FACTORS AFFECTING THE RATES

OF CHEMICAL REACTIONS
for SCIENCE Grade 10
Quarter 4/ Week 7-8
 FOREWORD

This self –learning kit will serve as a guide on about the speed of chemical
reactions and chemical equilibrium. Some reactions are very fast like the burning
of wood while others are very slow, like the rusting of iron. Some reactions go to
completion, that is, all the reactants are converted to products. However, upon
forming the product some reactions will revert to reactants because of an
equilibrium that exist. Understanding the factors affecting the rate or speed of
chemical reactions and the chemical equilibrium will help you appreciate the
chemical changes happening around you.

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 OBJECTIVES:
At the end of the lesson the learners are expected to:
K– Define and differentiate exothermic and endothermic reactions
S– Describe the factors affecting the rate of reactions
A– Recognize the importance of the rate of reactions of chemicals at home
specifically in food preservation.

LEARNING COMPETENCY: S10MT-IVh-j-24

Explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution and corrosion

I.WHAT HAPPENED
PRE-ACTIVITIES/PRE-TEST:

I. Directions: Write TRUE if the statement is correct and FALSE if it is incorrect. Write
your answer in your notebook.

_______________ 1. The speed of chemical reactions can be altered by adding a

catalyst.
_______________ 2. When a chemical reaction gives off heat, it is an exothermic
reaction.
_______________ 3. The speed of chemical reaction increases as the particle size
increases.
_______________ 4. When chemical equilibrium is achieved, there is no change in the
concentration of reactants and products.
_______________ 5. Heating causes more products to be formed for an endothermic
reaction.

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II. Directions: Write whether the direction of the reaction will go FORWARD,
REVERSE or NO CHANGE and write your answer in your notebook.

2 A(g) + B(g) ↔ Q(g) + heat

_____________1. Pressure increased

_____________2. Volume decreased
_____________3. 2 A removed
_____________4. B added
_____________5. System was cooled.
_____________6. Catalyst was added.
_____________7. Q was collected.
_____________8. Both B and Q were removed; same amount.
_____________9. Temperature was increased.
_____________10. Both B and Q were added; same amount.

II. WHAT I NEED TO KNOW

DISCUSSION:
Factors Affecting Reaction Rates

When you burn wood, heat is produced. We use this heat to cook our
food or boil water. The chemical reaction in this case is the burning of wood
and since heat is given off, we say the reaction is EXOTHERMIC. So, we define
an exothermic reaction as a reaction where heat is evolved or given off.

When you mix urea and water, the container of the mixture feels cold. This
is an example of ENDOTHERMIC reaction, a reaction wherein heat is absorbed.
To represent an exothermic reaction, the value of change in enthalpy (∆H) is
negative while for the endothermic reaction, the value is positive. Enthalpy
refers to the heat content measured at constant pressure.

Exothermic reaction: Reactants → Products

C + O2 → CO2 ∆H = -393.5 kJ/mo

Endothermic reaction: Reactants → Products

N2 + O 2 → 2NO ∆H = +180 kJ/mol

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 Aside from being exothermic or endothermic, chemical reactions taking
place around you are also sometimes very fast or very slow. Burning is a very
fast chemical reaction while the rusting of iron is slow. If a certain chemical
reaction is desirable or useful like the production of drugs to cure diseases, we
want the chemical reaction to happen fast so we can produce more in a short
period of time. Is there anything we can do to alter the rate or speed of
chemical reaction?

Did you know that firecracker explosion is an example of an exothermic

reaction…a very fast exothermic reaction!

TASK 1
The Rate of Dissolving Rock and Powder Sugar

Materials: Rock sugar Two (2) drinking glasses (same size)

Powder sugar Spoon
Water Watch
Procedure:

1. Pour water up to the same level on two drinking glasses.

2. Take a pinch of sugar and drop it in one of the glasses. Do not stir. After
one minute, stir the glass slowly until no sugar can be seen. Record the time
it takes for the sugar to be dissolved completely.
3. Repeat procedure no. 2, this time use rock sugar. The size of your rock
sugar should be that of a mongo bean.

Analysis:
How much time did it take the powder sugar to dissolve completely? How
about the rock sugar? Why is this so?
The speed or rate of chemical reactions is altered or changed by the
following factors:

1. Nature and size of the reactants

2. Concentration of the reactants
3. Temperature
4. Presence of Catalyst

Nature and Size of the Reactants

The activity demonstrated that particle size can increase or decrease
the rate of reaction. Though no chemical reaction has taken place, the rate
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of dissolution of sugar is faster for the powder sugar than the rock sugar.
Similarly, the wood we use to cook our food is chopped to a desirable size so it
will burn easily. If we do not chop the wood, it will take more time for the wood
to burn.

You also observe that some metals do not form rust while others do.
Rusting is a chemical reaction wherein the metal reacts with oxygen present in
the air. The rust formed is the product of that reaction. Gold does not rust but
iron forms rust. Though both are metals, gold does not react with oxygen while
iron does.

Some elements have different physical forms. An example is the crystalline

form of diamond and graphite. Though the diamond and graphite are two
different forms, both are made up of the same element - carbon. Carbon
exhibits ALLOTROPY. Another example of an element Phosphorus exhibiting
allotropy is phosphorus. One is color white Phosphorus and the other is red
Phosphorus. Between the two, white is more reactive. It burns readily when
exposed to air while the red phosphorus does not. Red phosphorus is less
dangerous and can be stored for long periods of time without exploding.
However, to store white phosphorus, it has to be submerged in water. Even
though both are made up of the same element, their chemical behaviors are
different.

Concentration: The Law of Mass Action

The rate of the reaction is also observed to be proportional to the

concentration of the reacting system. This simply means that the greater the
number of reacting components present in a container; the more reaction will
occur in a given time. An example of this is the concentration of acids. If you
have one (1) molar hydrochloric acid (HCl) and you drop a metal zinc, the gas
produced from the reaction is slow. However, if you have a six (6) molar HCl,
the reaction is very fast and you can see lots of bubbles forming. Six (6) molar
HCl is corrosive as well. Great care has to be observed in handling this acid.

Temperature
What is the reason why foods stored in the refrigerator stay longer? The
answer is temperature! Temperature can either increase or decrease the rate
of reaction. The spoiling of food indicates that an undesirable chemical
reaction has taken place. During summer, foods are easily spoiled. To avoid
spoilage, these are stored inside the refrigerator.

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 In the same manner, desirable chemical reactions have to be carried out
swiftly and to achieve this, temperature is elevated. Commercially, reaction
mixtures are heated and then mixed. Extreme caution is required if the reaction
is to be conducted at high temperature. However, some of the reactants are
destroyed at high temperature. Instead of obtaining the desired valuable
product, none is collected because the reactant has already decomposed to
some worthless compound. What then can be done?

Presence of Catalyst
If the desired reaction has to be carried out swiftly, without elevating the
temperature, CATALYSTS are used. Catalysts are substances that alter the rate
of chemical reaction without being consumed. It simply means that catalysts
take part in the reaction but after the reaction has been completed, they can
be recovered and used again.

Catalysts alter the rate of reaction and therefore, these can increase or
decrease the rate of a particular reaction. When a catalyst increases the rate
of the chemical reaction, it is said to be a POSITIVE CATALYST or simply named
catalyst. If it slows down the reaction it is called a NEGATIVE CATALYST or it is
commonly called an INHIBITOR. How do catalysts accomplish this altering
action? They do so by providing an alternative step or path for the reaction to
occur; they make short-cuts to reach their destination.

Catalysts can be of metals, ions, acids or bases. Inside our body, we have
catalysts. These are called ENZYMES. Enzymes do amazing tasks like converting
the food we eat to energy, and maintaining and repairing our cells.

As an application of what we have learned, let us take a look at the

formation of ammonia, NH . Ammonia
3 is a very important industrial chemical
and has many uses, one of which is in the manufacture of fertilizers. Ammonia
is formed from the reaction of hydrogen gas, H , and nitrogen
2 gas, N . 2

Chemical Changes At Home

Chemical changes happen in our homes every day because of the
various activities that we do at home.

Cleaning

We must always clean our house or else it will look like a haven for pirates.
And we use different chemicals to clean the house. Before knowing more
about these chemicals, let’s do this simple activity
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TASK 2
Effect of Soap
You may have done this every day, but let’s take a much closer look
at how soap works. In a dirty plate, add a little water. And then pour two
drops of dishwashing liquid or soap into it. Write your observations here:

________________________________________________________________
________________________________________________________________
________________________________________________________________
Basic soap is made of fat and lye. It is produced from the reaction of
animal fat or vegetable oil with sodium hydroxide.

Animal fat or Vegetable oil + NaOH → Soap

Soap is a complex substance that has two main parts: the “polar head”
and the “hydrocarbon tail”

Source: shorturl.at/hjuzU

These two parts give soap the ability to clean. The

hydrocarbon tail sticks into the oily stain or grease while the Can you think of
polar head dissolves in water. The oily stain is broken down another way of
and becomes easier to remove from your cloth, plate, or cleaning these
dishes?
body.

Dishwashing detergents like soap have the same parts, too. But these have
other ingredients such as perfumes, color, and surfactants. Surfactants like LAS
(linear alkylsulfonates) simply loosen food residue so that you can easily remove
them.

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Cooking
Cooking is also an activity that we do every day. The chemical change
that usually happens is this:

Uncooked food → Cooked food

The change usually involves heat. Study this diagram:

An egg undergoes a chemical change when cooked. The liquid egg

coagulates or solidifies when heat is applied.

The meat of pork, chicken, and fish, also undergo chemical changes
when heat is applied. Vegetables also change when heat is applied.
Sometimes, food undergoes a chemical change even if no heat is
applied. This happens when food is being preserved. For example, salting raw
fish makes bagoong.

Meat is cured or preserved by adding salitre or sodium nitrite. Tocino,

chorizo, and hotdogs are preserved this way.

TASK 3
Directions: Identify whether the following is a physical or chemical change.
Write your answer in your notebook.

_______________ 1. Scrubbing the floor

_______________ 2. Sweeping the backyard
_______________ 3. Wiping the table
_______________ 4. Making salad
_______________ 5. Frying dried fish
_______________ 6. Baking a cake
_______________ 7. Bleaching cloth
_______________ 8. Making syrup

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 _______________ 9. Scraping food from the pan
_______________ 10. Removing cobwebs

Chemical Changes in the Environment

The environment is one big chemical system where many complex and
vital chemical reactions happen. Here are some of them.

Changes in Plants

Plants undergo complex chemical changes. The

stem grows higher, the roots go deeper, the flowers bloom,
and the fruits ripen. The most studied change in plants is
the process of photosynthesis. Plants make their own food
by photosynthesis. Complex changes
The general chemical reaction for photosynthesis is: happen in plants

6 CO 2 + 6H O
2 → C H6 O
12 +66 O
2
The carbon dioxide comes into the plant through the leaves and the
roots absorb water. With the presence of sunlight, these materials are changed
into sugar and oxygen.

III. WHAT I HAVE LEARNED

EVALUATION/POST TEST:
Directions: Answer the following and write your answer in your notebook.
I. Classify whether the reaction is endothermic or exothermic.
_______________ 1. Ice making
_______________ 2. H 2O (l) → H 2O (g)
_______________ 3. H 2O (l) → H 2O (s)
_______________ 4. CH 3OH → CO(g) + 2H2(g) ∆H = 90.2 KJ/mol
_______________ 5. CH 2O (g)(g)+ H2(g) → CH OH 3 ∆H = -92.2 KJ/mol
(g)

II. Indicate the factors that affect the rate of chemical reactions. Write your
answer in your notebook.
_______________ 1. Rusting of iron but not gold
_______________ 2. Spoiling of food at a warmer temperature
_______________ 3. Fermentation of sugars to alcohol using yeast
_______________ 4. Copper oxide speeds up the decomposition of H O 2 2
(hydrogen peroxide)
_______________ 5. Grinding of calcium carbonate before calcining

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 REFERENCES:
Bettelheim, F. A., Brown, W. H., Campbell, M. K., & Farrell, S. O.
(2009). General, Organic & Biochemistry. Brooks/Cole Cengage
Learning.
Brown, T. L. (2009). Chemistry: the central science. Pearson
Education.
Ease Module 17 Reaction Rates and Equilibrium

https://openstax.org/books/chemistry-2e/pages/12-2-factors-
affecting-reaction-rates

https://courses.lumenlearning.com/introchem/chapter/factors-that-
affect-reaction-rate/

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL
SENEN PRISCILLO P. PAULIN, CESO V
Schools Division Superintendent

FAY C. LUAREZ, TM, Ed.D., Ph.D.

OIC - Assistant Schools Division Superintendent
Acting CID Chief
NILITA L. RAGAY, Ed.D.
OIC - Assistant Schools Division Superintendent
ROSELA R. ABIERA
Education Program Supervisor – (LRMDS)
ARNOLD R. JUNGCO
PSDS – Division Science Coordinator
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

MENCHIE E. RADO
Writer

RAIZA A. COLONGON
LEONREY L. VAILOCES
Illustrators/Lay-out Artists
_________________________________
ALPHA QA TEAM
ALLAN Z. ALBERTO
SEGUNDINO B. DELES, JR.
MANASSES V. JABALDE
VERONICA A. RECTO
BETA QA TEAM
ALLAN Z. ALBERTO
SEGUNDINO B. DELES, JR.
MANASSES V. JABALDE
VERONICA A. RECTO
DISCLAIMER
The information, activities and assessments used in this material are designed to provide
accessible learning modality to the teachers and learners of the Division of Negros Oriental. The
contents of this module are carefully researched, chosen, and evaluated to comply with the set
learning competencies. The writers and evaluator were clearly instructed to give credits to
information and illustrations used to substantiate this material. All content is subject to copyright and
may not be reproduced in any form without expressed written consent from the division.

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 SYNOPSIS E GNAH CO N 10.
This student learning kit deals about the speed of E N AGH C .N
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chemical reactions and chemical equilibrium. Some N AGH C .N
reactions are very fast like the burning of wood while others E 8O
RDA RWO .F7
are very slow, like the rusting of iron. Some reactions go to N AGH C .N
completion, that is, all the reactants are converted to 6O
RDA RWO .F5
products. However, upon forming the product some RDA RWO .F4
reactions will revert to reactants because of an equilibrium E RES V .R 3E
that exist. RDA RWO .F2
E RU.T 5
RDA RWO .F1
Understanding the factors affecting the rate or speed E RU.T 4
.II
E RU.T 3
of chemical reactions and the chemical equilibrium will help E RU.T 2
you appreciate the chemical changes happening around E RU.T 1
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you. t esertP
So, join us, as we dive in through the world of chemical : eyKer swAn

reactions and chemical equilibrium.

ABOUT THE AUTHOR st nat c e arf zie .So 5

tsy al atC. 4
Author: MENCHIE E. RADO is tsy al at .C3
currently the District Science e urartep me .T2
st atn aec Rf oe urat .N1
Coordinator of Siaton 3, an active . II
member of Science group and ci mr eh xo.Et 5
ci mr hte dno .E4
one of the writers in the Division ci mr hte dno .E3
Lesson Plan Writing. Graduated ci mr eh xo.Et 2
ci mr hte dno .E1
from Negros Oriental University-
I.
Siaton Campus, with the degree of t:s e t sToP
B.S History (1990-93) and earned units in Biology at Foundation
University, Dumaguete City (1987-90). Active also in Research work about the
medicinal properties of plants. An awardee of Global Filipino Teachers (2nd placer),
outstanding teacher in Science, 1st placer in Strategic Intervention Materials, and also
winner in Best Reading Corner (2019-2020).

Lay-Out Artist: RAIZA A. COLONGON is currently a

Science Teacher and School Science Coordinator of
Siaton Science High School. She graduated Bachelor
of Secondary Education specializing in Biological
Sciences in Negros Oriental State University Main
Campus I, Dumaguete City.

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