Rates and Energetics Mastery Booklet

Lesson 1: How can we measure the rate of a chemical reaction?

A chemical reaction is a chemical change that is difficult to reverse. For a chemical

reaction to occur the particles need to collide with enough energy. The reactants break
their bonds between their atoms and form new chemicals, called products. In a chemical
reaction the bonding between atoms changes but the number and types of atoms remains
the same. This is called the conservation of mass. Some chemical reactions happen
spontaneously, this means they happen as soon as the reactants mix. Magnesium in
hydrochloric acid is a good example. As soon as the magnesium touches the hydrochloric
acid it begins to fizz, releasing hydrogen gas and forming magnesium chloride solution.
Some reactions need extra energy to make the reaction work. Often we use heat to
increase the energy. The amount of energy needed for a reaction to start is called the
activation energy. Iron undergoes a spontaneous reaction with oxygen. Iron oxide forms,
we call it rusting. The rate of iron rusting is much slower than magnesium and acid. To
measure the rate of reaction we need to measure a change in the reaction over a time
period.

Possible ways of measuring a rate of reaction are:

 Time it takes a solid to disappear

 Time it take a solid to form (precipitation)
 Time it takes for a volume of gas to be produced
 The volume of gas produced in a fixed time

 The change in mass of a solid in a fixed time

1. What is a chemical reaction? 7. Write a word equation for the

2. Define reactants? reaction of magnesium with
3. Define products? hydrochloric acid
4. What do we mean when a reaction 8. Write a balanced symbol equation
is spontaneous? for the word equation above
5. State the conservation of mass 9. Write a word equation for rusting
6. Define activation energy

Demo: Burning magnesium

1. How could we tell there was a

chemical reaction occurring?
2. Why is this reaction called an
oxidation?
3. Why did the reaction need to be
heated?
4. Write a word equation for the
reaction
5. Is this reaction spontaneous? Give
a reason for you answer
In each reaction we need to choose the easiest method that will give us the most reliable
values and reduce the chance of anomalous results.

Sybil places an iron nail in some water. After 5 minutes she says “My iron is not rusting as
it looks normal” Explain why she is wrong

10. For each of the diagrams list possible ways of measuring the rate of reaction.
There may be more than one possible answer.

a. b.

c. d.

Practical: Measuring the rate of reaction of marble chips and hydrochloric acid

• Measure 25cm³ of hydrochloric acid and add to the conical flask.

• Place four marble chips into the conical flask and put the bung into the tube.

• Measure the volume of gas in the

syringe every 30 seconds for 3
minutes.

• Record the results in a table of

your own design

• Plot the graph on graph paper

 X – axis: Time (secs)

 Y-axis: Volume of gas produced (cm³)
 Correct plots using X not dots
 Smooth curve – no hairy bits or joining anomalies in – starting at the origin.
11. When was the reaction the fastest?
12. How do you know?
13. At what point did the reaction start to slow down?
14. When did the reaction stop? How do you know?
15. Why do you think the rate changes?
Reactions do not proceed at a steady rate. They start off at a certain speed, then get
slower and slower until they stop. As the reaction progresses, the concentration of
reactants decreases. This reduces the frequency of collisions between particles and so the
reaction slows down. We can tell the rate of reaction by the gradient (steepness) of the
line on the graph.

16. Look at the graph and answer the following questions:

a. When was the
reaction fastest?
b. When did the
reaction stop?
c. Describe what
happened to the
rate during the
reaction.
Include data to
back this up – e.g
volume of gas
collected in
different time
periods
Explain why the
reaction rate
changes.
d. Key terms: Collisions, frequency, concentration, reactants, products
17. Look at the data in the table below

Volume of gas collected in

Experiment Rate of reaction (g/cm3)
100s (cm3)
A 250

B 100

C 50

a. Which reaction was the fastest?

b. Calculate the rate of reaction (volume of gas ÷ time)
c. Which reaction had the least frequent collisions?
 19. In a reaction the mass of a reactant decreases by 58g in 233 seconds. What is the
rate?
20. In a reaction the mass of a reactant decreases by 0.43g in 80 seconds. What is the
rate?
21. In a reaction the mass of a product increases by 3kg in 210 seconds. What is the
rate?
22. In a reaction the mass of a reactant decreases by 41g in 2 seconds. What is the rate?

Lesson 2: How does changing the concentration affect the rate of reaction?

Collision theory is used to explain why chemical reactions occur. As mentioned before we
need the particles to collide with an energy above the activation energy.

Concentration is the number of particles in a given volume. In the box below there is a low
concentration of particles

23. In the empty box draw what a high concentration of particles would look like

Practical

The rate of the reaction between HCl and marble chips depends on the concentration
of the acid. We saw last lesson that the rate of a reaction varies as it progresses.

But what effect does changing the

concentration of one of the reactants have?

Magnesium and hydrochloric acid react to

produce magnesium chloride and hydrogen
gas. The gas can be collected in a method
like the one in the diagram. The rate of the
reaction can be measured simply by timing
how long it takes to collect a certain volume
of gas.

Hypothesis: The rate of a reaction between magnesium and hydrochloric acid depends
on the concentration of the hydrochloric acid.

Concentration of Time to collect 30cm3 hydrogen (s)

HCl
1 2 3 Average
 When a scientist investigates a hypothesis it is vital they accurately report their
method so that other scientists can check their findings reproducibility.

24. Below is a worked example of how to write an accurate method for a different
practical. Use it to complete the blank table and then write your method up in a
paragraph in your book.

Step Apply to your question

What is the independent variable? Temperature
State the range and interval you’ll use 10 – 50 °C in 10° intervals
What is the dependent variable? The rate of reaction
How are you going to measure this? Time it takes to go cloudy
Control variables? Volume of acid
Do NOT use the word ‘amount’ Volume of thiosulphate
Start by describing the set up of your first Measure 50cm3 sodium thiosulphate into a
experiment. conical flask
Include volumes and equipment Measure out 5cm3 of hydrochloric acid
Say how to start the experiment and if this Add the HCl to the flask, stand on a cross and
means starting measuring (e.g a stopwatch) start a stopwatch
Describe how you’ll know when to stop Stop timing when the cross has disappeared
State which measurement you will write down Write down the time
Say ‘repeat steps 1-6 using….’ Insert your range Repeat steps 1-5 but use thiosulphate and acid
and interval for the IV here at 20, 30, 40 and 50°C
Describe 2-3 control variables. Keep the volume of acid the same, as well as
Do NOT use the word ‘amount’ – use ‘volume’ the concentration. Always use 50cm3
or ‘mass’ thiosulphate.

Step Apply to your question

What is the independent variable?
State the range and interval you’ll use
What is the dependent variable?
How are you going to measure this?
Control variables?
Do NOT use the word ‘amount’

Start by describing the set up of your first

experiment.
Include volumes and equipment

Say how to start the experiment and if this

means starting measuring (e.g a stopwatch)

Describe how you’ll know when to stop

State which measurement you will write down
 Say ‘repeat steps 1-6 using….’ Insert your range
and interval for the IV here

Describe 2-3 control variables.

Do NOT use the word ‘amount’ – use ‘volume’ or
‘mass’

25. Calculate the mean time, making sure you ignore any anomalous results
26. Plot a line graph (X axis=concentration, Y axis=time to collect 30cm 3 )
27. Describe how changing the concentration affects the rate of reaction (Hint: say how it
changes, use numbers as evidence)
28. Explain why increasing the concentration increases the rate of reaction (Hint: use
collision theory)
29. Give one source of error from the practical.
30. Marjorie says “increasing the concentration of the acid speeds up the reaction
because there are less frequent collisions so more reactant is formed” There are two
mistakes. Re-write with the corrections.

Lesson 3 How does increasing the surface area increase the rate of reaction?

By increasing the surface area of a substance, you are increasing the number of particles
available to react

In this diagram, a lump of metal is being reacted with a solution. In image A, only the
particles at the very edge of the metal can collide with particles from solution. Particles
from inside the metal cannot collide.

In image B, particles from the inside are

now on the edges of the material and are
free to collide with the solution. This
results in more frequent collisions and a
greater rate of reaction. In order to
increase the surface area of a solid, it can
be crushed up into smaller pieces. We can
say the particles in image B have a higher
surface area.

Practical: Investigating how changing the surface area of rhubarb affects the rate of
reaction

a) Cut three 5 cm lengths of rhubarb.

b) Leave one piece as it is, cut one piece in half lengthways, and cut the third piece into 4 evenly-
sized pieces.
c) Measure 30 cm3 of acidified potassium manganate(VII) solution into a beaker. Pour the same
quantity of water into another beaker.
d) Place the beakers on a white tile. Put the whole 5 cm long piece of rhubarb into the potassium
manganate(VII) and start the timer. Stir the solution containing the rhubarb until the purple
colour disappears. If you are not sure, briefly remove the rhubarb and compare the colour of
the solution to the beaker of water. When they look the same, stop the timer.
e) Rinse out and dry the reaction beaker.
 f) Repeat the experiment using the piece of rhubarb cut into 2 (use both halves). Rinse and dry
the beaker.
g) Repeat the experiment again, this time using the piece of rhubarb cut into 4.

Size of rhubarb Time to decolourise solution (s) Relative rate (s-1)

Whole

Halved

Quartered

31. Calculate the relative rate by 1÷ time

32. Which had the largest surface area?
33. Which had the fastest rate?
34. Describe the link between surface area and the rate of reaction
35. Explain the link between surface area and rate of reaction using collision theory
36. If 10g of rhubarb was placed in 40g of potassium permanganate what would the total
mass of the products be?
37. Rhubarb contains oxalic acid. Suggest a pH and colour of universal indicator for
rhubarb juice.

Time (s) Mass of flask and reaction(g)

Small surface area Medium surface area Large surface area

(________________) (___________________)

0 0 0 0

30 25 44 65

60 44 71 78

90 70 80 94

120 85 92 95

150 92 95 95

180 95 95 95

A different experiment was completed using different sized marble chips in similar method
to last lessons practical. The following data was collected.

38. In the two spaces on the table write small chips and big chips. Get this answered
checked before moving onto q below.
39. Plot the three lines on graph paper. Draw a smooth curve of best fit for each one.
40. Which reaction had the fastest rate? How
could you tell from the graph?
41. At what time did the medium surface area
chips finish reacting? How could you tell?

Lesson 4 Catalysts
A catalyst is something which is added to a reaction to increase its rate. It is not used up
as part of the reaction. It works by lowering the activation energy of the reaction, so
when particles with less energy collide a reaction can still occur.

Most of the chemical reactions that occur in the human body and in other living things are
high-energy reactions that would occur slowly, if at all, without the catalysis provided by
enzymes. For example, in the absence of catalysts, it takes several weeks for starch to
break down into glucose. Some enzymes increase reaction rates by a factor of one billion
or more.

Industrial Catalysts

Catalysts are very important in industry. Finely divided precious metals, such as platinum
and gold, or metal oxides are often used as catalysts. They are hugely expensive, but, as
they are not used up in the reaction, they can be used again and again. Other commonly
used surface catalysts are copper, iron, nickel and palladium.

Catalysts tend to be fairly specific; that is, they catalyze only one reaction of one
particular reactant (called the substrate). This means that very often, more than one
catalyst may be needed in a chemical plant.

Catalysts work by lowering the activation energy for a reaction, i.e., the minimum energy
needed for the reaction to occur. This is accomplished by providing a new mechanism or
reaction path through which the reaction can proceed. When the new reaction path has a
lower activation energy, the reaction rate is increased and the reaction is said to be
catalyzed. This very often results in lower temperature being used in industry, saving
money and cutting the use of fossil fuels and their subsequent emissions.

One example of everyday catalysts is the ones in a catalytic converter in a car. They have
a honeycomb construction inside, which contain precious metals like gold, platinum and so
on. As the exhaust gases pass through, the construction then removes all the harmfulness
in the gases.

18. What is a catalyst?

19. How do they work?
20. Why are they used in industry?
21. Why do you only need a small amount of a catalyst?
22. Over the past 10 years, there have been a large number of catalytic converters
stolen from the underside of cars. Why do you think people steal them?

Hydrogen peroxide decomposition demonstration

Watch the demonstration the hydrogen peroxide (H2O2) decomposes to form water and
oxygen

23. Which catalyst was best? Give a reason for your choice
24. Write a word equation for the reaction
25. Write a balanced symbol equation for the reaction
 26. Lloyd watches the demonstration and says “That was a waste of catalyst. Now it’s
used up we will need to throw it away.” Explain why Lloyd is wrong
27. Why is the reaction called a decomposition?
28. What was the independent variable?
29. Name 2 control variables for this investigation
30. How did we prove it was oxygen gas being released?
31. How could we have made sure the surface area of the liver was the same as the
powders?
32. Define ‘reactant’
33. Define ‘product’
34. How would the result be different if we cooked the liver first? Give reason for your
answer
35. Respiration ‘burns’ glucose at body temperature (37oC). In a lab glucose burns once
it reaches 144oC.
a) Why is the word ‘burns’ in inverted commas?
b) Calculate the percentage decrease in the temperature the reaction happens at
inside the body.
c) Why can the reaction happen at such a low temperature? Make sure you include
the words activation energy in your answer

Lesson 5: Exothermic and Endothermic reactions

The law for the conservation of energy states “Energy cannot be created or destroyed,
only transferred from one store to another”. In any substance there is a store of energy.
When chemical reactions occur the amount of energy in the chemical store of the products
is different to the reactants. Before we go into this in more detail we need to make two
things clear:

 The chemicals (reactants or products) are very small and impossible to see
 The test tube, water they are dissolved in, thermometer, air around them are
all part of the surroundings

In the case below the products have less energy in their chemical store. The excess
energy has been released and absorbed by the surroundings. This increases the thermal
store of the surroundings. Our thermometer will show a temperature rise. This is an
exothermic reaction because the surroundings have increased in temperature.
Exothermic means ‘releases heat’. Examples of exothermic reactions include
combustion, repisration, neutralisation, acids and metals.
In the second example the chemical store of the products is much larger than the
reactants. For this reaction to happen the reactants need to absorb energy from the
surroundings thermal store. This means the surroundings have less energy and the
thermometer shows a drop in temperature. This is an endothermic reaction. Endothermic
means ‘takes in heat’. Examples of endothermic reactions include thermal decomposition,
citric acid and sodium hydrogen carbonate, sports related cold-packs.

Investigating exothermic and endothermic reactions

For each of the reactions below read the instructions carefully and complete the practical.
Make sure you wait at least 1 minute before adding the final reactant to get a reliable
starting temperature.
Exp Reaction Start temp (°C) End temp (°C) Temp
change (oC)
1 Demo: Measure out 10cm3 NaOH
into the polystyrene cup and
add 10cm3 HCl
2 Demo: Barium hydroxide and
ammonium chloride
3 Add 1 spatulas of iron filings to
5cm3 copper sulphate in a test
tube
4 Measure out 5cm3 water from
the tap into a test tube and add
a spatula of ammonium nitrate
5 Measure out 10cm3 NaOH into
A beaker and add 10cm3 HCl
6 Measure out 5cm3 of distilled
water into a test tube. Add a
spatula of sodium hydrogen
carbonate and stir, take the
temperature then add a spatula
of citric acid

36. List the numbers of the reactions which were exothermic

37. List the numbers of the reactions which were endothermic
38. Compare your answers to exp 1 and 5. Which result is more reliable? Give a reason
for your answer.

39. Complete the table below

Exothermic Endothermic

Energy

Temperature of
surroundings

Examples

40. Dora says “an exothermic reaction is a reaction where energy is taken into the
reactants causing a temperature change” she has made two mistakes. Re-write the
correct definition into your books

41. The following experiment was used to compare how much heat energy three
different fuels gave out when they were burnt.
 Thermometer
Metal can

Fuel burner
100g water
Here are the results when 1.0 g of each fuel was burnt.
fuel temperature of water at start temperature of water at end
ethanol 19oC 36oC
paraffin 20oC 47oC
white spirit 18oC 41oC

Are the reactions exothermic or endothermic?

42. Explain how you know your answer to Q42.
43. What was the temperature change when 1.0 g of ethanol was burnt?
44. Which fuel released the most energy when it was burnt?
45. Why it is important to burn 1.0 g of each fuel in each experiment?
46. The temperatures of reactions of zinc, magnesium and nickel with hydrochloric
acid were measured.

The results are shown in the table.

Highest temp Temp change
metal Temp at start oC
reached oC o
C
nickel 19 24 5
calcium 19 57
zinc 19 30 11
a. Calculate the temperature change for the calcium reaction.
b. Magnesium is more reactive than zinc but less reactive than calcium.
Predict the temperature change for a reaction between magnesium and
hydrochloric acid.
c. What name is given to reactions which give out heat?
47. What temperature change will be observed for an endothermic reaction?
48. Complete the table to identify ways of improving our results

Source of error Suggestion for improvement How this would improve

during practical work results

Energy Use a polystyrene cup or Reduce energy transfers

transfer through the insulate the beaker through the beaker and
beaker therefore improve the
accuracy of the
temperature change
Energy transfer
at the surface of the
liquids

Misreading
the thermometer
 Thermometer only
reads to whole numbers

Lesson 6: Combustion

Fire is one of the most important discoveries in human history. Fire has provided warmth
through the cold winters of our ancestors. Fire has cooked our food and fired our clay
pots. Fire has allowed us to extract metals from the ground to make the machines of the
industrial revolution. Fire has allowed us to release energy from fuels like coal, oil and
natural gas. This energy was used to power steam and, more recently, the internal
combustion engine. It is safe to say that the story of human civilisation is the story of fire.

Fire itself is the product of combustion. Combustion is an oxidation reaction. It happens

when organic molecules (made mainly of carbon and hydrogen) are reacted with oxygen.
The products of combustion are carbon dioxide and water. There is also a large amount of
energy released to the surroundings.

A common type of fuel is an alkane. These saturated hydrocarbons are found in the ground
as crude oil. They are made of only carbon and hydrogen and they release huge amounts
of energy when they combust. Examples include natural gas (methane) which is used for
cooking and heating

Products of combustion demo

49. What did you observe happen in the

U tube?
50. What conclusion can be made?
51. What did you observe happen to the
limewater?
52. What conclusion can be made?

Complete combustion

Complete combustion is when there is an excess of oxygen present. A roaring blue Bunsen
flame is an example of complete combustion. As there is more than enough oxygen every
single atom of carbon and hydrogen can bond with oxygen. Complete combustion forms
carbon dioxide and water. Because so many new bonds are made it releases the most
amount of heat. Carbon dioxide is a greenhouse gas and rising levels have been thought to
be the main cause of climate change through global warming

Incomplete combustion

In complete combustion is when there is a limited amount of oxygen. A yellow Bunsen

flame is from incomplete combustion. There is not enough oxygen to form carbon dioxide
(CO2) so instead carbon monoxide (CO) or soot (C) form. The soot causes smoke and soot
which can give people trouble with breathing. It has also caused smog and blackened
 buildings. The carbon monoxide is an odourless and colourless gas. It is toxic because it
sticks to red blood cells in the place of oxygen, suffocating the person. By law all rented
properties are required to have a carbon monoxide detector by their gas boiler to prevent
carbon monoxide poisoning. Incomplete combustion releases less heat as fewer bonds are
formed.

53. Complete the table below to summarise the differences in the types of combustion

Complete combustion Incomplete combustion

Oxygen supply

Colour of flame

Energy released

Smoke/soot
produced

Environmental issue

54. Use the venn diagram below to compare complete and incomplete combustion

Complete Incomplete
combustion combustion
 55. (Extended response) Compare complete and incomplete combustion
Hint: Compare means mention how they are the same and different
Useful vocab: Contrastingly, however, similarities
Keywords: oxidation, energy, flame, products, oxygen, smoke, soot, greenhouse,
toxic

56. This apparatus can collect the products of a combustion reaction. Label the
diagram using words from the box. 
 

 
57. Which two gases rise from the candle and enter the delivery tube? 
58. What collects in the U-tube? 
59. Why is the U-tube cooled? 
60. Blue cobalt chloride paper is placed in the U-tube. What is seen and what does it
prove? 
61. What happens to the limewater?  What does this prove? 
62. Candle wax contains the hydrocarbon pentacosane. What is meant by the term
hydrocarbon? 
63. Write the word equation for the combustion of pentacosane: 
Balancing complete combustion equations is easier than it seems if you follow these
simple rules: 
 If the fuel has an odd number of carbons (e.g., CH4, C3H8) you need one molecule of
fuel in the equation. 
 If the fuel has an even number of carbons (e.g., C2H6) you need two molecules of
fuel in the equation. 
 Each carbon in the reactants makes one molecule of CO2 in the products. 
 Every two hydrogens in the reactants make one molecule of H2O in the products. 
 Then all you need to do is count up the oxygen atoms in the products
and balance this in the reactants. 
 
 Note: this only works for complete combustion of alkanes. 
 
64. Try writing balanced equations for combustion of: 
 
A. Propane (C3H8) 
B. Ethane (C2H6) 
C. Pentane (C5H12)  
D. Decane (C10H22) 
E. Pentacosane – candle wax (C25H52) 
65. When carbon burns it combines with oxygen to form carbon dioxide. The diagram
shows some carbon atoms reacting with some oxygen molecules.

a) Finish the diagram by drawing the correct number of carbon dioxide molecules.
One has been done for you.

b) Write ‘reactants’ and ‘products’ under the correct sides of the diagram.

c) 12 g of carbon reacted with 32 g of oxygen. What mass of carbon dioxide was

formed? Circle the correct answer.

12 g 24 g 32 g 44 g 64 g

66. This diagram below shows the reaction between marble chips and acid.

This is the word equation for the reaction:

a) Is carbon dioxide a solid, a liquid or a gas?

b) What would you expect the balance to read when the reaction has finished? Circle
the correct answer. 179 g 180 g 181 g

c) Explain your answer to part b.

67. If you heat a piece of copper, it combines with oxygen from the air to form a black
layer of copper oxide.

a) Write a word equation for this reaction.

b) How would the mass of your piece of copper change as you heated it?
 c) Why would this happen?

Lesson 7: Thermal decomposition.

‘Thermal’ means heat. ‘Decomposition’ means breaking down. Thermal decomposition

means the breaking down of a reactant using heat. Metal carbonates often undergo
thermal decomposition to form a metal oxide and carbon dioxide.
For example:
calcium carbonate  calcium oxide + carbon dioxide
CaCO3 (s)         CaO (s)              + CO2(g)
As a gas is a product of the reaction there is an apparent loss of mass during the reaction.
68. Define ‘thermal decomposition’
69. Why is a thermal decomposition an endothermic reaction
70. State the law for the conservation of mass
71. What causes there to seem to be a drop in mass?
72. Write word equations for the following thermal decompositions:
a) Magnesium carbonate
b) Zinc carbonate
c) Copper carbonate
73. Write balanced chemical equations for the above reactions

Practical: Decomposition of copper carbonate.

1. Weigh your empty crucible – record this

mass in a table of your own design

2. Add two spatulas of copper carbonate and

reweigh.

3. Sit it on a tripod and clay pipe triangle and

heat with a roaring flame until the reaction
is over.

While the reaction completes: Draw and label your equipment in a correct scientific
diagram. Calculate the mass of copper carbonate you started with.

4. Reweigh your evaporating dish.

5. Calculate the mass of copper oxide in the dish.

6. What mass of carbon dioxide must have been given off?

7. Write the equation for the reaction and the masses you’ve worked out underneath
each substance.

75. Two pupils heated some copper

carbonate in a crucible. They
recorded the mass of the
crucible and contents before and
after heating.
(a) The word equation for this reaction is:

copper carbonate → copper oxide + carbon dioxide

I. What mass of carbon dioxide is given off in this reaction? Give the unit.

II. What is the name of this type of chemical reaction?

(b) The pupils then heated some magnesium in another crucible. They worked
carefully and did not lose any of the magnesium oxide which formed. They recorded
the mass of the crucible and contents before and after heating.

I. Write a word equation for the reaction.

II. Why does the mass

of the contents of
the crucible
increase in this
reaction?

III. What is this type of

chemical reaction
called?

76. Complete the table  

 
Type of reaction  Definition 
Oxidation 

Thermal decomposition 

Combustion 

 
77. For each reaction, identify the type of reaction (the equations are not balanced).  
 
a) CH4 + O2         CO2   +     H2O 
 
b) Mg       +    O2    MgO 
 
c) CaCO3       CaO   + CO2 
 
78. Explain why combustion is also an oxidation reaction 
79.  In the following reaction: 
                                                      CuCO3   CuO + CO2 
247g of copper carbonate was heated and 88g of carbon dioxide was given off.
Calculate the mass of copper oxide produced 

80. Balance the symbol equations for the reactions below: 

 
a)        ____CH4 + ____O2    ____CO2   +      ____H2O 
 
b)       ____Mg +     ____O2      ____MgO 
 
c) ____CaCO3       ____CaO   + ____CO2 
  
d)    ____C6H12O6   + ____O2    ____CO2    + ____H2O 
 
e)               ____Na2S2O3 +   ____HCl  ____NaCl   +   ____S    + ____SO2 +    ____H20 
 
f) ____ LiNO3 + ____ CaBr2  ____ Ca(NO3)2 + ____ LiBr 

81. Describe two ways to measure the rate of a reaction involving a gas being given off

82. What is concentration?

83. What is an anomaly?

84. What do you do with anomalies?

85. What is the test for oxygen?

86. What is a catalyst?

87. What does a catalyst do to the overall amount of product made?

88. Why are catalysts used in industry?

89. How can the surface area of a substance be increased?

90. When does a reaction stop?

91. What would you expect to see happen to the temperature during an exothermic
reaction?

92. Why does the rate of reaction increase when the concentration is increased?

93. For the graph:

a) What is the maximum volume of gas

collected?

b) How long does it take for the

reaction to complete?

Incorrect or poor statement  Correct statement 

   
A reaction happens when reactants collide 
   
Increasing the concentration increases the
rate of reaction because there are more
collisions 
   
The test for oxygen is to put a blown out
splint into the gas and if it relights, its
oxygen 
   
Complete combustion produces more
energy than incomplete combustion 

   
2 control variables when testing the effect
of surface area on the rate of reaction
between HCl and calcium carbonate are: 
The amount of carbonate  
The amount of acid  
   
The test for carbon dioxide is to put a lit
splint inside it and if the flame goes out,
it’s carbon dioxide 
 
   
When investigating endothermic reactions
a polystyrene cup is better because it stops
energy being lost to the environment