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10Unit 4
Module
Quarter 4 3
Module 3
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SCIENCE
7 CHEMICAL REACTIONS
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10This Photo, Chemical Reaction, Accessed from
11https://www.thinglink.com/scene/69608857550192640 (September 5, 2017)
12

13 An MWSP Module developed by:

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17 DepEd Region XI
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18 Copyright Page
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23 Writer:
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25 IRISH M. MACAHINE
26 T – II, Manuel B. Guinez Sr. National High School
27 Banaybanay,Davao Oriental
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30 Evaluators:
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32 __________________
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34 __________________
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36 Illustrator:
37 __________________
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39Information about this MWSP learner’s material

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I. Objective/s: Understand the chemical reactions associated

with biological and industrial processes
affecting life and the environment.
Ia. Content Standards
Using any form of media, present chemical
Ib. Performance Standards reactions associated with biological and
industrial processes affecting life and
environment.
Ic. Learning Competencies/ apply the principles of conservation of mass to
chemical reactions; and
Objectives
explain how the factors affecting rates of
chemical reactions are applied in food
preservation and materials production, control
of fire, pollution and corrosion.

II. Content / Topic Chemical Reactions

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53 To the Learner
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55 Hello there. You are about to discover how the chemical reactions
56associated in biological and industrial processes in this module. In your previous
57modules you have learned about chemical bonding, and that chemical bonds that
58hold atoms together in compounds. You have also learned that forming chemical
59bonds between atoms leads to a formation of new substances, which have new sets
60of physical and chemical properties from the combining elements. Enjoy this module!

61

62 Let’s Learn This

63

64 This module will help you understand that breaking and forming new bonds
65are involved in chemical reactions. They will be able to identify indicators / evidences
66of chemical reactions and describe how these reactions occur. They will also be able
67to classify the chemical reactions by analyzing their chemical equations and
68identifying the factors affecting reaction rate. You will be able to use what you have
69learned in this module in your future lessons. Have fun while learning!

70

71 Let’s Try This

72
73 PRE – ASSESSMENT
74 (Adapted from the Grade 10 Learners Material, pages 401-403)
75
761-5 MULTIPLE CHOICE Choose the correct answer.
771. During a chemical reaction,
78a. atoms are destroyed
79b. atoms are rearranged
80c. elements are destroyed
81d. new elements are produced

822. A chemical reaction is a process in which

83a. all reactants change state
84b. products change into reactants
85c. the law of conservation of mass applies
86d. all of these
873. What determines an atom’s ability to undergo chemical reactions?
88a. protons
89b. neutrons
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 90c. innermost electrons
91d. outermost electrons

924. How is a chemical equation is balanced?

93a. changing subscripts
94b. erasing elements as necessary
95c. adding coefficients
96d. adding elements as necessary
97
985. What are the products in the equation below?
99Zn + CuSO4 -----> ZnSO4 + Cu
100a. Zn and Cu
101b. Zn and CuSO4
102c. ZnSO4 and Cu
103d. Zn only

1046 -10 Write true if the statement is correct and false if incorrect, and change
105the underlined word/s to make the statement correct.
106
1076. Generally, the higher the concentration of the reacting substances, the
108faster is the reaction.
1097. At lower temperature, chemical reactions occur at slower rates.
1108. The bigger the surface area of the reactants, the faster the rate of
111reaction.
1129. Catalysts increase the rate of reaction by providing a reaction pathway
113with a higher activation energy.
11410. The minimum energy required to start a reaction is called bond energy.
115
11611 - 12 Balance the following chemical equations, then classify the reaction
117according to its type
118
Chemical Equation Type of Reaction

11 CaCO3 = HCI ---> CaCI2 + H2CO3

12 AqNO3 = Zn ---> Zn (NO3)2 + Ag

11913-15 Explain in concise and brief sentences.

12013. What is the function of MnO 2 in the production of oxygen from hydrogen peroxide
121in this reaction: H2O2 H2O + O2 MnO2

12214. Why would iron fillings rust faster than an iron nail?

12315. Enzymes are in molds and bacteria that spoil food. Explain, using your

124knowledge of factors affecting the rate of reaction, why food doesn’t spoil

125as fast when it is refrigerated as it would at room temperature.

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127 Let’s Study This

128 Chemical Reactions

129Chemical reactions occur when chemical bonds between atoms are

130formed or broken. The substances that go into a chemical reaction are
131called the reactants, and the substances produced at the end of the
132reaction are known as the products. An arrow is drawn between the
133reactants and products to indicate the direction of the chemical reaction,
134though a chemical reaction is not always a "one-way street," as we'll
135explore further in the next section.
136(https://www.khanacademy.org/science/biology/chemistry--of-life/chemical-bonds-and-
137reactions/a/chemical-reactions-article )
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143 Chemical equations have a reactant and a product side.

144Accessed from http://study.com/academy/lesson/how-to-balance-chemical-
145equations-lesson-for-kids.html

146 A physical change occurs when there is no breaking and forming of bonds.
147 Chemical changes happen when atomic bonds are broken or created during
148 chemical reactions. There are certain things that will help us identify if a chemical
149 reaction has taken place. We call these evidences of chemical reactions.
1501. Production of light

1512. Evolution of gas

1523. Temperature change

1534. Change in intrinsic properties (color, odor)

1545. Formation of precipitate

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157 Let’s Do This

158

159Activity 1
160 “ What’s in a Reaction”
161 (Adapted from the Grade 10 Learners Material, pages 408-410)

162Objectives

163  Distinguish between reactants and products.

164  Write a chemical reaction.

165A. Reactants and Products.

166Reactants are substances that are used up to form new substances in
167a chemical reaction. Products are substances that are produced in the reaction.
168
169Here are some example of chemical reactions.
1701. Iron reacts with copper sulfate (CuSO4) and forms iron (II) sulfate
171(FeSO4) and copper.
1722. Magnesium combines with oxygen gas (O2) to produce magnesium
173oxide
1743. Hydrogen peroxide (H2O2) in the presence of manganese dioxide
175(MnO2) produces water and oxygen gas.
1764. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO3) produce
177sodium acetate with the release of carbon dioxide (CO2) gas and water.
1785. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH) to
179produce insoluble copper (II) hydroxide Cu(OH)2 and sodium sulfate
180(Na2SO4 ) solution.
181
182Fill in the table below with the Reactants and Products from the chemical
183reactions above. Below each number, write the symbol or formula of the
184reactant and product.

Reactants Products
1
2
3
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186
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188B. Symbols used in Chemical Equation
189The table below shows the common symbols used in writing a chemical equations:
190
191
192 Table 1. Symbols and their Meanings

Symbol Meaning
+ to show combination of reactants or
products
To produce; to form; to yield
(s), (l), (g), (aq) (s)-solid (l)-liquid (g)-gas (aq)-aqueous
(substance is dissolved in water)
Reversible reaction

Heat Indicates that heat is supplied to the

reaction

A formula written above or below the

Pt yield sign indicates its use as a catalyst
or solvent
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194

195Using the symbols and formulas in Table 1, write the chemical reaction using these
196symbols to complete chemical equation.
197
198
199 Table 2.Chemical Equation

Reactants Products
1
2
3
4
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201

202 Let’s Remember This

203
204 A chemical equation is a chemist’s shorthand for a chemical
205 reaction. The equation distinguishes between the reactants,
206 which are the starting materials and the products which are the
207 resulting substance(s). It shows the symbols or formulas of the
208 reactants and products, the phases (solid, liquid, gas) of these
209 substances, and the ratio of the substances as they react.
210
211

212

213 Let’s Do This

214

215Activity 2

216 We Simply Click Together

217 (Adapted from the Grade 10 Learners Material, pages 411 – 413)

218Objectives:

219• Classify reactions according to their types, based on how atoms are

220grouped or regrouped.

221• Classify chemical reactions.

222Materials:

223  Activity Guide Card

224  Students tabulated data from the activity “What’s in a Reaction?”

225Procedure:

2261. Bring out your filled up (answered) table from the activity “What’s in a

227Reaction?”

228Guide Questions:

229Q1. In the second chemical reaction, how many reactants are used? How

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230many product/s is/are formed?

231Q2. In the third chemical reaction, how many reactants are used? How many
232product/s is/are formed?

233Q3. In the first chemical reaction, what changes did copper and iron undergo during
234the reaction? What can you conclude about iron?

235Q4. In the 4th chemical reactions, how many reactants and products are

236involved? What kind of substance are they?

237Q5. In the fifth chemical reaction, both the reactants and products are

238compounds made up of positive and negative ions, what did you notice

239with the pairing of the positive and negative ions in the reactant and

240product side?

2412. Refer to the guide card in classifying these six chemical reactions.

242GUIDE CARD
243Chemical reactions can be classified according to the following types:

244A. COMBINATION REACTION: Reactants combine to form a single product.

245The general formula for this reaction is: A + B → AB

246

247B. DECOMPOSITION REACTION: In this reaction, a single reactant breaks down

248into simpler ones. ( 2 or more products). This is the reverse of combination reaction.

249The general formula for this reaction is:

250 Figure 1. Photo. reprinted from the SCIENCE 10 Teacher’s Guide, page 289
251B. DECOMPOSITION REACTION: In this reaction, a single reactant breaks down
252into simpler ones. (2 or more products). This is the reverse of combination reaction.
253The general formula for this reaction is:
254 AB → A+B

255
256 Figure 2. Photo, reprinted from the SCIENCE 10 Teacher’s Guide, page 289

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257C. SINGLE DISPLACEMENT (Replacement) REACTION. This is when one element
258replaces another element from a compound. The more active element takes the
259place of the less active element in a compound. The general formula for this reaction
260is: A + BC → AC + B
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262

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266

267 Figure 3. Photote reprinted from the SCIENCE 10 Teacher’s Guide, page 289
268D. DOUBLE DISPLACEMENT REACTION (Metathesis). This is when the positive
269ions (cations) and negative ions (anions) of different compounds switch places,
270forming two entirely different compounds. The general formula for this reaction is:

271 AB + CD → AD + CB
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275

276

277 Figure 4. Photo, reprinted from the SCIENCE 10 Teacher’s Guide, page 290
278

279E. COMBUSTION (Burning) REACTION: This is when oxygen combines with a

280hydrocarbon (compound containing hydrogen and carbon) to form a water and
281carbon dioxide. Example of which is the burning of butane gas

282 C4 H 10 + O2 CO2 + H2O

283F. ACID-BASE REACTION: This is a special kind of double displacement reaction
284that takes place when an acid and base react with each other. The H+ of the acid
285reacts with the OH- of the base forming water. The other product is salt. Example of
286which is:

287 HCI + NaOH NaCI = H2O

288Table 3. Types of Chemical Reactions
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 Reaction Chemical Equation Type of Chemical
reaction
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290

291 Let’s Test Ourselves

292

293
294 ENRICHMENT ACTIVITY
295 (Adapted from the Grade 10 Learners Material, page 414)
296
297Classify the following unbalanced chemical equations according to the six
298types of chemical reactions.
299
300A. Combination
301B. Decomposition
302C. Single displacement
303D. Double displacement
304E. Combustion
305F. Acid-base
306
3071. NaOH + KNO3 → NaNO3 + KOH
3082. CH4 + O2 → CO2 + 2 H2O
3093. Fe + NaBr → FeBr3 + Na
3104. CaSO4 + Mg(OH)2 → Ca(OH)2 + MgSO4
3115. NH4OH + HBr → H2O + NH4Br
3126. P4 + O2 → P2O5
3137. NaNO3 → NaNO2 + O2
3148. C18H18 + O2 → CO2 + H2O
3159. H2SO4 + NaOH → NaSO4 + H2O
31610. NiSO4 + Li3PO4 → Ni3(PO4)2 + Li2SO4
317
318Good job! Now, you are ready for the next activity. In the next activity, you will see
319how mass is conserved during a chemical reaction and how this is explained by the
320Law of Conservation of Mass.
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322
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324 Let’s Do This
325
326Activity 3
327 How much can you take?
328 (Adapted from the Grade 10 Learners Material, pages 414 – 418)
329
330Objective:
331• Perform an activity that illustrates Law of Conservation of Mass.

332Paper Clip Reaction Model

333
334Materials:
335• 1 box of different colored paper clips
336• Periodic table

337Procedure:

3381. Sort out your paper clips according to color. Designate a color for each

339element.

340Element Color of paper clip

341Hydrogen (H) White
342Nitrogen (N) Blue
343Oxygen (O) Red
3442. By connecting paper clips together (follow the color coding in number

345(1), make model representations for these molecules:

346a. O2, H2, H2O Prepare at least 3 sets of each molecule as shown

347in the figure below.

348

349

350

351

352 Figure 5. Photo, reprinted from SCIENCE 10 LM, page 416

353b. N2, H2, NH3 Prepare at least 4 sets of each molecule

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356

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358 Figure 6. Photo, reprinted from SCIENCE 10 LM, page 416

3593. You will be woking on balanciong 2 chemical equations.

360a. H2 + O2 H2O
361b. N2 + H 2 NH3
3624. Starting with the first equation:

363a. Break up one set of O2 since H2O has only 1 Oxygen.

364b. Connect this single O atom to the one set of H 2 you have prepared to form 1 set of
365H2O

366c. Get another set of H2 and connect to the single O atom left to form a new set of
367H2O.

368Guide Questions:

369Q1. How many set/s of H2 have you used? ______

370Q2. How many set/s of O2 have you used? ______

371Q3. How many set/s of H2O have you created? ______

372These number of set/s represent coefficient which is the whole

373number placed before the formula of the reactants and products.

3744. Write the corresponding coefficients in the chemical equation.

375

376

377

378

379

380

381 Figure 7. Photo, reprinted from SCIENCE 10 LM, page 417

382NOTE: If there is only one set, we do not write 1 anymore.

3835. Do the same with the second equation

384____N2 + ____ H2 → ____ NH3

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385NOTE: You can use more than 2 sets.

386Guide Questions:

387Q4. How many set/s of N2 have you used? ______

388Q5. How many set/s of H2 have you used? ______

389Q6. How many set/s of NH3 have you created? ______

390Q7. Write the corresponding coefficients in the chemical equation.

391____N2 + ____ H2 → ____ NH3

392

393NOTE: If there is only one set, we do not write 1 anymore.

394

3956. Get the molar mass of N2, H2, and NH3, multiply their masses by their

396coefficient, then get the total mass of the reactants and compare to the total

397mass of the products. The first equation is done for you.

398molar mass (g/mol) : H=1 O=16 N=14

3992 H2 + O2 → 2 H2O

4002(2 x1g/mol) + (2 x 16g/mol) → 2 [ (2x 1g/mol) + 16g/mol ]

4014 g/mol + 32 g/mol → 2 ( 18 g/mol)

40236g → 36g

403Q8.. Do the same with the second equation

404

405

406

407

408

409 Figure 8. Photo, reprinted from SCIENCE 10 LM, page 418

410 _____N2 + _____H2 > _____NH3
411
412Q9. How will you compare the total mass of the reactants and the total mass of the
413products?
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415

416

417 Let’s Remember This

418
419
420
421
422 Law of Conservation of Mass states that
423 mass is conserved in a chemical reaction.
424 The total mass of the reactants is equal to the
425 total mass of the products. No new atoms are
426 created or destroyed, there was only grouping
427 or regrouping (rearrangement) of atoms.
428 The law of conservation of mass is useful for a
429 number of calculations and can be used to
430 solve for unknown masses, such the amount
431 of gas consumed or produced during a
432 reaction.
Figure 9. A portrait of Antoine Lavoisier, the
433 scientist credited with the discovery of the
434

435

436The next activity reinforces your knowledge of Law of Conservation of Mass by

437balancing the chemical equations, involving the chemical reactions
438in the previous activity you performed.

439

440 Let’s Study This

441

442

443Analyze the information that can be gathered in the chemical equation:

444 2 H2 + O2 → 2 H2O
445

446

447

448

449(Figure 10. Photo, reprinted from SCIENCE 10 Learners Material, page 419)

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4502 molecules of H2 + 1 molecule of O2 → 2 molecules of H2O
4512 moles of H2 + 1 mole of O2 → 2 moles of H2O
4524 atoms of H + 2 atoms of O → 4 atoms of H and 2 atoms of O

453Note that the coefficient (number) placed before the formulas indicate the number
454of molecules or moles.
455Determining the correct coefficients balances the number of atoms in the reactant
456and in the product side, allowing it to follow the Law of Conservation of Mass.
457
458Steps in Balancing Equations:
459(Adapted from SCIENCE 10 Teacher’s Guide, page 297)
460
Write the unbalanced
1.
chemical equation,
make sure you have Al + CuCl2 → AlCl3 + Cu
followed correctly the
rules in writing
formulas of
compounds.
2. Take note of the Reactants Products
elements present in Al
the reactant and Cu Al
product side. Cl Cu
Cl
3. Apply the Law of Al and Cu appear to be balanced already, so proceed to
Conservation of Mass to balancing Cl
get the same number of Cl to be balanced, we should consider finding their LCM ( least
atoms of every element on common multiple)
each side of the equation. the LCM of 2 and 3 is 6
_3 x 2 Cl atoms (LCM 6) _2 x 3 Cl atoms
Balance chemical Supply the numbers 2 and 3 as coefficients in the equation
equations by placing the Al + 3CuCl2 → 2AlCl3 + Cu
appropriate coefficients Check the number of atoms again
before the symbol or Reactants Products
formula
Al = 1 Al = 2
Do not change the subscripts Cu = 3 Cu = 1
of the formula in an attempt Cl = 6 Cl = 6
to balance the equation as it Note that after balancing Cl, Al and Cu were no longer balanced
will change the identity of the Proceed to balancing Al and Cu using the same step.
components. For Al : 1 and 2, LCM is 2
_2 x 1 Al atoms (LCM 2) _1 x 2 Al atoms
For Cu: 3 and 1 LCM is 3
_1 x 3 Cu atoms (LCM 3) _3 x 1 Cu atoms
Supply the coefficients now to the equation, coefficient 1 is no
longer written
2Al + 3CuCl2 → 2AlCl3 + 3Cu
Final accounting of number of atoms:
Reactants Products
Al = 2 Al = 2
Cu = 3 Cu = 3
Cl = 6 Cl = 6
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 The chemical equation is now balanced, therefore it
now conforms to the Law of Conservation of Mass.

461
462
463
464 Let’s Try This
465
466Activity 4
467 BALANCING ACT
468 Source: T. Trimpe 2006 http://sciencespot.net/
469
470Atoms are not CREATED or DESTROYED during a chemical reaction.
471Scientists know that there must be the SAME number of atoms on each SIDE of
472the EQUATION. To balance the chemical equation, you must add COEFFICIENTS in
473front of the chemical formulas in the equation. You cannot ADD or CHANGE
474subscripts!
475
476
477Step 1: Determine number of atoms for each element.
478
479Step 2: Pick an element that is not equal on both sides of the equation.
480
481Step 3: Add a coefficient in front of the formula with that element and
482adjust your counts.
483
484Step 4: Continue adding coefficients to get the same number of atoms of
485each element on each side.
486
487Try these:
488
489____Ca + _____O2 → _____CaO
490Ca = Ca =
491O = O=
492
493____N2 + ____H2 → _____ NH3
494N = N=
495H = H=
496
497____Cu2O + _____C → ____Cu + _____CO2
498Cu = Cu =
499O = O=
500C = C=
501
502_____H2O2 → ______H2O + _______O2
503H = H=
504O = O=
505
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506_____Mg + ______O2 → ______MgO
507Mg = Mg =
508O = O=
509
510
511
512 Let’s Remember This
513
514
515
516
517 For a chemical equation to conform to the Law of Conservation of Mass,
518 it has to be balanced.
519 Chemical equations are balanced by placing the appropriate coefficients
520 before the symbols or formulas of reactants and products.
521 A coefficient is a number written in front of the element, while a subscript
522 is a number that comes after the element, written smaller and slightly below
523 the element.
524
525
526
527
528
529
530
531
532
533
534
535
536
537 Let’s Test Ourselves
538
539
540 ENRICHMENT
541 (Adapted from SCIENCE 10 Learners Material, page 421)
542
543Balance the following chemical equations, making sure to apply the principle
544of the Law of Conservation of Mass.
5451. Zn + HCl → ZnCl2 + H2
5462. CH4 + O2 → CO2 + H2O
5473. Fe + NaBr → FeBr3 + Na
5484. SiCl4 + H2O → SiO2 + HCl
5495. N2 + O2 + H2O → HNO3
5506. P4 + O2 → P2O5
5517. NaNO3 → NaNO2 + O2
5528. C3H8 + O2 → CO2 + H2O
5539. Fe + H2O → H2 + Fe3O4

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55410. Al + O2 → Al2O3
555
556
557 Think About This
558
559 A burning vehicle and a puppy are undergoing the same kind of
560 chemical reaction. What reaction could this be?
561
562
563
564
565
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567
568
569
570
571
572
573
574 Figure 12. Accessed from
575 https://www.cesarsway.com/do
576 Figure 11. Accessed from gcare/lifecycle/puppies

577 (http://izismile.com/2009/03/18/burning_cars_44_pics.html
578
579
580
581
582In the next activity you will learn why chemical reactions occur and why they occur at
583different rates.
584
585
586
587
588
589
590 Let’s Do This
591
592
593Activity 5
594 Race to the Finish Line
595 (Adapted from SCIENCE 10 Learners Material, pages 422-424)
596
597Objectives:
598 • explain how the factors affecting rates of chemical reactions are
599 applied in food preservation, control of fire, pollution, corrosion and
600 materials production
601 • recognize the importance of controlling rates of reactions in
602 Technology
603
604Part 1. Collision Theory
605
606Task: Analysis of molecular representation of collision theory.
607
608
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610
611
612
613
614
615
616Figure 12. Photo, reprinted from SCIENCE 10 Learners Material, page 422
617
618
619

620

621

622

623

624

625Figure 13. Photo, reprinted from SCIENCE 10 Learners Material, page 422

626The illustrations above show the effective and ineffective collision of

627molecules to effect a chemical reaction.

628
629Guide Questions:
630
631Q1. What causes a chemical reaction?
632
633Q2. What must happen for a chemical reaction to take place?
634

635Q3. Describe fruitful / effective collision resulting to formation of products.

636In 1888 Svante Arrhenius suggested that particles must possess a certain
637minimum amount of kinetic energy in order to react. The energy diagram
638is shown below.
639Energy diagrams are used to analyze the changes in energy that occur
640during a chemical reaction. The energy of the reactants must be raised
641up over an energy barrier.

642Activation energy
643is the energy required to
644initiate a reaction and force
645the reactants to form an
646activated complex.The
647activated complex is located
648at the peak of the energy
649diagram for a reaction.
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651

652 Figure 14. reprinted from SCIENCE 10 Learners Material, page 423
653

654

655
656
657
658
659
660
661
662
663
664
665
666
667Figure 15. reprinted from SCIENCE 10 Learners Material, page 424

668Q4. What is the effect of a catalyst on the activation energy?

669
670
671
672
673 Let’s Remember This
674
675
676
677

678 Collision theory, theory used to predict the rates of chemical

679 reactions, particularly for gases. The collision theory is based on the
680 assumption that for a reaction to occur it is necessary for the reacting species
681 (atoms or molecules) to come together or collide with one another. Not all
682 collisions, however, bring about chemical change.
683 A collision will be effective in producing chemical change only if the species
684 brought together possess a certain minimum value of internal energy, equal to
685 the activation energy of the reaction. Furthermore, the colliding species must
686 be oriented in a manner favourable to the necessary rearrangement of atoms
687 and electrons. (https://www.britannica.com/science/collision-theory-chemistry)
688

689
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690
691
692 Let’s Study This
693
694
695
696 Factors Affecting the Rate of Chemical Reactions
697 Source: www.trickey.ca/trick's_sci10/sci10_unit2_6-
698 2_factors_chem_react.doc
699
700What is Rate of Reaction and How Does it Apply to Chemical Reactions?
701
702In a chemical reaction, how quickly or slowly reactants turn into products is called the
703rate of reaction. A reaction that takes a long time has a low reaction rate. A reaction
704that occurs quickly has a high reaction rate. A rate describes how quickly or slowly a
705change occurs. Every chemical reaction proceeds at a definite rate. However, you
706can speed up or slow down the rate of a chemical reaction.
707
708What Factors Affect the Rate of a Chemical Reaction?
709
710The four main factors that affect the rate of chemical reactions are temperature,
711concentration, surface area, and the presence of a catalyst.
712
713 1. Increasing the temperature cause the particles (atoms or molecules) of the
714 reactants to move more quickly so that they collide with each other more
715 frequently and with more energy. Thus, the higher the temperature, the
716 greater the rate of reaction. If you decrease the temperature, the opposite
717 effect occurs. The particle move more slowly, colliding less frequently and
718 with less energy. In this case, the rate of reaction decreases.
719
720
721
722
723
724
725
726
727
728
729

730https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html

731Figure 15. At higher temperatures, particles collide more frequently and with greater
732intensity.

733 2. Concentration refers to how much solute is dissolved in a solution. If a

734 greater concentration of reactant atoms and molecules is present, there is
67 23
68
69
735 a greater chance that collisions will occur among them. More collisions
736 mean a higher reaction rate. Thus, increasing the concentration of the
737 reactants usually results in a higher reaction rate. At lower concentration,
738 there is less chance for collisions between particles. This means that
739 decreasing the concentrations of the reactants results in a lower reaction
740 rate.
741
742
743
744
745
746
747
748
749
750https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html

751 Figure 16
752
753 3. Surface area is the measure of how much area of an object is exposed.
754 For the same mass, many small particles have a greater total surface area
755 than one large particle. For example, steel wool has a larger surface area
756 than a block of steel of the same mass. This allows oxygen molecules to
757 collide with many more iron atoms per unit of time. The more surface
758 contact between reactants, the higher the rate of reaction. The less
759 surface contact, the lower the reaction rate. Surface area can also be
760 important if a reaction occurs between tow liquids that do not mix. In this
761 case, the reaction occurs only at the boundary where the two liquids meet.
762 It is also important to note that not all reactions depend on surface area. If
763 both reactants are gases or liquids that mix together then there is no
764 surface, and surface area is not a factor.
765
766
767
768
769
770
771
772
773
774https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html
775Increasing the surface area of a solid reactant increases the reaction rate.
776 Figure 17
777
778 4. A catalyst is a substance that speeds up the rate of a chemical reaction
779 without being used up in the reaction itself. Catalysts reduce the amount
780 of energy required to break and form bonds during a chemical reaction.
781 When catalysts are used, a reaction can proceed although less energy is
70 24
71
72
782 added during the reaction. For example, enzymes are catalysts that allow
783 chemical reactions to occur at relatively low temperatures within the body.
784
785
786
787

788

789

790

791

792https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html

793 Figure 18. A catalyst provides an alternative pathway for the reaction - a pathway
794 that has a lower activation energy
795

796
797

798 Let’s Do This

799

800Activity 6
801 Factors Affecting the Rate of Chemical Reactions
802 Source: www.trickey.ca/trick's_sci10/sci10_unit2_6-
803 2_factors_chem_react.doc
8041. On a separate piece of paper, provide definitions for the following terms;

805

806 Catalyst Temperature

807 Rate of Reaction Surface Area
808

8092. On a separate piece of paper, answer the following questions using COMPLETE
810SENTENCES;

811 a. In your own words, describe what effect cooling has on the frequency at
812 which particles of reactants can collide. Provide a real life example as to
813 how we use temperature to alter reactions for our benefit.
73 25
74
75
814

815 b. In your own words, describe why an increase in concentration can result in
816 a change in the rate of a reaction. Provide a real life example as to how
817 we adjust concentration to adjust a reaction for our benefit.
818
819 c. Complete the following table by indicating whether each of the following
820 scenarios would either increase or decrease the rate of reaction. The first
821 one has been done for you.
822
Scenario Increase or Decrease
Adding heat. Increase
Removing heat
Adding a catalyst
Diluting a solution
Removing an enzyme
Lowering the temperature
Decreasing the surface area
Increasing the concentration of a
solution
Breaking a reactant down into smaller
pieces
823

824 d. Complete the following table by indicating which factor would have the
825 greatest impact on the rate of reaction. Choose from concentration,
826 temperature, surface area or catalyst. The first one has been done for
827 you.
828
829
830
Scenario Factor that has the
greatest impact on the rate
of reaction.
Blowing air on a campfire to help get it going. Concentration
Raw carrots are cut into thin slices for cooking.
Protein is broken down in the stomach by the
enzyme pepsin.
A Woolly Mammoth is found, perfectly preserved,

76 26
77
78
 near the Arctic circle.
More bubbles appear when a concentrated
solution of hydrochloric acid is added to a
magnesium strip than when a dilute solution of
the acid is added.
Exhaust from a car engine passes through a
catalytic converter changing most of the
poisonous nitrogen oxides into nitrogen gas and
oxygen gas.
A dust explosion occurs in a saw mill.
831

832

833

834 3. Use the following vocabulary terms to correctly fill in the blanks on the next
835 page.
836

Vocabulary
Catalyst energy
catalytic converter heat
Collisions rate of reaction
concentration surface area
Dilute temperature
837

838 1. A freshly exposed surface of metallic sodium tarnishes almost instantly if

839 exposed to air and moisture, while iron will slowly turn to rust under the same
840 conditions. In these two situations, the __________________ refers to how
841 quickly or slowly reactants turn into products.
842

843 2. Adding _________________________ will increase the rate of reaction

844 because this causes the particles of the reactants to move more quickly,
845 resulting in more collisions and more ______________________.
846

847 3. Removing heat will lower the ____________________, causing the particles
848 of the reactants to slow down, resulting in less frequent collisions.
849

79 27
80
81
850 4. ___________________ refers to how much solute is dissolved in a solution.
851 If there is a greater concentration of reactant particles present, there is a
852 greater chance that __________________ among them will occur. More
853 collisions mean a higher rate of reaction.
854

855 5. A concentrated acid solution will react more quickly than a _______________
856 acid solution because there are more molecules present, increasing the
857 chance of collisions.
858

859 6. Grains of sugar have a greater ______________________ than a solid cube

860 of sugar of the same mass, and therefore will dissolve quicker in water.
861

862 7. A ______________________, for example an enzyme, is used to speed up a

863 chemical reaction but is not used up in the reaction itself.
864

865 8. A ______________________ in car has metallic catalysts where several

866 reactions occur. Carbon monoxide, which was produced in the combustion of
867 gasoline, is changed into carbon dioxide and water in the presence of these
868 metallic catalysts.
869
870

871 Let’s Test Ourselves

872

873

874 ENRICHMENT
875 (Adapted from SCIENCE 10 Learners Material, page 429)
876Write TRUE on the space provided if the statement is correct. If statement is false,
877rewrite the statement to make it true.

8781. Catalysts speed up chemical reactions but are not changed by them.
8792. Heat, light, or change in odor can indicate a physical change.
8803. Activation energy is the minimum energy required for reactions to start.
8814. Low temperature speeds up reaction rates.
8825. A low concentration of chemical slows reaction rate.
883

884

885Great Job! Now you are ready for the next activity| In the next activity, you are going
886to analyze the effect of chemical reactions in life and environment.

82 28
83
84
887
888
889
890 Let’s Do This
891
892Activity 7
893
894 Making Connections
895 (Adapted from SCIENCE 10 Learners Material, pages 430 – 433)
896
897Objectives:
898 • Explain how factors affecting the rate of chemical reactions are
899 applied in food preparation, control of fire, corrosion prevention,etc.
900 • Analyze effect of chemical reactions on life and the environment
901 through visual presentation.
902PART 1.
9031. Analysis of set of pictures linking to acid rain :
904What effect does acid rain has
905on limestone/ marble statues?

906

907

908

909

910

911

912

913 Figure 19. Photo, reprinted from SCIENCE 10

914 Learners Material, page 430
915

916

917What effect does

918acid rain has on
919plant growth?

920

921

85 29
86
87
922

923

924 Figure 20. Photo, reprinted from SCIENCE 10

925 Learners Material, page 430
926
927
928
929
930
931
932Nitric oxide
933NO2, a product
934of combustion
935of gasoline in
936automobiles is one
937of the culprits in
938the formation of
939acid rain. Referring
940to Fig. 15, analyze
941how NO2 is
942converted to nitric
943acid HNO3

944 Figure 21. Photo, reprinted from SCIENCE 10 Learners

945 Material, page 431
946From Figure 22, identify the other problems posed by acid rain.

947

948

949

950

951

952

953
954
955
956

957

88 30
89
90
 958Figure 22. reprinted from the SCIENCE 10 Learners Material, page 43

959
9602. Discussion on acid rain, a chemical reaction that has environmental
961issues.
962
963An example of a chemical reaction that has an environmental concern
964is the acid rain.
965Acid rain has been the leading significant cause of destruction in our
966environment. In infrastructure, it is the cause of corrosion of metals in alloys like steel
967in buildings, bridges, and transport vehicles. This is due to the displacement reaction
968of active metals with hydrogen in acids.
969Materials with historical and cultural values such as monuments and
970statues are also destroyed by acid rain. They are mostly made up of limestone and
971marble which like metals form a chemical reaction with acids, lead to their
972dissolution.
973Marine life is also affected by acid rain. It causes the pH of bodies of
974water to decrease; this change in pH will increase marine life mortality, retard fish
975growth, decrease egg production and embryo survival.
976Acid rain also tends to dissolve vital minerals in the soil. Crops grown in
977these depleted soils give poor yields, if they grow at all.

978In areas of high automobile traffic, such as in large cities, the amount of
979nitrogen oxides emitted into the atmosphere can be quite significant. In urban areas,
980the main source of acid rain is from automobiles. Other sources are thermal power
981plants and coal mining industries. Gas emissions like CO2, CO, SO2, NO2, and NO
982from these sources react with water vapor in the air producing acids. Rain
983contaminated with these acids are what we know now as acid rain.
984Removing the offending oxides from exhaust and using alternate
985energy sources are much preferred courses of action at the present time. One of the
986most important means of reducing sulfur emissions is the swith to low sulfur fuels.
987Another is the scrubbing of stack gases before they are released to the atmosphere.
988In this process, the stack gases percolate through a solution that absorbs the oxides
989of sulfur. The solution is renewed frequently, and waste sulfur can be recovered from
990the spent solution.
991
992Analyzing the issue:
993Q1. What natural processes can contribute to acid rain?
994
995Q2. How is acid rain produced?
996
997Q3. What adverse effect can acid rain pose on living organisms and
998its environment?
999
1000Q4. Who should be responsible for cleaning up the pollution problem?
1001
1002Q5. What measures are taken to address the problem?
1003

91 31
92
93
1004PART 2 : Visual presentation ( any form of media) of the effects of chemical
1005reactions on life and the environment
1006
10071. Using any form of media, prepare a visual presentation of a chemical
1008reaction involved in any of the following:
1009
1010a. Food processing and preservation
1011b. Fire control
1012c. Corrosion Control
1013d. Photochemical Smog
1014e. Haber Process
1015f. Catalytic Converter
1016g. Car air bag
1017h. formation of ozone layer in the stratosphere
1018i. formation of acid rain
1019

10202. Research on how a specific chemical reaction poses useful or harmful effects to
1021life and the environment.
1022
1023Standards and Criteria for Success
1024Your performance needs to meet the following criteria:
1025• Creative (visual presentation is clear/visually appealing)
1026• Meaningful (giving importance to the understanding of the benefits and
1027 harm posed)
1028• Illustrative (discussing thoroughly how these reactions may cause harm
1029 or how we can benefit from them)
1030

1031Critical Thinking Rubric:

4 3 2 1
Identifying I determine I can usually Sometimes, I I often get
the important what tell what have trouble important
and
information concepts and concepts and telling the
unimportant
relationships relationships difference
information
are important are important between
mixed up.
in a complex in a system. important and
system of unimportant
abstract and concepts and
concrete relationships
in
information.
a system.

94 32
95
96
 Making I use what I I analyze new With help, I usually
Inferences know about information I can make cannot make
the subject
along with my and make inferences, inferences
but
experiences reasonable about what I
and sometimes
inferences. my am learning.
knowledge to
make inferences
reasonable are
inferences. I
not based on
use
inferences to good
draw reasons.
conclusions
about
information.
Evaluating I use several I use some Sometimes, I I often
cannot
Sources strategies for strategies for am fooled by
tell the
evaluating evaluating information
difference
the reliability sources. that is not
between
of a variety reliable.
reliable
of different
and false
kinds of
information.
sources.
Learning I do whatever I make an If someone I am usually
Independently I need to do effort to learn reminds me, happy with
to learn more more about I learn more what I
already
about ideas ideas and about ideas
know about
and concepts concepts and concepts
information,
that are new that are new that are new
to and I do not
to me. to me.
me bother to find
out more.
Communicating I can I can With I cannot
prompting
clearly and explain my explain my
and
97 33
98
99
 thoroughly opinions by guidance, opinions so
explain my giving good I can explain that they
make
opinions by reasons my opinions
sense.
giving good for them, orally and in
reasons for orally and in writing.
them, orally writing.
and in writing.
1032

1033
1034

1035 Let’s Test Ourselves

1036
1037
1038 Summative Assessment
1039 (Adapted from SCIENCE 10 Learners Material, pages 438 – 440)
1040
1041I. Multiple Choice: Choose the correct answer.
10421. Analyze the diagram on the left, what
1043evidence shows that the reaction’s product
1044is a gas?
1045a. bubbles are forming and collected
1046b. the gas is not soluble in water
1047c. acids always produce gases when they
1048react with a solid
1049d. there is no filter funnel and paper to
1050remove unreacted solid.

1051
10522-3 Refer to the illustration below:
1053The following depicts the formation of methanol ( CH3OH).

1054

1055

1056

1057

10582-3 Refer to the illustration below:

1059The following depicts the formation of methanol ( CH3OH).
10602. What would be the skeleton equation for this reaction?
1061a. C + Cl2 + O2 → CH3ClH

100 34
101
102
1062b. C + H2 + O2 → CH3OH
1063c. C2 + H2 + O2 → CH3OH
1064d. C + H + O → CH3OH
1065
10663. If the formula for methanol is CH3OH, what would be the balanced
1067chemical equation for this reaction?
1068a. C3 + 2H2 + O2 → 2CH3OH
1069b. 2C + 4H2 + O2 → 2CH3OH
1070c. 2C + 2H2 + O2 → 2CH3OH
1071d. C + H + O → CH3OH

10724. Which of the following is the correct balanced reaction?

1073a. 2 C3H8 + 10O2 → 6CO2 + 8H2O
1074b. C3H8 + O2 → CO2 + H2O
1075c. C3H8 + O2 → 3CO2 + 2H2O
1076d. C3H8 + 5O2 → 3CO2 + 4H2O
1077
10785. Quicklime ( CaO ) is used as a drying agent. When water is added to this,
1079slaked lime Ca(OH)2 is formed. What type of reaction is this?
1080a. combination
1081b. single displacement
1082c. decomposition
1083d. double displacement
1084
10856. Fresh fish and meat that are not stored in a refrigerator show signs of
1086spoilage in less than a day. What has caused this spoilage?
1087a. temperature changes
1088b. presence of microorganisms
1089c. oxygen in air
1090d. all of the above
1091
10927. The rate of reaction increases as the temperature increases. Which of the
1093following statements provides the best explanation for this?
1094a. At lower temperatures the particles do not collide with each other.
1095b. At higher temperatures the particles have more energy, move faster,
1096and collide more often.
1097c. Higher temperature has higher activation energy.
1098d. Increasing the temperature increases the number of particles, so they
1099collide more often.
1100
11018. Which of the following statements about collisions is correct?
1102a. Reaction will occur even without collision of molecules.
1103b. All colliding particles have the same amount of energy.
1104c. Only fast-moving particles collide with each other.
1105d. Reactions can happen if the colliding particles have enough energy.
1106
11079. Reactions eventually stop. What is generally the reason for this?
1108a. The catalyst has been used up.
1109b. The particles have run out of energy.
103 35
104
105
1110c. One or more of the reactants has been used up.
1111d. Wrong catalyst was used.

111210. In a reaction with hydrochloric acid, why does powdered magnesium

1113reacts faster than the same mass of magnesium ribbon?
1114a. The powdered magnesium contains more atoms than the magnesium
1115ribbon.
1116b. The powdered magnesium is hotter than the magnesium ribbon.
1117c. The powdered magnesium has a bigger surface area than the magnesium
1118ribbon.
1119d. The powdered magnesium has a smaller surface area than the
1120magnesium ribbon.
1121
112211. Marble reacts with hydrochloric acid to produce calcium chloride, water
1123and carbon dioxide. In which of these mixtures is the rate of reaction likely
1124to be the greatest?
1125a. 1 g of marble chips in 100 cm3 of hydrochloric acid at 20°C.
1126b. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 30°C.
1127c. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 20°C.
1128d. 1 g of marble chips in 100cm3 of hydrochloric acid at 30°C.
1129
113012. Manganese dioxide is a black powder that catalyzes the breakdown of
1131hydrogen peroxide to water and oxygen. Which of the following statements
1132is correct?
1133a. The mass of manganese dioxide will stay the same during the reaction.
1134b. The catalyzed reaction will produce more oxygen than the uncatalyzed
1135reaction.
1136c. The particles in the catalyzed reaction will have more energy than in the
1137uncatalyzed reaction.
1138d. Manganese dioxide will cause production of more water.
1139
114013-15 Explain briefly.
1141
114213-15 Based on your knowledge of factors affecting the rate of reaction, why is there
1143a danger of explosion in places like coal mines where there are large quantities of
1144powdered, combustible materials?
1145
1146

1147

1148

1149

1150

1151

106 36
107
108
1152

1153

1154

1155Answer Key
1156

1157Pre-Assessment Answer:

11581. B
11592. C
11603. D
11614. C
11625. C
1163 6. True
11647. True
11658. True
11669. False (lower activation energy)
116710. False (activation energy)
1168
1169

1170Activity 1 “What’s in a Reaction”

Reaction Reactants Products

1 Iron, Copper sulfate Iron (II) sulfate, Copper.
2 Magnesium, Oxygen Magnesium oxide
3 Hydrogen Peroxide Water, Oxygen
4 Acetic acid, Sodium Sodium acetate, Carbon
bicarbonate dioxide, water
5 Copper sulfate, Sodium Copper (II) hydroxide,
hydroxide Sodium sulfate
1171Answer to table 2

1172 Table 2. Chemical Equation

1173

1174

1175
109 37
110
111
1176

1177

1178Activity 2 “We Simply Click Together”

1179Answers to Questions:
1180Q1. Two reactants were used , one product was formed in the second chemical
1181reaction.
1182Q2. One reactant was used, two products were formed in the third chemical
1183reaction
1184Q3. Copper was replaced by iron.
1185Q4. 2 reactants and 2 products were involved, they were compounds.
1186Q5. The reactants exchanged positive and negative ions on the product side.

1187 Table 3. Types of Chemical Reaction

1188

1189

1190

1191

1192

1193Answers To Enrichment:
11941. Double Displacement
11952. Combustion
11963. Single Displacement
11974. Double Displacement
11985. Acid- Base / Double Displacement
11996. Combination
1200 7. Decomposition
12018. Combustion
12029. Acid- Base
120310. Double Displacement
1204

1205Activity 3 “How much can you take?”

1206Q1. 2 sets of H2
1207Q2. 1 set O2
1208Q3. 2 sets of H2O
1209Q4. 2 H2 + O2 → 2 H2O
1210Q5. 1 set of N2
112 38
113
114
1211Q6 3 sets of H2
1212Q7. 2 sets of NH3
1213Q8. N2 + 3 H2 → 2 NH 3

1214
1215Q9.
N2 + 3 H2 → 2 NH3
2 x 14 g 3(2x1g) 2 [ 14g + ( 3 x 1
18 g 6g g)]
34 g 2 ( 17 g )
34 g
1216

1217Activity 4 Balancing Act

12182 Ca + O2 → 2 CaO
1219N2 + 3 H2 → 2 NH3
12202 Cu2O + C → 4 Cu + CO2
12212 H2O2 → 2 H2O + O2
12222 Mg + O2  2 MgO

1223Answers To Enrichment:
12241. Zn + 2 HCl ZnCl2 + H2
12252. CH4 + 2 O2 CO2 + 2 H2O
12263. Fe + 3 NaBr FeBr3 + 3 Na
12274. SiCl4 + 2 H2O SiO2 + 4 HCl
12285. 2 N2 + 5 O2 + 2 H2O 4 HNO3
12296. P4 + 5 O2 2 P2O5
12307. 2 NaNO3 2 NaNO2 + O2
12318. C3H8 + 5 O2 3 CO2 + 4 H2O
12329. 3 Fe + 4 H2O 4 H2 + Fe3O4
123310. 4 Al + 3 O2 2 Al2O3

1234Activity 5 “Race to Finish Line”

1235Answers to Questions:
1236Part 1: Collision Theory
1237Q1. Rearrangement/ regrouping of atoms causes chemical reaction.
1238Q2. For a chemical reaction to take place, there must be effective collision of
1239atoms/molecules.
1240Q3. There must be sufficient energy and molecules should be properly
1241oriented when they collide.
1242Q4. A catalyst lowers the activation energy. (decreases the minimum energy
1243required)

1244Activity 6 Factors Affecting the Rate of Chemical Reactions

12451. Provide definitions for the following terms;

115 39
116
117
1246Catalyst
1247Reaction Rate
12482. Answer the following questions using COMPLETE SENTENCES (a and b);
1249a. In your own words, describe what effect cooling has on the frequency at which
1250particles of reactants
1251can collide. Provide a real life example as to how we use temperature to alter
1252reactions for our benefit.
1253b. In your own words, describe why an increase in concentration can result in a
1254change in the rate of a
1255reaction. Provide a real life example as to how we adjust concentration to adjust a
1256reaction for our
1257benefit.
1258c. Complete the following table by indicating whether each of the following scenarios
1259would either
1260increase or decrease the rate of reaction. The first one has been done for you. (4
1261mks for correctly completing the table)
1262Answers for Table
1263Increase
1264Decrease
1265Increase
1266Decrease
1267Decrease
1268Decrease
1269Increase
1270Decrease
1271Increase
1272Increase
1273
1274d. Complete the following table by indicating which factor would have the greatest
1275impact on the rate of
1276reaction. Choose from concentration, temperature, surface area or catalyst. The first
1277one has been
1278done for you. (3 mks for correctly completing the table)
1279
1280Answers for Table
1281Concentration
1282Surface area
1283Catalyst
1284Temperature
1285Concentration
1286Catalyst
1287Concentration
118 40
119
120
1288
1289Use the terms to correctly fill in the blanks.
1290 1. Rate of reaction
1291 2. Heat , energy
1292 3. Temperatuire
1293 4. Concentration, collisions
1294 5. dilute
1295 6. surface area
1296 7. catalyst
1297
1298

1299Answer to Enrichment:
13001. True
13012. Heat, light or change in odor can indicate a chemical change.
13023. Low temperature slows down reaction rates.
13034. True
1304

1305Activity
7 “Making Connections”
1306Answers To Questions:
1307Q1. gas emissions by vehicles
1308Q2. Acid rain is produced by the reaction of water vapor with gas emissions from
1309 vehicles, thermal power plants, and coal mining industries. Rain contaminated with
1310 these gases results to acid rain.
1311Q3. Corrosion of metals (such as bronze) and the deterioration of paint and stone (such
1312as marble and limestone). These effects significantly reduce the societal value of
1313building, bridges, cultural objects (such as statues, monuments and tombstones), and
1314cars.

1315Acid rain also have adverse effects on living organisms. Fish and
1316shellfish cannot tolerate acidities below pH 4.8.
1317It reduces plant’s ability to produce oxygen. It also destroys vegetation,
1318as well as aquatic life.
1319Q4. Everybody should be responsible, since we are all affected by the ill
1320effects of pollution to our environment. Our health and even our supply
1321of food are affected by its ill effects.
1322Q5. Switch to low sulfur fuels (alternative energy sources), scrubbing of
1323stack of gases before they are released to the environment.
1324

1325Answer to Summative Assessment:

13261. A
13272. B
13283. B

121 41
122
123
13294. A
13305. D
13316. B
13327. C
13338. C
13349. B
133510. A
1336
133711 – 12. There is a danger of explosion in coal mines where there are large quantities of
1338powdered combustible materials because powdered combustible materials have very
1339large surface area, increasing the number of collisions between particles, resulting to
1340rapid chemical reaction (explosion).
1341

1342

1343REFERENCES

1344Acosta, H.D., Alvarez, L.A., Angeles, D.G., Arre, R.D., Carmona, M.P., Garcia, A.S.,
1345Gatpo, A., Marcaida, J.F., Olarte, R.A., Rosales, M.S., Salazar, N.G., (2015). Science
1346Learner’s Material 10

1347Acosta, H.D., Alvarez, L.A., Angeles, D.G., Arre, R.D., Carmona, M.P., Garcia, A.S.,
1348Gatpo, A., Marcaida, J.F., Olarte, R.A., Rosales, M.S., Salazar, N.G., (2015). Science
1349Teacher’s Guide 10

1350https://www.thinglink.com/scene/696088575501926402

1351https://www.google.com.ph/search?
1352tbm=isch&sa=1&q=einstein+clipart&oq=einstein+clipart&gs_l=psy-
1353ab.3...3575.5855.0.7232.8.7.0.0.0.0.0.0..0.0....0...1.1.64.psy-
1354ab..8.0.0.7iEnCL_2djg#imgdii=_uW1vHlHJtkVxM:&imgrc=ZD3ne4H2LuMtUM:

1355https://www.boundless.com/chemistry/textbooks/boundless-chemistry-
1356textbook/atoms-molecules-and-ions-2/history-of-atomic-structure-32/the-law-of-
1357conservation-of-mass-194-3698/

1358https://www.britannica.com/science/collision-theory-chemistry)

1359https://www.cdli.ca/sampleResources/chem3202/unit01_org01_ilo03/b_activity.html

1360http://mrsterrylhs.weebly.com/uploads/6/3/1/1/63116991/reaction_rate_worksheet_ke
1361y.pdf

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