VI.

QUESTIONS

1. In this experiment, what indicators were used to show that indeed a chemical reaction
occurred? Give at least one example of indicator observed in the experiment.

2. In the reaction between distilled water and P2O5,

a. What does the change in temperature indicate?
b. What does the change in the color of the litmus paper indicate?

3. In the decomposition of CuCO3, what substance inflated the ballon? If the plastic
ballon were not present to trap the gaseous product of reaction, how would one verify
that a gaseous product was indeed produced?

4. Consider the reaction between CuSO4 and Zn,

a. What change was observed in the the color of the solution?
b. What does this change produced?

5. If equal amounts of iron, zinc and magnesium are made to react separately with HCl
solutions of equal concentrations, would there be a difference in the speeds at which
the reactions would occur? Explain your answer.

6. In the double replacement reaction, is there a possibility for a small amount of any of
the reactants to remain after the reaction? If yes, does this indicate that a reaction did
not really occur? Explain your answer.
 EXPERIMENT NO. 5
TYPES OF CHEMICAL REACTIONS

I. OBJECTIVES

1. To observe some typical chemical reactions.

2. To identify and describe the reactants and the products of some chemical reactions.
3. To summarize the chemical changes in terms of balanced chemical equations.

II. DISCUSSION

Matter may undergo a change in phase, a change in composition, or both during a chemical
process or operation. When the transformation involves a mere change in phase due to prevailing
conditions without any alteration in chemical composition, then it is said that matter undergoes a physical
change. When the changes involves the disappearance of the original substance or substances (reactants)
and the formation of new ones (products), matter is said to have undergone a change in composition or
more appropriately a chemical change. The formation of new substances from the reactants is the result
of the breaking up of chemical bonds and the formation of new ones, and it takes place during a chemical
reaction.
Any chemical reaction follows the law of conservation of mass, that is, the mass of the
reactants must be equal to the mass of the products. In the study of chemical changes, this law is observed
by balancing the chemical equation that represents a chemical reaction, whether in a free state or in the
combined state, are the same on both sides of the equation. Multiplying the coefficient by the subscript
of the element must yield the same product on both sides of the balanced equation.
There are several types of chemical reactions and various methods of classifying them. The
most widely accepted method is to classify them into four major types. These are (1) direct combination
or synthesis, (2) decomposition, (3) single replacement or substitution, and (4) double decomposition or
metathesis ( also sometime called “exchange of ions”).
In a synthesis, two or more substance (element or compound) combined to form more
complex substance. Equations for synthesis reactions have a general form: A + B → AB. An example
of such reaction is the formation of water from its constituents which is represented by the balanced
equation: 2 H2 + O2 → 2H2O.
A decomposition reaction is exactly the opposite of a synthesis. Here, a compound breaks
down into two or more simple substance (elements or compounds). The general form of the equation for
a decomposition reaction reaction is: AB → A + B. The breakdown of water into its elements is
represented by the balanced equation: 2H2O → 2H2 + O2.
In a single replacement reaction, one substance in a compound is replaced by another, more
active (based on its position in the activity series) substance ( an element). Otherwise, no reaction will
take place. A reaction in which one metal replaces another metal, the general equation is X + YB → XB
+ Y. On the other hand, when a nonmetal replaces another nonmetal, the general form is X + AY → AX
+ Y. The following illustrate each of these types of single replacement reactions.

Zinc metal replaces copper (II) ion:

Zn(s) + CuSO4(aq) → ZnSO4(aq) + Cu

.
Chlorine ( a nonmetal) replaces bromide ion:
Cl2(g) + 2KBr(aq) → 2KCl(aq) + Br2(l)
 In a double replacement reaction, the metal ions of two different ionic compounds can be
imagined “replacing one another”. Equations for this type of reactions have the general form : AB
+ CD → AD + CB. Most replacement reactions (both single and double) take place in aqueous
solution containing free ions. In a double replacement reaction, one of the products formed can be a
precipitate, an insoluble gas or water.
In this experiment, examples of the four types of chemical reactions described earlier will
be observed. Also equations representing the reactions will be balanced. These balanced equations
should serve as guide in predicting the products of the reactions.

III. MATERIALS/APPARATUS

Bunsen burner Copper (II) carbonate, CuCO3

Macro test tube Diphosphorus pentoxide, P2O5
Spatula Magnesium ribbon
Ordinary test (5 pcs.) 1 M sodium sulfide, Na2S
Test tube holder 6 M hydrochloric acid, HCl
Test tube rack 1 M copper (II) sulfate, CuSO4
Evaporating dish 0.1 M zinc acetate, Zn(C2H3O2)2
Ballon 0.1 M sodium phosphate, Na3PO4
Rubber stopper (small) zinc metal, Zn
Iron stand distilled water
Iron clamp

IV. IV. PROCEDURES

A. Synthesis

1. Place an evaporating dish handy to the base of the burner. Examine a piece of magnesium
ribbon. Using the test tube holder, hold the sample in the burner flame until the magnesium
starts to burn. DO NOT LOOK DIRECTLY AT THE FLAME. HOLD THE BURNING
MAGNESIUM AWAY FROM YOU AND DIRECTLY OVEVR THE
EVAPORATING DISH. When the ribbon stops burning, put what is left of it in the
evaporating dish.

2. In a clean and dry test tube, mix about 1 gram of powder P2O5 and about 5 mL of distilled
water. Mix well and observe the changes that occur after mixing (such as temperature change,
color change if any). DO NOT TOUCH THE CONTENT OF THE TEST TUBE. Add a
drop of blue litmus paper in the test tube. Note the color change in the blue litmus paper.

B. Decomposition

1. Mount a clean and dry hard glass test tube (macro) in the iron stand. Place about ten gram of
copper (II) carbonate, CuCO3 in the test tube. Note the appearance of the sample.
2. Attach the open end of the ballon to the mouth of the test tube.
3. Heat the CuCO3 strongly using the burner flame for about five minutes. BEWARE:
CAREFUL NOT TO LET THE BALLON CATCH THE FLAME. Note the appearance of
 the material in the test tube as well as any change in the shape of the ballon during heating.

C. Single replacement

1. Stand a clean, dry test tube in a test tube rack. Add about 5mL of 5 M hydrochloric acid
(HCl) to the test tube. [CAUTION: HANDLE ACIDS WITH CARE, THEY CAN
CAUSE PAINFUL BURNS.] Carefully drop a small piece of zinc metal (Zn) into the acid
on the test tube. Observe briefly and record what happens right after the zinc is added.

Quickly cover the test tube with a rubber stopper.[NOTE: Be careful not to let the gas
produced escape by fitting the rubber stopper tightly without applying too much pressure on
the stopper.] Remove the stopper after about a minute and quickly insert a lighted matchstick
into the mouth of the tube. A “pop” indicates the presence of hydrogen gas. Now, let the gas
produced escape through the mouth of the test tube. Note the appearance of the remaining
substance in the tube.

2. Pour about 5mL of 1 M copper (II) sulfate (CuSO4) solution into a clean and dry test tube.
Note the appearance of the solution. Add a small piece of zinc metal to the solution. Let the
test tube stand with its content in the test tube rack for about 5 minutes.

Using a pipette, transfer the solution from the first test tube into another clean and dry test
tube, leaving the zinc in the first tube. Note the appearance of the solution in the other tube
and the zinc after reaction. Compare the color of the solution with a fresh CuSO4 solution.

D. Double replacement

1. Pour about 2 mL of 0.1 zinc acetate, Zn(C2H3O2)2 into a clean and dry test tube. Next add
about 2 mL of 0.1 M sodium phosphate, Na3PO4 solution to the same test tube. Observe what
happens and note any changes in the mixture.

2. Pour about 5 mL of 1 M sodium sulfide, Na2S solution into a clean and dry test tube. To this
solution, add about 1 mL of 6 mL HCl. Note the odor given off by the mixture by wafting
some of the gas towards your nose. DO NOT SMELL THE GAS DIRECTLY.
 V. DATA AND RESULTS, CONCLUSION

EXPERIMENT NO. 5
TYPES OF CHEMICAL REACTIONS

Name: ____________________________________________ Group No:_______________

Course/Section: _______________________________ Date: ________________________

Fill the table below

Reactants Used Physical Predicted Physical Balanced

Description of Products Description of Chemical
Reactants Predicted Equation
(state/color) Products
Synthesis:
1. a. Mg
b. O2
Synthesis:
2. a. P2O5(aq)
b. H2O
Decomposition
CuCO3
Single replacement:
1. a. HCl
b. Zn
Single replacement:
2. CuSO4
Zn
Double replacement:
1. a.
Zn(C2H3O2)2
b. Na3PO4
Double replacement:
1. a. Na2S
b. HCl

Conclusion:

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
VI. QUESTIONS

1. In this experiment, what indicators were used to show that indeed a chemical reaction
occurred? Give at least one example of indicator observed in the experiment.

2. In the reaction between distilled water and P2O5,

a. What does the change in temperature indicate?
b. What does the change in the color of the litmus paper indicate?

3. In the decomposition of CuCO3, what substance inflated the ballon? If the plastic
ballon were not present to trap the gaseous product of reaction, how would one verify
that a gaseous product was indeed produced?

4. Consider the reaction between CuSO4 and Zn,

a. What change was observed in the the color of the solution?
b. What does this change produced?

5. If equal amounts of iron, zinc and magnesium are made to react separately with HCl
solutions of equal concentrations, would there be a difference in the speeds at which
the reactions would occur? Explain your answer.

6. In the double replacement reaction, is there a possibility for a small amount of any of
the reactants to remain after the reaction? If yes, does this indicate that a reaction did
not really occur? Explain your answer.