TITLE. DATE.

REVIEW

Results of experiments

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a) Write the balanced equation corresponding to the reaction to obtain hydrogen, starting with metallic zinc:
Zinc metal reacts with hydrochloric acid to produce zinc chloride and hydrogen gas. Zinc is

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more reactive than hydrogen, so it displaces hydrogen from the acid. Bubbles confirm gas
formation.
Equation: zinc + hydrochloric acid → zinc chloride + hydrogen
b) Write the balanced equation corresponding to the reaction to obtain hydrogen, starting with magnesium:

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Magnesium also reacts with hydrochloric acid to form magnesium chloride and hydrogen gas.
Justification: Magnesium is high in the reactivity series and readily donates electrons to hydrogen ions in the acid.
Equation: magnesium + hydrochloric acid → magnesium chloride + hydrogen

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c) How much magnesium must be weighed to carry out this reaction with the same amount of 6M HCl?
Volume HCl = 1.5 mL = 0.0015 L; Molarity = 6 M
Moles HCl = 0.0015 6 = 0.009 mol

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From the equation: 2 mol HCl reacts with 1 mol Mg →
0.009 / 2 = 0.0045 mol Mg
Mass = 0.0045 24.3 g/mol ≈ 109 mg
Conclusion: 109 mg of magnesium are needed.

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2. Obtaining oxygen
a) Write the balanced equation corresponding to the decomposition of H2O2:

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Hydrogen peroxide slowly decomposes into water and oxygen.
Equation: hydrogen peroxide → water + oxygen
Justification: The reaction is spontaneous and can be accelerated by catalysts like iodide.

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(b) From the standard reduction potentials in the appendix, make a proposal on the process of obtaining O2 from H2O2 and
KI. Write the balanced equations of the process:
Half-reactions:

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Oxidation: iodide → iodine + electrons
Reduction: hydrogen peroxide → oxygen + protons + electrons
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Overall reaction: hydrogen peroxide + iodide + protons → iodine + water
Justification: This is a redox reaction where iodide reduces H O and itself gets oxidized.
(c) What is the reason for the color of the solution after the reaction?
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The solution turns brown.

Justification: Brown color indicates the formation of molecular iodine (I ), which is a product of iodide oxidation.
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Second part: Experiments with hydrogen and oxygen.

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a) What reaction occurs inside the Pasteur pipette? Write the balanced equation for
this reaction:
Copper reacts with oxygen to form copper oxide.
Equation: copper + oxygen → copper oxide

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Justification: Copper is oxidized and gains a black coating, showing the formation of the
oxide layer.
(b) Identify the oxidizing agent in this reaction: _________, and the reducing agent:

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Oxidizing agent: oxygen
Reducing agent: copper
Justification: Oxygen gains electrons, copper loses them.

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c) What reaction now occurs inside the pipette? Write the balanced equation for this
reaction:
Copper oxide reacts with hydrogen to form metallic copper and water.

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Equation: copper oxide + hydrogen → copper + water
Justification: Hydrogen reduces the copper oxide to copper metal.
(d) Identify the oxidizing agent in this reaction:________. The reducing agent is:______

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Oxidizing agent: copper oxide
Reducing agent: hydrogen
Justification: Hydrogen donates electrons, copper oxide accepts them.

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H reaction with KMnO
a) What changes did you observe in the test tube?

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The purple color of the potassium permanganate solution gradually faded and turned brown, indicating a reduction process.
A light precipitate may have appeared.

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Explanation: This color change signals that the permanganate ion (Mn⁷⁺) is being reduced to manganese dioxide (Mn⁴⁺), which
is brown and slightly insoluble.
b) What reaction occurs in the tube? Write the balanced equation for this reaction:
potassium permanganate + hydrogen → manganese dioxide + potassium hydroxide + water 10

Balanced equation (in basic medium):

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2 potassium permanganate + 3 hydrogen → 2 manganese dioxide + 2 potassium hydroxide + 2 water

Explanation: Hydrogen gas acts as the reducing agent, donating electrons to permanganate ions and converting
them into solid manganese dioxide.
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c) Identify the oxidizing agent in this reaction. The reducing agent is:

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Oxidizing agent: potassium permanganate (specifically the permanganate ion, MnO )
Reducing agent: hydrogen (H )

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Explanation: The permanganate ion gains electrons (is reduced), while hydrogen loses electrons (is
oxidized).

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2. Hydrogen combustion and the manufacture of a rocket.
a) How does the result obtained in the first experiment differ from that obtained in the second experiment?

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In the first experiment, when only hydrogen gas is ignited, a soft popping sound is heard. In the second experiment,
with a 2:1 hydrogen-oxygen mixture, a louder explosion is observed.
Explanation: The reaction with pure hydrogen is slower and releases less energy, while the hydrogen-oxygen mixture

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ignites more rapidly and forcefully.

b) How do you explain this difference?

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The difference is due to the stoichiometry of the combustion reaction. The 2:1 ratio of hydrogen to oxygen
represents the ideal proportion for complete combustion:
2 hydrogen + 1 oxygen → 2 water

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This balanced mixture burns much faster and releases more energy instantly, resulting in a stronger sound.

Manufacture of a rocket.

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a) How does the reaction product behave in front of the magnet?
The product is strongly attracted to the magnet.
Explanation: This magnetic behavior indicates the formation of a ferromagnetic compound, which is a

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typical property of certain iron oxides.
b) What compound is it?

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The product is magnetite (also known as iron(II,III) oxide).
c) What reaction occurs inside the Pasteur pipette? Write the balanced equation of this reaction:
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Balanced equation:
iron sulfide + oxygen → magnetite + sulfur dioxide
Justification: Iron(III) sulfide (Fe S ) is oxidized by oxygen, forming a mixed-valence oxide (magnetite) and
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releasing sulfur dioxide gas as a byproduct.

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d) Identify the oxidizing agent in this reaction: _____, and the reducing agent: ________

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Oxidizing agent: oxygen
Reducing agent: iron sulfide

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Explanation: Oxygen gains electrons (is reduced), while the iron and sulfur atoms in iron
sulfide lose electrons (are oxidized).

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Conclusions
Valentina's Conclusion:
This experiment helped me understand the practical difference between oxidizing and reducing agents, not just in

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theory but through direct observation. I found it fascinating to witness how a simple change like heating copper or
passing hydrogen over a black oxide could reverse a reaction. It made redox chemistry feel dynamic and real. I also
appreciated learning how gases like hydrogen can be both useful and dangerous, depending on how we handle them in
controlled reactions.

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Arturo's Conclusion:
For me, this lab reinforced the importance of stoichiometry and the relationship between chemical quantities and
observable results. Seeing how different ratios of hydrogen and oxygen produced dramatically different reactions
really clarified combustion concepts. The part involving magnetic attraction after the iron sulfide reaction helped

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me connect inorganic reactions to physical properties like magnetism, which I never expected to see in a chemical lab.

References

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Housecroft, C. E., & Sharpe, A. G. (2018). Inorganic chemistry (5th ed.). Pearson Education.
Wulfsberg, G. (1991). Principles of descriptive inorganic chemistry. University Science Books.

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Mattson, B. (1997). Microscale gas chemistry experiments with oxygen. Chem. 13 News.
Retrieved from [Link]
Zumdahl, S. S., & DeCoste, D. J. (2020). Chemical principles (9th ed.). Cengage Learning.

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Brown, T. L., LeMay, H. E., Bursten, B. E., & Murphy, C. J. (2018). Chemistry: The central science (14th ed.). Pearson.

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