FIRST QUARTER MODULE 7

RATES OF CHEMICAL REACTIONS

i
Physical Science– Grade 11/12
Quarter 1 – Module 7: Rates of Chemical Reaction

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Regional Director: Gilbert T. Sadsad

Assistant Regional Director: Jessie L. Amin

Development Team of the Module

Writer: Annie R. Madriago

Editors / Reviewers: Jocelyn P. Navera

Brenly B. Mendoza
Kristina N. Nieves
Bebelyn Nocomora

Illustrator: Ray Daniel G. Peralta

Layout Artist: Jose P. Gamas Jr.

Language Editor: Diana Desuyo

ii
• Use simple collision theory to
explain the effects of concentration,
temperature, and particle size on
the rate of reaction. (S11/12PS-IIIf-23)
• Define catalyst and describe how it
affects the reaction rate.
(S11/12PS-IIIf-24)

iii
 Supplementary Learning Module for Senior High School Learners

LESSON
RATES OF CHEMICAL REACTIONS

As the famous saying goes “nothing is

permanent in this world except the word ‘change’.”
Everything that surrounds us undergoes
transformation — from the food that fills our
stomach, to the basic necessities that we use every
day, to the stars and heavenly bodies that light up
our skies and even you. Yes, you. You undergo a
series of transformation every single day. Since
well before the beginning of recorded history,
natural substances have been purposely changed into new products. The changes
brought about by humans for their own use include conversion of natural clay into
pottery, limestone rock into building materials, and metals, like silver and gold, into
jewelry pieces.
In this module, you will investigate how these changes occur, how fast or slow
these changes happen and what are the examples of these changes that we see in
our daily lives.

Since these changes are inevitable in our

world, might as well understand them well. Learning
about the rate of chemical changes will be fun and
exciting!

At the end of the module, you should be able

to:

• explain the requirements of the collision

theory;
• discuss the effects of concentration,
temperature, particle size and catalyst on the
reaction rate; and
• cite examples of chemical reactions in
the household and in the community.

1
 Directions: Choose the letter of the correct answer.

1. Which of the following is a postulate of the collision theory?

A. all collisions lead to a chemical reaction
B. effective collisions lead to a chemical reaction
C. most collisions lead to a chemical reaction
D. very few reactions involve particle collision

2. Food is refrigerated to slow down its decomposition caused by bacterial

action. Which BEST explains this situation?
A. The decrease in the number of particles possessing activation energy.
B. The decrease in the surface area of the food upon refrigeration.
C. The introduction of an alternative pathway for the decomposition to take place.
D. The lowering of the heat of reaction of the decomposition reaction.

3. Which of the following is generally true for a chemical reaction with a large
activation energy?
A. it will only occur at low reactant concentrations
B. it will only occur at low temperatures
C. it will proceed at a fast rate
D. it will proceed at a slow rate

4. Which of the factors listed is/are required for a successful collision?

I. catalysts are present
II. orientation of particles are favorable
III. reactant particles collide
IV. sufficient energy is supplied to the system

A. I only B. II and IV only C. I,II and III only D. I,II,III and IV

5. What happens to the reaction system if its temperature is increased?

A. The more collisions occur, but the collision energy is the same.
B. The more collisions occur, resulting in a higher reaction rate.
C. The same number of collisions occur but with a greater collision energy.
D. The same number of collisions with the same collision energy.

Hi! How did you find the test?

Please check your answers at the answer key

section and see how you did. Don’t worry if you got a low
score, this just means that there are more things that
you can learn from this module. So, hop on!

2
 Let’s have a recall!
As I was wandering the streets, I have here
listed materials that undergo certain changes.
Help me identify as to what kind of change do
these undergo – physical or chemical?

ACTIVITY 1: Physical Change or Chemical Change?

DIRECTIONS: Identify whether the following materials below undergo PHYSICAL or
CHEMICAL change.
1. 3. 5.

2. 4. 6.

3
 How did you find the activity?

Have you recalled the difference between

Physical and Chemical Reaction? Refreshing your
concepts on these is important for we will focus
mainly on chemical reactions. So, it’s important to
know which one is and isn’t.

PHYSICAL AND CHEMICAL CHANGE

A physical change is one that involves no change in the fixed composition of the
substance in question – only rearrangement of the molecules with respect to one
another.

However, chemical change or chemical reaction occurs when the composition of a

substance is changed into another substance. It involves change in color, odor,
taste and release of gases.

4
 Now let us focus on CHEMICAL REACTIONS.
Do these reactions always happen instantly?
If not, how long does it take before a reaction to
occur?

ACTIVITY 2 (OPTION A): THE CHEMISTRY OF

FINDING THE ONE
They say, love happens the same way chemical
reactions occur.

Let us know how by watching the video link below:

https://ed.ted.com/lessons/how-to-speed-up-
chemical-reactions-and-get-date#review

ANSWER THE FOLLOWING GUIDE QUESTIONS:

1. How did Harriet meet Harold?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

2. What are the two important characteristics of collision in order to get a date / to have
a chemical reaction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

3. Are the ways of producing chemical reactions the same as the way Harriet got a
date in the school dance?
___________________________________________________________________
___________________________________________________________________

4. What are the ways they proposed in order to speed up the rate of chemical
reactions or getting a date in the school dance? Explain.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5
 ___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

5. What are catalysts? How are they related to the activation energy of the reaction?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Did you get “kilig” from our video discussion?

Now let us elaborate those concepts you gathered
from there.

ACTIVITY 2 (OPTION B): DESIGN AND MAKE YOUR

OWN INVESTIGATION

You can try these sets of experiments if you want to

discover chemical reactions by own hands.

A. Objectives:
1. Investigate the effects of the different factors on the rate of a reaction.
2. Observe safety precautions in doing an investigation.
B. Materials and Equipment
Experiment 1:
a. 3 small sachets of coffee creamer
b. 3 cups of the same size
c. Water at different temperatures – with ice, at room temperature, and hot (from a
thermal flask)
Experiment 2:
a. 3 tablespoons of baking soda (same amount)

6
 b. 3 cups of the same size
c. 3 sets of different vinegar solutions (vinegar and water) - with 1 tablespoon, with 2
tablespoons, and 3 tablespoons
Experiment 3:
a. 2 pieces of chalk (one is in whole piece, the other one is pounded to pieces)
b. 2 cups of vinegar (same amount)
Experiment 4:
a. Empty plastic bottle
b. ½ cup of hydrogen peroxide (agua oxinada) and dishwashing soap
c. 1 tablespoon of yeast and 3 tablespoons of warm water (stir for 30 seconds)
C. Procedure
Using the listed materials for each part of the experiment, devise your own procedure on
how to determine the effect of the different factors on reaction rates. You can use different
references in the development of your procedure. Observe safety precautions during the
experiment.
D. Observation / Results: (Briefly describe what happened during your experiments)
Experiment 1:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Experiment 2:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Experiment 3:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
Experiment 4:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
E. Discussion (Based on your experiments, what are these factors and how do they
affect the rate of chemical reactions?)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

7
F. Conclusion (Therefore, I conclude that…….)
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
G. References
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

Reactions proceed at different rates. Some are slow, while others are fast. When a reaction
occurs slowly, it is described to have a low rate of reaction. If a reaction occurs fast, it has a
high rate of reaction.

The energetics, mechanism, and rate of a chemical reaction are explained by the collision
theory. According to this theory, for a chemical reaction to proceed, there should be an
effective collision between the reactant particles. For this to happen, two requirements
should be met.

Photo Credits: ed.ted.com

• Reactants must be in their proper orientation. Proper orientation or alignment of

the reactant particles allows for effective bond formation during collision. Particles
that are not properly oriented are likely to bounce back unreacted; hence no products
are formed.

8
 Photo Credits: ed.ted.com

• Molecules must possess enough energy to initiate a reaction. The minimum

amount of energy that the reactant particles must possess to initiate the reaction is
referred to as activation energy. This energy is associated to a hump in a path. For
a reaction to occur, the reacting particles must possess enough energy to jump over
the hump. Each reaction has its own unique activation energy. A large activation
energy results in a slow reaction; a small activation energy gives a fast reaction.

Photo Credits: ed.ted.com

FACTORS AFFECTING THE RATE OF CHEMICAL REACTION

• Temperature – if the temperature of a reaction system is increased, the average
speed of the particles is also increased. This means that at higher temperatures,
more collisions can happen between and among particles with an energy that is
sufficient enough to surpass the activation energy of the reaction. More collisions
mean a higher possibility for successful reactions, resulting in a faster reaction.

Photo Credits: ed.ted.com

9
• Concentration – increasing the concentration means increasing the amount of
reacting species per unit volume. This increases the probability of collision between
the reactant particles because they are closer together.

Photo Credits: ed.ted.com

• Surface Area – in chemical reactions, if one of the reactants is solid, the surface
area of the solid will affect the rate of chemical reaction. The greater the surface
area, the greater frequency of collisions between reacting particles; hence, the faster
the reaction

Photo Credits: ed.ted.com

• Catalyst – is a substance that increases the rate of a reaction by providing an

alternative pathway for the reaction to occur; that is, one with a lower activation
energy. A catalyst remains chemically unchanged at the end of the reaction.
Photo Credits: ed.ted.com

10
Directions: Explain the following based on your knowledge of the collision theory and the
factors that affect the rates of reactions.

1. Coal dusts burn faster than a single lump of coal.

___________________________________________________________________
___________________________________________________________________
2. Hydrogen and Oxygen react smoothly at room temperature in the presence of finely
divided platinum.
___________________________________________________________________
___________________________________________________________________
3. The rates of chemical reactions approximately double for each 10◦C rise in
temperature.
___________________________________________________________________
___________________________________________________________________
4. Milk sours if left out for a day or two but will last two weeks in the refrigerator.
___________________________________________________________________
___________________________________________________________________
5. Wood burns explosively in pure O2, but slowly in air which is about 20% O2 .
___________________________________________________________________
___________________________________________________________________

What I understand
____________________________________________________________________

What I don’t understand

____________________________________________________________________

What I am interested in knowing more

____________________________________________________________________
____________________________________________________________________

11
 Directions: Answer the following questions

1. Give at least 3 examples of metabolic enzymes that process biological reactions.

2. Write the chemical equation involving the catalysts for the following chemical
reactions:
a. Haber process in the production of fertilizer.
b. Conversion of SO2 to SO3 in the production of sulfuric acid
c. Ostwald process in nitric acid production
3. Write at least 5 chemical changes that you observe in your household and
community.

The following terms used in this module are defined as

follows:

• ACTIVATION ENERGY – the minimum amount of energy that reactant particles

must possess in order to react.
• CATALYST – a substance that increases the rate of chemical reaction without being
used up in the reaction.
• COLLISION THEORY – states that the chemical particles of the reactants must
collide in proper orientation and with sufficient energy to create a reaction.
• PRODUCTS – the species formed as a result of the reaction shown to the right of the
arrow in an equation.
• RATE OF REACTION – the speed at which a reaction takes place.
• REACTANTS – the original reacting species shown to the left side of the arrow in a
chemical reaction.

12
Directions: Choose the letter of the correct answer.
1. Which of the following statements is TRUE?
A. All reactions happen at the same rate.
B. Solid reactants can cause a faster reaction than the liquid ones.
C. Reaction proceed at different rates.
D. Catalysts are always needed for a reaction to proceed.

2. Why do bakers prefer to use powdered sugar than blocked sugar?

A. it is more economic friendly
B. it is more convenient to use for it melts easily
C. it is sweeter than the other one
D. it is just the same

3. A chemical reaction with a small activation energy will most likely

A. proceed at a fast rate
B. proceed at a slow rate
C. react at high temperature
D. react at a low pressure

4. What happens to the particles if they are not properly oriented during the
collision?
A. it will proceed anyway
B. The reaction will be delayed.
C. The reaction will need a catalyst.
D. no products are formed

5. The following are the ways we increase probability of collision for the reaction
to proceed faster, EXCEPT.
A. lowering the volume of the reaction vessel
B. store the reaction in a fridge
C. use a stirring rod and mix the reaction
D. use smaller particles of the reactants

Congratulations, you have completed your

learning episodes in this module!
Please check your answers by referring to the
answer key. If you scored lower than 3, please go over
the earlier parts of this module and take on the
activities once again. If you scored 3 or above, you
may now proceed to the next module.

13
TRY THIS!
1. B
2. D
3. D
4. B
5. B
ACTIVITY 1
1. Physical Change
2. Chemical Change
3. Chemical Change
4. Physical Change
5. Chemical Change
6. Physical Change
ACTIVITY 2 (OPTION A)
1. They collided in the school hallway.
2. - Reactants must be in their proper orientation
(Proper orientation / alignment of the reactant particles allows for effective bond
formation)
- Molecules must possess enough energy to initiate a reaction
(The minimum amount of energy that the reactant particles must possess to
initiate the reaction is called activation energy)

3. Yes
4.

14
5. a. Catalysts is a substance that increases the rate of reaction by providing an
alternative pathway for the reaction to occur; that is, one with a lower activation
energy.
b. While catalyst is increasing the rate of a chemical reaction the activation energy is
lowered which results to more colliding molecules with enough energy to surmount
the smaller energy barrier.
ACTIVITY 2 (OPTION B)
D. Observation / Results – answers may vary
E. Discussions.
a. Temperature – the higher the temperature, the faster the reaction proceeds.
b. Concentration – the higher the number of particles per unit volume, the more reactive
the reaction will be.
c. Surface Area – the more exposed area a reactant has, the greater its probability for
collision, hence, the reaction will proceed faster.
d. Catalysts – presence of catalysts in a chemical reaction will make the reaction
proceed faster by providing an alternate pathway for the reaction to occur.
F. Conclusion – answers may vary
APPLY WHAT YOU HAVE LEARNED
1. Because coal dusts have more exposed surface area while combusting so it burns
faster than a lump of coal.
2. The platinum serves as the catalyst in the reaction that’s why it proceeds smoothly.
3. For every 10◦C rise in temperature, makes the particles move faster hence,
producing more collisions and faster rate of reactions.
4. Putting the milk in the refrigerator lowers the temperature of the decomposition
reaction
5. Since oxygen is requirement for a combustion reaction to occur, increasing its
concentration yields to an explosive burn of wood.

REINFORCEMENT
1. A. Ptyalin in saliva – breaks down starch into dextrin and maltose.
B. Sucrase in intestinal juice – breaks down sucrose into glucose and fructose.
C. Lactase in intestinal juice – breaks down lactose into glucose and galactose.
D. Pepsin in gastric juice – breaks down protein into smaller peptides.
2. A. Haber process in the production of fertilizer:
&'
𝑁! ($) + 3𝐻! ($) &' 2𝑁𝐻( ($)
B. Conversion of 𝑆𝑂! to 𝑆𝑂( in the production of sulfuric acid:
) *+,+-.
𝑆𝑂! ($) + 𝑂
! ! ($)
&⎯⎯' 𝑆𝑂( ($)

C. Ostwald process in nitric acid production:

/0/23
4𝑁𝐻( ($) + 5𝑂! ($) &⎯⎯' 4𝑁𝑂($) + 6𝐻! 𝑂($)

3. Answers may vary

15
 ASSESS WHAT YOU HAVE LEARNED
1. C
2. B
3. A
4. D
5. B

Religioso, Teresita F., and Navasa – Cordero, Delia. You and the Natural World
Series PHYSICAL SCIENCE. Phoenix Publishing House Inc., 2017

Bayquen, Aristea V. CHEMISTRY. Phoenix Publishing House Inc., 2007

Sams, Aaron., TED – Ed., Accesed July 12, 2020., https://ed.ted.com/lessons/how-to-

speed-up-chemical-reactions-and-get-date#review

16