PHYSICAL SCIENCE

Modified Strategic Intervention Materials

Quarter 1 Week 5
Physical Science
Modified Strategic Intervention Materials
Senior High School – Quarter 1: Week 5: Collision Theory & Reaction Rates
Speeding Up The Reaction!

Development Team
Author: Anita S. Antoni
Charmaine B. Cruz
Cover Art Illustrator: Erich D. Garcia
Reviewer: Paz I. Canlas
Editor: Paz I. Canlas
Layout: Gilbert M. Datu

Management Team
Zenia G. Mostoles EdD, CESOV, Schools Division Superintendent
Celia R. Lacanlale PhD, Chief CID
Paz I. Canlas, Education Program Supervisor in Science

Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga
Landline Number: (045) 435-27-28

Email Address: pampanga@deped.gov

 Title Card:
Lesson 9: Collision Theory & Reaction Rates

Guide Card
Introduction
Look around you. Everything you see is in one way or another involved in a chemical reaction.
Chemical reactions make the universe dynamic and colorful – alive. Every minute of the day, chemical
reactions take place – both around you and inside you. As you are reading this, digestion of your previous
meal in your stomach, processing of signals in your brain, photosynthesis in plants, combustion of fuels
in automobiles and many more take place because of chemical reactions. Almost everything you use,
from your cologne, cosmetics, soap, shampoo, toothpaste, mobile phones, medicines, clothes are all
manufactured using chemical reaction. Every activity you do involves chemical reaction. Even in the
quest to combat this COVID-19 pandemic, experts use chemical reactions in discovering the cure or
vaccine against coronavirus disease. Hence, it is important that you get to know more about how chemical
reactions occur.
According to Collision Theory, ions, atoms, and molecules must collide for chemical reaction to
take place. However, not all collisions of atoms, ions, and molecules would result in chemical reaction.
There are factors that determine whether a collision would result in a chemical reaction. This is what you
will find out as you journey in this module called Collision for Reaction.

Learning Competencies
As you go through this module, you are to use simple Collision Theory to explain the effects of
concentration, temperature, and particle size or surface area on the rate of reaction (S11/12PS-IIIfd-22),
by:
1. Describing Collision Theory and the factors (concentration, temperature, and particle size
or surface area) affecting the rate of reaction;
2. Performing simulation activity on the effects of temperature, particle size, and
concentration on the rate of reaction using household products;
3. Exhibiting appreciation of the significance of the lesson by explaining daily phenomena
using collision theory and the factors affecting the rate of reaction.

1
Pre-Test
Direction: Read each item carefully and choose the correct answer by writing the letter of your
answer on the space before each number.

1. What two factors govern whether a collision between reacting particles will be effective?
A. orientation and potential energy
B. kinetic energy and temperature
C. kinetic energy and orientation
D. potential energy and kinetic energy
2. Which will correctly complete this statement: Under collision theory, the particles must collide
with _______ and _______ for a reaction to occur?
A. sufficient rate and sufficient energy
B. sufficient catalyst and sufficient energy
C. sufficient energy and correct orientation
D. sufficient surface area and correct orientation
3. Which will correctly complete this statement: Increasing the temperature of your solution will
______?
A. speed up the rate of reaction
B. slow down the rate of reaction
C. not affect the rate of reaction.
D. make the rate of reaction constant.
4. Which has the most surface area?
A. Cube of sugar
B. Powdered sugar
C. Small chunks of sugar
D. Large chunks of chalk

5. Which of the following increases the reaction rate?

A. less surface area
B. lower temperature
C. increasing volume
D. increased concentration

6. Which is the effect of more collisions on the rate of reaction?

A. Faster reaction rate
B. Slower reaction rate
C. Constant reaction rate
D. No change in the reaction rate
7. What criteria must be met for reactant collisions to result in a successful chemical reaction?
A. The reactants must collide with each other.
B. The reactants must collide with enough energy.
C. The reactants must have enough energy to form the activated complex.
D. The reactants must collide with enough energy and be in the right positions.
8. When the temperature of a reacting mixture increases, the rate of reaction also 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
2
 9. Which does not increase the speed of a reaction?
A. increasing the concentration of one of the reactants
B. increasing the particle size of one of the reactants
C. increasing the kinetic energy
D. increasing the temperature
10. Which of the following increases the reaction rate?
A. less surface area
B. lower temperature
C. increased volume
D. increased concentration

Review
Lipids, carbohydrates, proteins, and nucleic acids are the four macromolecules of life you have
learned in the previous lesson. Their structure determines their properties and functions in sustaining life
processes. These macromolecules are products of chemical reactions and enter chemical reactions too to
perform their functions.

Chemical reactions involve ions, atoms, or molecules that react to form a new substance. Atoms,
ions, or molecules that react are called REACTANTS, and the new substances formed are called
PRODUCTS.

Activity Card
Activity Card 1
What’s My Speed?
Did you know that coal is produced for millions of years from dead plants that have gone through a
process involving heat and pressure? The time it takes for a chemical reaction to come to completion
varies. Many chemical reactions occur slowly, and others very fast.
Your task is to describe the speed of reaction of the given chemical reaction using the terms
from the word bank at the right.

Chemical Reaction Rate WORD BANK

1. Rusting Slow

Very slow
2. Fireworks Display
Fast
3. Ripening of mangoes
Very fast
4. Rotting of fruit

5. Formation of stars

3
Discussion of Activity
Which did you rate as very fast? What was your basis for your rating? Did you rate star
formation very slow?
The speed of a chemical reaction is the reaction rate, a measure of how fast reactants are
consumed and products are formed. The study of reaction rates is known as chemical kinetics.

What determines the rate of chemical reaction? Proceed to the next activity to find out.

Activity Card 2

Am I Effective or Ineffective?
Rates of chemical reactions vary depending on the properties of atoms, ions, or molecules involved
in the reaction as provided by Collision Theory, which is based on kinetic-molecular theory.
Collision Theory states that for a chemical reaction to occur, molecules, atoms, or ions must
collide first. However, not all collisions will result in chemical reaction. A collision of reactants that lead
to formation of products is described as Effective Collision, whereas collisions that do not proceed to
formation of products as said to be Ineffective Collision.
Did you know?
Consider the chemical reaction of carbon monoxide (CO) Carbon monoxide (CO) is produced by the
with oxygen gas (O2) to produce carbon dioxide: combustion of hydrocarbons like in
2CO(g)+O2(g)⟶2CO2(g). automobiles. It is a colorless, odorless,
In this reaction, the reactants are carbon monoxide and oxygen gas, tasteless gas produced by burning gasoline,
and the product is carbon dioxide (CO2). There are many possible wood, propane, charcoal or other fuel. Too
much CO inhalation is dangerous and can
orientations of collision between CO and O2. But only the cause poisoning.
EFFECTIVE collision proceeds to the production of CO2. Source: https://www.mayoclinic.org/diseases-
conditions/carbon-monoxide/symptoms-causes/syc-
20370642Retrieved May 23, 2020
In this activity, your task is to study carefully the given
diagrams of possible orientations of the collision of CO and O
(the reactants), and infer if their collision would be:
● EFFECTIVE, which means CO and O2 will react to produce CO2; or
INEFFECTIVE, which means NO REACTION will occur.

Put a check (✔) in the correct box and write the reason for your answer on the last
column. For a hint, consider the position of O and C atoms in the product, CO 2, which
diagram is or O=C=O.

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Discussion of Activity
How did you find the previous activity? Were you able to figure out which among the 3 possible
orientation of collisions of O and CO would result in the formation of CO2?

According to Collision Theory, for the collision of the reactants to result in a chemical reaction,
the collision must have these two requirements:

PROPER ORIENTATION of the collision

Minimum amount of energy (called ACTIVATION ENERGY).

When these two requirements are present the collision is said to be EFFECTIVE, and so products will be
formed. Hence,
EFFECTIVE COLLISION = CHEMICAL REACTION

In the previous activity, you analyzed which of the 3 possible collisions of CO and O has proper
orientation to react and produce CO2. What does each diagram show?
● 1st orientation of collision - shows that the oxygen side of the CO molecule collides with the
oxygen molecule.
● 2nd orientation of collision - the carbon and oxygen sides of CO collide with each atom of the
oxygen gas.
● 3rd orientation of collision - presents the carbon side of CO collides with one atom of the oxygen
molecule.

Based on the molecular structure of CO2, O=C=O, which has carbon as the central atom, then the third
diagram has the Proper Orientation for the reactants to proceed to a chemical reaction and produce
CO2. That makes the 1st and 2nd diagrams as INEFFECTIVE collisions, NO REACTION. Hence, the
3rd diagram can proceed to this chemical reaction, CO + O2 🡪 CO2.

However, even if CO and O have the Proper Orientation, chemical reaction for the production of
CO2 will still NOT proceed if the collision does not possess the minimum amount of energy
(Activation Energy, also called barrier energy) needed in the reaction.
When reactants collide, kinetic energy is produced by the collision. The kinetic energy produced
must be greater or equal to the minimum energy required to initiate a chemical reaction. This
activation energy is used in breaking existing chemical bonds in the reactants, and in forming new
chemical bonds in the product. At the peak of the activation energy right before the formation of
products, the arrangement of atoms is called activated complex or transition state.

The reaction of CO and O2 requires an activation energy of 277 kJ/mol to produce CO2. The
collision of the carbon side of CO to O2 (proper orientation) should generate at least 277 kJ/mol
(activation energy) for the reaction to produce CO2. Take note that even if there is proper orientation
of collision, when there is no enough energy there will be NO REACTION. In the same way, even
if there is more than enough activation energy available, when there is no proper orientation of
collision there will be NO REACTION. Therefore, chemical reaction will only occur when
there is both proper orientation and enough activation energy.

Collision Theory provides an explanation of why some naturally occurring reactions are very
slow, while others are very fast. But, when conditions of the reaction are altered, the rate of reaction
can be modified. This particularly is utilized in industries to control rates of reactions required in
manufacturing and other businesses.

5
In the next activity, Collision Theory will help you explain how reaction rate changes by conditions such
as temperature, surface area/particle size, and concentration.

Activity Card 3
Investigative Documentaries (Simple Experiment)
In this activity, your task is to investigate the effects of these three factors (temperature, particle
size/surface area, and concentration) on the reaction rate of common household materials like coffee and
water, vinegar and baking soda, eggshells, and muriatic acid.
A. Effects of Temperature
Materials: 3 cups or drinking glass (preferably of the same size), hot water, iced water, tap water, 3
teaspoons of powder coffee, timer
Procedure:
1. Label the cups with tap water, hot water, and cold water
2. Half-fill with hot water the cup labeled as hot water.
Caution: Please handle hot water carefully to avoid getting burns.
3. Carefully pour 1 teaspoon coffee powder in the tap water. Stir the solution 5 x using the teaspoon.
4. Observe what happens. Take note of the time it took the coffee to dissolve completely in the water.
Record your data and observation on the table below.
5. Do steps 2 – 4 with tap and cold water.

Data/Observation:
Water Time of Dissolution Observation

Hot water

Tap water
Iced water

Guide Questions:
1. Rank the speed of dissolving of the coffee powder in hot, tap, and iced water, 1 as the fastest, and 3
as the slowest.

2. Compare the movement of molecules (average kinetic energy) in hot water, cold water, and tap
water.

3. Which temperature had the most number of collisions of water molecules and coffee powder?
Why?

4. Conclusion: What is the effect of temperature on the rate of reaction?

6
Note: The dissolution of coffee in water is not actually chemical reaction but a physical change.
Nevertheless, the effects of temperature on the rate of chemical reaction are still exhibited similarly.
B. Effect of Particle Size/Surface Area

Materials: 2 drinking glass (preferably of the same size), commercial muriatic acid, 2 eggshells of the
same size, teaspoons, measuring spoon or syringe
Procedure:
1. Break 1 eggshell into small pieces and set aside.
2. Crush the other eggshell into much smaller pieces and set aside.
3. Put 1 teaspoon of the uncrushed eggshell into drinking glass # 1. Carefully pour 15 mL or 3
teaspoons of muriatic acid into glass # 1.
Caution: Avoid inhaling the fumes, if any, and getting skin contact with muriatic as it can cause
skin burn. Use gloves if available.
4. Observe. Take note of the time it takes for the eggshell to disappear or get consumed. Record
your observation.
5. Repeat steps 3 – 4 using the same amount of crushed eggshell and drinking glass # 2. Compare
your results.
Disposal: Pour water into each glass with muriatic acid before disposal.

Data/Observation:
Eggshell Time Observation

Uncrushed

Crushed

Guide Questions:
1. Which has more surface area between the crushed and uncrushed eggshells? Why?

2. Which has more collision with muriatic acid, the crushed eggshell, or the uncrushed eggshells? Why?

3. Conclusion: What is the effect of particle size on the rate of reaction?

C. Effect of Concentration

Materials: 3 drinking glasses (preferably of the same size), vinegar, tap water, baking soda, teaspoons,
measuring spoon or syringe

Procedure:
1. Label the drinking glasses as #1 (100% vinegar), #2 (50% vinegar), and #3 (25% vinegar).
2. Put 40 mL of vinegar in drinking glass #1, 20 mL vinegar in drinking glass #2, and 10 mL vinegar in
drinking glass #3. You may use a teaspoon to measure the volume of vinegar, 1tsp=5 mL.
3. Add 20 mL of water in drinking glass #2, 30 mL water in drinking glass #3, and none in drinking
glass #1. Now, you have three different concentrations of vinegar.
4. Put 1 teaspoon of baking soda in drinking glass #1. Observe what happens and take note of the time
bubbles/foam last. The formation of bubbles indicates the reaction of the acetic acid in the vinegar
with baking soda.
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5. Repeat step #4 with drinking glass #2 and #3 using the same amount of baking soda for each.
6. Note the difference in reactions.
Data/Observation:
Concentration Time Observation

100% vinegar

50% vinegar
25% vinegar

Guide Questions:
1. Rank the vinegar content of the vinegar solutions from most to least.

2. Rank the speed of reaction of the vinegar and baking soda from fastest to slowest?

3. Which concentration had the most number of collisions of vinegar and baking soda? Why?

4. Conclusion: What is the effect of concentration on the rate of reaction?

Discussion of Activity
Congratulations! You have gone this far in your journey through this module. Just press on…
you’re almost there.
Did you know?
Food, like milk, gets spoiled when left at room
A. Effects of Temperature temperature for a long time because of chemical
reaction.
How do freezer and refrigirator help stop
Yes, your inference is correct. Increase in temperature spoilage of food?
increases rate of reaction, and decrease in temperature The low temperature in the freezer and
refrigirator means that particles will move much
decreases rate of reaction. slower and with less energy than if they were at
Why does increasing the temperature of a reaction room temperature. This means that there are
fewer successful collisions and so a slower rate
increase the rate of reaction? of reaction.
Increasing temperature means
increasing kinetic energy of the molecules.
This results to faster movement of the
molecules which increases frequency of
collision as reflected in the diagram.
Compare the movement of
molecules/particles in low temperature and in high temperature. Bigger arrows represent faster
movement and collision. When frequency of collision is increased, rate of reaction increases. Therefore
increase enables formation of products faster.

8
B. Effect of Particle Size/Surface Area

Smaller particles have bigger surface area than bigger particles with the same amount. More
surface area is exposed for more collision in smaller particle size. This is applicable to solid reactants.
Consider this diagram on the left.
In the previous activity, the crushed eggshell (smaller
particle size) has more surface area than the uncrushed eggshell.
The crushed eggshell had more surface area for the molecules
of HCl to collide on. So, as observed chemical reaction between
muriatic acid (HCl) and the crushed eggshell is faster than that
with the uncrushed eggshell.
Therefore, the effect of surface area on reaction rate is
directly proportional. As surface increases, rate of reaction also
increases.

C. Effect of Concentration

Concentration is the amount of solute in a given volume of solution. When concentration of a

reactant is increased in the same volume, there are more molecules that would collide with the other
reactant. In this case, frequency of
collision is higher if concentration is
increased. Study the diagram on the
right. In lower concentration, there is
fewer collision. Conversely, in higher
concentration, there is more collision
of the reactants.
In the experiment, the 100% vinegar concentration had the most amount of acetic acid, and the
25% vinegar had the least amount of acetic acid. The frequency of collision of acetic acid and baking
soda is highest in 100% vinegar solution, and lowest in the 25% vinegar solution. Hence, rate of reaction
is fastest in the 100% vinegar solution.
When concentration is increased in the same volume, rate of reaction also increases.

SUMMARY

Collision Theory explains how chemical reactions take place, and how reaction rate is affected by
conditions like temperature, surface area or particle size, and concentration. For a chemical reaction to
occur, the reactants must collide first at Proper Orientation and have the minimum amount of Activation
Energy.
There are factors or conditions that can speed up or slow down the process of chemical reaction.
The speed of the consumption of reactants and formation of products in a chemical reaction is called
Rate of Reaction. Factors like temperature, surface area, and concentration of reactants are each directly
proportional to reaction rate. Increased in temperature (kinetic energy) of the reactants will cause more
collisions that will lead to a higher reaction rate. There is also higher frequency of collision when the
surface area (smaller particle size) is increased leading to faster reaction rate. The same goes when the
concentration of reactant is increased in the same volume, there are more particles that would collide.

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 Enrichment Card
Guided Activity 1
Figure Me Out Did you know?
Nitrous oxide (NO) affects both the ozone layer
One of the pollutants that depletes the ozone layer is and global warming. NO is a greenhouse gas
nitrous oxide (NO) with the equation: that is 300 times stronger that CO2. The nitrogen
in fertilizers is converted by bacteria in the soil
NO + 2O2 🡪 NO2 + O2 to a by-product nitrous oxide.
Study the three possible collisions for the reaction of Agriculture and wastewater treatment plants are
nitrous oxide (NO) and ozone molecule (O3) to produce nitrogen responsible for most of the man-made nitrous
oxide in this atmosphere.
dioxide (NO2) and oxygen gas (O2). Choose which among A, B, Source: Asbjørn Mølgaard Sørensen
C would be an effective collision to produce NO2 and O2 which https://sciencenordic.com/agriculture--
may look like this: . Explain your answer. fisheries-climate-denmark/nitrous-oxide-is-the-
new-ozone-enemy/1389017
Retrieved May 23, 2020

Answer: _______
Explanation:

B.

C.

10
Guided Activity 2
Fill Me In
Using the word bank, fill in the blank the correct word to complete each paragraph about
Collision Theory and Factors Affecting Reaction Rate.
A chemical reaction can only take place when reactant particles proper orientation
(1)___________ with each other with (2)______________. Particles must collide
collide with enough (3)_______________ to react . This is called activation energy
(4)______________. kinetic energy

If the temperature is increased, the rate of reaction is (5)________. Increasing the collisions
temperature means that the particles move around (6)___________ . This means kinetic energy
that there are more (7)____________ in a certain time. Also, when the temperature faster
is increased, the particles have more (8)_____________. This means that they are increased
react
more likely to(9)____________ when they collide.

The surface area of a solid can be made bigger by breaking it into (10)__________ faster
pieces. When a solid is broken into smaller pieces, the (11)__________ area smaller
becomes bigger. Bigger surface area means(12) __________ collisions in a given increases surface
time. Increasing the surface area, (13)__________ the rate of reaction. In the more
reaction between the eggshell and muriatic acid, the crushed eggshell will react
(14)__________ with the acid than the uncrushed eggshell.

There are (15)__________ atoms, ions, or molecules in a 50% vinegar collide

solution than in 25% vinegar solution. If a solution is more (16)___________, there increases
are more particles in the same (17)_________ to (18)__________ with each other. higher
The frequency of collision is (19)_________ in a more concentrated solution. volume
Increasing the concentration (20)___________ the rate of reaction. more
concentrated

Independent Activity Card 1:

Factor Me In
Direction: Analyze each diagram about the factors affecting rate of reaction. Give what is being
asked.

1. Increased Temperature

Complete the particle diagrams by adding arrows to show particle movement

Increasing the temperature produces

two effects;

1.

2..

Room temp High Temp

11
 2. Increased Concentration

Complete the diagram by adding particles as appropriate.

Increasing concentration increases the
reaction rate because . . .

Low Concentration High concentration

3. Increased surface Area

Add arrows to show the difference in the number of collisions
Increasing the surface area (Using
smaller pieces) increases the reaction
rate because . . .

Small Surface Area Large surface area

Independent Activity Card 1:

Choose Me
Direction: Read each item carefully and write the letter of your choice on the space before each
number.

_______1. Which has more surface area?

A. Cube of sugar
B. Powdered sugar
C. Small chunks of sugar
D. Large chunks of chalk

_______2. Which of the following increases the reaction rate?

A. less surface area
B. lower temperature
C. increasing volume
D. increased concentration

_______3. Which is the effect of more collisions to rate of reaction?

A. Faster reaction rate
B. Slower reaction rate
C. Constant reaction rate
D. No change in the reaction rate

_______4. What two factors govern whether a collision between reacting particles will be effective?
A. orientation and potential energy
B. kinetic energy and temperature
C. kinetic energy and orientation
D. potential energy and kinetic energy

_______5. Which will correctly complete this statement: Under the collision theory, the particles
must collide with _______ and _______ for a reaction to occur?
A. sufficient rate and sufficient energy
B. sufficient catalyst and sufficient energy
12
 C. sufficient energy and correct orientation
D. sufficient surface area and correct orientation
_______6. Which will correctly complete this statement: Increasing the temperature of your solution
will ______?
A. speed up the rate of reaction
B. slow down the rate of reaction
C. not affect the rate of reaction.
D. make the rate of reaction constant

_______7. What criteria must be met for reactant collisions to result in a successful chemical
reaction?
A. The reactants must collide with each other.
B. The reactants must collide with enough energy.
C. The reactants must have enough energy to form the activated complex.
D. The reactants must collide with enough energy and be in the right positions.

_______8. When the temperature of a reacting mixture increases, the rate of reaction also 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

_______9. Which does not increase the speed of a reaction?

A. increasing the concentration of one of the reactants
B. increasing the particle size of one of the reactants
C. increasing the pressure in gaseous reactants
D. increasing the temperature
_______10. Which of the following increases the reaction rate?
A. less surface area
B. lower temperature
C. increasing volume
D. increased concentration

Reflection Card

Three (3) things I learned from the lesson:

4.
5.
6.
Two (2) interesting facts
1.
2.

One (1) question I still have in mind about the lesson.

13
 Assessment Card

Direction: Read each item carefully and write the letter of your choice on the space before each
number.

_______1. Which of the following is true about the collision theory?

A. It helps scientists make predictions about how fast chemical reactions occur in gases
B. It helps scientists make predictions about how fast chemical reactions occur in solids
C. It explains factors affecting rate of reaction.
D. All answers are correct

_______2. Which one of the following is NOT a key concept of the collision theory?
A. particles must collide in order to react
B. particles must collide with the proper orientation
C. particles must move slowly when they collide, otherwise they simply “bounce off” one another
D. particles must collide with proper orientation and sufficient energy to reach the activated
complex in order to react

_______3. Which of the following is NOT a factor affecting reaction rate?

A. temperature
B. concentration
C. particle size
D. polarity

_______4. Which of the following increases the reaction rate?

A. an inhibitor
B. less surface area
C. lower temperature
D. increased concentration
_______5. Which will correctly complete this statement: Products will form faster if____________?
A. concentration of the reactants is increased.
B. the particle size of the reactants is larger.
C. temperature is decreased.
D. the reaction is not stirred.

_______6. Which of the following increases the reaction rate?

A. less surface area
B. lower temperature
C. increasing volume
D. increased concentration

_______7. Why does a higher temperature increase the rate of a reaction?

A. it increases both the frequency and energy of particle collisions
B. it only increases the frequency of particle collisions
C. it only increases the energy of particle collisions
D. it reduces the activation energy of the reaction

_______8. Which refers to how much solute is dissolved in a solution?

A. Catalyst
B. Surface Area
C. Temperature
D. Concentration

14
_______9. Which of the following will lower the rate of reaction?
A. Increasing kinetic energy
B. decreasing the temperature from 40°C to10°C
C. breaking a chunk of calcium into smaller pieces
D. increasing the amount of solute dissolved in a solution

_______10. What does an increase in temperature do to the reaction rate?

A. It increases the number of effective collisions between reactants, raising the reaction rate.
B. It increases the concentration of the molecules and slows down the rate of reaction.
C. It decreases the number of collisions and the energy of molecules to limit further reaction.
D. It decreases the energy of the system, limiting how much further reaction can occur.

_______11. Why is a collision between molecules usually necessary for a reaction to take place?

A. Because of the ideal gas law.

B. Atoms need to be in proximity to each other.
C. So that the temperature of the reaction increases.
D. Atoms must collide and contact each other for bonds to break and new bonds to form.

_______12. Which one of the following factors does not affect the rate of a chemical reaction?
A. humidity
B. temperature
C. concentration
D. size of the reactants

_______13. Activation energy is the amount of energy required to _______.

A. break the bonds between the reacting molecules
B. convert the reactants into the activated complex
C. form the bonds between the product molecules
D. make the reacting particles collide

_______14. Crushing a solid into a powder will increase reaction rate because____.
A. the orientation of colliding particles will be improved
B. the activation energy barrier will be lowered
C. the powdered form has more surface area
D. the particles will collide with more energy

_______15. Which one of the following statements concerning rates of reactions is FALSE?
A. The higher the activation energy barrier, the faster the reaction.
B. Increasing the concentration of a reactant may increase the rate of a reaction.
C. Adding a catalyst speeds up the rate of reaction for both the forward and reverse reactions.
D. Increasing the concentration increases the rate of a reaction, because it increases the number of
collisions.

15
 Reference Card

Brown, T.L. et. al. (2009). Chemistry: The Central Science (eleventh edition). Pearson
Education, Inc.
Wilbraham, A.C., et. al. (2003). Chemistry (Fifth Edition). Prentice Hall, Inc.
CHED-PNU Teaching Guide for Senior High School - PHYSICAL SCIENCE. (2014)
Carbon Monoxide Poisoning. Mayo Clinic. (n.d.) https://www.mayoclinic.org/diseases-
conditions/carbon-monoxide/symptoms-causes/syc-20370642.
Asbjørn Mølgaard Sørensen. (2013). Nitrous oxide is the new ozone enemy
https://sciencenordic.com/agriculture--fisheries-climate-denmark/nitrous-oxide-is-the-
new-ozone-enemy/1389017
Kinetics and Collision Theory. (n.d.)
http://dept.harpercollege.edu/chemistry/chm/100/dgodambe/thedisk/kinetic/6back.h
tm
Collision Theory. (n.d.) https://byjus.com/chemistry/collision-theory/
Rates of Reaction Teaching Resources. (n.d.). https://thescienceteacher.co.uk/rates-
of-reaction/

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 17
Pre-Test Surface Area
1. C 1. Crushed eggshell, it has more surface area
2. C 2. It has more surface area exposed for collision
3. A Increase in surface area increases rate of reaction
4. B Concentration
5. D 1. 100% - 50% - 25%
6. A 2. 100% - 50% - 25%
7. D 3. 100%, more surface area to collide with
8. C 4.increase in concentration increases rate of reaction
9. B Guided Activity Card 1
10. D C- it shows sollision of O side of NO with rear O of O3
Activity Card 2 Guided Activity Card 2
1. Ineffective – O side of NO is the 1 1. collide, 2. Proper orientation, 3. Kinetic energy, 4.
colliding with O2 Activation energy, 5. Increased, 6. Faster, 7. Collisions, 8.
2. Ineffective – O side of NO is the 1 Kinetic energy, 9. React, 10. Smaller, 11. Surface, 12.more,
colliding with O2 13.increases, 14. More, 15. More, 16. Concentrated, 17.
3.Ineffective – N side of NO collides Volume, 18. Collide, 19. Higher, 20. increases
with O2
Activity Card 3 Independent Activity
Temperature 1. B, 2. D, 3. A, 4. C, 5. C, 6. A, 7. D, 8. C, 9. B, 10. D
1.Hot water-1, tap – 2, cold-3
2. Molecules move faster in higher
ASSESSMENT CARD 1
temperature
3-4. TEMPERATURE-FASTER
3. In hot water, more movement, more
5-6. SURFACE AREA-FASTER
collision
7-8. CONCENTRATION-SLOWER
4. Increase in temperature increases
9-10. CONCENTRATION-FASTER
reaction rate
11-12. CONCENTRATION-FASTER
13-14. SURFACE AREA-SLOWER
15-16. SURFACE AREA-FASTER
17-18. SURFACE AREA-SLOWER
19-20. TEMPERATURE-SLOWER
ASSESSMENT CARD 2
1. D, 2. D, 3. D, 4. D, 5. A, 6. D, 7. A, 8. D, 9. B, 10. A, 11. D,
12. A, 13. A, 14. C, 15. A
Answer Card
 Title Card: CATALYST
Lesson 10: Speeding Up The Reaction!

Guide Card
Hello! I am Ms. Cata Lista, your teacher in Physical Science. Welcome and enjoy the lesson. Let us start
by giving you an overview of the lesson.
Make sure to read and understand the provided information given to you in this guide card to be able for
you to answer the different activities.

Introduction
Catalyst is defined as any substance which speeds up a chemical reaction, without itself being consumed.
This means that it is not used up in the reaction. It must, however, take part in the reaction or might as well not
have it there at all.

For chemical reactions to occur, two molecules must collide with a net energy
to bond, to break and to form new ones. Without enough energy, reactions won’t
occur.
If a reaction has a low rate, that means the molecules combine at a slower speed
than a reaction with a high rate.

Terms to Remember:
Chemical Reaction – is a process in which one or more substances, the reactants, are converted to one or
more different substances, the products.
Activation Energy – it is the minimum energy required for the reaction to occur.
Reactant –are starting materials in a chemical reaction and usually undergo changes to form new ones.
Product – are new formed substances as a result of chemical reaction.
Reaction Rate- it is the speed at which chemical reaction happens.

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How do catalysts work? (ESCNB

A catalyst works by providing an alternative pathway for breaking and remaking of bonds.
A catalyst increases reaction rates in a slightly different way from other methods of increasing reaction
rate. The function of a catalyst is to lower the activation energy so that a greater proportion of the particles
have enough energy to react. A catalyst can lower the activation energy for a reaction by:

● orienting the reacting particles in such a way that successful collisions are more likely
● reacting with the reactants to form an intermediate that requires lower energy to form the
product.
It increases the reaction rate by lowering the activation energy for a chemical reaction to occur. The
higher the activation energy the slower the chemical reaction will be. The lower the activation energy the
faster the chemical reaction.
Catalysts are often specific for one particular reaction and this is particularly so for enzymes that
catalyze biological reactions, for example in the fermentation of carbohydrates to produce biofuels.
Much fundamental and applied research is done by industrial companies and university research
laboratories to find out how catalysts work and to improve their effectiveness. If catalytic activity can
be improved, it may be possible to lower the temperature and/or the pressure at which the process
operates and thus save fuel which is one of the major costs in a large-scale chemical process. Further,
it may be possible to reduce the amount of reactants that are wasted forming unwanted by-products.
If the catalyst is in the same phase (solid-solid, liquid-liquid, gas-gas) as the reactants, it is referred
to as a homogeneous catalyst. Homogeneous catalysts are less frequently used in industry than
heterogeneous catalysts as, on completion of the reaction, they have to be separated from the products,
a process that can be very expensive. A heterogeneous catalyst on the other hand is in a different phase
to the reactants and products, and is often favored in industry, being easily separated from the products,
although it is often less specific and allows side reactions to occur.

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 Activity Card
Activity Card 1

Every day a boy is looking at three mountains

from afar. He is wondering what lies ahead There they are, the three mighty mountains
behind those mountains. standing tall.

He thought of finding
directions to fulfill his
desire to see what lies ahead
behind the three mighty
mountains. He has two
Using his binocular, he saw a tunnel passing
ways in mind;
through on one of the mountains.

1. To climb up the mountain or 2. Pass through a tunnel

COMICS ANALOGY 1: Read the comics provided below and analyze the given situation.
GUIDE QUESTIONS:
1. If you were in the boy’s shoe, which path are you going to choose? and why?
2. What do you think is the purpose of the tunnel?
3. Based on your answer from the previous question, what does the tunnel represent? (Choose your
answer from these items and underline it: activation energy, catalyst, reactant, product)
4. What does a catalyst do in this scenario?
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Analogy #2 Two students are getting late to their Science class on the third floor of academic building.
One student decided to use the stairs and the other one decided to have a lift by an elevator.

Student A Student B

Guide Questions: Choose and underline the right answer from the given choices written inside the
parentheses.
1. Which between the two students will get to the class faster? (student A, student B)
2. Which between the two students will need more energy to get to the class? (student A, student B)
3. Which between the two students will need less energy to reach his class? (student A, student B)
4. Based on the situation, which represents the catalyst? (stairs, elevator, students)
5. Which represents the rate of reaction? (the way of student going to the class, the travel time of the
student to reach their classroom)
6. Which represents the activation energy? (the energy exerted by the students to climb up to third
floor, the travel time the student spent to get into his class)
Let’s proceed to the next activity!

Activity Card 2

Discussion of Activity

I. Answer the following questions:

1. How does a catalyst work in speeding up chemical reaction?

a. By lowering the activation energy
b. By making them more available
c. By giving them more energy
2. The minimum amount needed for colliding particles to react is called ___________.
a. Activation energy c. potential energy
b. Chemical energy d. kinetic energy
3. A substance that increases the rate of reaction without being used up during the reaction is
called a _________.
a. Catalyst c. reactant
b. Product d. solute

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 4. Which of the reaction pathway shows the catalyzed reaction?

II

III

a. I b. II c. III d. none of these

5. When a catalyst is added to a reaction, the rate of reaction __________.
a. decreases c. increases
b. does not change d. none of these

II. Modified True or False. Write True if the statement is correct and if the statement is false
underline and change the word that makes it false.

1. A catalyst changes the mechanism of chemical reaction.

2. A catalyst increases the efficiency of collision between molecules or reactant.
3. The higher the activation energy the faster the chemical reaction.
4. The lower the activation energy the faster the chemical reaction.
5. A catalyst is never used up or consumed during chemical reaction.

Enrichment Card

Today’s Seatwork:
Make a written report about Catalytic Converter and Biological Catalyst-Enzyme. Write your written
report in one whole sheet of paper.

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For this session make a written report about Catalytic Converter and Biological Catalyst- Enzymes.

Guide questions for Catalytic Converter:

a. What is a catalytic converter?
b. How does a catalytic converter work?
c. How do catalytic converters help the environment?

Guide Question for Biological catalyst- Enzymes.

a. What are enzymes?
b. What are the roles that enzymes play in our bodies?
c. Give two enzymes that you are interested in and share their properties/ roles.

II. Identify the type of catalyst used in the two samples below whether it is a homogeneous or
heterogeneous catalyst. Write your answer on the box above each sample.

1. 2.

Reflection Card

Three (3) Things I Learned from the Lesson

1.

2.

3.

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Two (2) Interesting Facts
1.

2.

One (1) Question I Still Have

1.

Assessment Card
I. Read and understand each the statement before you answer. Circle the letter of the correct
answer.
1. What type of catalyst is in a different phase?
a. Heat c. homogeneous
b. Heterogeneous d. none of these
2. Which type of catalyst is in the same phase?
a. Heat c. homogeneous
b. Heterogeneous d. none of these
3. Which catalyst is more easily recoverable?
a. Heat c. homogeneous
b. Heterogeneous d. none of these
4. How does catalyst work?
a. It increases the reaction rate by lowering the activation energy for a chemical
reaction to occur.
b. orienting the reacting particles in such a way that successful collisions are more
likely
c. reacting with the reactants to form an intermediate that requires lower energy to form the
product.
d. All of these
5. What catalyst is used in this chemical reaction?
Pt
H2O2 (g) O2 + H2O (l)
a. Helium c. oxygen
b. Hydrogen d. platinum

I am done, Ma’am!

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 Reference Card
• Endaya, R.R, Franco A.A., Osorio E. C. & Romero D.L. (2000)
Interactive Chemistry. Instructional Coverage System
Publishing Inc. Parang Marikina
• Pili, A.S., & Sotto R.L. (2006)
Science in Today’s World Chemistry. SIBS Publishing
House 927 Quezon Avenue, Quezon City
• https://www.infoplease.com/encyclopedia/science/chemistry/concepts/catalyst/types-and-
importance-of-catalysts
• https://www.britannica.com/science/catalyst
• https://www.ncbi.nlm.nih.gov/books/NBK9921/

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 26
Activity card 2
I. Identification
1.a
2.a
3.a
4.b
5.c
II. Modified True or False.
True
True
The higher the activation energy the slower the chemical reaction.
True
True
Activity Card 1
Analogy 2. Analogy 1:
Student B The tunnel is the best path that he can
Student A choose because it will speed up his travel time
Student B without having much amount of energy to get
The elevator because it provides an through. (answer may vary)
alternative pathway and it speeds up the travel The purpose of the tunnel serves as an
time of the student to his classroom. alternative pathway to get through the mountain.
The tunnel represents the catalyst as it
The travel time of the students to reach
their classroom. provides an alternative way to speed up the travel
the energy exerted by the students to climb time just like the catalyst that hasten the speed of
up to third floor. reaction.
The tunnel is the catalyst that provides a
short pathway to get through the mountain.
Answer Card
 27
Enhancement:
I. Written Report (Possible Answer)
Catalytic Converter
A catalytic converter is a device that uses a catalyst to convert three harmful compounds in car
exhaust into harmless compounds.
The three harmful compounds are:
Hydrocarbons (in the form of unburned gasoline)
Carbon monoxide (formed by the combustion of gasoline)
Nitrogen oxides (created when the heat in the engine forces nitrogen in the air to combine with
oxygen).
It removes these toxic exhaust gas by converting them to harmless produce
thus, indirectly protects the environment.
The Central Role of Enzymes as Biological Catalysts
A fundamental task of proteins is to act as enzymes—catalysts that increase the rate of virtually
all the chemical reactions within cells. Although RNAs are capable of catalyzing some reactions, most
biological reactions are catalyzed by proteins. In the absence of enzymatic catalysis, most biochemical
reactions are so slow that they would not occur under the mild conditions of temperature and pressure
that are compatible with life. Enzymes accelerate the rates of such reactions by well over a million-
fold, so reactions that would take years in the absence of catalysis can occur in fractions of seconds if
catalyzed by the appropriate enzyme. Cells contain thousands of different enzymes, and their activities
determine which of the many possible chemical reactions actually take place within the cell.
Amylase breaks down starches and carbohydrates into sugars.
Protease breaks down proteins into amino acids.
Lipase breaks down lipids, which are fats and oils, into glycerol and fatty acids.
(answer may vary)
II.
1. Heterogeneous Catalyst
2. Homogeneous catalyst
Assessment Card
1. B
2. C
3. B
4. D
5. D
I hope you got all the right answers. See you next time! Ciao!
For inquiries or feedback, please write or call:
Department of Education – Division of Pampanga

Office Address: High School Boulevard, Brgy. Lourdes,

San Fernando City, Pampanga

Landline: (045) 435-27-28

Email Address: pampanga@deped.gov.ph

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