TECHNOLOGICAL INSTITUTE OF THE

PHILIPPINES
363 P. Casal St. Quiapo, Manila

Jemar R. Penarroyo
Hilarion Joshua A. Quilang Jr.
Aithne K Tiarrah A. Quilario
Daniel V. Quimba
Caniel C. Radaza

October 6, 2015

Laboratory Experiment No. 9

Chemical Reactions
1. Objective(s):
1.1 To identify the basic types of chemical reactions.
1.2 To determine the evidences and factors affecting the rate of chemical and reaction.
1.3 To enumerate the evidences of chemical reaction.
2. Intended Learning Outcomes (ILOs):
The students shall be able to:
2.1 Learn to identify the basic types of chemical reactions.
2.2 Learn to determine the evidences and factors affecting the rate of a chemical
reaction.
2.3 Learn to identify a chemical reaction by the evidences shown.
3. Discussion:
We can categorize chemical reaction according to the way in which the atoms or molecules of
the reactants form new groupings. Many chemical reactions can be classified as belonging to one or four
main groups.
Syntheses are reactions in which two or more substances combine to form a single new substance. These
reactions are generally of the form, very often the reactants are elements or maybe both compounds as
long as there is only one product.
A + B AB
Decompositions are reactions in which a single substance is broken down into two or more simpler
substances. The substances produced may be elements or simpler compounds. Decomposition reactions
are of the general form,
AB A + B
Single-Displacements are reactions in which an element reacts with a compound and replaces one of the
elements in the compound. These reactions are presented by the general equation,
A + BC AC + B
Double-Displacements are reactions in which atoms or groups of atoms are exchanged between two
reactants forming two new products. Precipitation and neutralization are two major types of doubledisplacement reactions. These reactions are of the general type,
AB + CD AC + BD
In this experiment you will observe nine different chemical reactions and identify the type of each reaction
on the basis of the products formed.

4. Materials
5 Test tubes 916x150)

0.5 M Copper (II) Nitrate

1 Crucible Tongs

0.5 M Ammonium Hydroxide

1 One-hole Rubber Stopper

0.1 M Silver nitrate

1 10ml Graduated cylinder

3 M H2SO4

1 Pipette

6% Hydrogen Peroxide

1 Iron Clamp

Fresh Limewater (C(OH2)

1 Glass Tubing

Phenolphthalein

1 Iron stand

Litmus Paper

1 Aspirator

Lump Sulfur

1 Spatula

Sodium Bicarbonate

1 Test Tube (22x200)

Manganese Dioxide

1 Bunsen burner

Copper Turnings

1 Splint

Steel Wool

0.5 M Barium Hydroxide

5. Procedure:
Procedure 1
1.1 Place approximately 5 mL of hydrogen peroxide in a test tube then add a pinch of
manganese dioxide and observe what happens.
1.2 Test the gas produced by inserting a glowing splint into the mouth of the test tube.
1.3 What happened to the (wooden) lighted splint?
Procedure 2
2.1 Pour approximately 5 mL of silver nitrate solution into a test tube.
2.2 Place a strip of copper in the silver nitrate solution.
2.3 Let the test tube stand for several minutes and periodically observe both the strip and
the solution.

CAUTION: be careful not to get silver nitrate on your skin!

Procedure 3
1.1 Place approximately 3 mL of barium hydroxide solution in a test tube.
1.2 Add one drop of phenolphthalein.
1.3 Using a pipette, add sulfuric acid one drop at a time until the color just disappears.
Note the appearance of the contents of the test tube.
Procedure 4
1.1 Place approximately 2 g of sodium bicarbonate in a test tube.
1.2 Fit the test tube with a one-hole stopper and delivery tube, and clamp it.
4.3 Place 5 mL of limewater in a second test tube, and place the end of the deliver tube in
the limewater.
1.4 Gently heat the sodium bicarbonate and observe the lime water.
1.5 Remove the delivery tube from the limewater before you discontinue heating.
1.6 Test the condensate that collects near the top of the test tube with litmus paper.
1.7 Compare the residue left in the test tube after heating with some of the original
sodium bicarbonate.
Procedure 5
1.1 Polish a piece of copper turnings with steel wool until it is clean and shiny.
1.2 Vigorously rub the copper with a lump of sulfur until the foil changes in appearance.
Procedure 6
2.1 Pour about 3 ml of ammonium hydroxide solution and 3 ml of copper (II) nitrate
solution in a test tube.

Course: Chemistry 001

Experiment No.: 8

Group No.: 5

Section: ES11KA3

Group Members: Jemar Penarroyo, Caniel

Date Performed: Sept. 17

Radaza, Aithne K Tiarrah Quilario, Daniel

Date Submitted: Oct. 06, 2015

Quimba, Hilarion Joshua Quilang Jr.

Instructor: Engr. Crispulo Maranan

6. DATA AND RESULTS

DATA AND RESULT
CHEMICAL FORMULAS
OF REACTANTS

VISIBLE RESULTS

CHEMICAL FORMULAS
OF OBSERVED
PRODUCTS

7. Questions:
Procedure 1

What happened when the glowing splint was inserted in the test tube containing hydrogen
peroxide and manganese dioxide?
It produces Gas.
What substance was being produced?
The substance that being produce when you put glowing splint in peroxide it`s produce gas.
Water is another product of this reaction. Where is it?
Procedure 2
What substance is formed on the surface of the copper when it was placed in a silver nitrate solution?
Where did this substance come from?
Describe the changes of the solution in the test tube.

What is the other product?

Procedure 3
Why does the phenolphthalein turns pink in barium hydroxide

8. Conclusion:
Therefore, we conclude that we are able to verify the relationship between the volume
and temperature. Also we have learned the proportional of the volume and temperature of
a gas.

9. Assessment (Rubric for Laboratory Performance):

TECHNOLOGICAL INSTITUTE OF THE PHILIPPINES
RUBRIC FOR LABORATORY PERFORMANCE
CRITERIA

BEGINNER ACCEPTABLE
PROFICIENT
1
2
3
1. Laboratory Skills
Manipulative Skills Members do not Members
Members
demonstrate
occasionally
always
needed skills.
demonstrate needed demonstrate
skills.
needed skills.
Experimental
Set-up

Members are
Members are able
unable to set-up to set-up the
the materials.
materials with
supervision.

Process Skills

Member do not
demonstrate
targeted process
skills.

Safety Precautions

Member do not
follow safety
precautions.

Members are
able to set-up the
material with
minimum
supervision.
Members always
demonstrate
targeted process
skills.

Members
occasionally
demonstrate
targeted process
skills.
Members follow Members follow
safety precautions safety
most of the time. precautions at all
times.

II. Work habits

Time
Members do not Members finish on Members finish
Management/Conduct finish on time
time with
ahead of time
of experiment
with incomplete incomplete data. with complete

SCORE

data.

data and time to

revise data
Cooperative and
Members do not Members have
Members are on
Teamwork
know their tasks defined
tasks and have
and have no
responsibilities
defined
defined
most of the time. responsibilities
responsibilities. Group conflicts are at all times.
Group comflicts cooperatively
Group conflicts
have to be settled managed most of are cooperatively
by the teacher. the time.
managed at all
times.
Neatness and
Messy workplace Clean and orderly Clean and
Orderliness
during and after workplace with
orderly
the experiment. occasional mess
workplace at all
during and after the times during and
experiment.
after the
experiment.
Ability to do
Members require Members require Members do not
independent work
supervision by occasional
need to be
the teacher.
supervision by the supervised by
teacher.
the teacher.
Other Comments/ Observations:
TOTAL SCORE
RATING= Total
Score/(24)x100%
Evaluated by:

Printed Name and Signature of Faculty Member

Date: