Explaining Reactivity (Cambridge (CIE) O Level Chemistry): Revision Note

Exam code: 5070

Alexandra Brennan

Written by: Alexandra Brennan

Reviewed by: Caroline Carroll

Updated on

Explaining Reactivity

  • Metal atoms form positive ions by loss of electrons when they react with other substances

  • The tendency of a metal to lose electrons is a measure of how reactive the metal is

  • A metal that is high up on the series loses electrons easily and is thus more reactive than one which is lower down on the series

Displacement reactions between metals and aqueous solutions of metal salts

  • Any metal will displace another metal that is below it in the reactivity series from a solution of one of its salts

  • This is because more reactive metals lose electrons and form ions more readily than less reactive metals, making them better reducing agents

  • The less reactive metal is a better electron acceptor than the more reactive metal, thus the less reactive metal is reduced. (OIL-RIG: reduction is gain of electrons)

Example: Magnesium + copper(II) sulfate

  • Magnesium is a reactive metal and can displace copper from a copper(II) sulfate solution

  • Magnesium loses its electrons more easily and the ion of the less reactive metal, copper, will gain these electrons to form elemental copper

  • This is easily seen as the more reactive metal slowly disappears from the solution, displacing the less reactive metal

magnesium + copper(II) sulfate → magnesium sulfate + copper

Mg (s) + CuSO4 (aq) → MgSO4 (aq) + Cu (s)

  • The blue colour of the CuSO4 solution fades as colourless magnesium sulfate solution is formed

  • Copper coats the surface of the magnesium and also forms solid metal which falls to the bottom of the beaker

Diagram of displacement: a beaker of blue copper(II) sulfate solution with magnesium powder is stirred, producing a colourless magnesium sulfate solution containing copper powder.

Diagram showing the colour change when magnesium displaces copper from copper(II) sulfate

  • By combining different metals and metal salt solutions it is possible to come up with a relative reactivity order

Metal Solutions Displacement Table

Mixture

Products

Reaction equation

Magnesium and iron(II) sulfate

Magnesium sulfate and iron

Mg + FeSO4 → MgSO4 + Fe

Zinc and iron(II) chloride

Zinc chloride and iron

Zn + FeCl2 → ZnCl2 + Fe

Iron and silver nitrate

Iron(II) nitrate and silver

Fe + 2AgNO3 → Fe(NO3)2 + 2Ag

Copper and iron(II) chloride

No reaction as iron is more reactive than copper

Silver and copper(II) sulfate

No reaction as copper is more reactive than silver

Zinc and magnesium chloride

No reaction as magnesium is more reactive than zinc

  • From this table we can deduce the order of reactivity:

    • Magnesium and zinc are both more reactive than iron but magnesium is more reactive than zinc

    • Copper and silver are both less reactive than iron but silver is less reactive than copper

  • The order of reactivity of the metals tested can be therefore be deduced as:

    • Mg > Zn > Fe > Cu > Ag

Reactivity of aluminium

  • Aluminium is high in the reactivity series, but in reality, it does not react with water and the reaction with dilute acids can be quite slow

  • This is because it reacts readily with oxygen, forming a protective layer of aluminium oxide which is very thin

  • This layer prevents reaction with water and dilute acids, so aluminium can behave as if it is unreactive

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Alexandra Brennan

Author: Alexandra Brennan

Expertise: Chemistry Content Creator / Senior Marketing Executive

Alex studied Biochemistry at Newcastle University before embarking upon a career in teaching. With nearly 10 years of teaching experience, Alex has had several roles including Chemistry/Science Teacher, Head of Science and Examiner for AQA and Edexcel. Alex’s passion for creating engaging content that enables students to succeed in exams drove her to pursue a career outside of the classroom at SME.

Caroline Carroll

Reviewer: Caroline Carroll

Expertise: Head of Content Delivery

Caroline graduated from the University of Nottingham with a degree in Chemistry and Molecular Physics. She spent several years working as an Industrial Chemist in the automotive industry before retraining to teach. Caroline has over 12 years of experience teaching GCSE and A-level chemistry and physics. She is passionate about delivering high-quality resources to help students achieve their full potential.