10

Science 10
Quarter 4 – Week 7-8 - Module 4:
Factors Affecting Rates of
Chemical Reactions

AIRs - LM
Science 10
Quarter 4 – Week 7 & 8 - Module 4: Factors Affecting Rates of Chemical
Reactions
First Edition, 2021

Copyright @ 2021
La Union Schools Division
Region I

All rights reserved. No part of this module may be reproduced in any form
without written permission from the copyright owners.

Development Team of the Module

Author: Luzviminda V. Dulay, MT 1

Editor: SDO La Union, Learning Resource Quality Assurance Team

Illustrator: Ernesto F. Ramos, Jr., P II

Management Team

Atty. Donato D. Balderas, Jr.

Schools Division Superintendent

Vivian Luz S. Pagatpatan, Ph.D

Assistant Schools Division Superintendent

German E. Flora, Ph.D, CID Chief

Virgilio C. Boado, Ph.D, EPS in Charge of LRMS

Rominel S. Sobremonte, Ed.D, EPS in Charge of Science

Michael Jason D. Morales, PDO II

Claire P. Toluyen, Librarian II

 Target
From previous module, you were taught how to write chemical equation
and how to calculate the amounts of substances that can be produced by a
chemical reaction.
In this module, you will understand how a chemical change proceeds. It
also aims to give a clearer perspective on why reactions occur at different rates
and what is the significance of controlling their rates in the industry as well
as in the environment.

At the end of this module, you are expected to:

1. Explain how the factors affecting rates of chemical reactions are applied
in food preservation and materials production, control of fire, pollution,
and corrosion (S10MT-IVh-j-24)
2. Analyse the effect of chemical reactions on life and the environment
3. Discuss the role of activation energy, collisions, and molecular
orientation in collision theory.
 Pre-Test

Directions: Read each item carefully. Select the letter of the best answer.
1. What two factors govern whether a collision between reacting particles
will be effective?
A. kinetic energy and temperature
B. kinetic energy and orientation
C. orientation and potential energy
D. potential energy and kinetic energy

2. Under the collision theory, the particles must collide with ____ and ____
for a reaction to occur.
A. sufficient rate and sufficient energy
B. sufficient surface area and correct orientation
C. sufficient catalyst and sufficient energy
D. sufficient energy and correct orientation

3. The minimum amount of energy needed to start a reaction is called the

A. activation energy
B. energy of reaction
C. entropy of reaction
D. reaction mechanism energy

4. Which of the following would NOT increase the rate of reaction?

A. raising the temperature
B. adding catalyst
C. increasing the concentration of the reactants
D. increasing the volume of the container

5. If two reactants collided with energy but NO REACTION occurred, what

would the most like explanation be?
A. the collision was too soft
B. the colliding particles were in the incorrect orientation
C. the colliding particles were in the correct orientation
D. the colliding particles were too big

6. Which has more surface area?

A. Large chunks of chalk B. Cube of sugar
C. Powdered sugar D. Small chunks of sugar
7. When the temperature of a reacting mixture increases, the rate of
reaction increases. Which statement explains why the rate of reaction
increases?
A. The total surface area of the reactant particles increases
B. The total number of the reactant particles per unit volume increases
C. The reactant particles move faster and collide more often with one
another
D. The reactant particles which collide more often are able to overcome
the lower activation energy

8. Which of the following increase the reaction rate?

A. less surface area B. lower temperature
C. an inhibitor D. increased concentration
9. Which of the following is NOT a factor affecting reaction rate?
A. temperature B. catalysts C. particle size D. polarity

10. How does a catalyst work in speeding up a reaction?

A. by lowering the activation energy or reaction
B. by giving them more energy
C. by making them more available
D. by increasing the activation energy

11. Why does a higher concentration increase the rate of reaction?

A. it increases the amount of reactants
B. it lowers the activation energy
C. it increases the energy of particle collisions
D. it increases the frequency of particle collisions

12. What effect will decreasing the temperature have on the rate of a
chemical reaction?
A. Increases the rate of reaction
B. There will be no effect on the rate of reaction
C. The reaction will stop
D. Decreases the rate of reaction

13. What does rate of reaction means?

A. How fast a reaction is B. How big a reaction is
C. How loud a reaction is D. How much gas a reaction produces
14. This helps to speed up a reaction but does not take part in the
chemical reaction.
A. coeffiecents B. reactants C. catalyst D. combustion
15. Increasing the concentration increases the speed of reaction by
A. lowering activation energy B. increasing collisions
C. speeding up the reactants D. exposing more reactant
 Factors That Affect the
LESSON
Rate of Chemical
1
Reaction

Jumpstart

Life is in constant change. Every day, things change. Some changes occur
almost instantly like a bomb explosion while others require longer period of
time to change such as formation of rust.

Look around you. Are the things you see today the same two years ago?
Will they be the same two years from now? No. All things undergo change.
Plants and animals grow, colors fade, metal rust, and time passes. These are
all changes.
Understanding chemical changes can be beneficial to us. They can be used
to produce substances that will satisfy our daily needs.

Discover
COLLISION THEORY

Collision theory explains how collision between reactant molecules may or

may not result in a successful chemical reaction.
Based this theory, not all collisions between the molecules result in the
formation of products. Effective collisions between molecules, which result in
the formation of products, only occur when the following two conditions are
met:
(a) the colliding molecules should possess a minimum kinetic energy, known
as activation energy, to start a chemical reaction.
(b) the reactant molecules should be in correct orientation when they collide.
Activation energy is needed to break the bond between reactant molecules
to form new bonds leading to formation of the products.
 Figure 1. The Requirements for a Successful Chemical Reaction
Source: https://alevelchemistry.co.uk/notes/collision-theory/

The figure above summarizes the concept of collision theory utilizing two
reactant molecules (fluorine (F2) and molecular nitrogen dioxide (NO2)) and
three different cases to form nitrogen oxyfluoride.

In the case of (a), the reactant molecules have proper spatial orientation
but do not have sufficient activation energy; Therefore, the reaction does not
occur since there is not enough energy to break bonds. So, the collision
between the two molecules is nonreactive.

In the case of (b), the reactant molecules have both sufficient activation
energy and proper orientation in space. Due to the optimal characteristics of
the molecules, the reaction proceeds and nitrogen oxyfluoride is formed. So,
the collision between the two molecules is reactive.

In the case of (c), the reactant molecules have sufficient activation energy
but are not properly situated in space; Therefore, the reaction does not take
place since it is not possible for the molecules to reach one another in the way
that breaks bonds. So, similarly to the first case, the collision between the two
molecules is nonreactive.

In 1888 Svante Arrhenius suggested that particles must possess a certain

minimum amount of kinetic energy to react. The energy diagram is shown
below.
 Activation energy
is the energy required to
initiate a reaction and force
the reactants to form an
activated complex. The
activated complex is located
at the peak of the energy
diagram for a reaction.

Figure 2. Energy Diagram

Source:http://www.bring.com/images/search?q=Activation+enegy&go=&qs=n&form=QBIR
&pq=activation+energy&sc=817&sp=(1&sk=#view=detail&id=C4330FFCC22298D71798C44
62372111054F635D6&selectedIndex=96

Energy diagrams are used to analyze the changes in energy that occur
during a chemical reaction. The energy of the reactants must be raised up
over an energy barrier.

FACTORS AFFECTING REACTION RATES

In a chemical reaction, how quickly or slowly reactants turn into products

is called the rate of reaction. A reaction that takes a long time has a low
reaction rate. A reaction that occurs quickly has a high reaction rate. A rate
describes how quickly or slowly a change occurs. Every chemical reaction
proceeds at a definite rate. However, you can speed up or slow down the rate
of a chemical reaction.
The four main factors that affect the rate of chemical reactions are
temperature, concentration, surface area, and the presence of a catalyst.

A. Effect of Particle Size or Surface Area on Reaction Rate

Surface area is the measure of how much area of an object is
exposed.

For the same mass, many small particles have a greater total surface
area than one large particle. For example, steel wool has a larger surface
area than a block of steel of the same mass. This allows oxygen
molecules to collide with many more iron atoms per unit of time. The
more surface contact between reactants, the higher the rate of reaction.
The less surface contact, the lower the reaction rate.
 Figure 3. Effect of Surface Area
Source: https://www.google.com/pathwayz.org

If one of the reactants is a solid, only the particles at the surface can
partake in the reaction. Breaking the reactant into smaller pieces
increases the surface and more particles are exposed to the reaction
mixture. This results in an increased frequency of collisions and
therefore a faster rate of reaction.
Therefore, powdered magnesium reacts more quickly that a lump of
solid magnesium. Increasing surface area increases the rate of reaction,
but does't alter the total amount of product formed.

B. Effect of Temperature on Reaction Rate

Increasing the temperature causes the particles (atoms or
molecules) of the reactants to move more quickly so that they collide
with each other more frequently and with more energy. Thus, the higher
the temperature, the greater the rate of reaction. If you decrease the
temperature, the opposite effect occurs. The particles move more slowly,
colliding less frequently and with less energy. In this case, the rate of
reaction decreases.

Figure 4. Effect of Temperature

Source: https://www.google.com/ www.pathwayz.org
 Increasing the temperature does not alter the total amount of
product that is formed. This is because the amount of reactant particles
does not change. If the temperature is low, it simply takes longer for the
same amount of product to be formed. Therefore, the line representing
the reaction at a lower temperature is flatter but still eventually reaches
the same height.

C. Effect of a Catalyst on Reaction Rate

A catalyst is a substance that speeds up the rate of a chemical
reaction without being used up in the reaction itself. Catalysts reduce
the amount of energy required to break and form bonds during a
chemical reaction. When catalysts are used, a reaction can proceed
although less energy is added during the reaction. For example,
enzymes are catalysts that allow chemical reactions to occur at
relatively low temperatures within the body.

Figure 5. Effect of Catalyst

Source: https://www.google.com/ www.pathwayz.org

Catalysts reduce the activation energy of a reaction. Activation

energy is the energy needed to initiate a chemical reaction. A certain
level of energy is often needed to break existing bond before new bonds
can be formed an energy is released. This can be seen on the graph as
a 'hump' -energy must first be put into the reaction (the graph rises)
before energy is released from the reaction (the graph fall). A catalyst
means that less energy is needed to get the reaction started.

D. Effect of Concentration on Reaction Rate

Concentration refers to how much solute is dissolved in a solution.
If a greater concentration of reactant atoms and molecules is present,
there is a greater chance that collisions will occur among them. More
collisions mean a higher reaction rate. Thus, increasing the
concentration of the reactants usually results in a higher reaction rate.
At lower concentrations, there is less chance for collisions between
particles. This means that decreasing the concentrations of the
reactants results in a lower reaction rate.
 Figure 6. Effect of Concentration of Reactants
Source: https://www.google.com/ www.pathwayz.org

Increasing the concentration means there are more reactant particle

in a given space (volume). This increases the chance that reactant particles
will collide. The increased frequency of collisions results in a faster rate of
reaction.

Explore
Activity 1 Chemical Reactions: How They take Place
Objective: Discuss the role of activation energy, collisions, and molecular
orientation in collision theory
A. Task: Analysis of molecular representation of collision theory.

Figure 7. Molecular Orientation in Collision Theory

Source: http://wps.prenhall.com/wps/media/objects/3082/3156859/blb1404/bl14fg16.jpg
 Figure 8. Ineffective Collision
Source: http://i.ytimg.com/vi/OkGzaSOkyf4/maxresdefault.jpg

The illustrations above show the effective and ineffective collision of

molecules to affect a chemical reaction.

Guide Questions:

Q1. What causes a chemical reaction?

Q2. What must happen for a chemical reaction to take place?

Q3. Describe fruitful / effective collision resulting to formation of

products.

B. Task: Analysis of effect of catalyst on activation energy

Figure 9. Activation Energy

Source: https://www.chem.tamu.edu/class/majors/tutorialnotefiles/factors.htm

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

Activity 2 FACTORS AFFECTING REACTION RATES
Objective: Explain how temperature, surface area, concentration, and
presence of catalyst affect reaction rates

Directions: Identify which situation would have a higher reaction rate. Then
state the factor that affected the rate of reaction in each situation.

Situation
Factor
with a
Affecting the
Situation A Situation B higher
Rate of
reaction rate
Reaction
(A or B)
1. 1 g of sugar (cubes) 1 g of sugar (grains)

2. 5O ºC O ºC

3. enzyme added no enzyme added

4. low number of high number of

particles = particles = more
few collisions collisions
 5. twigs logs

Source:
http://mrsterrylhs.weebly.com/uploads/6/3/1/1/63116991/reaction_rate_worksheet_key.pdf

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

b. Temperature

c. Catalyst

d. Concentration

ACTIVITY 3 MAKING CONNECTIONS

Objectives: 1. Explain how factors affecting the rate of chemical reactions are
applied in food preparation, control of fire, corrosion
prevention, etc.
2. Analyze effect of chemical reactions on life and the environment
through visual presentation.

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

Figure 10. Effect of Acid Rain on Marble

Source: http://www.petersommer.com/blog/category/news/exhibitions/
 b.
What effect does
acid rain has on
plant growth?

Figure 11. Effect of Acid Rain on Plant Growth

Source:http://www.connecticutvalleybiological.com/acid-rain-and-the environment
acidity-and-plant-growth-p-15860.html

c. Nitric oxide NO2, a product of combustion of gasoline in automobiles is

one of the culprits in the formation of acid rain. Referring to figure 12,
analyze how NO2 is converted to nitric acid HNO3.

Figure 12. Reaction of Nitrogen Dioxide with Water

Source: http://www.elmhurst.edu/~chm/vchembook/193nox.html

ACTIVITY 4 DIFFERENT RATES OF REACTION

Objective: Determine which factor affects the rate of chemical reaction

A. Complete the following table by indicating whether each of the following
scenarios would either increase or decrease the rate of reaction.
Scenario Increase or Decrease
1. Adding heat
2. Removing heat
3. Adding a catalyst
4. Diluting a solution
5. Lowering the temperature
6. Decreasing the surface area
7. Increasing the concentration of a
solution
8. Breaking a reactant into smaller pieces
9. Increasing the temperature
10. Removing an enzyme
B. Complete the following table by indicating which factor would have the
greatest impact on the rate of reaction. Choose from concentration,
temperature, surface area or catalyst.
Scenario Factor that has the greatest
impact on the rate of reaction
1. Raw carrots are cut into thin
slices for cooking.
2. 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.
3. Protein is broken down in the
stomach by the enzyme
pepsin.
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 oxygen but slowly in air.

C. Answer the following questions based on your knowledge of Collision

theory and factors affecting the rate of reaction.
1. In your own words, describe what effect cooling has on the frequency
at which particles of reactants can collide.
2. Describe why an increase in concentration can result in a change in
the rate of a reaction.
3. A student performs 3 experiments using Zn and HCl. She varies the
conditions of the experiments as follows:
Experiment 1: zinc strip in 1.0 M HCl at 25 °C
Experiment 2: zinc strip in 2.0 M HCl at 25 °C
Experiment 3: zinc powder in 2.0 M HCl at 25 °C

In which experiment will the rate be the greatest? Explain why.

 Deepen
ACTIVITY: VISUAL PRESENTATION

1. Using any form of media, prepare a visual presentation of a chemical

reaction involved in:
a. Food processing and preservation
b. Fire control
c. Corrosion Control
d. Photochemical Smog
e. Haber Process
f. Catalytic Converter
g. Car air bag
h. formation of ozone layer in the stratosphere
i. formation of acid rain
2. Research on how a specific chemical reaction poses useful or harmful
effects to life and the environment.
3. Your performance needs to meet the following criteria:
• Creative (visual presentation is clear/visually appealing)
• Meaningful (giving importance to the understanding of the benefits
and harm posed)
• Illustrative (discussing thoroughly how these reactions may cause
harm or how we can benefit from them)

4 3 2 1
Visual •Outstanding •Adequate •Inappropriate •Little
Appeal use of color, use of color, use of color, attempt to
design, and design, and design, and use color,
space space space design and
•Original and •Design is •Design lacks space
creative adequate creativity appropriately
design •Overall •Lack of •Design is
•Overall design is harmonious dull
design is mostly design in •Project has
pleasing and pleasing and presentation sloppy
harmonious harmonious appearance
Content •Appropriate •Most details •Few details •No details
details support main support main to support
support main idea idea main idea
idea •Accurate •Lacking •Information
•Accurate information accurate is not
and detailed for almost all information accurate
information subject •Inadequate •Information
•Information matter information is does not
adequately •Information not clearly support the
supports is mostly supportive of
 purpose of adequate and visual’s visual’s
visual supportive of purpose purpose
visual’s
purpose
Focus •Topic and •Topic and •Topic and •Topic and
title clear and title are title difficult title are not
easily mostly clear to identify clearly
identified and easily •Main idea identified
•Main idea is identified not clearly •No main
clearly •Main idea is stated idea
appropriate appropriate •Few •Illustrations
to topic to topic illustrations do not
•All •Most complement complement
illustrations illustrations purpose of purpose of
complement complement visual visual
purpose of purpose of
visual visual
Mechanics •Free of •Mostly free •Frequent •Too
grammatical of grammatical frequent
errors grammatical errors grammatical
•No excess errors •Excess glue, errors
glue, torn •Little use of torn edges, •Distractive
edges, mark- excess glue, and mark- elements
outs torn edges, outs make
mark-outs illustration
 Gauge
Direction: Read each item carefully and select the letter of the
best answer. Write your answer in a separate sheet of paper.

1. Chemical reactions take place only at appropriate conditions. Which

condition will increase the rate of a chemical reaction?
A. Increased temperature and decreased concentration of reactants
B. Increased temperature and increased concentration of reactants
C. Decreased temperature and decreased concentration of reactants
D. Decreased temperature and increased concentration of reactants

2. Fresh fish and meat that are not stored in a refrigerator show signs of
spoilage in less than a day. What has caused this spoilage?
A. oxygen in air
B. presence of microorganisms
C. temperature changes
D. all of these

3. The rate of reaction increases as the temperature increases. Which of

the following statements provides the best explanation for this?
A. At lower temperatures, the particles do not collide with each other.
B. At higher temperatures, the particles have more energy, move faster,
and collide more often.
C. Higher temperature has higher activation energy.
D. Increasing the temperature increases the number of particles, so
they collide more often.

4. Which of the following statement about collision is correct?

A. Reaction will occur even without collision of molecules.
B. All colliding particles have the same amount of energy.
C. Only fast-moving particles collide with each other.
D. Reactions can happen if the colliding particles have enough energy.

5. Reactions eventually stop. What is generally the reason for this?

A. The catalyst has been used up.
B. The particles have run out of energy.
C. One or more of the reactants has been used up.
D. Wrong catalyst was used.
6. In a reaction with hydrochloric acid, why does powdered magnesium
reacts faster than the same mass of magnesium ribbon?
A. The powdered magnesium contains more atoms than the
magnesium ribbon.
B. The powdered magnesium is hotter than the magnesium ribbon.
C. The powdered magnesium has a bigger surface area than the
magnesium ribbon.
D. The powdered magnesium has a smaller surface area than the
magnesium ribbon.

7. Marble reacts with hydrochloric acid to produce calcium chloride,

water, and carbon dioxide. In which of these mixtures is the rate of
reaction likely to be the greatest?
A. 1 g of marble chips in 100 cm3 of hydrochloric acid at 20°C.
B. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 30°C.
C. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 20°C.
D. 1 g of marble chips in 100cm3 of hydrochloric acid at 30°C.

8. Manganese dioxide is a black powder that catalyzes the breakdown of

hydrogen peroxide to water and oxygen. Which of the following
statements is correct?
A. The mass of manganese dioxide will stay the same during the
reaction.
B. The catalyzed reaction will produce more oxygen than the
uncatalyzed reaction.
C. The particles in the catalyzed reaction will have more energy than in
the uncatalyzed reaction.
D. Manganese dioxide will cause production of more water.

9. Chemical reactions occur at different rates. Which of the following

statements is true about rate of chemical reaction?
A. Low temperature speeds up reaction rates.
B. Catalysts speed up chemical reactions but are not changed by
them.
C. The greater surface area exposed, the slower is the chemical
reaction.
D. The lower the concentration of the reactants, the faster the
chemical reaction.

10. If the temperature of a reaction is decreased, what effect will this

have on the rate of reaction?
A. The rate of reaction will decrease.
B. The reaction will stop.
C. The rate of reaction will increase.
D. It will have no effect.
11. Milk will turn sour in one or two days when left at room temperature
and yet can remain unspoiled for two weeks when refrigerated. What
reason could you formulate to explain the phenomena based on the
factors affecting rates of chemical reaction and Collision theory?
A. Catalyst increases the rate of a reaction because it reduces the
activation energy so more of the collisions have enough energy to
react.
B. Decrease in temperature results in a slow reaction rate because the
particles move slowly and collide less often and with lower energy.
C. Increasing the surface area gives a faster reaction because more
particles are exposed to the other reactant.
D. Increasing the concentration increases the rate of reaction because
there are more collisions between the reactant particles.

12. When zinc reacts with dilute hydrochloric acid, hydrogen gas is
formed. As the reaction proceeds, the rate of production of hydrogen
gas decreases. Why?
A. The concentration of the reactants decreases.
B. The hydrogen formed acts as an inhibitor.
C. The concentration of hydrogen gas increases.
D. The hydrogen gas formed prevents the zinc and hydrochloric acid
particles colliding.

13. Exposing more particles for collisions is an increase in

A. concentration
B. surface area
C. temperature
D. catalyst

14. What does a catalyst do?

A. Stabilises a reaction
B. Increases the rate of reaction
C. Cools the reaction down
D. Increases the concentration of the reaction

15. What effect does doubling the concentration of one of the reactants
have on the rate of reaction?
A. It decreases the rate of reaction.
B. The rate of reaction is halved.
C. It has no effect.
D. It increases the rate of reaction.
ACTIVITY 4
A. 1. increase 6. decrease B. 1. Surface area/particle size
2. decrease 7. increase 2. concentration
3. increase 8. increase 3. catalyst
4. decrease 9. increase 4. temperature
5. decrease 10. decrease 5. concentration
Activity 3
1. a. Corrosion of metals (such as bronze) and the deterioration of paint and stone (such as
marble and limestone). These effects significantly reduce the societal value of building,
bridges, cultural objects (such as statues, monuments, and tombstones), and cars.
b. It reduces plant’s ability to produce oxygen. It also destroys vegetation, as well as
aquatic life.
c. Acid rain is produced by the reaction of water vapor with gas emissions from vehicles,
thermal power plants, and coal mining industries. Rain contaminated with these gases
results to acid rain.
Activity 2
1. B, surface area/particle size
2. A, temperature
3. A, catalyst
4. B, concentration
5. A, surface area/particle size
Guide Question
1. a. Particle Size or Surface Area – smaller particles size have bigger surface area. Bigger
surface area means bigger exposed portions of a solid which are available points of
contact between reactants.
b. Temperature - The higher the temperature, the higher the rate of reaction. At higher
temperature, atoms have higher kinetic energy,
making the particles move faster and therefore increases the
chance for the particles to come in contact with each other.
c. Catalyst - The presence of catalyst speeds up the rate of reaction.
A catalyst provides an energy pathway needed to start a reaction, therefore increasing the
reaction rate.
d. Concentration - The higher the concentration, the faster the rate of reaction.
Concentration is a measure of the number of particles in a
given volume. A higher concentration means greater number of possible effective
collisions among molecules resulting to faster rate of reaction.
PRE-TEST
EXPLORE
1. B 11. C
ACTIVITY 1
2. D 12. D
A. 1. Rearrangement/ regrouping of atoms causes chemical
3. A 13. A
reaction.
4. D 14. C
2. For a chemical reaction to take place, there must be
5. B 15. B
effective collision of
6. C
atoms/molecules.
7. C
3. There must be sufficient energy and molecules should be
8. D
properly oriented when they collide.
9. D
B. 4. A catalyst lowers the activation energy. (decreases the
10. A
minimum energy required )
Answer Key
 GAUGE
1. B 6. C 11. B
2. D 7. B 12. A
3. B 8. C 13. B
4. C 9. B 14. B
5. B 10. A 15. D
ACTIVITY 4
C. 1. cooling slows down the particles, so less collisions occur
2. increasing concentration increases the number of particles, so more collisions occur
3. Experiment 3 will exhibit the higher rate. Having the zinc in powder form exposes more Zn atoms
to the action of the HCl. In addition, the higher concentration of HCl means more HCl particles per
unit volume, increasing the frequency of collisions with the powdered Zn.
References:

Learner’s Module, K-12 Grade 10 Science (Fourth Quarter, MATTER AND

ITS INTERACTIONS).

https://cpb-cac1.wpmucdn.com/blog44.ca/dist/a/487/files/2017/09/CH-
12-Worksheet-collision-theory-and-factors-Key-1n0b463.pdf

file:///E:/Downloads/reactionrateswkst.pdf

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

https://alevelchemistry.co.uk/notes/collision-theory/

http://mrsterrylhs.weebly.com/uploads/6/3/1/1/63116991/reaction_rate_
worksheet_key.pdf

https://www.tsfx.edu.au/resources/W_-_Mr_Geistfeld_collision_theory_
worksheet_-_Qandkey.pdf

https://www.pathwayz.org/Tree/Plain/RATES+OF+REACTION+-+FACTORS