ore a rock that contains a metal oxide; we can

extract the metal from the ore

Unit 8.9 Displacement reactions

Overview of the unit
In this unit, students learn about displacement
reactions, first by carrying out a simple practical
experiment, and then by using the reactivity series to
make predictions about reactions. They then relate
the position of a metal in the reactivity series to its
properties and uses, looking specifically at the uses
and extraction of copper.
Concept strands

Emerging

Developing

Mastered

outcome
M6 Explain

State whether Construct

Explain

one useful

or not given

word

one useful

application

reactants

equations for application

of

would

displacement of

displacement undergo a
reactions.

reactivity series a list of the metal elements in

order of reactivity
Common misconceptions

If two compounds are mixed, there will

always be a reaction.

All metals have similar reactivities.

In completing this unit students will work towards

Learning outcome M6.
Learning

reactive how easily a substance undergoes a

chemical reaction with other chemicals

reactions.

displacement

displacement

reactions.

reaction.

Team, individual and class activities

Getting started
In Unit 8.5, students began to use chemical formulae
and equations to analyze chemical processes. A
starting point here is to remind students that a
chemical name can indicate which elements are
present. For example, they should recall that an
ate ending indicates the presence of oxygen in the
compound.
Which elements are in each of these compounds?

Investigating scientifically strands

Answers:

The work in this unit will allow students to practice

and improve the following skills:

copper sulfide copper and sulfur

Investigation

Emerging Developing Mastered

copper sulfate copper, sulfur and oxygen

carbon dioxide carbon and oxygen
iron oxide iron and oxygen

skills
S11 Draw a

Draw a

conclusion,

conclusion. conclusion,

Draw a

Draw a

calcium carbonate calcium, carbon and oxygen

conclusion,

Which of these metals is most reactive with water?

(Answer: potassium)

consistent

related

consistent

with the data,

to the

with the

and explain it

scientific

data, and

using scientific

question

explain it

knowledge and

or

using scientific

understanding.

prediction. knowledge and

understanding.

Equipment and resources required

test tube, test tube rack, small length of magnesium

ribbon, copper sulfate solution (0.25M)

1 Magnesium + copper sulfate (M6)

This first activity allows students to investigate the
displacement reaction:
magnesium + copper sulfate magnesium
sulfate + copper

Safety: copper sulfate see CLEAPSS

hazcard at http://science.cleapss.org.
uk/resource/SSS040-Copper-and-itscompounds.pdf

Key terms

Activity 1.1

charcoal blackened wood that has been burned in

a fire; it is often used for barbecues

Each team will need: test tube, test tube rack, small
length of magnesium ribbon, copper sulfate solution
(0.25M)

displacement reaction this happens when a

more reactive metal reacts with the compound of a
less reactive metal; the products of the reaction are a
new metal compound and a metal

Allow students a few minutes to read the instructions.

To avoid the possibility of students taking too much
magnesium ribbon, it is advisable to issue each team
with just enough for the experiment, e.g. a 2-cm length.

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Students will observe a reaction right away, and

this could be enough. However, to see the solution
change color, you may need to provide more
magnesium after several minutes, if the original strip
is consumed and the solution is still not clear.
Students may need to agitate the tube.
What is in your test tube at the end of the
experiment? (Answer: magnesium sulfate (colorless)
and copper (red-brown specks))
Explain that the more reactive metal is able to
take the sulfate away from the less reactive metal.
Magnesium is more reactive than copper.
If you put copper in a magnesium sulfate solution,
it wont react. From the information in this section,
explain why not. (Look for an explanation along
the lines of a less reactive metal will not be able to
displace a more reactive metal from its sulfate.)

3 Uses of copper (M6)

This section covers some of the uses of copper, from
simple tools used thousands of years ago to modern
electronic circuitry.
Lead students to make the link between the relative
low reactivity of copper to:

ease of extraction from its ores

resistance to corrosion.
Worksheet 9.3 (page 148) is a loop game that tests
students comprehension of this unit. Cut out and
shuffle the cards, then hand out a set to each team.
Their task is to put the chain of cards in order.
4 Presentation task
Students produce a web page or PowerPoint
presentation on one of a range of topics.
Assessment

Worksheet 9.1 (page 143) describes another

displacement reaction (the thermit reaction). Note:
If the video clips showing the thermit reaction are
available, students may not need to read most of the
sheet, and can go straight to the questions.

Making use of peer assessment

2 Reactivity series (M6, S11)

or

Following on from observation of the reaction

between magnesium and copper sulfate, explain
that similar experiments have allowed us to put
metals in an order of reactivity, called the
reactivity series. Using the reactivity series means
that the outcome of reactions can be predicted.
Students work through the examples in the Student
Book, before making their own predictions, as
given below:

lead sulfate + copper no reaction

magnesium + copper sulfate magnesium sulfate +

copper

Students will be able to:

copper + magnesium sulfate copper + magnesium

sulfate (no reaction)
iron + copper sulfate iron sulfate + copper
iron + sodium chloride iron + sodium chloride (no
reaction)
zinc + silver nitrate zinc nitrate + silver
copper + potassium sulfate copper + potassium
sulfate (no reaction)

Students each use the reactivity series to make up

an equation to illustrate a possible displacement
reaction, e.g.
lead + copper sulfate lead sulfate + copper

They present their team-mates with just the

reactants, and team-mates must complete the
equation correctly. Teams work together to check
answers.
Collecting items for evidence of achievement
Completed worksheets and presentations.
Success criteria for the Learning outcomes
M6: Explain one useful application of displacement
reactions.

Emerging: State whether or not given

reactants would undergo a displacement
reaction.

Developing: Construct word equations for

displacement reactions.

Mastered: Explain one useful application of

displacement reactions.

gold + potassium nitrate gold + potassium nitrate

(no reaction)

Encouraging self-reflection and self-assessment in

students

Worksheet 9.2 (page 146) provides more practice in

making predictions using the reactivity series.

Set students the following task.

In this unit, you have met a pattern or set of rules (the
reactivity series) that allow scientists to make predictions.

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How useful do you think predictions are in science? What

happens when a process does not behave as predicted?

Links, references, URLs for the students to use

Further suggestions for additional activities

and investigations

http://www.bbc.co.uk/education/clips/zv64wmn

Students could try a practical activity to copper

plate a small metallic object. They will need a
beaker or jar, vinegar, a tablespoon of salt, about 10
copper-alloy coins or some copper wire, a steel paper
clip or a small iron nail. They place everything in the
jar or beaker and mix gently. After about an hour
they should see the steel or iron object become coated
with reddish-brown copper. This occurs because
copper ions from the coins dissolve in the vinegar
solution and gradually change places with the iron.

http://www.copper.org/education/c-facts/facts-print.
html

Metals used in surgery:

Facts about copper:

http://www.chemistryexplained.com/elements/C-K/
Copper.html
Extraction of copper:
http://www.bbc.co.uk/education/clips/zngtfg8

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