Class 10 Metal Reactivity: Displacement and Corrosion
A reactivity series is useful when it helps you predict a reaction and interpret an observation. Learn the comparison behind the list rather than treating it as a stand-alone mnemonic.
Sources checked 2 October 2026 · original study guide · CBSE/NCERT context
Concept guide · Read at your own pace
A displacement comparison
A more reactive metal can displace a less reactive metal from an appropriate aqueous salt solution. For example, iron displaces copper from copper sulphate: Fe + CuSO₄ → FeSO₄ + Cu. Copper does not displace iron from iron sulphate under the corresponding classroom conditions.
The result supports the ordering iron above copper. It does not establish iron’s position relative to every other metal. Write only the comparison supported by the experiment.
Separate evidence from explanation
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| Observed or given | Reasonable interpretation | Avoid |
|---|---|---|
| Copper deposit forms on iron in copper sulphate | Iron displaces copper | “The iron became copper” |
| Iron rusts in moist air | Oxygen and water support rusting | “Only water is needed” |
| An intact paint layer reduces rusting | Barrier limits contact with air and water | “Paint changes iron into a non-metal” |
Compare protection methods
Painting and oiling create barriers. Galvanising coats iron with zinc; zinc can also provide sacrificial protection because it is more reactive. A protective explanation should name what is being kept away or what reacts preferentially.
Not all metal coatings behave identically when scratched. Avoid claiming that any coating protects exposed iron in the same way as zinc. Also distinguish rusting, which refers to iron, from corrosion as the broader process affecting metals.
Write a connected answer
Try this structure: identify the more reactive metal, state what it displaces, give the balanced equation, then connect the expected observation to the products. If the question asks for prevention, explain the mechanism rather than listing product names.
For revision, make paired cards: an observation on one side and the ordering it supports on the other. Add one reversed comparison to check that you understand why the predicted reaction changes.
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Sources and scope
This is a focused learning resource, not a complete chapter or a prediction of board questions. Use your current syllabus and the paper-specific marking scheme for assessment requirements.
Frequently asked questions
Does no visible reaction prove that nothing can ever happen?
No. Classroom predictions depend on conditions and the particular system. State your conclusion within the conditions given.
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