Senior High School

General Chemistry 2
Quarter 2 - Module 4
Chemical Kinetics: Reaction
Rates & Collision Theory
General Chemistry 2 - Grade 11/12
Alternative Delivery Mode
Quarter 2 - Module 4: Chemical Kinetics: Reaction Rates & Collision Theory
First Edition, 2020

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 Senior High School

General Chemistry 2
Quarter 2 - Module 4
Chemical Kinetics: Reaction
Rates & Collision Theory
 Table of Contents

Cover Page i
Copyright Page ii
Title Page iii
Table of Contents iv
What This Module Is About v
How to Learn from this Module v
What I Need to Know vi
What I Know (Pre-assessment) vii

Lesson 1 – RATE OF REACTION 1

What’s In 1
What’s New 1
What Is It 2
What’s More 3
What I Have Learned 3
What I Can Do 3

Lesson 2 – COLLISION THEORY 4

What’s In 4
What’s New 4
What Is It 4
What’s More 6
What I Have Learned 6
What I Can Do 6

Assessment (Post-assessment) 7
Additional Activities 7
Answer Key 7
References 9
What This Module is About
Introductory Message

Welcome to the General Chemistry 2 – 11/12 Alternative Delivery Mode (ADM) Module on
Chemical Kinetics: Reaction Rates & Collision Theory

This module was collaboratively designed, developed, and reviewed by educators

from public schools to assist you, the teacher or facilitator, the parents, and the learners, in
helping them meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

For the facilitator:

As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist the learners as they do the
tasks included in this module.

For the parents:

As vital partners in education, your support to your children’s learning at home is a

great factor to ensure that they will become succesful in what they do. As a parent, you are
expected to monitor your child’s progress while they are accomplishing the tasks in this
module, at the same time, ensuring that they learn independently.

The objectives set for this learning material will be certainly accomplished with your
steadfast guidance and support.

For the learner:

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

Furthermore, it is our objective that you will have fun while going through this material.
Take charge of your learning pace and in no time, you will successfully meet the targets and
objectives set in this module which are intended for your ultimate development as a learner
and as a person.
How to Learn from this Module
This module has the following parts and corresponding icons:

This part contains learning objectives that are

What I Need to Know
set for you to learn as you go along the module.
This is an assessment as to your level of
What I Know knowledge to the subject matter at hand, meant
specifically to gauge prior related knowledge.

This part connects previous lesson with that of

What’s In
the current one.

This part is an introduction of the new lesson

What’s New through various activities, before it will be
presented to you.
These are discussions of the activities as a way
What is It to deepen your discovery and understanding of
the concept.
These are follow-up activities that are intended
What’s More for you to practice further in order to master the
competencies.

These are activities designed to process what

What I Have Learned
you have learned from the lesson.

These are tasks that are designed to showcase

What I Can Do your skills and knowledge gained, and applied
into real-life concerns and situations.
This is a task which aims to evaluate your level
Assessment of mastery in achieving the learning
competency.
In this portion, another activity will be given to
you to enrich your knowledge or skill of the
Additional Activities
lesson learned. This also tends retention of
learned concepts.
This contains answers to all activities in the
Answer Key
module.

The following are some reminders in using this module:

1. Use this module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instructions carefully before doing each task.
 4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
7. If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
8. We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it.

What I Need To Know

This module was designed and written with you in mind. It is here to help you learn
about video provides a powerful way to help you prove your point. When you click Online
Video, you can paste in the embed code for the video you want to add. You can also type a
keyword to search online for the video that best fits your document.
To make your document look professionally produced, Word provides header, footer,
cover page, and text box designs that complement each other. For example, you can add a
matching cover page, header, and sidebar. Click Insert and then choose the elements you
want from the different galleries.

The module is divided into three lessons, namely:

• Lesson 1 – Rate of a reaction
• Lesson 2 – Collision Theory

After going through this module, you are expected to:

1. Define rate of reaction
2. identify factors that affect the rate of a reaction;
3. describe how each factor can affect the rate of a reaction;
4. state the premises of the Collision Theory;.
5. Explain activation energy and how catalyst affects the reaction rate.

What I Know

TRUE OR FALSE: Write T, if the statement is true and F, if the statement is false.
1. The rate of a reaction is expressed as a change in amount or concentration of a
substance per unit time.
2. Increasing the concentration of reactants will decrease the rate of reaction.
3. A decrease in temperature increases the rate of reaction.
4. Catalyst provide an alternate reactions pathway to obtain products.
5. Increasing the surface area will increase its reaction rate.
6. A greater proportion of molecules will have the minimum energy necessary for an
effective collision.
7. A catalyst is a substance that accelerates a reaction by participating in it without being
consumed.
8. In collision theory, a chemical reaction can only occur between particles when they are
apart.
 9. The collision between reactant particles is necessary but not sufficient for a reaction to
take place.
10. More molecules, less collision.
11. Molecules must collide before they can react.
12. For a reaction to take place, reactant particles must have activation energy.
13. The more number of reactant molecules, the lesser probability for effective collisions
to form product.
14. A greater number of reactant molecules are more energetic at higher temperature.

Lesson
Rate of a Reaction
1

What’s In

Reaction kinetics is the study of the rate of chemical reactions, and reaction rates can
vary greatly over a large range of time scales. Some reactions can proceed at explosively fast
rates like the detonation of fireworks (figure 1), while others can occur at a sluggish rate over
many years like the rusting of barbed wire exposed to the elements (figure 2).

Figure 1. Fireworks Figure 2. Rusted Barbed Wire over many years

https://opentextbc.ca/introductorychemistry/chapter/factors-that-affect-the-rate-of-reactions-2

What’s New
In this lesson, you will learn that the “rate of reaction” as a measure of how fast a
reaction takes place. The rate of a reaction is often expressed as a change in amount or
concentration of a substance (reactant or product) per unit time.

What is It
Many chemical industries make use of chemical reactions whose rates should be fast
enough to be economically viable but slow enough to allow some control. Action of drugs or
medicines is an important consideration in medicine. Every chemical reaction proceeds at a
definite rate, but can be speeded up or slowed down by changing the condition of the reaction.
 Which is faster: walking to school, or riding in a bus or car/ determining how fast a
person can get to school is not all that different from calculating the rate of a chemical reaction.
Either way, you are measuring change over time. However, fast and slow are inexact terms.
Chemists, engineers, chefs, welders, concrete mixers, and others often need to be more
specific. For example, a chef must know the rate at which a roast cooks to determine when it
will be ready to serve. The person mixing the concrete must know the rate of mixing water,
sand, gravel, and cement so that the resulting concrete can be poured at the correct
consistency. Delaying pouring can result in concrete that is not strong enough for its purpose.

https://www.basd.k12.wi.us/faculty/jdennert/chemtext/Chapter%2016-%20Reaction%20Rates.pdf

The figure above show how a reaction proceeds from reactant to product over time. Notice
that the amount of the reactant decreases as the amount of product increases. If you know
the change in a product or a reactant during a segment of time, you can calculate the
average rate of the reaction. Most often, chemists are concerned with changes in the molar
concentration (mol/L, M) of a reactant or product during a reaction. Therefore, the reaction
rate of a chemical reaction is generally stated as the change in concentration of a reactant or
product per unit of time.
Factors such as concentration, temperature, surface area and catalyst affect the rate of a
chemical reaction.

1. Reactant concentration. Increasing the concentration of one or more reactants will often
increase the rate of reaction. This occurs because a higher concentration of a reactant will
lead to more collisions of that reactant in a specific time period.

2. surface area. If reactant molecules exist in different phases, as in a heterogeneous mixture,

the rate of reaction will be limited by the surface area of the phases that are in contact.

3. Temperature. An increase in temperature typically increases the rate of reaction. An

increase in temperature will raise the average kinetic energy of the reactant molecules.
Therefore, a greater proportion of molecules will have the minimum energy necessary for an
effective collision.

s4. Presence of a catalyst. A catalyst is a substance that accelerates a reaction by

participating in it without being consumed. Catalysts provide an alternate reaction pathway to
obtain products.

What’s More
Instruction: Analyse the following questions base on the factors that affect the rate of
reaction.

a. How long does it take an iron nail exposed to the rain to rust?
b. Which has a more rapid reaction, the burning of liquid gasoline in air, or gasoline in a
car engine that is first vaporized, then mixed with air?
c. Why do we keep food in the refrigerator?

What I Have Learned

In this activity, Complete the following table by indicating whether each of the
following scenarios would either increase or decrease the rate of reaction. The first
one has been done for you.

Scenario Increase or decrease

Adding heat increase
Removing heat
Adding a catalyst
Diluting a solution
Removing an enzyme (catalyst)
Lowering the temperature
Increasing the temperature
Decreasing the surface area
Increasing the concentration of a solution
Breaking a reactant down into smaller pieces

What I Can Do

Give 5 examples of chemical reactions you meet in every day life that would
illustrate the effects of these various factors (Reactant concentration, Physical state of
the reactants and surface area, temperature, presence of catalyst.)

Example: Cookies bake faster at higher temperatures.

Lesson
Collision Theory
2
 What’s In

In the past lesson, you learned that chemical kinetics is the study of the rates of
chemical reactions or how fast reactions occur.
The primary requirement for a reaction to occur is that the reactant particles (atoms or
molecules) must collide and interact with each other.
Atoms, molecules, or ions must collide before they can react with each other. Atoms
must be close together to form chemical bonds. This simple premise is the basis for a very
powerful theory that explains many observations regarding chemical kinetics, including factors
affecting reaction rates.

What’s New

Collision theory is a model for explaining chemical reactions and reaction rates
using the interactions of particles within the reactants. There are three important parts
to collision theory, that reacting substances must collide, that they must collide with
enough energy and that they must collide with the correct orientation. Increasing the kinetic
energy of these particles or decreasing their volume increases the frequency of collisions
and speeds a reaction. For a reaction to take place, reactant particles must have activation
energy or the minimum amount of energy required and the right orientation for effective
collision to bring about a chemical change. For every sample of reactant particles there will be
some that possess this amount of energy. The larger the sample, the greater the number of
effective collisions, and the faster the rate of reaction. The number of particles possessing
enough energy is dependent on the temperature of the reactants. If the reactant particles do
not possess the required activation energy when they collide, they bounce off each other
without reacting.

What is It

Molecular Collisions

• The more molecules are present, the more collisions will happen.
• Molecules must collide before they can react.
• To effectively initiate a reaction, collisions must be sufficiently energetic
(kinetic energy) to bring about this bond disruption.
• As the temperature rises, molecules move faster and collide more vigorously,
greatly increasing the likelihood of bond cleavages and rearrangements.
• Most reactions involving neutral molecules cannot take place at all until they have
acquired the activation energy needed to stretch, bend, or otherwise distort one or
more bonds.

How reaction rates are affected by various factors:

⚫ Temperature – if the temperature is increased: the reactant particles move more quickly,
the reactant particles have more kinetic and the reaction rate increases.

https://www.google.com/search?q=reaction+rate+temperature&source

⚫ Surface area - larger surface area would have a larger space of collision between
particles of collision.

https://www.google.com/search?q=reaction+rate+surface+area&tbm

⚫ Concentration – The more number of reactant molecules, the greater probability for
effective collisions to form products. Compare these to scenarios where there are just two
or three learners in a hallway, and a crowded one. Learners are more likely to bump into
each other in the crowded hallway than with just a few ones.

https://courses.lumenlearning.com/introchem/chapter/the-collision-theory

Collision theory explains why most reaction rates increase as concentrations increase. With
an increase in the concentration of any reacting substance, the chances for collisions between
molecules are increased because there are more molecules per unit of volume. More collisions
mean a faster reaction rate, assuming the energy of the collisions is adequate.
⚫ Catalyst - any substance that increases the rate of a reaction without itself being
consumed. Catalytic action is a chemical reaction between the catalyst and a reactant,
forming chemical intermediates that are able to react more readily with each other or with
 another reactant, to form the desired end product. During the reaction between the
chemical intermediates and the reactants, the catalyst is regenerated. Enzymes are
naturally occurring catalysts responsible for many essential biochemical reactions. Most
solid catalysts are metals or the oxides, sulfides, and halides of metallic elements and of
the semimetallic elements boron, aluminum, and silicon. Gaseous and liquid catalysts are
commonly used in their pure form or in combination with suitable carriers or solvents; solid
catalysts are commonly dispersed in other substances known as catalyst supports.

Catalytic processes and their catalysts

Process Catalyst
Ammonia synthesis Iron
Sulfuric acid manufacture Nitrogen oxide, platinum
Cracking of petroleum Nickel, platinum or palladium

What’s More

Instruction: Draw a diagram that will illustrate the components of the collision theory.

What I Have Learned

Answer the following questions;

1. Chemical reactions occur when reactants collide. What are two factors that may prevent a
collision from producing a chemical reaction?
2. Explain why most reaction rates increase as concentrations increase?
3. How do catalyst affect collision theory?
4. Explain why all reactions have an activation energy.

What I Can Do

Analyze the following scenario regarding collision theory and explain.

1. Suppose you added a spoonful of sugar to hot water and another to ice-cold water.
Which type of water will cause the sugar to dissolve more quickly? Why?
2. Suppose you held a lighted match to a solid hunk of wood and another match to a
pile of wood shavings. Which form of wood will catch fire more easily? Why?

Assessment
Identification: identify the word/s being describe
1. study of the rate of chemical reactions
2. is a substance that accelerates a reaction by participating in it without being consumed
3. amount of energy required and the right orientation for effective collision to bring about a
chemical change.
4. are naturally occurring catalysts
5. provide an alternate reaction pathway to obtain products
6 - 8.reactant particles
9. expressed as a change in amount or concentration of a substance (reactant or
product) per unit time.
10. commonly used in their pure form or in combination with suitable carriers or solvents

Additional Activities

Watch this video for more knowledge

(https://www.youtube.com/watch?v=SPXanyy3-hU)
https://www.youtube.com/watch?v=-4HXaUBbv04

References

Wyona C. Patalinghug, Vic Marie I. Camacho, Fortunato B. Sevilla III,Maria Cristina D.

Singson.,Teaching Guide for Senior High School GENERAL CHEMISTRY 2(C.P. Garcia Ave., Diliman,
Quezon City: Commission on Higher Education, 2016.
Gregersen, Eric. “CATAALYST” https://www.britannica.com/science/catalyst (Retrieved January 12,
2021)
Anne Helmenstine. “CHEMICAL REACTIONS IN EVERYDAY LIFE”
https://sciencenotes.org/examples-of-chemical-reactions-in-everyday-life/ ( retrieved january
10, 2021)
https://www.basd.k12.wi.us/faculty/jdennert/chemtext/Chapter%2016-
%20Reaction%20Rates.pdf (retrieved january 11, 2021)
Ck-12 “ FACTORS THAT AFFECT REACTION RATE” https://www.ck12.org/book/ck-12-
chemistry-second-edition/r9/section/18.4/ (retrieved January 10, 2021)