Nomenclature and Chemical Reactions - Oakland Schools

Oakland Schools Chemistry Resource Unit 

Nomenclature & 

Chemical Reactions 

Lynn Hensley 

South Lyon High School 

South Lyon Community Schools 

1

Content Statements: 

C4.2 Nomenclature 

Nomenclature and Chemical Reactions 

All compounds have unique names that are determined systematically 

C4.2x Nomenclature 

All molecular and ionic compounds have unique names that are determined 

systematically. 

C3.4 Endothermic and Exothermic Reactions 

Chemical interactions either release energy to the environment (exothermic) or absorb 

energy from the environment (endothermic). 

C5.2 Chemical Changes 

Chemical changes can occur when two substances, elements, or compounds interact 

and produce one or more different substances whose physical and chemical properties 

are different from the interacting substances. When substances undergo chemical 

change, the number of atoms in the reactants is the same as the number of atoms in 

the products. This can be shown through simple balancing of chemical equations. Mass 

is conserved when substances undergo chemical change. The total mass of the 

interacting substances (reactants) is the same as the total mass of the substances 

produced (products). 

C5.5 Chemical Bonds-Trends 

An atom’s electron configuration, particularly of the outermost electrons, determines 

how the atom can interact with other atoms. The interactions between atoms that hold 

them together in molecules or between oppositely charged ions are called chemical 

bonds. 

C5.6x Reduction/Oxidation Reactions 

Chemical reactions are classified according to the fundamental molecular or sub 

molecular changes that occur. Reactions that involve electron transfer are known as 

oxidation/reduction (or “redox”). 

2

Content Expectations: 

C4.2A - Name simple binary compounds using their formulae. 

C4.2B - Given the name, write the formula of simple binary compounds. 

C4.2c - Given a formula, name the compound. 

C4.2d - Given the name, write the formula of ionic and molecular compounds. 

C3.4A - Use the terms endothermic and exothermic correctly to describe chemical 

reactions in the laboratory. 

C5.2A - Balance simple chemical equations applying the conservation of matter. 

C5.5B - Predict the formula for binary compounds of main group elements. 

C5.6b - Predict single replacement reactions. 

3

Instructional Background Information: 

Nomenclature/Chemical Bonds: 

Nomenclature involves the naming and formula writing for molecular and ionic 

compounds. Molecular compounds are limited to two nonmetals using the first 20 

elements. Ionic compounds are limited to the first 20 elements plus copper, iron, lead, 

and mercury and common ions. Common ions are limited to: acetate, hydroxide, 

sulfate, sulfite, nitrate, nitrite, carbonate, and ammonium. See examples below: 

Ionic Compounds 

Type 1 

Name the metal, then name the nonmetal-but change ending to ide 

Ex. NaCl 

AlF 3 

sodium chloride 

aluminum fluoride 

Type 2 

Name the metal, and then name the polyatomic ion 

Ex. NaNO 3 sodium nitrate 

Li 3 (PO 4 ) lithium phosphate 

Type 3 

Transition metals must include charge as a Roman numeral. This is the stock 

system. 

Ex. Fe 2 O 3 

CuCl 

CuCl 2 

iron (III) oxide 

copper (I) chloride 

copper (II) chloride 

4

Binary Molecular Compounds 

Usually consists of 2 nonmetals. Names use prefixes to indicate subscripts. 

Names still use –ide endings 

1=mono 2=di 3=tri 4=tetra 5=penta etc. 

Ex. CO 

N 2 O 4 

PCl 3 

SCl 6 

N 2 O 3 

carbon monoxide 

dinitrogen tetraoxide 

phosphorus trichloride 

sulfur hexachloride 

dinitrogen trioxide 

Writing Formulas – Ionic Compounds 

Steps: 

1) Write symbols for each ion. 

2) Determine charge of each ion. 

3) Add more of either ion, as needed in order to get a neutral charge on the 

compound. 

4) Put parentheses around polyatomic ions. 

5) Subscripts indicate the number of each ion used. 

EX: calcium iodide 

Ca I Ca +2 I -1 CaI 2 

EX: aluminum sulfate 

Al SO 4 Al +3 SO 4 

-2 

Al 2 (SO 4 ) 3 

Endothermic and Exothermic Reactions: 

Use the terms endothermic and exothermic to describe chemical reactions in which heat 

is transferred between the system and surroundings. Possible demos/reactions include 

zinc or magnesium with hydrochloric acid or steel wool with vinegar for exothermic. 

Endothermic reactions would be vinegar with baking soda or ammonium chloride with 

barium hydroxide. 

Reactions either release or absorb energy based on the net energy change of the 

bonds. 

5

Chemical Changes: 

Balance chemical equations using coefficients to obey the law of conservation of matter. 

Teacher tip: Use the acronym MINOH for ordering of balancing. Order: Metals, 

polyatomic Ions, Nonmetals, Oxygen, Hydrogen. Draw representations of chemical 

equations using shapes to map out the reactants and products. 

EX: 2 H 2 + O 2 2 H 2 O 

□□ + □□ + ●● □●□ + □●□ 

Reduction/Oxidation Reactions: 

These reactions involve the transfer of electrons between two elements. Single 

replacement reactions are prime examples of these. The use or development of an 

activity series to predict which reactions actually occur is necessary. Keep in mind that 

metals replace metals and nonmetals replace nonmetals. The element higher on the 

activity series can replace any element under it. Teacher tip: You can use the analogy 

that ionic compounds have to be a “boy” and a “girl”. This is why a metal replaces a 

metal or a nonmetal replaces a nonmetal. 

Examples: 

Zn + CuCl 2 Cu + ZnCl 2 zinc replaces Cu because Zn is higher on the activity series 

F 2 + 2 NaCl 2 NaF + Cl 2 fluorine replaces Cl because F is higher than Cl 

Cu + LiF no reaction because Cu is lower than Li on the activity series 

6

Terms and Concepts: 

Binary compound Ionic compound Molecular compound 

Polyatomic ions Naming compounds Writing chemical formulas 

Reactants Products Yields 

Single replacement Oxidation numbers Double replacement 

Endothermic Exothermic Activity series 

Chemical reactions Word equations Law of conservation of 

matter 

Instructional Resources 

www.pogil.org Inquiry based activities - You will need to sign up for a password. 

Go to the curriculum materials tab, select downloadable activities, go to bottom of page 

and click on selected activities 

www.ChemistryInquiry.com Inquiry based activities, sample ones can be printed or 

entire collection can be ordered. 

www.Flinnsci.com - Great source for MSDS sheets and safety information, along with 

links to other teacher resources. 

7


Activity #1 – Balancing Equations with Manipulatives. 

Questions to be investigated 

Objectives 

How do I balance equations? 

The student will be able to balance equations using coefficients and following the 

law of conservation of matter. 

Teacher Notes 

Materials 

Sources 

The teacher will need to print copies of the “cards” to have enough for each 

group of students (extra hint – laminate the cards). Groups of 2 are 

recommended. 

Worksheet for each student and a set of cards for each student. 

www.middleschoolscience.com 

Procedure/Description of Lesson 

Students will use cards with symbols of elements and compounds and 

coefficients to learn how to balance equations and apply the law of conservation 

of matter. The cards can be made by hand as explained below or cards can be 

printed on a color printer from the website. Student and teacher handouts are 

following. 

8

Balancing Chemical Equations Activity 

Objectives: 

by Liz LaRosa 

www.middleschoolscience.com 

• to read chemical equations 

• to identify elements by their chemical symbol 

• to count atoms 

• to identify the coefficients and subscripts in a chemical equation. 

• to label the reactants and products of a chemical equation 

• to balance chemical equations 

Materials: These account for one complete set. Color scheme is VERY important 

for visualization during the activity. 

on 3x5 Index 

Cards 

2 orange 6's 

4 red 2's 2 black 7's 

1 red 

"Reactants" 

on 5x8 Index 

Cards 

CO 2 Fe N 2 Na 2 SO 4 

CH 4 Fe 3 O 4 NH 3 O 2 

4 blue 3's 2 blue "+" Al C 2 H 6 H 2 Na P 4 

4 green 4's 

2 purple 5's 

1 black 

"yield" sign 

---> 

1 purple 

"Products" 

Al 2 O 3 CaCl 2 H 2 O NaCl P 4 O 10 

C CaSO 4 H 2 O 2 Na 2 O 

9

Pre Lab Questions: 

Answer the following before you begin the activity: 

5H 2 

1. What number represents the Coefficient? 

_____ 

2. What number represents the Subscript? 

_____ 

3. What element is represented by the letter "H"? 

_____ 

4. How many "H's" do you have? _____ 

Procedure: 

1. Using your set of index cards, replicate the chemical equation onto your desk. 

2. Label the reactant side and the product side. 

Record the following information into Table 1: 

3. Identify the elements on the reactant side. 

4. Count the number of atoms for each element. 

5. Identify the elements on the product side. 

6. Count the number of atoms on the product side. 

7. Are the 2 sides equal? If not, the equation is not balanced. 

8. The index cards numbered 2 - 7 are your coefficients. They can ONLY be 

placed in front of the elements. You can not change the subscripts. 

9. Choose an element that is not balanced and begin to balance the equations. 

10. Continue until you have worked through all the elements. 

11. Once they are balance, count the final number of Reactants and Products. 

12. Write the balanced equation. 

13. Can your equation be simplified? 

10

Data: 

Table 1: Chemical Equations (whole page, large boxes, sideways into lab book) 

Make the following 

Equations on your 

desk 

H 2 + O 2 --> H 2 O 

H 2 O 2 --> H 2 0 + O 2 

Na + O 2 --> Na 2 O 

N 2 + H 2 --> NH 3 

P 4 + O 2 --> P 4 O 10 

Fe + H 2 O --> Fe 3 O 4 

+ H 2 

C + H 2 --> CH 4 

Na 2 SO 4 + CaCl 2 --> 

CaSO 4 + NaCl 

C 2 H 6 + O 2 --> CO 2 + 

H 2 O 

Al 2 O 3 --> Al + O 2 

Reactants Products Reactants 

- Final 

Products 

- Final 

Balanced 

Equation 

Analysis/Results: 

1. What does "-->" mean? 

2. What side of the equation are the reactants found? products? 

3. Why must all chemical equations be balanced? 

4. Why can't the subscripts be changed? 

5. What does it mean to "simplify" the equation? 

Conclusion: 

2-3 sentences on what you learned. 

11

TEACHER NOTES: 

The index cards are a bit time consuming to create. I had some students help at lunch 

time for a few days. Once done, you can laminate them and have them forever! The 

materials account for one complete set which is good for 2-3 students to use. 

Print activity cards on card stock instead of making index cards for quicker set up. 

The color coding is very important for visualization. It is easier and quicker to locate 

the elements that you are trying to balance. If everything is in black ink, it’s harder to 

distinguish the equation contents. 

© Copyright 2000, E. S. Belasic 

12

Balancing Equations Lab: TEACHER ANSWER KEY 

Table 1: Chemical Equations 

Make the following 

Equations on your desk Reactants Products Reactants - 

Final 

H 2 + O 2 --> H 2 O 

H 2 O 2 --> H 2 0 + O 2 

Na + O 2 --> Na 2 O 

N 2 + H 2 --> NH 3 

P 4 + O 2 --> P 4 O 10 

Fe + H 2 O --> Fe 3 O 4 + 

H 2 

C + H 2 --> CH 4 

2 

hydrogen 

2 oxygen 

2 hydrogen 

2 oxygen 

1 sodium 

2 oxygen 

2 nitrogen 

2 hydrogen 

4 

phosphorus 

2 oxygen 

1 iron 

2 hydrogen 

1 oxygen 

1 carbon 

2 hydrogen 

2sodium 

2 

hydrogen 

1 oxygen 

2 

hydrogen 

3 oxygen 

2 sodium 

1 oxygen 

1 nitrogen 

3 hydrogen 

4 

phosphorus 

10 oxygen 

3 iron 

2 

hydrogen 

4 oxygen 

1 carbon 

4 hydrogen 

1 sodium 

4 

hydrogen 

2 oxygen 

4 

hydrogen 

4 oxygen 

4 sodium 

2 oxygen 

2 nitrogen 

6 

hydrogen 

4 

phosphorus 

10 oxygen 

3 iron 

8 hydrogen 

4 oxygen 

1 carbon 

4 

hydrogen 

2 sodium 

Products 

- Final 

same as 

final 

reactants 

same as 

final 

reactants 

same as 

final 

reactants 

same as 

final 

reactants 

same as 

final 

reactants 

same as 

final 

reactants 

same as 

final 

reactants 

Balanced 

Equation 

2 H 2 + O 2 --> 

2 H 2 O 

2 H 2 O 2 --> 

2 H 2 0 + O 2 

4Na + O 2 --> 

2 Na 2 O 

N 2 + 3H 2 --> 

2 NH 3 

P 4 + 5O 2 --> 

P 4 O 10 

3Fe + 4H 2 O - 

-> Fe 3 O 4 + 

4H 2 

C + 2 H 2 --> 

CH 4 

Na 2 SO 4 + CaCl 2 --> 

CaSO 4 + NaCl 

1 sulfur 

4 oxygen 

1 calcium 

1 sulfur 

4 oxygen 

1 calcium 

1 sulfur 

4 oxygen 

1 calcium 

same as 

final 

reactants 

Na 2 SO 4 + 

CaCl 2 --> 

CaSO 4 + 

2 NaCl 

13

2 chlorine 1 chlorine 2 chlorine 

C 2 H 6 + O 2 --> CO 2 + 

H 2 O 

2 carbon 

6 hydrogen 

2 oxygen 

1 carbon 

2 hydrogen 

3 oxygen 

4 carbon 

12 

hydrogen 

14 oxygen 

same as 

final 

reactants 

2 C 2 H 6 + 7O 2 

--> 4CO 2 + 

6H 2 O 

Al 2 O 3 --> Al + O 2 

2 

aluminum 

3 oxygen 

1 

aluminum 

2 oxygen 

4 

aluminum 

6 oxygen 

same as 

final 

reactants 

2 Al 2 O 3 --> 

4Al + 3O 2 

Assessment Ideas 

Give students a quiz on the parts of an equation and a quiz on balancing 

equations before moving on. Summative assessment would be balancing 

equations and answering questions on a unit test. 

14


Activity #2 – Creating Ionic Compounds 


Objectives 

How do I name ionic compounds and write correct chemical formulas? 

The student will be able to name ionic compounds and write correct chemical 

formulas by building compounds from cards. 

Teacher Notes 

Materials 

Teacher will need to make a set of cards for each group of students. Laminating 

and storing cards in Ziploc bags is suggested. 

Worksheet per student and one set of cards per group of 2 students. 

Real-World Connections 

Sources 

By knowing how to read, name and write chemical compounds, students will be 

able to read labels on food item, cleaning products, health and beauty products, 

etc. 

ESC Region XIII 

http://www.5.esc13.net/science/docs/ion%20ionic%20manipulatives.pdf 

http://www.esc13.net/science/docs/creating%20ionic%20compounds.pdf 


Students will use cards to building molecules and from that determine the correct 

chemical formula, then name the compound. See next page for student 

handout. 

15


Lab Activity – Ionic Compounds and Nomenclature 

Teacher sets up clear vials with tops with a few grams of solid. The vial is 

labeled EITHER with the name OR the formula. The students are to determine 

the missing piece. Teachers can set up as many or as few sets as they wish and 

choose which ever compounds they have available. Suggestion: use a variety of 

colored compounds and compounds with different crystal size. If you are 

worried about students opening the vials, then place 2 or 3 in a Ziploc bag. 

See attached worksheet. 

Game – Salty Eights 

A card game by Key Curriculum Press (www.keypress.com) from their Living by 

Chemistry program, Unit 1: Alchemy. The idea behind the game is for students 

to make compounds from the cards which have a variety of elements with their 

valence states. Points are awarded based on the complexity of the molecule. 

21

Ionic Compounds and Nomenclature 

Activity 

Name_____________ 

Date______Hour____ 

There are 5 sets of vials. Each vial contains a different ionic compound. The vial either 

has the name, or the formula, but not both. 

You need to complete the data chart. You may use a periodic table. 

Name Formula Color Description 

Set #1 

Set #2 

Set #3 

Set #4 

Set #5 

22


Activity #3 – Chemical Reaction Equations 


Objectives 

How do I balance equations and use the coefficients to do mole ratios? 

The student will learn how to balance equations and draw reactions and then 

apply the coefficients to mole ratios. 

Teacher Notes 

Materials 

Teacher may want to have magnets or bingo chips of different colors/shapes to 

use on the board to show balancing and rearranging of atoms and to help 

modeling the drawing of reactions. 

Worksheets 

Real World Connections 

Sources 

Can discuss how industrial processes and the manufacture of pharmaceuticals 

rely on ratios and balanced equations to acquire the desired amounts. 

www.pogil.org 

Go to curriculum materials and click on downloadable items, then go towards 

bottom of page and click on collected activities, you will need to sign up for a 

password, activities are useable for one year from time of download 


Students will write their own definitions, analyze a balanced equation and draw a 

diagram of it, then use the mole ratios to solve mole-mole or mole-mass problems. 

Student handout is on next page. 

23


Give students a set of blocks or colored bingo chips and ask them to a balance 

an equation by diagram. Then using simple numbers for mental math have them 

do mole-mole and mass-mass problems (formative). 

Give students a worksheet with practice problems (formative). 

Variety of test questions, multiple choice and working out (summative). 

28


Activity #4 – Chemical Reactions Lab 


Objectives 

How do I predict the products of a reaction? 

The student will observe and perform several chemical reactions. They will be 

able to predict the products, balance the equations, and in some cases decide if 

the reaction was endothermic or exothermic. C3.4A, C3.4B, C5.2A, C5.6b 

Teacher Notes 

The reactions in this lab could be done via demonstration if lab facilities or 

quantity of materials are an issue. If done via demonstration then students 

should write down what the instructor is doing and some observations. If no 

fume hood is available, omit station 7. 

Materials 

Magnesium ribbon 

Bunsen burner 

Silver nitrate solution (0.1M) 

Sodium chloride solution (0.1M) 

Zinc metal 

Hydrochloric acid (1.0 M) 

Copper (II) sulfate solution (0.1M) 

Barium chloride solution (0.1M) 

Sodium sulfate solution (0.1M) 

Hydrogen peroxide (3%) 

Manganese (IV) oxide 

Sulfur 

Copper (II) sulfate hydrate 

Matches 

Alcohol burner with ethanol or methanol 

29

Safety Concerns 

Students must wear goggles and aprons at all times. 

Station 1: DO NOT look directly at the burning magnesium – it can damage your 

eyes 

Station 2: Silver nitrate can stain skin and clothing. 

Station 3: Hydrochloric acid is corrosive to skin, use caution. Have baking soda 

available to neutralize spills. 

Station 4: Copper (II) sulfate is a skin irritant. 

Station 5: None, but see disposal note. 

Station 6: Don’t get hydrogen peroxide in cuts. 

Station 7: MUST BE DONE IN FUME HOOD. 

Station 8: Copper (II) sulfate hydrate can be a skin irritant. Do not breathe 

fumes while heating. 

Station 9: Alcohol burners do get warm. Methanol is very hot and burns nearly 

invisible. Ethanol burns with a blue flame and is safer. 

Disposal: Dispose of all substances per MSDS sheet or disposal methods in the 

Flinn Scientific Chemical Catalog. MSDS sheets and safety information can be 

found at www.FlinnSci.com . 


Can relate reactions to the fact that many items (foods, pharmaceuticals) are 

made through chemical reactions. Discuss that your body works because of 

many chemical processes and reactions. 

Sources 

http://staff.imsa.edu/science/chemistry/web/Chemical%20Reactions%20Labrevised.pdf 


Students will perform a series of chemical reactions, make observations, and 

balance the equations they performed. Students will identify types of reactions, 

parts of an equation, and give evidence of a chemical reaction. 

See Lab Handout below: 

30

Chemical Reactions Lab 

Purpose: to become more familiar with different types of chemical reactions by 

conducting several reactions, noting the results, and discussing observations with 

colleagues. 

Procedure: At each of the nine stations, there are directions for you to followincluding 

directions for waste disposal – FOLLOW ALL DIRECTIONS 

CAREFULLY! 

You should visit only six of the nine stations. You MUST visit stations 6, 8 and 9. 

You will then choose one station from stations 1 and 7, one station from stations 2 and 

5 and one station from stations 3 and 4. You do not need to move through the stations 

in any particular order. You MUST wear your safety goggles at ALL TIMES! 

At each station, answer the following questions in your lab notebook or on your 

paper: 

a. How did you know a chemical reaction took place? 

b. Formula of reactant(s) 

c. Formula of product(s) 

d. Type of chemical reaction 

e. Write the balanced equation for the reaction (including all physical states). 

Station 1: 

1. Get a strip of magnesium ribbon (about 2.5 cm long). Holding it with forceps, 

ignite the ribbon in a Bunsen burner flame. Do not look directly at the 

burning magnesium! Looking directly at the burning magnesium could 

damage your eyes. 

2. Hold the burning ribbon over a glass plate so that no burning magnesium lands 

on the lab bench. 

Word equation: Magnesium reacts with oxygen to produce magnesium oxide. 

Station 2: 

1. Place 10 drops of silver nitrate into a small test tube. Add 10 drops of sodium 

chloride to the same test tube. 

Word equation: Aqueous silver nitrate reacts with aqueous sodium chloride to produce 

solid silver chloride and aqueous sodium nitrate. 

31

Station 3: 

1. Place a small piece of zinc into a small test tube. Add enough dilute hydrochloric 

acid (HCl) to just cover the piece of zinc. 

Word Equation: Zinc reacts with aqueous hydrochloric acid to produce aqueous zinc (II) 

chloride and hydrogen gas. 

Station 4: 

1. Place a small piece of magnesium ribbon (about 10 mm long) into a small test 

tube. 

2. Add enough copper (II) sulfate to just cover the ribbon. Set aside for 15 

minutes. Examine the contents of the test tube. If no change is observed, notify 

your teacher. 

Word equation: Aqueous Copper (II) sulfate reacts with magnesium to produce 

aqueous magnesium sulfate and copper. 

Station 5: 

1. Place 10 drops of barium chloride into a small test tube. Add 10 drops of sodium 

sulfate to the same test tube. 

Word equation: Aqueous barium chloride reacts with aqueous sodium sulfate to make 

barium sulfate and aqueous sodium chloride. 

Station 6: 

1. Place 20 drops of hydrogen peroxide into a small test tube. 

2. Add a small amount of manganese (IV) oxide to the tube (just enough to cover 

the bottom of the test tube). HINT: manganese (IV) oxide is a catalyst. It is not 

a reactant or product, but it speeds up the rate of the reaction. A catalyst is 

indicated in a chemical reaction by writing the formula of the catalyst over the 

arrow. 

Word equation: Aqueous hydrogen peroxide produces water and oxygen. 

Station 7: USE THE FUME HOOD FOR THIS PROCEDURE!! 

1. Place a small amount of sulfur into a deflagration spoon. Heat over a Bunsen 

burner until the sulfur begins to burn. 

Word equation: Sulfur reacts with oxygen to yield sulfur dioxide gas. 

32

Station 8: 

1. Place a small amount (a small scoop) of hydrated copper (II) sulfate into a small 

test tube. Heat the hydrate over a Bunsen burner until the chemical reaction is 

complete (the reaction should be obvious). NOTE: A hydrate is a compound that 

contains water. The formula of a hydrate is written a little differently than 

formulas for other compounds. The formula for the hydrate of copper (II) sulfate 

is written CuSO 4 . 5H 2 O. This means there are five water molecules bound to one 

CuSO 4 molecule. (The correct name for this compound is copper (II) sulfate 

pentahydrate). 

Word equation: When copper (II) sulfate pentahydrate is heated, anhydrous copper (II) 

sulfate and water vapor are produced. (Anhydrous means “no water”) 

Station 9: 

1. Use the matches/lighter to ignite the methanol in the lamp by lighting the wick. 

2. Extinguish the flame by putting the cap over the wick. 

Word equation: Methanol reacts with oxygen to produce carbon dioxide gas and water. 

Questions to answer in your lab notebook or on paper for the next class: 

1. Name five types of chemical reactions. 

2. What is a reactant in a chemical reaction? 

3. What is a product in a chemical reaction? 

4. Name four ways you can tell a chemical reaction has taken place. 

5. What does the symbol mean in a chemical equation? 

6. Give the four symbols for physical states of reactants and products, and tell what 

each means. 

7. Why must chemical equations be balanced? 

Conclusion: Was the purpose of this lab achieved? What evidence do you have to 

support your answer? 

Revised January 11, 2008 

http://staff.imsa.edu/science/chemistry/web/Chemical%20Reactions%20Labrevised.pdf 


Give students a worksheet with equations. Have the students predict the 

products, balance the equations, and identify the type of reaction (formative). 

Do the same for a unit test (summative). 

33


Activity #5 – Metal/Metal Ions Lab Simulation 


Objectives 

How do I predict products of a single replacement reaction? What is an activity 

series? How do I draw representations of reactions? 

The student will perform an online lab simulation of single replacement reactions 

to create an activity series. Then the student will predict which reactions occur 

and what the products are. Lastly, they will draw diagrams to represent the 

reactions. 

Teacher Notes 

Materials 

This is an online simulation. There is an accompanying worksheet to print for 

the students to fill while they do the simulation. 

Worksheet packet for each student. 


Sources 

Discuss electroplating and reactivity of metals. A lot of jewelry is made of silver, 

gold, or copper because these metals are very unreactive. 

www.chem.iastate.edu/group/Greenbowe/sections/projectfolder/animationsindex 

.htm 


Students will complete an online lab simulation from the above site. After 

clicking the link, select Reactions of Metals and Metal Ions Simulation. The 

handout can be printed from the item below the simulation which is labeled as a 

tutorial. 


Give students an activity series to use and have them predict if a reaction will 

occur and if so, what the products would be (formative). 

Give the students a scenario related to extracting metals or reactivity and ask 

them to explain what happened based on the activity of metals and single 

replacement reactions (summative). 

Have students perform “wet” lab doing four single replacement reactions. 

Students will predict products, balance equations, and create an activity series 

for the four metals used and hydrogen. See handout below. Wear goggles, use 

caution with acid, metals may NOT go down the drain. 

34

Single Replacement Reactions 

Background Information: 

In nature, elements can occur either free, meaning uncombined with other elements, or 

chemically combined in a compound. The tendency of a particular element to combine 

with other substances is a measure of the activity of that element. The more active an 

element is, the more likely it is to combine. In a single replacement reaction, an 

uncombined element replaces a less active element that is combined in a chemical 

compound. The less active element is then freed from the compound. 

For example, in the reaction 

Zinc + copper sulfate zinc sulfate + copper 

Zinc replaces the less active copper, combines with sulfate, and frees the copper from 

the compound. 

In this investigation, you will observe how various metals undergo single replacement 

reactions when placed in acid. If the metal is more active than the hydrogen in the acid, 

it will replace the hydrogen and hydrogen will be released as a gas. 

Problem: How does a single replacement reaction occur? 

Materials: (per group) 

Safety goggles, 

1M hydrochloric acid 

Graduated cylinder 

Copper (cut wire in to pieces of 1-cm length) 

Iron (nail) 

5 test tubes 

test-tube rack 

Zinc 

Aluminum 

Magnesium (cut into 1-cm lengths) 

Procedure: 

1. Label your test tubes with the names of the metals listed in the materials. 

2. Put on your safety goggles. Carefully pour approximately 5 mL of HCl into each 

test tube. (Make sure the amount of HCl is the same in each test tube. 

3. One at a time, place the appropriate metal in each test tube. Record your 

observations for each metal. Feel each test tube as the reaction proceeds and 

record your observations. 

4. When you have completed the investigation, carefully pour off the acid, rinse the 

metal several times with water, and put it into a container provided by your 

teacher. Do not put any unused metal in the sink. 

35

Observations: 

1. What did you observe in the test tube with the acid and 

a. magnesium_______________________________________________________ 

b. aluminum________________________________________________________ 

c. iron_____________________________________________________________ 

d. copper___________________________________________________________ 

e. zinc_____________________________________________________________ 

Conclusions: 

1. Write and balance the single replacement reaction that has occurred between the 

acid and each metal. 

a. magnesium 

b. aluminum 

c. iron 

d. copper 

e. zinc 

2. Were these reactions endothermic or exothermic? _______________________ 

Explain__________________________________________________________ 

________________________________________________________________ 

36

Critical Thinking and Application 

1. Which of the metals are more active than hydrogen? _________________ 

2. Which of the metals are less active than hydrogen? _____________________ 

3. What could you do to prove that hydrogen gas was produced as a result of these 

reactions? ________________________________________________________ 

______________________________________________________________ 

4. The rate at which hydrogen gas is produced is a result of these single 

replacement reactions is an indication of the relative activity of the metals. List 

the order of their activity from most active to least active. 

________________________________________________________________ 

______________________________________________________________ 

5. Nonmetals can also be involved in single replacement reactions. If chlorine is 

more active than bromine, write the equation for the reaction between chlorine 

and potassium bromide. 

________________________________________________________________ 

________________________________________________________________ 

37


Activity #6 – ChemQuest 


Objectives 

Materials 

Sources 

How to balance equations, identify types of reactions, and predict products of a 

reaction. 

The student will be able to label the parts of an equation, balance equations, 

predict the products of reactions, and identify the type of reactions. 

Worksheet packet for each student. 

www.ChemistryInquiry.com 

These Chemquests are being used with permission of Jason Neil. The entire set 

of Chemquests, answer keys, and skill practice worksheets are on a CD-rom that 

can be purchased from the website. 


Chemquests are designed to be an inquiry learning cooperative group activity. 

Instead of lecturing on the topic, the instructor gives a short introduction to the 

topic, and then places the students in groups of 2-3. The students then work 

through the Chemquest to discover and figure out the concept. Go over 

answers/discuss when students are done, then re-teach if necessary. 

See student handouts below. 

38


Give a formative quiz the next day on labeling the parts of an equation and just 

balancing. Predicting products and more complicated balancing can be on a 

summative unit test. 

47

Nomenclature and Chemical Reactions - Oakland Schools

Create successful ePaper yourself

Delete template?

Save as template?