KS3 Science

Home learning

Reactions 2
Name: _____________________________
Class: _____________________________
Teacher: ___________________________
In this topic you will learn about:
• Exothermic and Endothermic reactions.
• How to represent energy changes in reactions.
• How to speed up reactions.
Practical skills:
• Measuring temperature changes
This will prepare you for:
• GCSE Chemistry
• GCSE Physics
Maths in science:
• Reading a graph
• Calculating differences in temperature and energy
Lesson 1: Exothermic Reactions
Lesson 1: Exothermic Reactions
In and On:
Look at the images on the board. Are the following physical or chemical changes?

1. Ice melting

2. Frying an egg

3. Burning magnesium

Challenge: What is the difference between a physical and chemical change?

Learning Objectives
• Describe examples of exothermic reactions
• Explain the energy changes taking place during an exothermic
reaction

What does ‘exothermic’ mean?

Exothermic reactions are reactions or processes
____________________________________________________
that release energy, usually in the form of heat or
____________________________________________________
light. In an exothermic reaction, energy is released
because the total energy of the products is less than
____________________________________________________
the total energy of the reactants.
Exothermic reactions
Energy changes occur in all ___________ ____________. In
exothermic reactions, energy is ________ _____ , usually in the
form of ______. This means that the temperature of the
surroundings __________.
Challenge: An example of an exothermic reaction is….
Investigating exothermic reactions
Citric Acid and Baking soda Magnesium ribbon and Hydrochloric
1. Add 2cm depth of citric acid to a acid
test tube 1. Add 2cm depth of Hydrochloric
2. Record temperature acid to a test tube.
3. Add 1 spatula scoop of baking 2. Record temperature
soda 3. Add a few pieces od magnesium
4. Record temperature ribbon
4. Record temperature
Record your observations to
identify the exothermic reaction Citric acid and baking soda Magnesium ribbon and
Hydrochloric acid
Temperature at start (oC) 23 22

Temperature at end (oC) 10 42

Conclusion:
Citric acid and baking soda is an endothermic reaction as
_____________________________________________________
the temperature decreases.
_____________________________________________________
Magnesium and hydrochloric acid is exothermic as the
_____________________________________________________
temperature increases.

Explain, using ideas about particles and atoms, why burning

magnesium is an exothermic reaction.
______________________________________________________
Burning magnesium is an exothermic reaction because
______________________________________________________
when magnesium and oxygen particles collide to form new
______________________________________________________
bonds, energy is released into the surroundings.
______________________________________________________

How canThis reaction

you tell that thisis exothermic
reaction is
exothermic?
because the energy of the
____________________________________
products is less than the energy
____________________________________
of the reactants
____________________________________
 11

the temperature increases

allow gets hotter / heat / energy is given off

(energy of) products lower than (energy of) reactants

 Lesson 2 : Endothermic reactions
In and On: Using only addition, how can you add eight 8's to get the number
1,000?

888 +88 +8 +8 +8 =1,000

Learning Outcomes:
• Describe examples of endothermic reactions
• Explain the energy changes taking place during an
endothermic reaction

What is the difference between endothermic and exothermic

reactions?
_______________________________________________________
Endothermic reaction take in heat
_______________________________________________________
from their surroundings whereas
_______________________________________________________
exothermic reactions give out heat
_______________________________________________________
to their surroundings.
_______________________________________________________

Practical 1: Practical 2:
1. Fill a test tube 1/3 with 1. Fill test tube 1/3 water
Copper sulfate 2. Add 1 spatula of Sodium
2. Record the temperature Bicarb
3. Add a 2cm length of 3. Record the temperature
magnesium ribbon 4. Add 1 spatula of Citric acid
4. After 1 minute, record the 5. After 1 minute, record the
temperature. temperature.
Results: 5 degree temperature Result: 7 degree temperature
Practical 1 increase decrease
This reaction as
Exothermic wasthe
____________.
temperatureI know this because…
increased.
_________________________________________________
_________________________________________________
Practical 2
This reaction was ____________. I know this because…
Endothermic as the temperature decreased.
_________________________________________________
_________________________________________________
 Endothermic reactions

Reaction Start Temp (oC) End Temp (oC) Temp Change (oC) Exo or Endo

A 22.0 33.4

B 18.6 41.7

C 24.3 19.5

D 6.1 21.7

E 22.0 -3.6

F -12.2 2.3

How can you tell this reaction is endothermic?

_______________________________________________________
_______________________________________________________
This reaction is endothermic because the energy of
_______________________________________________________
the products is more than the energy than the
_______________________________________________________
reactants. Energy has been taken in.
_______________________________________________________
Endothermic or Exothermic?
1. Which type of reaction gives out energy to the surroundings?

2. Thermal decomposition is an example of …

3. Combustion is an example of…

4. Which type of reaction causes the temp of the surroundings to decrease?

5. An Ice pack is an example of…

 use a polystyrene cup
better insulator

✓
✓
✓

15.8 16.1

21.4
Lesson 3: Investigating endothermic Reactions
In and On: Is this reaction endothermic or exothermic?
________________________________________________________________________
Challenge: How do you know?_______________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Method:
1. Measure out 10 cm3 of water using a measuring cylinder. Record the starting
temperature of the water in your results table
2. Collect a polystyrene cup with a pre weighed amount of potassium chloride in it.
Record the mass to the appropriate number of decimal places in the table.
3. Add the water to your cup. Record the lowest temperature shown on your
thermometer and record this answer to the appropriate number of decimal
places.
4. Calculate the change in temperature.

What are the variables for this experiment?

Independent – Mass of potassium chloride (g)
Independent____________________________________________________________
Dependent – Temperature
Dependant______________________________________________________________
Control_________________________________________________________________
Control – Volume of water, same polystyrene cup, length of
time
Mass of Start temperature End temperature Change in temperature
potassium (oC) (oC) (oC)
chloride (g)

2 24 22 2

4 24 20 4

6 24 18 6

8 24 16 8

10 24 14 10
Drawing graphs
• Independent variable always goes on the x axis
(horizontal)
• Dependent variable always goes on the y axis
(vertical)
• Remove any anomalous results
• Ensure you have a title
• Ensure you have labelled each axis and state the
unit
• Ensure gaps are uniform ie. Every square is equal
to 2 degrees Celsius
• Draw a line of best (either with a ruler or a curve –
do NOT join the points)
Conclusion:
_______________________________________________________________________
The more marble chips added to the acid, the greater the
_______________________________________________________________________
_______________________________________________________________________
temperature increase. This is an exothermic reaction.
_______________________________________________________________________
_______________________________________________________________________

Challenge:
Why did you use a polystyrene cup rather than a beaker?
The polystyrene cup provides greater insulation than a beaker.
_______________________________________________________________________
_______________________________________________________________________
How could you improve the experiment to make your results more reliable?
_______________________________________________________________________
Carry out the experiment 3 times and take an average of your
_______________________________________________________________________
_______________________________________________________________________
results.
Additional notes:
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Lesson 4: Catalysts https://www.youtube.com/watch?
v=-4HXaUBbv04
Lesson 4: Catalysts
In and On: Which road would you choose and why? Road 2

________________________________________________________________________
Road 1

________________________________________________________________________
Road 2 as it is a straighter road
________________________________________________________________________
meaning that you will get to your
________________________________________________________________________
destination quicker.
________________________________________________________________________
________________________________________________________________________
Learning Objectives:

• To describe what a catalyst is

• Explain how catalysts work
What is rate of reaction?
Different reactions go at different speeds. We call the time taken for a
_______________________________________________________________
reaction to complete the rate of reaction.
_______________________________________________________________

1. What are the 4 factors affecting the rate of reaction?

2. What is the activation energy?

3. What does the rate of a reaction depend on?

1.
2.
4. Why does the rate of reaction increase with increased temperature?

5. Why are catalysts not included in reaction equations?

6. How do catalysts speed up the rate of reaction?

7. Give 2 examples of catalysts

Additional notes:
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Which graph shows a reaction with a catalyst? Explain your answer.
_______________________________________________________________
_______________________________________________________________
Graph 2 as there is a lower activation
_______________________________________________________________
energy than in graph 1.
_______________________________________________________________
_______________________________________________________________
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Using the information sheets (next page), fill in the table below to show the
uses of catalysts in industry:
 Haber Process
Making ammonia from
nitrogen and hydrogen.
Nitrogen + Hydrogen → Ammonia

N2 (g) + 3 H2 (g) → 2 NH3 (g)

An iron catalyst is used to speed up the rate of this reaction.

Reactions 2 Catalysts
Making Margarine
Vegetable oils are ‘hardened’ using hydrogen
gas.
This type of reaction is known as
hydrogenation.

Example:
Ethene + Hydrogen → Ethane

A nickel catalyst is used

to speed up the rate of this reaction.
Reactions 2 Catalysts
Making
Sulfuric Acid
A three step reaction. The catalyst is needed in step 2.

Step 1: Sulfur + Oxygen → Sulfur dioxide

Step 2: Sulfur Dioxide + Oxygen → Sulfur Trioxide
Step 3: Water + Sulfur Trioxide → Sulfuric Acid
A Vanadium Oxide catalyst is used to speed up the rate of this reaction.

Reactions 2 Catalysts
Catalytic Converters in Cars
They convert harmful emissions into less harmful substances.

Carbon monoxide + Oxygen → Carbon dioxide

2 CO (g) + O2 (g) → 2 CO2 (g)

Carbon monoxide + Nitrogen monoxide → Carbon dioxide + Nitrogen

2 CO (g) + 2 NO (g) → 2CO2 (g) + N2 (g)

Hydrocarbons + Nitrogen monoxide → Carbon dioxide + Nitrogen + Water

Rhodium, Palladium and Platinum can be used as a surface for the catalytic
converter.

Reactions 2 Catalysts
Oxygen Sulfur trioxide
activation

catalyst or increase temperature

increases
Lesson 5: Combustion https://www.youtube.com/watch?
v=cRnpKjHpFyg
Lesson 5: Combustion
In and On: match the reaction to its definition
Physical Physical properties of a substance changes but no new
reaction substances are made
Chemical Chemical reaction where energy is taken in
reaction
Exothermic Chemical reaction where energy is given out
reaction
Endothermic One or more substances are changed into others by
reaction rearranging their atoms

Extension: how are hand warmers an example of an exothermic reaction?

________________________________________________________________________
________________________________________________________________________

Learning Objectives:
• Summarise combustion using an equation
• Make observations during chemical reactions
• Write word equations to represent chemical equations

Label the reactants and products for the following reaction:

Methane + Oxygen → Carbon dioxide + Water

Challenge: Write this as a symbol equation:

CH4 + O2 → CO2 + H2O

When a fuel burns, chemical energy is transferred into heat ___________.

Wood, coal, petrol and gas are all examples of ___________. Burning is a
_________ reaction. The scientific name for burning is _______________.

When a fuel burns, it reacts with ____________ in the air to form carbon
dioxide and ______________. The reaction also gives out ______________
energy.

Can you light a candle on the moon? Explain your answer.

You can not light a candle on the
_______________________________________________________________
moon because there is no oxygen gas
_______________________________________________________________
 When
What a fuel
is the undergoes
difference complete
between combustion,
complete it releasescombustion?
and incomplete the maximum
amount of energy from the fuel being reacted. Incomplete combustion is
_______________________________________________________________
also a reaction between oxygen and fuel but the products are carbon
_______________________________________________________________
monoxide, water and carbon

Label the reactants and products for the following reaction:

Write this as a symbol equation:

CH4 + O2 → CO2 + H2 O +

Describe why burning is a chemical reaction

_______________________________________________________________
_______________________________________________________________
Explain why a fire will burn more brightly is you fan the flames with air
_______________________________________________________________
_______________________________________________________________
Describe the problems associated with the production of carbon dioxide
_______________________________________________________________
_______________________________________________________________
Challenge
Explain why combustion is also known as an oxidation reaction
_______________________________________________________________
_______________________________________________________________

Additional notes:
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• used up in burning
accept ‘oxygen burned’
do not accept ‘used up’
• it reacted with fuel or petrol
• formed carbon dioxide or carbon monoxide
 water

It is poisonous or toxic
Lesson 8: Explaining changes
Lesson 8: Explaining changes
In & On: Mass of water: 250g
What would be the mass of the salt solution? Explain your answer. Mass of salt = 5g

255g
Learning Objectives:

• Observe and explain mass changes for chemical and physical processes
• Use particle diagrams to explain chemical processes

What is physical change?

______________________________________________________________
No new products are made, the process is reversible
______________________________________________________________
______________________________________________________________
______________________________________________________________
e.g. freezing water or melting ice
______________________________________________________________

The Law of
Law of conservationConservation
of mass of Mass
______________________________________________________________
______________________________________________________________
No atoms are lost or made during a chemical reaction so the
______________________________________________________________
______________________________________________________________
mass of the products equals the mass of the reactants.
______________________________________________________________
______________________________________________________________

Examples: Calcium + Oxygen → Calcium oxide

If 6g of calcium reacts with 2g of oxygen, what mass of calcium oxide will
form?

8g
If 12g of calcium oxide forms from 9g of calcium, what mass of oxygen has
reacted?
Burning Magnesium

Magnesium and Magnesium Oxide are both solids at room temperature.

Oxygen is a gas.
Predict – what would appear to happen to mass when they react?
_____________________________________________________________
I predict that the mass will increase as Mg
_____________________________________________________________
_____________________________________________________________
bonds with the oxygen in the air.
10.00g
50.00g

54.00.00g

5.00g
9.00g
Describe and Explain what appears to happen to mass when magnesium
and oxygen react.
_____________________________________________________________
_____________________________________________________________
The mass increases as Mg bonds with
_____________________________________________________________
_____________________________________________________________
oxygen in the air forming magnesium oxide
_____________________________________________________________
(white powder).
_____________________________________________________________
Challenge:
Describe and Explain what appears to happen to mass during the thermal
decomposition of copper carbonate.
_____________________________________________________________
Mass appears to decrease. When copper carbonate
_____________________________________________________________
decomposes, carbon dioxide is formed, which is a gas, and
_____________________________________________________________
escapes from the boiling tube, therefore is not accounted for
_____________________________________________________________
_____________________________________________________________
when weighing products.
_____________________________________________________________
Total mass of reactants = Total mass of products
If one of the reactants is a gas, mass can appear to ________________
If one of the products is a gas, mass can appear to ________________
Use the state symbols to predict whether mass would APPEAR to increase or
decrease in the reactions.
Use full sentences.

CaCO3 (s) → CaO (s) + CO2 (g)

______________________________________________________________
______________________________________________________________
Decrease as carbon dioxide is a gas and it would escape
______________________________________________________________
from the container (beaker).
______________________________________________________________
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4 K (s) + O2 (g) → 2 K2O (s)

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Increase as potassium bonds with oxygen from the air
______________________________________________________________
to form magnesium oxide.
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Additional notes
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 a compound or a new substance has been formed

D
 oxygen
carbon dioxide

the same numbers of each type of atom are present

Revision
The next 2 pages are left blank for you to use for revision in
preparation for the end of topic test.
Your teacher may ask you to complete a specific revision activity or
ask you to revise independently.
Suggested activities include: Mind maps, practice questions from the
text book, flash cards, memorising key words and concepts.
Use this booklet to help you, revision guides and the internet.