Name:_______________________________ Grade & Sec.

:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 1
Everything has changed
Objectives:
• Perform a laboratory activity involving chemical reactions;
• Distinguish evidences of chemical reactions.

Materials:
• Mg ribbon (Mg) • Alcohol lamp
• Iron nail (Fe) • Tripod
• 30 volumes Agua oxigenada • Crucible tong
• Hydrogen peroxide (H2O2) • Beakers or small
• Manganese dioxide (MnO2) transparent bottles
• 10% copper sulfate (CuSO4) solution • Test tubes
• 10% sodium hydroxide (NaOH) solution • Denatured alcohol
• Test tube rack • Thermometer
• Vinegar • Baking soda
• Matches • Forceps or crucible
• Iron nail/shoe tack tong
• spatula or small teaspoon

Procedure A. Iron Nail-Copper Sulfate Reaction

1. Fill a test tube with 10 mL of copper sulfate solution.
2. Drop the nail gently into the solution.
3. Place the test tube in the test tube rack for a few minutes.
(You may proceed to the next procedure while waiting for any change.)

Table 1. Iron Nail-Copper Sulfate Reaction

Q1. What happened to the color of the copper sulfate solution?

Q2. What happened to the color of the nail?

Procedure B. Magnesium Ribbon Reaction
1. Cut about 10 cm of magnesium ribbon.
2. Light the alcohol lamp.
3. Hold the magnesium ribbon with a crucible tong or forceps.
4. Place the magnesium ribbon over the flame.

Q3. What happened to the magnesium ribbon when you directly burned it?

Q4. What substance in the air could have reacted with magnesium during
burning?

Q5. Describe the appearance of the product formed.

Procedure C. Hydrogen Peroxide (Agua Oxigenada) Reaction

This procedure should be done fast.

1. Pour 20 mL of agua oxigenada in a small
beaker.
2. Using a spatula add a pinch of manganese
dioxide (MnO2) to the beaker.

Q6. What happened to the mixture?

3. Place a lighted match on top of the beaker

near the bubbles. (Figure 1)
4. Observe what happens to the
flame.

Q7. Describe the change you observe in the

flame.
Procedure D. Vinegar and Baking Soda Reaction

This procedure should be done swiftly

1. Pour 20 mL of vinegar in a small beaker.
2. Get the temperature of vinegar.
3. Add a tablespoon of baking soda to the
beaker.
Q8. What do you observe in the mixture?

1. Place a lighted match on top of the

beaker near the bubbles. ( Figure 2).
2. Observe what happens to the flame.

Q9. Describe what you observe inthe

flame.

Table 4. Vinegar and Baking Soda Reaction

Procedure E. Copper Sulfate-Sodium Hydroxide Reaction

1. Pour 5 mL of aqueous copper solution in one test tube.
2. Pour 5 mL of aqueous sodium hydroxide in another test tube.
3. Slowly combine the two solutions.
4. Observe what happens.
Q10. What did you observe at the bottom of the test tube?

5. Shake the mixture.

6. Observe what happens.
Q11. Compare the appearance before and after shaking

Table 5. Copper Sulfate-Sodium Hydroxide Reaction

Conclusion:
Name:_______________________________ Grade & Sec.:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 2
“What’s in a Reaction?”
Objectives:
• Distinguish between reactants and products.
• Write a chemical equation.

A. Reactants and Products.

Reactants are substances that are used up to form new substances in a
chemical reaction.

The following chemical reactions took place in Activity 1 procedure A to E.

1. Iron reacts with copper sulfate (CuSO4) and forms iron (II) sulfate (FeSO4)
and copper.
2. Magnesium combines with oxygen gas (O2) to produce magnesium oxide
3. Hydrogen peroxide (H2O2) in the presence of manganese dioxide (MnO2)
produces water and oxygen gas.
4. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO3) produce sodium
acetate with the release of carbon dioxide (CO2) gas and water.
5. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH) to produce
insoluble copper (II) hydroxide Cu(OH)2and sodium sulfate (Na2SO4 )
solution.

Fill in the table below with the Reactants and Products from the chemical
reactions above. Below each number, write the symbol or formula of the
reactant and product.
B. Symbols used in Chemical Equation
There are other symbols used in writing a chemical equations:

Using the symbols and formulas in Table 6 and the symbols in Table 7, write
the chemical reaction using these symbols to complete chemical equation.

Conclusion:

Name:_______________________________ Grade & Sec.:___________ Score:_________

Teacher:_____________________________ Date:___________________ Rating:________

Activity 3
We Simply Click Together
Objectives:
• Classify reactions according to their types, based on how atoms are
grouped or regrouped.
• Classify chemical reactions.

Materials:
• Activity Guide
• Students tabulated data from activity 2 “What’s in a Reaction?”

Procedure:
1. Bring out your filled up (answered) table from activity 2 ”What’s in a
Reaction?”

Guide Questions:
Q12. In the second chemical reaction, how many reactants are used? How
many product/s is/are formed?

Q13. In the third chemical reaction, how many reactants are used? How many
product/s is/are formed?

Q14. In the first chemical reaction, what changes did copper and iron
undergo during the reaction? What can you conclude about iron?

Q15. In the 4th chemical reactions, how many reactants and products are
involved? What kind of substance are they?

Q16. In the fifth chemical reaction, both the reactants and products are
compounds made up of positive and negative ions, what did you notice
with the pairing of the positive and negative ions in the reactant and
product side?

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

Conclusion:
Name:_______________________________ Grade & Sec.:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 4
How much can you take?

Objective:
• Perform an activity that illustrates Law of Conservation of Mass.

Part 1. Laboratory Activity on Law of Conservation of Mass

Materials:
• Steel wool
• 10% CuSO4 solution
• Test tube
• Rubber/cork stopper
• Test tube holder
• Beaker
• Alcohol burner
• Wire gauze
• Tripod
• Matches

Procedure:
1. Place a dry and clean test tube and a rubber/ cork stopper in a dry and
clean 100 mL-beaker.
2. Get the total mass of the dry and clean test tube and the stopper, and the
100 mL-beaker. Record it in Table 10.
3. Place a small portion of steel wool in the test tube.
4. Add 10 mL CuSO4 solution.
5. Cover the mouth of the test tube with the rubber/ cork stopper .
6. Get the mass of the set-up using the same 100mL-beaker. Record the mass
in Table 10.
7. Heat the lower part of the test tube gently for 2 minutes while moving it to
and fro. Make sure that the rubber/ cork stopper covers the mouth of the
test tube and the test tube is held with a test tube holder in a slanted
position.
Q17. Describe the appearance of the steel wool.

Q18. What is the evidence that a chemical change happened?

8. Allow the test tube to cool completely in the 100-mL beaker.

9. Get the mass of the set-up again. Record your observation in Table 10.
 Table 10. Law of Conservation of Mass

Q19. Why is it important for the test tube to be sealed?

Q20. How will you compare the total mass before and after the reaction ?

Part 2. Paper Clip Reaction Model

Materials:
• 1 box of different colored paper clips
• Periodic table

Procedure:
1. Sort out your paper clips according to color. Designate a color for each
element.

2. By connecting paper clips together (follow the color coding in number (1),
make model representations for these molecules :
a. O2, H2, H2O Prepare at least 3 sets of each molecule as shown in the
figure below.
 b.N2, H2, NH3 Prepare at least 4 sets of each molecule

3. You will be working on balancing 2 chemical equations.

a. H2 + O2 → H2O
b. N2 + H2 → NH3

4. Starting with the first equation:

a. Break up one set of O2 since H2O has only 1 Oxygen.
b. Connect this single O atom to the one set of H2 you have prepared to
form 1 set of H2O
c. Get another set of H2 and connect to the single O atom left to form a
new set of H2O.

Guide Questions:
Q21. How many set/s of H2 have you used?

Q22. How many set/s of O2 have you used?

Q23. How many set/s of H2O have you created? These number of set/s
represent coefficient which is the whole number placed before the formula
of the reactants and products.

Q24. Write the corresponding coefficients in the chemical equation.

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

4. Do the same with the second equation

____N2 + ____ H2 → ____ NH3

NOTE: You can use more than 2 sets.

Guide Questions:
Q25. How many set/s of N2 have you used?

Q26. How many set/s of H2 have you used?

Q27. How many set/s of NH3 have you created?

Q28. Write the corresponding coefficients in the chemical equation.

____N2 + ____ H2 → ____ NH3

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

6. Get the molar mass of N2, H2, and NH3, multiply their masses by their
coefficient, then get the total mass of the reactants and compare to the total
mass of the products. The first equation is done for you.
molar mass (g/mol) : H=1 O=16 N=14

2 H2 + O2 → 2 H2O
2(2 x1g/mol) + (2 x 16g/mol) → 2 [ (2x 1g/mol) + 16g/mol ]
4 g/mol + 32 g/mol → 2 ( 18 g/mol)
36g → 36g

Q29. Do the same with the second equation

Q30. How will you compare the total mass of the reactants and the total mass of
the products?

Conclusion:
Name:_______________________________ Grade & Sec.:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 5
Balancing Act

Objectives:
• Recognize that the number of atoms of each element is conserved in a
chemical reaction as atoms in the reactants only rearrange themselves
to form the products
• Apply the concept of Law of Conservation of Mass in balancing chemical
equations

Material:

Procedure:
1. Analyze the informations that can be gathered in the chemical equation :

2 H2 + O2 → 2 H2O

2 molecules of H2 + 1 molecule of O2 → 2 molecules of H2O

2 moles of H2 + 1 mole of O2 → 2 moles of H2O
4 atoms of H + 2 atoms of O → 4 atoms of H and 2 atoms of O
 Note that the coefficient (number) placed before the formulas indicate the
number of molecules or moles.

Determining the correct coefficients balances the number of atoms in the

reactant and in the product side, allowing it to follow the Law of Conservation of
Mass.

2. Bring out your data on Table 9 Types of Chemical Reactions, balance the
chemical equations guided by the steps in balancing equations below this
table.

Table 11. Balanced Chemical Equations

Conclusion:
Name:_______________________________ Grade & Sec.:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 6
Race to the Finish Line
Objectives:
• explain how the factors affecting rates of chemical reactions are applied
in food preservation, control of fire, pollution corrosion
and materials production
• recognize the importance of controlling rates of reactions in technology

Part 1.Collision Theory

Task: Analysis of molecular representation of collision theory.

Source: http://i.ytimg.com/vi/OkGzaSOkyf4/maxresdefault.jpg (accessed: Oct.29, 2014)

Figure 11

The illustrations above show the effective and ineffective collision of

molecules to effect a chemical reaction.
Guide Questions:

Q31. What causes a chemical reaction?

Q32. What must happen for a chemical reaction to take place?

Q33. Describe fruitful / effective collision resulting to formation of products.

Q34. What is the effect of a catalyst on the activation energy?
.

PART 2: Factors Affecting Reaction Rates

In this experiment, students will study the effect that temperature,
reactant concentration, particle size, catalysts and surface area have on
chemical reaction rates.

Equipments:
• 7 clear plastic cups
• mortar and pestle
• 2 medium sized test tubes
• 2 test tube holders

Reagents:
• 20 volume hydrogen peroxide (Agua oxigenada)
• Manganese dioxide
• water
• 4 seltzer tablets or denture cleaner in tablet form
• 3 5cm x 5cm colored crepe paper/ Japanese paper
• 25% household bleach solution
• 50% household bleach solution
• 75% household bleach solution
A. Effect of Particle Size or Surface Area on Reaction Rate

Procedure:
1. Get 2 clear plastic cups, half fill each plastic cups with water.

2. Obtain two denture cleaner tablets. Powderize one tablet using mortar and
pestle.
3. Simultaneously drop the whole tablet and powderized tablet in the 2 separate
plastic cups.
4. Observe the reactions for several minutes and record the time it takes for
each tablet to stop fizzing
.
Table 12. Effect of Particle Size or Surface Area on Reaction Rate

Guide Questions:
Q35. a. Which tablet fizzed for a longer period of time?

b. How might you explain any difference ?

Q36. a. Describe in your own words the effect of particle size or surface area on
the rate of a reaction.

B. Effect of Temperature on Reaction Rate

Procedure
5. Fill one glass with cold water and another glass with hot water.
6. Drop a denture cleaner tablet into each glass.
7. Observe the reactions that occur. Record the time it takes for each tablet to
stop fizzing
.
Q37. Is there any noticeable difference between the two reactions?

Q38. What is the effect of temperature on reaction rate?

C. Effect of a Catalyst on Reaction Rate

8. Place 10mL of hydrogen peroxide (H2O2) in 2 separate test tubes. Place one
test tube in a hot water bath.
Note the rate bubbles form.
9. Add a pinch of manganese dioxide in the second test tube.
Note the rate bubbles form.

Q39. How will you compare the rate at which bubbles were produced?

Q40. Study the chemical equation below.

Chemical Equation: H2O2 (l) → H2O (l) + O2 (g)
MnO2
Notice the reactants and resulting products.
Q41. Where is the MnO2 written in the equation?

Q42. Do you think the MnO2 reacted with H2O2 ?

Q43. MnO2 only acted as a catalyst. What role do you think a catalyst play in a
chemical reaction?

Going back to the diagram below, recall the effect of catalyst on activation
energy.

D. Effect of Concentration on Reaction Rate

Caution: Wear a mask while performing this experiment.

Procedure:
10. Prepare in separate plastic cups, different concentrations of household
bleach solution
100% (no water added)
50% (half part bleach solution- half part water)
25% (1/4 part bleach solution – ¾ part water) .

11. Prepare 3 pieces of 5cm x 5cm sized brightly colored crepe paper or
Japanese paper.

12. Drop the pieces of crepe paper into the 3 plastic cups simultaneously.
13. Compare the rate of discolorization of the papers in the 3 beakers. Record
your observation in the table below.

Q44. Did you get the same rate of reaction?

Q45. Describe in your own words the effect of concentration on the rates of
reaction.

Q46. How will you explain using the Collision theory the factors affecting
reaction :
a. Surface area of reactants

b. Temperature

c. Catalyst

d. Concentration

Conclusion:
Name:_______________________________ Grade & Sec.:___________ Score:_________
Teacher:_____________________________ Date:___________________ Rating:________

Activity 7
Making Connections
Objectives:
• Explain how factors affecting the rate of chemical reactions are
applied in food preparation, control of fire,
corrosion prevention, etc.
• Analyze effect of chemical reactions on life and the environment
through visual presentation.

PART 1.
1. Analysis of set of pictures linking to acid rain : What effect does acid rain
has on limestone/ marble statues?
What effect
does acid rain
has on plant
growth?

Nitric oxide
NO2, a product
of combustion
of gasoline in
automobiles is
one of the
culprits in the
formation of
acid rain.
Referring to Fig.
15, analyze how
NO2 is
converted to
nitric acid
HNO3

From Figure 16, identify other problems posed by acid rain

2. Discussion on acid rain, a chemical reaction that has environmental issues.

An example of a chemical reaction that has an environmental

concern is the acid rain.

Acid rain has been the leading significant cause of

destruction in our environment. In infrastructure, it is the cause
of corrosion of metals in alloys like steel in buildings, bridges, and
transport vehicles. This is due to the displacement reaction of active
metals with hydrogen in acids.

Materials with historical and cultural values such as monuments

and statues are also destroyed by acid rain. They are mostly made up
of limestone and marble which like metals form a chemical reaction
with acids, lead to their dissolution.

Marine life is also affected by acid rain. It causes the pH of bodies of

water to decrease; this change in pH will increase marine life mortality,
retard fish growth, decrease egg production and embryo
survival.

Acid rain also tends to dissolve vital minerals in the soil. Crops
grown in these depleted soils give poor yields, if they grow at all.
 In areas of high automobile traffic, such as in large cities, the
amount of nitrogen oxides emitted into the atmosphere can be
quite significant. In urban areas, the main source of acid rain is from
automobiles. Other sources are thermal power plants and coal mining
industries. Gas emissions like CO2, CO, SO2, NO2, and NO from these
sources react with water vapor in the air producing acids. Rain
contaminated with these acid are what we know now as acid rain.

Removing the offending oxides from exhaust and using alternate

energy sources are much preferred courses of action at the present
time. One of the most important means of reducing sulfur emissions is
the swith to low sulfur fuels. Another is the scrubbing of stack gases
before they are released to the atmosphere. In this process, the stack
gases percolate through a solution that absorbs the oxides of sulfur.
The solution is renewed frequently, and waste sulfur can be recovered
from the spent solution.

Analyzing the issue:

Q47. What natural processes can contribute to acid rain?

Q48. How is acid rain produced?

Q49. What adverse effect can acid rain pose on living organisms and its
environment?

Q50. Who should be responsible for cleaning up the pollution problem?

Q51. What measures are taken to address the problem?

Conclusion: