CHEMISTRY 10 LAB: Some Metals Are More Reactive Than Others in Acid
LAB: Some Metals Are More Reactive Than Others in Acid
Background info to consider as you develop your hypothesis, method, and
Real Life Applications:
Looking for metals in the school, home, and trips between school and home, reveals a
surprising number of different metals. Iron (or steel) is found everywhere and
corrodes when it reacts with molecules in the atmosphere. Silver jewellery also
corrodes but not as vigorously. Does copper react as vigorously as iron does? Does
gold react more or less vigorously than silver? How do you know? Iron nails are
often coated with zinc. What would be the reason for that? We saw that when a fresh
piece of sodium was cut, the sodium atoms very quickly reacted with the oxygen in
the room to make the white sodium oxide. We have discussed that tungsten is a
metal that is never found as an element when it is found in the ground. Tungsten is
always bonded to another element, i.e. as a compound. A mining company extracts
the tungsten in the form of a compound that has to be separated to get pure
tungsten. What does this fact suggest about how reactive tungsten is?
What are different metals used for? That depends on how reactive they are.
Chemists need to list metals in order from most reactive to least reactive.
Chemists look for patterns in nature. To find out which metal is the most reactive,
and which is the least reactive, a chemist will do the same reaction over and over with
different metals.
Hypothesis:
Write a hypothesis about which of the five given metals would react most vigorously,
which would be the least vigorous, and where the other three metals might fit in the
pattern. Be sure to explain why you made the guesses.
Equipment and Materials:
magnesium
iron
aluminum
zinc
copper
hydrochloric acid
The Lab Report requires sections A, B, C, D, E, F, H, J, K from
the Guideline Sheet
When you are done, check that you:
 Followed the Green ‘How to Write a Lab Report’ sheet
 Ticked off the aspects of the descriptors for Criteria B, D, E
 Circled the level you think your lab report achieved for B, D, E
 Staple this sheet to back of your lab report.
CHEMISTRY 10 LAB: Some Metals Are More Reactive Than Others in Acid
Criterion B: communication in science
Student’s Teacher’s
Opinion Decision
0
1–2
3–4
5–6
0
Descriptor
The student does not reach a standard described by any of
the descriptors given below.
The student attempts to communicate scientific
information using some scientific language. The student
presents some of the information in an appropriate form
1–2
using some symbolic or visual representation when
appropriate. The student attempts to acknowledge sources
of information but this is inaccurate.
The student communicates scientific information using
scientific language. The student presents most of the
information appropriately using symbolic and/or visual
3–4
representation according to the task. The student
acknowledges sources of information with occasional
errors.
The student communicates scientific information
effectively using scientific language correctly. The student
presents all the information appropriately using symbolic
5–6
and/or visual representation accurately according to the
task. The student acknowledges sources of information
appropriately.
Indications in the work
 My work does not reach a standard
described by any of the descriptors
given below.
 I used some scientific language.
 For most sections of the lab report I
followed most of the requirements
listed on the Guideline sheet.
 I attempt to acknowledge my sources.
 I used only scientific language.
 For each section of the lab report I
followed most of the requirements
listed on the Guidelines Sheet
 I state where I got my information from
but made some style errors
 I used clear, concise, scientific
language.
 For each section of the lab report I
followed completely the requirements
listed on the Guidelines Sheet for how
to write a lab report.
 I correctly cite my sources of
information.
Criterion F: attitudes in science
Student’s Teacher’s
Opinion Decision
Descriptor
The student does not reach a standard described by any
of the descriptors given below.
0
0
1–2
1–2
3–4
The student uses most equipment competently but might
require occasional guidance; on most occasions pays
3–4 attention to safety and works responsibly with the living
and non-living environment. The student generally
cooperates well with other students.
5–6
The student works largely independently; uses equipment
with precision and skill; pays close attention to safety
and deals responsibly with the living and non-living
5–6
environment. The student consistently works effectively
as part of a team, collaborating with others and
respecting their views.
The student requires guidance and supervision when
using laboratory equipment. The student can work safely
and cooperate with others but may need reminders.
Indications in the work
 My work does not reach a standard
described by any of the descriptors
given below.
 During the experiment I did not know
what to do.
 I forgot safety routines such as
wearing goggle, standing up, etc.
 During the experiment I asked
questions even though the answer to
the question was provided in writing
before hand.
 I forgot safety routines such as
wearing goggle, standing up, etc.
 I chose to record only meaningful
observations that answer the aim of
the experiment.
 I knew what I was doing in the lab.
 I worked well with classmates.
 I adhered to all safety routines.
CHEMISTRY 10 LAB: Some Metals Are More Reactive Than Others in Acid
Criterion D: scientific inquiry
Student’s Teacher’s
Opinion Decision
0
0
The student does not reach a standard described by any
of the descriptors given below.
The student attempts to define the purpose of the
investigation and makes references to variables but these
1–2 are incomplete or not fully developed. The method
suggested is partially complete. The evaluation of the
method is either absent or incomplete.
1–2
Indications in the work
Descriptor






The student defines the purpose of the investigation and
provides an explanation/prediction but this is not fully
developed. The student acknowledges some of the
3–4 variables involved and describes how to manipulate
them. The method suggested is complete and includes
appropriate materials/equipment. The evaluation of the
method is partially developed.
3–4




The student defines the purpose of the investigation,
formulates a testable hypothesis and explains the
hypothesis using scientific reasoning. The student
identifies the relevant variables and explains how to
5–6
manipulate them. The student evaluates the method
commenting on its reliability and/or validity. The student
suggests improvements to the method and makes
suggestions for further inquiry when relevant.
5–6



My work does not reach a standard
described by any of the descriptors
given below.
I tried to write a clear Aim.
I tried to identify the variables and
explain how they would be
manipulated or controlled.
My method is incomplete.
My Evaluation is incomplete.
I correctly defined the Aim of the
experiment.
I identified most of the variables and
explained how they would be
measured, manipulated, or controlled.
My method is valid.
My Evaluation included one
significant way to improve this
experiment.
I identified all variables and explained
how they would be measured,
manipulated or controlled.
My Evaluation included comments on
how valid the results were.
My Evaluation included comments on
how reliable the results were.
My Evaluation included at least two
important ways to improve this
experiment.
Criterion E: processing data
Student’s Teacher’s
Opinion Decision
0
0
1–2
1–2
3–4
3–4
Indications in the work
Descriptor
The student does not reach a standard described by My work does not reach a standard described
any of the descriptors given below.
by any of the descriptors given below.
The student organizes and presents data using
 I present data in a simple table
simple numerical or diagrammatic forms and
 I tried to make a conclusion
draws an obvious conclusion.
The student organizes and transforms data into

 I present data in an informative table
numerical and diagrammatic forms and presents

 My conclusion matches the
it using appropriate communication modes. The
observations.
student draws a conclusion consistent with the data.
5–6
5–6

The student organizes and transforms data into numerical
and diagrammatic forms and presents it logically and
clearly, using appropriate communication modes. The
student explains trends, patterns or relationships in the
data, comments on the reliability of the data, draws a
clear conclusion based on the correct interpretation of
the data, and explains it using scientific reasoning.



I present data in a completely
informative table
In my conclusion I compared our
results to what would be expected
from the published information.
I explained the conclusion
scientifically.
CHEMISTRY 10 LAB: Some Metals Are More Reactive Than Others in Acid