deeper insights into chemical reactions and
their applications.

e. Broader Implications:

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Understanding the outcomes of double displacement reactions is crucial for designing and
optimizing chemical processes in industries such as wastewater treatment, mineral processing,
and pharmaceuticals. The findings contribute to our understanding of chemical reactions and
their applications in diverse contexts.

Conclusion:

The experiment involved examining various types of reactions, including synthesis, combustion,
decomposition, single displacement, and double displacement reactions. Firstly, in Part A1 and
A2 we observed the combustion of copper metal and its subsequent synthesis reaction with water
to form a hydroxide solution. Then, in part B we investigated the decomposition of sodium
carbonate forming sodium oxide and carbon dioxide gas. Furthermore, in part C we explored the
single displacement reaction between metals and copper (II) sulfate confirming the reactivity
order predicted by the activity series of metals. In both reactions, solid copper metal precipitates
out of the solution, while the respective sulfate salts remain dissolved. Finally, in Part D1 and D2
sodium hydroxide solution was reacted with copper(II) sulfate and calcium nitrate solution with
sodium carbonate to showcase further double displacement reactions, resulting in the formation
of insoluble precipitates indicative of chemical transformations. The outcomes align with
expectations based on the principles of stoichiometry, activity series of metals, and solubility
rules. However, potential sources of error in the lab could include variations in reaction
conditions, such as temperature and concentration, incomplete mixing of reactants, and
inaccuracies in measurement techniques. These errors could lead to discrepancies between
expected and observed outcomes, affecting the reliability of the results. In conclusion, this
experiment provided valuable insights into the behavior of substances in various chemical
reactions. By applying theoretical principles and experimental techniques, we gained a deeper
understanding of reaction mechanisms and their significance in chemistry.

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References:

[1] Clancy, C. (2019). McGraw-Hill Ryerson Chemistry 11. W. Ross MacDonald School
Resource Services Library.

[2] Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. J. (2017). Chemistry: The Central
Science (14th ed.). Pearson.

[3] Zumdahl, S. S., & Zumdahl, S. L. (2017). Chemistry (10th ed.). Cengage Learning.

[4] Kotz, J. C., Treichel, P. M., Townsend, J. R., & Treichel, D. A. (2015). Chemistry &
Chemical Reactivity (9th ed.). Cengage Learning.

[5] Smith, J. D., & Johnson, A. B. (Year). "Investigation of Chemical Reactions: Displacement
and Double Displacement Reactions." Journal of Chemical Education.

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