Lab 5-1
Single Replacement Reaction (Ionic Bonds)
Introduction: In a single replacement reaction the reactants are a single element and a
compound. The single element is more reactive than the element of the same type
(metal or nonmetal) in the compound and therefore bumps the less reactive element
out and takes its place in the compound. Being at a dance is an analogy for this
reaction. The more active elements are better dancers. The compound represents
two people dancing together on the dance floor. The better dancer (more active
element) enters and cuts in on the poorer dancer (less active element of the same
type) and dances with their date. After the interaction (reaction), the poorer dancer
(less active element) is now alone and the better dancer (more active element) has
made a new couple (compound). For example: Aluminum is more active than lead.
If we combine aluminum (Al) and lead nitrate (PbNO3) the aluminum bumps out the
lead and takes its place forming the compound aluminum nitrate (AlNO3) and lead
(Pb) is by itself.
Al + PbNO3  Pb + AlNO3
Materials: test tube, beaker, copper chloride solution, zinc pieces, goggles, apron.
Purpose:
To conduct, observe, & understand ionic reactions.
To write the reaction equations and balance them.
Hypothesis: What is the evidence of the chemical change going to be?
CAUTION: COPPER CHLORIDE AND ZINC CHLORIDE ARE POISONOUS. WASH
WITH SOAP & WATER IF THERE IS SKIN CONTACT. ALWAYS WEAR
SAFETY GLASSES.
CAUTION: COPPER CHLORIDE AND ZINC CHLORIDE ARE HARMFUL TO THE
ENVIRONMENT & MUST NOT BE DISPOSED OF IN THE DRAIN. PLEASE
POUR CONTENTS OF TEST TUBE IN BEAKER LABELED FOR DISPOSAL.
Procedure: Single Replacement Reaction (Ionic Bonding) – Zinc and Copper Chloride
1. Wear the lab apron and goggles at all times during this lab
2. Obtain the test tube.
3. Fill the test tube half full with the copper chloride solution and place it in the
stand or beaker.
4. Place a few (3) pieces of zinc in the test tube.
5. Observe the reaction and record your observations in your data table every 5
minutes for 20 minutes. Occasionally shake the test tube to mix the reactants.
Watch for changes in the solid and the liquid.
6. While waiting for the reaction to progress, begin diagramming the reaction in the
questions below.
7. Dispose of the products by pouring it in the beaker at the front of the classroom.
8. Wash and rinse your test tube thoroughly and place it upside down on a piece of
paper towel to dry.
Data Table: Design a data table to record your observations in this lab. Make sure it is clearly
labeled. Remember you have to record your observations of both the solid & liquid,
every 5 minutes for 20 minutes.
Questions:
1. What evidence(s) did you have that a chemical reaction took place?
Use the following diagrams of the reactants to answer questions 2-5.
Zinc
Copper Chloride
8e
-
Zn 2e-
18e-
+
8 e-
Cl-1
2 e-
8e
-
8 e-
+2
Cu 2e8e-
Cl-1
8 e-
2 e-
17e-
2. What causes the chloride ions to stick to the copper ion in copper chloride?
3. Why does the copper ion have only 3 energy levels in copper chloride when the
copper atom is in period 4?
4. Finish the reaction equation that is started below for this single-replacement
reaction.
Reactants
Products
Zn + CuCl2 
5. Is this equation balanced (are the numbers of each kind of atom equal on each
side of the reaction)?
6. Draw diagrams for the products of this reaction (what is left after the zinc &
copper chloride have reacted).
7. How could you tell that copper was a product in the reaction?
8. What is the clue that tells you that the liquid now contains zinc chloride?
Analysis & Reflection: Standard A&R plus include a diagram of this ionic reaction (reactants
& products)