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7 Section Six — Reaction Rates 94 ordet oftheir speed, starting With the fastest reactiOn: amatch A 12 Conor ora ca tee Q2_—_ When measuring the rate of a chemical reaction you can measure either the disappearance of reactant or the praduction of the product. Look at the apparatus below: a For each reaction below, say which of the apparatus above could be used. ‘@) Maible chips with hydrochloric acid [D)Magnesium and sulphur acd 1 ©) Sodi sulphate and hydrochloric acid 3. Which of the statements below are true and which must be false? mins Honcho open ip Hiby a faved Reactions elow coun Wf thay ore divied_ ration reas the rate of roxcFon [esr rein no gu sntinn Revotions are fasta the sar) Q4 The following changes may speed up the rate of a chemical reaction A) Heating the acid. between an acid and magnesium. [__] B) Using more-concentrated acid... cone that will SPEED UP the | | D) Using twice the volume of acid. reaction (assume that there is [EJ By Using 0 suelo ootelye.» intially an excess of ai. | [1 A Adena more megnocium.. | Q5 Describe a simple reaction that could be studied by monitoring the rate at which the product is formed. Q6 Reactions can be monitored by looking at how the mass of reactants decreases. Describe a simple reaction that could be studied in this manner. ‘Section Six — Reaction Rates 95 Rates of Reaction AGES Vi ee Q7 Products are produced at a rate shown by a rate curve. a) On the axes opposite draw a typical rate curve. b) Place on the curve the following labels concerning the reaction rate: FAST (SLOWING (6) STOPPED = ©) Fora reaction to occur reacting particles must bump into each other with enough energy to cause a reaction. Imagine a reaction where two chemicals and collide to react. The product would be \ eae | The reaction would thereforebe: @ + © (a Look at stages A-C of a reaction below. Complete the diagrams by placing the following labels below the correct pictures. moe mo Q8 Reacting particles do notalways collide ‘properly oreffectively. Sometimes they ox “iaiss or collide as described opposite. o ‘Complete the diagram to show what might be happening to the particles in each case. @ S Parficlos miss | A glancing ch other collision Wall, there's four things that afect the rates of reactions — learning your colision theory should rake ‘care of that. Then i's just a case of learning the three ways of monitoring reaction rates. Just be sure {You can explain them — and can draw a graph of the results against time for each of them. ‘Six — Reaction Kates Collision Theory os Use your knowledge of reaction rates to fill jaithe blanks bélow Then put the correct labels on the diagrams. the blank words (use more than once} Sm Ce mms FAST SLOW — HIGH CONCENTRATION Pc ce eet LOW CONCENTRATION LARGE Cee ee ee SURFACE AREA — CATALYST PRESENT ee Particles can only react if they with enough for the reaction to take place. This is called the Thete ate four factors that oan change the rate of a chemical reaction; temperature, . surface area and the use of a suitable Loar ey | Increasing the temperature will cause the particles to move | with more energy. They will therefore collide and with groator ‘These two things mean there are more ‘Successful collisions per second and therefore a rate of reaction. Increasing the concentration of @ reactant simply means there ere more which may collide and so react. More collis reaction, Using a powder instead of a lump means the greater, which means a greater area of expoced and go available for a collision. reaction. ee Use of a suitable catelyst mens thet the perfioles oy | react even if they colide with only energy. This means more collisions are ikely, Some o calelyets work because one of the particles ie fixed to a O |2® s@_S eurface. This makes the chance of a more Biee likely. More collisions means a reaction. | om Sale u ‘ren 2 Match the three descriptions below to these three diagrams: A. The particles brush past each other and collide only gently. B. The particles ate separated by a barrier and do not collide. ®. The particles collide energetically with each other. Section Six — Reaction Rates Q3 Choose the sentence that best describes the collision theory: a) Particles collide at random and always react b) Collisions between particles often result in a reaction. ©) Reacting particles must collide with enough energy in order to react, 4) Collisions between molecules are sometimes needed before a reaction occurs. Q4 Four factors may have an effect on the rate of reaction. Match’éach One with the explanation of how it works. [eeeatee jae Ment cise to "Parlioles move faster and 0 there are more collisions ind collisions have more energy a eos | Surface area _| The reaotion needs less energy to happen Q5 This apparatus may be used to investigate the reaction between marble chips and dilute hydrochloric acid. Some marble chips are left unreacted at the end. ‘A graph showing the results plotted to the same scale: ai from such an experiment is shown on the right. i Here are four other graphs eer BD Referring tothe original graph, match teach of the graphs A-D with the correct description: | ijthe same volume of acid but twice as concentrated. if) the same concentration of acid but twice the volume. Experiments on Rates of Reaction The reaction between sodium thiosulphate and, ‘hydrochloric acid prod. ipit eatin i hiosulphate and produces a yellow:précipitate of solid sulphur.: This makes the solution cloudy and prevents us seeing eave it. The cross below the in the diagram will slowly disappear as the 1e sulphur is produced. In an experiment to investigate rates of reaction, the time taken for the cross to disappear was recorded. 50cm? of sodium thiosulphate solution was used and 10cm? of hydrochloric acid was added, The experiment was repeated at different temperatures. Temperature (’C) Time taken (s) a) Use these results to plot a graph, with time taken on the vertical axis and temperature on the horizontal axis. 'b) Use the graph to draw a simple conclusion about the effect of temperature on the time taken for the reaction to finish. ©) The rate of a reaction may be found by dividing 1 by the time taken (1) Work out the rate at each of the above temperatures, ¢) Plot a graph of rate against temperature (If the actual numbers for the rate value are too small to plot, use ‘Rate x 1000’ on the vertical axis). €) Use your graph to draw a simple conclusion about the effect of temperature on the RATE of a chemical reaction. 4) Use your knowledge ofthe collision theory to explain your conclusion. ame reaction can be used to investigate the effect of CONCENTRATION erate ofa reaction. In changing the concentration, its important to total volume used exactly the same. ee 40 | 30 Cael Time teken (s) jol__ 137 Cea} the table, adding the volume culating the rate of the | to draw a simple conclusion about the effect of concentration on the reaction rate. les and the collision theory. Section Six — Reaction Rates Experiments on Rat Q3 When magnesium reacts with acid, hydrogen gas is given off. This can be collected and measured as a way of measuring the rate of the reaction. In this experiment 25cm? of dilute hydrochloric acid (0.5molAdm®) was reacted with a small amount of magnesium ribbon (the acid was in excess). 2) Write a balanced equation for this reaction. (Mg + HCI ~ etc.) }) Use the results below to plot a graph of volume collected (vertical axis) against time (horizontal axis) © | 10 | 20 | 80 | 40 | 60 | Go | 70 | 80 | 90 | 10% oO 9 1 27 | 36 | 44 | 50 57 57 ©) Mark on your graph where the reaction is going at a constant rate. 4) How much hydrogen was collected in the first 25 seconds? ©) How long did it take to collect 40cm? of hydrogen? ) Sketch on the same axis the graphs you would expect ifthe experiment was repeated using 25crr? of 1.0 mol/dm? acid 2.0 mol/dm? acid 0.25 molldm’ acid ... mark this A mark this B. mark this C. Q4 “ASimiilar experiment can be carried out to investigate the effect of changing the temperature on the rate of reaction. The graph below shows results from such an ‘experiment. The acid is increasingly warmer in experiments 1, 2 and 3 ) What simple conclusion can you draw from these graphs? __b) For each graph, calculate the rate over the first 10 seconds. _ &) What do you notice about the change the rate of the reaction for an of graph-drawing practice here. Always make sure you've i i: ns of f you've included a title, a id check the scale’s about right. They' look at all these in the Exam, and lo ee a “al 100 More on Rates of Reaction Qi Marble chips react with acid t6 produce carbon dioxide gas. This loss of gas means that the reaction can be followed by recording the mass every 30 seconds on a balance. The experiment was repeated using different sized pieces of marble: fl Experiment 1 large chips L Experiment 2... small chips Experiment... powdered marble a) In carrying out this experiment, what factors must be kept constant? 1b) Use the results in the tables to work out the total mass lost after every 30 seconds. Experiment 3) Time Mass Mass Lost (Cn) PCM Cd vere esate) i ©) Plot the mass lost against time for all three experiments on the same axes. d) Which experiment was the fastest? 6) Explain your answer to part d) in terms of particles and collisions. 1) Why do all the graphs finish at the same point? ) Use the gradient (slope) of the graphs in the first 60 seconds to calculate the rate of the initial reaction for each experiment (mass lost ~ time). fy) Why does the gradient — and hence the rate ~ DECREASE as the experiment goes on? Q2_Interms of rates of reaction, explain these observations: a) milk keeps longer if put in the fridge by food lasts longer if stored in the freezer. 3 Give five everyday or industrial examples of each of these: SLOW reactions MODERATE reactions FAST reactions (days or longer) (hours / mins) (seconds) ae os Sua GRCES Reactiny arco More on Rates of Reaction The decomposition of hydrogen peroxide (H,O,) to water and oxygen is very slow. However, it may be speeded up by using a suitable catalyst. Time Volume of oxygen collected (em*) 3) Ls en As Use these results to plot three graphs on the same axes so that you can compare them easily. a) Which oxide is the best catalyst for this reaction? b) Give a reason for your answer. ©) What is a catalyst? ) Explain briefly how catalysts are thought to speed up reactions. The breakdown of hydrogen peroxide may also be catalysed by enzymes in living cells, particularly those in liver and potato. Study the graphs below, which show typical results from such an experiment. a) Which of potato and liver contains the most effective enzymes? ge ae b) Which two graphs did you compare to a eee eee @— lent poteto (oubed) | answer (a)? G— lem beled potato | ©) What is the apparent effect of boiling the | elias living tissue? d) Why is minced liver more effective than the liver cube? ©) Enzymes are biological catalysts. State three facts you know about enzymes ) Give two everyday or industrial uses of yet more graphs — but know your reaction rates and they won't tet y won't hurt much, ie eitsa trary fel cael ale Wuch. Just remember you Rootes Catalysts Qi The diagrams to the right show how 0.5g of zine and 0.5g of copper react with dilute sulphuric acid. a) Does the copper metal react with dilute sulphuric acid? b) Does zinc react with dilute sulphuric acid? ©) How do zinc and copper together react with dilute sulphuric acid? 4) Describe what copper does to the reaction in tube 3. Tube @ wes left for several hours until the reaction was finished. The copper was removed, dried and weighed. Its mass was O. e) What does this tell you about the action of copper in speeding up the reaction between zinc and dilute sulphuric acid? @2__The graph shows an energy profile fora typical exothermic reaction. a) Mark on the graph: Pen eic ea ‘converters are found in almost every new car. Theit is toclean up exhaust emissions and stop pollution. ree polluting gases found “normal” car exhaust fumes. harmless gases" are they converted? C atalysts The iron used in the manufacture of ammonia is often in the form of fine pellets. Why is the iron used in this form? What are the advantages of using catalysts in the industrial manufacture of chemicals? The experiment shown can be used to investigate enzyme activity. Trypsin is an enzyme that catalyses the breakdown of protein. Photographic film has a protein layer that holds the silver compounds in place (these appear black). Different films use different proteins. If the protein is destroyed this black layer falls off leaving a clear plastic film Look at the tubes carefully, then compare the Tubes eee ad pairs suggested, writing your conclusion in the table provided. Why was tube 1 included in the experiment? The ability of trypsin to break down protein depends on temperature. The experiment below investigates this. Strips of photographic film were each leit for ten minutes in test tubes at the temperatures shown. a) From these results, what appearstobethe wren 270 optimum temperature? by Explain what happens to the enzyme at temperatures above the optimum temperature. Q8 The browning of apples after being cut is an enzyme-catalysed reaction. An apple was cut into slices and left in different conditions. a) What conclusion can be drawn by comparing results Vand 27 b) What conclusion can be drawn ftom results 1 and 3? ©) What does result 4 tell you about the nature of these catalysts? The trickiest 1g here is knowing how activation energy fits in — make sure - ac you can define F in terms of it. Just don’t forget how specific they ate — and that they're not used up in aan oer than tha, i's best to learn an example or two of how they're used in industry — a favourite Exam topic.

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