SNC 2D: Gr.

10 Science Name:
Unit 2 Chemistry Due Date:

Lab Report
Purpose:
Build on to this overall purpose (add details!): ​To observe four different types of chemical
reactions…
The purpose of this lab is to study how chemical compounds react and each type of
chemical reaction, including synthesis, decomposition, single displacement, and double
displacement reactions.

Theory:
Research (using proper citations) how different chemical reaction types may be observed
under laboratory conditions (i.e. what specific observations should be expected in each
case?). Provide examples as either word equations (stories) or formulaic equations (R → P).

❏ Synthesis:
When synthesis is observed in a laboratory, scientists will usually look for if a new substance
is made, they can do this by using a chemical synthesis reactor which ensures the safety
and helps out determine and improve synthesis. One example of synthesis is ​2Na + Cl​2 →
2NaCl.
❏ Decomposition:
Decomposition can be identified if 2 or more products are made by the breaking down of
chemicals. A great example of decomposition is ​2 H​2​O(L) → 2 H​2​(G) + O​2​(G), which is an
example of water turning back into hydrogen and oxygen.
❏ Single Displacement:
Single displacement can be recognized when an element replaces another element in a
compound, when this happens the element has to be covalent to the element it is
replacing and it has to be more reactive than the previous element in the compound. For
example 2 ​ K + 2H​2​O → 2KOH + H.
❏ Double Displacement:
In double displacement, an element from 1 compound is replaced with another in another
compound. Another way to identify double displacement is that the chemical reaction will
usually create precipitate. An example of double displacement is
CuSO​4​(aq) + H​2​S(g) →
​ CuS(s) + H​2​SO​4​(aq).
Hypothesis:
Read each of the procedures (below) and watch the corresponding videos. Predict ​what
type of chemical reaction each reaction will result in (synthesis, decomposition, single
displacement, double displacement). ​How do you know? How is your answer supported by
your research from the theory component?
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Materials:
Add in ALL of the materials into the table below. Delete any extra rows if any!

❏ Micro ❏ tweezers ❏ water ❏ Aqueous ❏ Aqueous

burner copper (II) silver
sulfate nitrate

❏ gloves ❏ ices ❏ ❏ Aqueous ❏ beaker

scoopula lead (II)
nitrate

❏ Ceramic ❏ dropper ❏ Oxygen ❏ Aqueous ❏ tongs

spot plate gas potassium
iodine

❏ Hot plate ❏ soap ❏ Solid ❏ Aqueous

copper copper (II)
sulfate
Pentahydr
ate

❏ googles ❏ Steel ❏ ❏ Solid

wool Aqueous magnesium
sodium
carbonate
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Set-Up
Draw (by hand or digitally) a visual representation of the lab (include each of the stations).
Take a digital scan of your figure and add it to the box below. Add a figure caption with a
description.

Figure 1. T
​ his image shows all the materials needed at each station for each reaction to
happen.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Procedure

1. Obtain a ceramic spot plate. Use one or two cavities (depressions) for each of the
reactions. Add labels to represent which cavities correspond to which reactions (1-6).

REACTION ONE: magnesium and oxygen

1. Watch this video: h
​ ere

Hypothesis​:
I think the chemical reaction happening is a synthesis reaction because it is pure oxygen
that is bonding with the oxygen, which ends up becoming magnesium oxide.
2. Obtain a piece/strip of magnesium.
3. Turn on the butane bunsen burner to a light to medium flame.
4. Holding the magnesium strip with a pair of tongs, hold it over the hottest part of the
flame (blue colours flame). Record your observations.
5. Turn off the butane bunsen burner.
6. Place your magnesium strip into its reaction cavity.
7. Clean Up​: Wait until the magnesium has cooled before disposing of it in the garbage
can. Check that the magnesium has not melted the plastic garbage can!

REACTION TWO: lead (II) nitrate and potassium iodide

1. Watch this video: h
​ ere

Hypothesis​:
I think the experiment shows double displacement because the experiment starts with
lead (II) nitrate and potassium iodide and ends with the elements changing into the lead
(II) iodide and potassium nitrate.
2. Use the dropper to place a few drops of lead (II) nitrate into one of the cavities.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
3. Use the dropper to place a few drops of potassium iodide into the same cavity. Let
the solution sit for 2 minutes. Record your observations.
4. Repeat this reaction in a second cavity.
5. Clean Up​: Wearing your gloves, dump and excess materials into the garbage can,
and wash your spot plate with soap and water. Set your spot plate to dry.

REACTION THREE: lead (II) nitrate and sodium carbonate

1. Watch this video: h
​ ere

Hypothesis​:
I think this experiment shows double displacement because both chemicals are mixed
together exchanging properties while also creating precipitate.
2. Use the dropper to place a few drops of lead (II) nitrate into one of the cavities.
3. Use the dropper to place a few drops of sodium carbonate into the same cavity. Let
the solution sit for 2 minutes. Record your observations.
4. Repeat this reaction in a second cavity.
5. Clean Up​: Wearing your gloves, dump and excess materials into the garbage can,
and wash your spot plate with soap and water. Set your spot plate to dry.

REACTION FOUR: copper (II) sulfate and magnesium

1. Watch this video: h
​ ere

Hypothesis​:
I think this experiment showed single displacement because when they put the
magnesium in the copper (II) sulfate copper started appearing on the magnesium which
means that magnesium was bonding with the sulfate.
2. Use the dropper to place a few drops of copper (II) sulfate into one of the cavities.
3. Place a small piece/strip of magnesium into the same cavity. Let the solution sit for 2
minutes. Record your observations.
4. Repeat this reaction in a second cavity.
5. Clean Up​: Wearing your gloves, dump and excess materials into the garbage can,
and wash your spot plate with soap and water. Set your spot plate to dry.

REACTION FIVE: silver nitrate and copper

1. Watch this video: h
​ ere

Hypothesis​:
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
I think this experiment is a perfect example of single displacement because when he puts
the copper wire in the liquid, the copper started to take the silver from the silver nitrate and
started to make pure silver because it started to bond with the nitrate.
2. Use the dropper to place a few drops of silver nitrate into one of the cavities.
3. Place a small piece/strip of copper into the same cavity. Let the solution sit for 2
minutes. Record your observations.
4. Repeat this reaction in a second cavity.
5. Clean Up​: Wearing your gloves, dump and excess materials into the garbage can,
and wash your spot plate with soap and water. Set your spot plate to dry.

REACTION SIX: copper (II) sulfate pentahydrate

1. Watch this video: h
​ ere

Hypothesis​:
I think the experiment shows decomposition because when the heat is added to copper (II)
sulfate pentahydrate it loses its water turning into anhydrous copper(II) sulfate.

2. Use a scoopula to add one scoop of copper (II) sulfate pentahydrate into a small
beaker.
3. Place the beaker on a hot plate using a pair of tongs. Careful! The hot plate will
already be hot! Avoid touching the hot plate or any other materials that come in
contact with it!
4. Heat the powdery vivid blue copper (II) sulfate until it becomes a very light blue
colour. Record the time it took to change colour, and record any other observations.
5. Using the tongs, remove the beaker from the hotplate and allow it to cool for a few
minutes.
6. Add 5-10 drops of distilled water back into the beaker with the copper (ii) sulfate.
Record your observations.
7. Repeat this reaction using the SAME copper (II) sulfate! Do not start again!

Observations
Type up your observations in whichever format you think will BEST represent the overall
take-aways and observations from the lab. Include BOTH tables (with titles and detailed
descriptions) and photos (with figure captions).
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 1

Title: magnesium and oxygen

BEFORE (Reactants) DURING (Transition) AFTER (Products)

● The magnesium was ● We cleaned the ● The magnesium had

dusty and dirty magnesium strip stopped causing the
● The magnesium was on white bright light
fire and was causing a ● The magnesium colour
white bright light changed to black
● The magnesium was because of the fire
creating heat

Before: After:

Figure 2. T
​ hese pictures show a before and after of when the magnesium was lit on fire.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 2
Title: lead (II) nitrate and potassium iodide
BEFORE (Reactants) DURING (Transition) AFTER (Products)

● The lead (II) nitrate was ● When we added the ● The lead (II) nitrate had
colourless potassium iodine there fully turned yellow
was a colour change without the help of any
starting to happen mixing

Before: After:

Figure 3. T
​ hese pictures show the before and after of the experiment, the experiment
was done in slot number 2 which is where you can see its reaction.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 3
Title: lead (II) nitrate and sodium carbonate
BEFORE (Reactants) DURING (Transition) AFTER (Products)

● The lead (II) nitrate was
colourless
● When we added the ● The mixture turned into
chemicals together a whitish liquid
gases started to build up ● The gases stopped
● The gasses made coming out but the
bubbles which made the soapy texture was still
mixture look soapy and there
started to change its
colour
● Precipitate started being
formed on the bottom of
the container

Before: After:

Figure 4. ​These pictures show a before and after of when the bubbles and precipitate
started to form and lead (II) nitrate by itself.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 4
Title: copper (II) sulfate and magnesium
BEFORE (Reactants) DURING (Transition) AFTER (Products)

● The copper (II) sulfate
was a blue liquid
● The magnesium had a
greyish colour
● When we dropped the ● The residue had stopped
magnesium inside the forming but there was a
copper (II) sulfate lot of it
bubbles started to form ● The magnesium turned
● Black residue was falling black slowly
from the magnesium ● The copper (II) sulfate
● The metal and liquid became grey from the
were both experiencing magnesium and its
colour change. residue

Before:

Smoke: After:

Figure 5. T
​ hese pictures show how we put the copper (II) sulfate and then its reaction
with the magnesium. For its reaction, it created smoke while also burning the
magnesium and turning it to a darker colour.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 5
Title: silver nitrate and copper
BEFORE (Reactants) DURING (Transition) AFTER (Products)

● The silver nitrate was
colourless
● The residue was starting
to form from the copper
● The residue had a
blueish grey colour
● The copper was
surrounded by lots of
residues
● The residues colour
affected the silver nitrate
and tinted it blue

Before: During: After:

Figure 6. B
​ ecause this experiment took a long time to show its reaction I took the
pictures in the stages it was in. The before photo shows how the silver nitrate looked like
and how it was delivered. The during photo shows how the copper did not react
immediately. The after photo shows the end of the reaction where the silver residue was
coming out.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
Reaction 6
Title: copper (II) sulfate pentahydrate
BEFORE (Reactants) DURING (Transition) When we imputed the
water

● The substance was blue ● AThe substance slowly
and was in a crystal-like turned white when
form heated
● When heated the
substance also turned
into a powder like
substance
● The substance was
boiling
● When we put water in
there some of the
powder dissolved
● The powder came back
to a crystal like state
● The substance had
turned blue again
● The water had turned
blue because of the
copper (II) sulfate
pentahydrate

Before: Heating: Heated:

Watered:

Figure 7. B​ ecause this experiment had the most stages I put them all here under a
certain name. The before picture shows the chemical before any change has happened
to it. The heating photo shows the effects of the burner while it was heating the
chemical. The Heated photo shows the effects of heat when it was applied to the
chemical. The watered photo shows how the chemical reacted when we put water inside
the container.
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:

Analysis
Answer the following questions.

1. For each of the six reactions, write the ​word equation​, ​skeletal equation, and
balanced chemical equation​. Then ​identify the type of reaction it is (this may be
different from your initial hypothesis.
a. Reaction 1: magnesium and oxygen
i. Word: When magnesium and oxygen yield together magnesium
dioxide gets formed
ii. Skeletal: Mg​2​ (s) + O​2​ (g) → Mg​2​O​2​ (s)
iii. Balanced: Mg​2​ + O​2​ → Mg​2​O​2
iv. Reaction Type: synthesis
b. Reaction 2: lead (II) nitrate and potassium iodide
i. Word: Lead (II) nitrate and potassium iodide switch up into lead (II)
iodide and potassium nitrate
ii. Skeletal: Pb(NO​3​ )​2​ (l)+ KI(l) → PbI​2​ + KNO​3​ (l)
iii. Balanced: Pb(NO​3​ )​2​ + ​2​KI → PbI​2​ + ​2​KNO​3
iv. Reaction Type: double displacement
c. Reaction 3: lead (II) nitrate and sodium carbonate
i. Word: lead (II) nitrate and sodium carbonate exchange into lead (II)
carbonate and sodium nitrate
ii. Skeletal: Pb(NO​3​ )​2​ (l) + Na​2​CO​3​ (l) → Pb​2​(CO​3​)​2 ​ (l)+ NaNO​3 ​(s)
iii. Balanced: 2​​ Pb(NO​3​ )​2​ + ​2​Na​2​CO​3​ → Pb​2​(CO​3​)​2 ​ + 4​​ NaNO​3
iv. Reaction Type: double displacement
d. Reaction 4: copper (II) sulfate and magnesium
i. Word: When magnesium is added into copper (II) sulfate the chemical
compound becomes magnesium sulfate and copper (II) is left alone
ii. Skeletal: Cu​2​(SO​4​)​2​ (l)+ Mg​2​ (s) → Mg​2​(SO​4​)​2​ (l) + Cu​2 (s)
​

iii. Balanced: Cu​2​(SO​4​)​2​ + Mg​2​ → Mg​2​(SO​4​)​2​ + Cu​2

iv. Reaction Type: single displacement
e. Reaction 5: silver nitrate and copper
i. Word: when solid copper is added to silver nitrate, silver, and copper
exchange places and the new compound is called copper nitrate and
silver
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
ii. Skeletal: AgNO​3​ (l)​ ​ + Cu (s) → CuNO​3​ (l) + Ag(s)
iii. Balanced: AgNO​3 ​ + Cu → CuNO​3​ + Ag ​(g)/(s)/(l)
iv. Reaction Type: single displacement
f. Reaction 6: copper (II) sulfate pentahydrate
i. Word: copper (II) sulfate pentahydrate breaks down into anhydrous
copper(II) sulfate
ii. Skeletal: Cu​2​(SO​4​)​2​ ​5​H​2​O (s) → CuSO​4 ​(s) + ​5​H​2​O (l)
iii. Balanced: Cu​2​(SO​4​)​2​ 5​​ H​2​O → 2​​ CuSO​4 ​ + ​ 5​​ H​2​O
iv. Reaction Type: decomposition
2. In ​Reaction 1​, was the p
​ roduct​ an i​ onic​ compound o ​ r​ c
​ ovalent​ compound? Explain.
In reaction 1 the product was an ionic compound because an Ionic compound is
made up of a metal and a non-metal and since magnesium is metal and oxygen is a
non-metal their bond would create an ionic compound.
3. In ​Reaction ​3​, two products were produced. One of the products formed as a
precipitate (read ​here​). Watch this ​video to determine which of the products was
the precipitate? What is the ​chemical formula​ of the precipitate product?
I think lead (II) carbonate was the precipitate because sodium nitrate is soluble, for
example, they both place on the solubility chart with no exceptions to being
insoluble which means that they are always going to dissolve. The chemical formula
of the precipitate product is NaNO​3​ ​.

4. In ​Reaction 5​, what caused the ​liquid to change colour​? Explain.

I think the excess silver particles that started to form around the copper made the
liquid change because they were blue when they were made from the reaction
which caused them to make the water blue.
5. For Reaction 6​, a ​hydrate (read ​here​) turned into an ​anhydrous ​compound​, and
then back into a ​hydrous ​compound​. What do anhydrous and hydrous ​mean​? How
are these compounds ​similar and how are they ​different​? Write the formula of the
hydrous and anhydrous versions of copper (II) sulfate.
Anhydrous means that a substance contains no more water while hydrous means
that a substance does have water in it. The similarities of hydrous and anhydrous
compounds are similar because they both include hydrogen and oxygen if they are
making the change between anhydrous and hydrous, they can be salts or ionic
compounds and they have a crystal like structure. The differences between them are
that they can consist of different colours, for example when a hydrous compound
becomes anhydrous they change colour. The hydrous version of copper (II) sulfate is
Cu​2​(SO​4​)​2​ 5​​ H​2​O and the anhydrous is CuSO​4​.

Conclusion
Restate the purpose of the lab and what you learned from it. Explain two sources of error
(what went wrong, what could be done better next time to avoid this error?).
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:
The purpose of this lab is to study how chemical compounds react and each type of
chemical reaction. From completing this lab I have found how hydrous and anhydrous
chemicals react, the different types of chemical reactions and how some chemicals react
with each other. Some sources of error I fell upon was how some chemical reactions did
not react to their full potential, for example when I was conducting reaction 3 it was
harder to tell what was going on in such small quantities. The second error I experienced
was how it was hard to measure and get the right quantities of certain elements, for
example when I was doing reaction 5 it was hard to get the exact amount of silver nitrate
out of the bottle.

❗DUE DATE: Friday, March 7th, 2021 at 8:00PM

❗FINAL ​DOCUMENT: Must be a single pdf. saved into your Student Folder AND
uploaded to T
​ urn It In

Marking Scheme
Knowledge

Thinking /12T

❏ Analysis Questions
❏ A( /6T)
❏ B( /2T)
❏ C( /4T)

Communication /18C

❏ Set-Up ( /4C)
❏ Observations Written ( /4C)
❏ Observations Photos ( /4C)
❏ Language + Grammar ( /4C)
❏ Format ( /2C)
SNC 2D: Gr.10 Science Name:
Unit 2 Chemistry Due Date:

Application /5A

❏ Safety
❏ Initiative
❏ Accuracy
❏ Teamwork
❏ Clean-Up