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Reaction Rate Lab: Magnesium & Hydrochloric Acid

⚗️ Tier: Middle School → AP/Intro-College Chemistry
The classic rate of reaction practical: magnesium ribbon reacts with hydrochloric acid to make hydrogen gas. Choose an acid concentration, press Start and watch the ribbon fizz and shrink while the gas syringe fills and the stopwatch runs. Every run lands on the graphs and in a results table, so you can see how concentration changes the rate and explain it with collision theory in the particle view.

⚗️ Interactive 3D Reaction Rate Lab

Gas syringe method
⏱️0:00.0
drag to rotate · scroll to zoom · click a part
Ready

Press Start to drop the magnesium into the acid.

HCl:
[HCl] now
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Mg left
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H₂ made
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Rate now
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Temperature
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Syringe reads
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Mg / HCl at start
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Limiting reactant
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📈 Graph vs time
🔬 Particle view: collision theory

Not to time scale. Water molecules are not shown. The share of successful collisions is exaggerated so you can see it; in reality only a tiny fraction succeed. More concentrated acid = more H⁺ ions in the same space = more hits on the magnesium every second.

📊 Rate from your runs

📋 Results table
#HCl (M)Start T (°C)Acid (cm³)MagnesiumTime (s)1/time (s⁻¹)Initial rate (cm³/s)H₂ (cm³)

📝 Lab notebook: readings of this run

Readings as a student would write them: the syringe read to the nearest 1 cm³, the thermometer to 0.5 °C. Use Copy readings to paste them into a spreadsheet and draw your own graph.

Click a part to begin

Click any piece of equipment in the 3D lab, or a button below, to find out what it does. The strip held by the tweezers is the magnesium ribbon.

Hydrochloric acid

Settings are locked while a run is going. Press New run to change them.

Magnesium

Measure by

Speed

Realism

Advanced (A-level / AP)

View

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💡 The Idea, Step by Step

Start — what is a “rate”?

Some reactions are over in a flash (fireworks), others take years (rusting). The rate of reaction tells you how fast reactants are used up or products are made. Drop a piece of magnesium into hydrochloric acid and it fizzes, because bubbles of hydrogen gas are being made, and the shiny metal slowly disappears. The faster the fizzing and the sooner the magnesium is gone, the higher the rate. Think of a crowded school corridor: the more people squeezed into it, the more often someone bumps into the lockers.

Build — the reaction and collision theory

The word equation is magnesium + hydrochloric acid → magnesium chloride + hydrogen, and the balanced symbol equation is $\mathrm{Mg(s) + 2HCl(aq) \rightarrow MgCl_2(aq) + H_2(g)}$. In the acid the particles that actually react are the hydrogen ions: $\mathrm{Mg(s) + 2H^+(aq) \rightarrow Mg^{2+}(aq) + H_2(g)}$. The chloride ions are spectator ions. Collision theory says particles can only react when they collide, and only collisions with at least a minimum amount of energy, the activation energy, succeed. A more concentrated acid has more H⁺ ions in the same volume, so more of them hit the magnesium every second. A hotter acid makes the ions move faster, so they collide more often and a much larger share of the collisions have enough energy.

Build — measuring the rate

Collect the hydrogen in a gas syringe and read the volume every 10 seconds, or simply time how long the magnesium takes to disappear. The mean rate is the amount made divided by the time:

$$\text{mean rate} = \frac{\text{volume of gas made}}{\text{time taken}} \qquad\text{e.g. } \frac{31\ \text{cm}^3}{91\ \text{s}} \approx 0.34\ \text{cm}^3/\text{s}$$

On a volume–time graph the rate at any moment is the gradient. The curve is steepest at the start, when there is most metal surface, then gets less steep as the ribbon thins, pits and breaks up, and goes flat when the last piece has gone. The initial rate is the gradient of the tangent at t = 0 (the dashed white line in the lab). If the same mass of magnesium is used every time, a shorter time means a higher rate, so 1/time is a quick measure of rate. The final volume is the same for every concentration, because the same amount of magnesium is used and the acid is in excess.

Deepen — rate equation, order and activation energy

At A-level/AP the rate is written as a rate equation, $\text{rate} = k[\mathrm{H^+}]^n$, where $n$ is the order of reaction with respect to H⁺. If $n = 1$, doubling the concentration doubles the initial rate. To find $n$, plot $\log(\text{rate})$ against $\log[\mathrm{HCl}]$: the gradient is $n$ (tick log–log). The rate constant $k$ depends on temperature through the Arrhenius equation, $k = A\,e^{-E_a/RT}$, so a graph of $\ln(\text{rate})$ against $1/T$ is a straight line of gradient $-E_a/R$ (choose vs temperature and tick Arrhenius plot). The reaction is exothermic (about $-467$ kJ per mole of Mg), so the acid warms by a few degrees during a run and speeds itself up a little, which is one reason real class results are never perfectly tidy.

Try this in the sim above

(1) Press Run the full investigation and compare the curves: all end at the same volume, but the steep start gets steeper as the acid gets stronger. (2) Press Temperature series and watch the time fall from about 1.5 minutes at 20 °C to about 13 s at 60 °C. (3) Turn on Real-lab variation and repeat 1.0 M three times: the bung goes in late, some gas escapes, the plunger sticks and jumps, and every time is a little different, so find the mean. (4) Try the same ribbon cut into 6 pieces (almost no change) and then powder (very fast). (5) Switch to Mass loss and see how little the balance changes, because hydrogen is so light.

📋 Method & Results

Key facts. $\mathrm{Mg + 2HCl \rightarrow MgCl_2 + H_2}$ · exothermic, about $-467$ kJ per mole of Mg · magnesium is oxidised (loses 2 electrons), H⁺ is reduced · 1 cm of ribbon ≈ 0.01 g · 3 cm ≈ 0.031 g ≈ 1.3 mmol Mg → ≈ 31 cm³ of H₂ at 20 °C (1 mol of gas ≈ 24 dm³) · 50 cm³ of 1.0 M HCl = 50 mmol HCl, about 20 times more than needed, so the acid is in excess and magnesium is the limiting reactant · temperature rise with 3 cm of ribbon: only about 2 °C.

Method (gas syringe)

  1. Measure 50 cm³ of hydrochloric acid with a measuring cylinder and pour it into a 250 cm³ conical flask. Note its temperature.
  2. Fit a two-hole bung with a thermometer and a delivery tube joined by rubber tubing to a gas syringe held level in a clamp. Check the plunger reads 0.
  3. Rub a 3 cm strip of magnesium ribbon with sandpaper to remove the dull oxide layer. Hold it with tweezers.
  4. Remove the bung, drop the magnesium in, put the bung straight back and start the stopwatch.
  5. Read the volume of gas every 10 seconds (to the nearest 1 cm³) until it stops changing, and note the time when the magnesium disappears.
  6. Repeat with the other concentrations (2.0, 1.5, 1.0, 0.5, 0.25 M), repeat each one and calculate means. For temperature, warm the acid in a water bath first and keep the concentration the same.
VariableConcentration investigationTemperature investigation
IndependentConcentration of HClStarting temperature of the acid
DependentVolume of hydrogen over time (initial rate), or time for the magnesium to disappear
ControlTemperature, volume of acid, length and cleanliness of the ribbonConcentration, volume of acid, length and cleanliness of the ribbon

Safety: wear eye protection; hydrochloric acid of 2 M or more is an irritant; hydrogen is flammable, so keep flames away; do not heat the acid above about 60 °C; magnesium powder is a highly flammable solid, so use only small amounts, keep it away from flames and add it slowly.

Results from this simulation

3 cm of clean ribbon (0.031 g) in 50 cm³ of acid, model order 1, no real-lab errors. Your own results will differ a little, as real ones do.

[HCl] (M) at 20 °CTime for Mg to disappear (s)1/time (s⁻¹)Initial rate (cm³/s)
2.0440.0231.8
1.5600.0171.4
1.0910.0110.95
0.51910.00520.48
0.254240.00240.24

Halving the concentration roughly halves the initial rate and doubles the time, and a graph of rate against concentration is a straight line through the origin: the rate is directly proportional to the concentration (first order).

Start temperature, 1.0 MTime (s)1/time (s⁻¹)Initial rate (cm³/s)
20 °C910.0110.95
30 °C550.0181.6
40 °C330.0302.5
50 °C210.0483.8
60 °C130.0765.5

Each 10 °C rise makes the reaction about 1.4–1.7 times faster here (the factor gets smaller at higher temperatures). The exact factor depends on the activation energy, which has to be measured.

Errors you will meet in the real practical

ErrorEffectHow to reduce it
Bung put back lateGas escapes at the start, so early volumes are too lowPractise; use a side-arm flask or a tube to drop the ribbon in
Bung pushes air inThe syringe shows 1–3 cm³ before any gas is madeNote the starting reading and subtract it
Sticky plungerVolume goes up in jumps, readings lagClean, dry syringe; tap it gently before reading
Reaction time on the stopwatch±0.2–0.5 s on every timeRepeat and take a mean; use longer runs
Ribbon not identicalThickness and oxide vary between piecesCut all pieces from the same roll; sand every piece
Solution warms upThe rate increases during the runUse more acid or less magnesium

Turn on Real-lab variation to see all of these in the simulation.

Factors that change the rate

FactorChangeWhy (collision theory)
ConcentrationHigher → fasterMore H⁺ ions per cm³, so more collisions with the metal each second
TemperatureHigher → much fasterParticles move faster: more collisions, and a much larger share have the activation energy
Surface areaLarger → fasterMore magnesium atoms exposed to the acid. Powder reacts far faster than ribbon
CatalystFasterGives a route with lower activation energy (not normally used for this reaction)

About this model

The magnesium dissolves from its surface at a speed proportional to $[\mathrm{H^+}]^n$. As it reacts the exposed area shrinks with the mass, $A \propto m^{2/3}$ (the ribbon thins, pits and breaks up), which gives the curved volume–time graph. The speed is set so that 3 cm of clean ribbon in 1.0 M acid at 20 °C is used up in about 1.5 minutes; with 6 cm this gives about 26, 43 and 60 cm³ at 15, 30 and 60 s, close to an example data set used in A-level revision material (25, 41 and 60 cm³). Temperature works through the Arrhenius equation with an assumed activation energy of 40 kJ/mol (measured values for this reaction vary between experiments). The heat of reaction warms the acid and flask, and heat is lost to the room. The oxide-layer delay and the real-lab errors are simple illustrations, not measured data. The 3D bubbles are drawn at a rate that follows the reaction rate but are not counted one-for-one.

References: AQA GCSE Chemistry required practical 5 and OCR A-level PAG 9 (rates of reaction by gas collection; example data at chemistrystudent.com); Atkins & Jones, Chemical Principles (rate laws, orders, Arrhenius equation, collision theory); Wagman et al. (1982), NBS Tables of Chemical Thermodynamic Properties / CRC Handbook: ΔfH°(Mg²⁺, aq) = −466.9 kJ/mol; molar volume of a gas at 20 °C and 1 atm, $V_m = RT/p \approx 24.1$ dm³/mol.

❓ FAQ

Conceptual Why does increasing the concentration of hydrochloric acid increase the rate of reaction with magnesium?►

A more concentrated acid contains more hydrogen ions (H+) in the same volume. More of them hit the surface of the magnesium every second, so there are more successful collisions per second and the reaction is faster. The ions do not move faster; there are simply more of them to collide.

Key takeaway: more particles in the same space = more frequent collisions = faster reaction.
Equation What is the equation for magnesium and hydrochloric acid?►

Magnesium + hydrochloric acid → magnesium chloride + hydrogen. The balanced symbol equation is Mg(s) + 2HCl(aq) → MgCl2(aq) + H2(g). The ionic equation is Mg(s) + 2H+(aq) → Mg2+(aq) + H2(g); the chloride ions are spectator ions. It is a redox reaction: magnesium is oxidised and hydrogen ions are reduced.

Key takeaway: Mg + 2HCl → MgCl2 + H2.
Method How do you measure the rate of the reaction between magnesium and hydrochloric acid?►

Collect the hydrogen in a gas syringe (or an upturned measuring cylinder full of water) and record the volume every 10 seconds, or time how long the magnesium takes to disappear. The initial rate is the gradient of the tangent to the volume–time curve at t = 0. If the same mass of magnesium is used every time, 1/time is proportional to the average rate, so it can be used as a quick measure. Keep the volume of acid, the length of ribbon and the temperature the same.

Key takeaway: gas volume vs time (initial rate from the tangent), or time for the ribbon to disappear.
Graph Why does the volume–time graph level off, and why is the final volume the same for every concentration?►

The graph is steepest at the start, when there is most magnesium surface. As the ribbon thins, develops holes and breaks into smaller pieces, there is less surface for the acid to attack, so the gradient falls, and the graph goes flat when the last piece has reacted. With the acid in excess, the magnesium is the limiting reactant, so the same mass of magnesium always makes the same volume of hydrogen (about 31 cm3 from 3 cm of ribbon). Higher concentration only makes it arrive sooner.

Key takeaway: concentration changes how fast, not how much (when Mg is limiting).
Temperature How does temperature affect the rate of reaction between magnesium and hydrochloric acid?►

Raising the temperature makes the reaction much faster. The hydrogen ions move faster, so they hit the magnesium more often, and, more importantly, a much larger fraction of the collisions have at least the activation energy. In this simulation 3 cm of ribbon in 1.0 M acid takes about 91 s at 20 °C but only about 13 s at 60 °C. Plotting ln(rate) against 1/T (an Arrhenius plot) gives a straight line whose gradient is −Ea/R.

Key takeaway: hotter = more frequent and more energetic collisions = much faster.
Applied Is the reaction between magnesium and hydrochloric acid exothermic?►

Yes. About 467 kJ of heat is released for every mole of magnesium. With 0.03 g of magnesium in 50 cm3 of acid the temperature rises by only about 2 °C (some heat is lost to the flask and the room), but with more magnesium or less acid the flask gets noticeably warm. The warming speeds the reaction up a little, which is one reason real results do not fit a simple rate law perfectly.

Key takeaway: exothermic: the acid warms by a few degrees.
Practical Why should you clean magnesium ribbon with sandpaper before the experiment?►

Magnesium slowly reacts with air to form a thin, dull layer of magnesium oxide. The acid has to remove this layer before it reaches the metal, so an uncleaned ribbon starts slowly and gives a time that is too long. Sanding every piece the same way makes the runs a fair test. Untick “Rubbed clean” in the sim to see the delay.

Key takeaway: remove the oxide layer so every run starts the same way.
Deep What is the order of reaction with respect to hydrochloric acid?►

Measure the rate at several concentrations and plot log(rate) against log[HCl]; the gradient is the order. In this simulation the default model is first order, so doubling the concentration doubles the rate. Class experiments often give a value a little different from 1, because the solution warms up, hydrogen bubbles cover part of the surface and real ribbon is uneven, so it is best treated as an experimental result rather than something you can read from the equation.

Key takeaway: order = gradient of the log–log graph; it cannot be read from the balanced equation.
Applied Why is the mass-loss method poor for magnesium and hydrochloric acid?►

Hydrogen is the lightest gas (2 g per mole). The 31 cm3 of hydrogen from 3 cm of ribbon has a mass of only about 0.003 g, smaller than the resolution of most school balances (0.01 g). The mass-loss method works much better for reactions that give off a heavier gas, such as marble chips (calcium carbonate) with acid, which releases carbon dioxide.

Key takeaway: hydrogen is too light to weigh well; use a gas syringe.
Surface area Does cutting the magnesium ribbon into pieces make it react faster?►

Hardly at all. Almost all of a ribbon's surface area is its two flat faces, and cutting it adds only a few tiny edges, so the rate barely changes. Grinding the same mass into a fine powder, however, exposes many times more surface, so powder reacts much faster. Try both in the simulation.

Key takeaway: cutting ribbon adds very little surface; powder adds a lot.

⚠️ Misconceptions & Common Errors

❌ "The rate of reaction is the time the reaction takes."✅ Rate is how much reactant is used up, or product made, per unit time (for example cm³ of gas per second). A long time means a low rate; that is why 1/time, not time, is plotted as the rate.🔍 Rate = amount ÷ time; it is not a time.
❌ "The reaction goes at the same speed all the way through."✅ The rate is highest at the start and falls as the magnesium surface shrinks (and, with little acid, as the acid is used up); the volume–time graph curves and then levels off. Watch the Rate now readout drop during a run.🔍 Rate decreases as reactants are used up.
❌ "More concentrated acid makes more hydrogen."✅ When the acid is in excess, the amount of hydrogen depends only on the amount of magnesium. All five concentrations give the same final volume, just at different times. Only when the acid runs out first (try 0.1 M, 20 cm³) does the acid limit the amount.🔍 Concentration changes the speed, not the total, when Mg is limiting.
❌ "In a more concentrated acid the particles move faster."✅ Particle speed depends on temperature, not concentration. A concentrated acid simply has more H⁺ ions in each cm³, so collisions with the metal happen more often.🔍 More crowded, not faster.
❌ "Every collision between an H⁺ ion and the magnesium makes it react."✅ Only collisions with enough energy (at least the activation energy) lead to reaction; most bounce off. In the particle view, compare Hits on the surface with Successful.🔍 Only a fraction of collisions are successful.
Sources: Bain & Towns (2016), “A review of research on the teaching and learning of chemical kinetics”, Chemistry Education Research and Practice 17(2):246–262; Çakmakci (2010), “Identifying alternative conceptions of chemical kinetics among secondary school and undergraduate students in Turkey”, Journal of Chemical Education 87(4):449–455; Kolomuç & Tekin (2011), “Chemistry teachers’ misconceptions concerning concept of chemical reaction rate”, Eurasian Journal of Physics and Chemistry Education 3(2):84–101.