Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

SHS

GENERAL CHEMISTRY 2
2nd Semester - Module 6
CHEMICAL KINETICS
(Rate and Order of Reaction)

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
General Chemistry 2 – Grade 11/12
Support Material for Independent Learning Engagement (SMILE)
Second Semester – Module 6: Chemical Kinetics (Rate and Order of Reaction)
First Edition, 2021

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Development Team of the Module

Writer: Cherilyn A. Rodriguez
Editor: Zyhrine P. Mayormita
Reviewer: Zyhrine P. Mayormita
Layout Artist: Oliver A. Manalo
Management Team: Virgilio P. Batan Jr. - Schools Division Superintendent
Lourma I. Poculan - Asst. Schools Division Superintendent
Amelinda D. Montero - Chief Education Supervisor, CID
Nur N. Hussien - Chief Education Supervisor, SGOD
Ronillo S. Yarag - Education Program Supervisor, LRMS
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Leo Martinno O. Alejo - Project Development Officer II, LRMS
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 What I Need to Know
This module was designed and written in a way that suits your understanding
and needs. It is here to help you acquire mastery to describe how various factors
influence the rate of a reaction (STEM_GC11CKIIIi-j-130). At the end of this
module, you are also expected to differentiate zero, first and second-order
reactions (STEM_GC11CKIIIi-j-132). The scope of this module permits it to be used
in many different learning situations.
Learning Objectives:
1. Explain the different factors affecting the rate of reaction; and
2. Identify differences in the reaction order of chemical processes given their rate
law expression

What’s In
From your previous science lessons, you learned about chemical change. These
changes result in the formation of a new substance with a new and different set of
properties. Let us check if you can still remember your lessons by answering the
activity.

Activity 1: Light Me Up
Directions: Read the short passage on how candles burn. Tell which statement is
correct. Tick the corresponding circle before each item.

How Candles Burn?

(Adapted from https://candles.org/)

All waxes are essentially hydrocarbons. When you light a candle, the
heat of the flame melts the wax near the wick. This liquid wax is then drawn
up the wick by capillary action. The heat of the flame vaporizes the liquid
wax, and starts to break down the hydrocarbons into molecules of hydrogen
and carbon. These hot gases are drawn up into the flame, where they react
with oxygen from the air to create heat, light, water vapor (H2O) and carbon
dioxide (CO2).

Correct Incorrect Statement

O O 1. The burning of a candle is an example of a physical

change.
O O 2. Heat energy is taken in from the surroundings.
O O 3. Oxygen and wax are the reactants in this process.
O O 4. This process is triggered by light energy.
O O 5. Carbon dioxide and water are the products of the
reaction.

What is your score? If you get a score of 3 and up, then you did great! If not, try
to read and answer it again.

1
 In a chemical reaction, materials are consumed to form a new one. The
substances that go away over a period of time in a chemical reaction are called
reactants. On the other hand, the substances that are newly formed with a different
set of properties from their original material are known as products.

A very common chemical reaction is combustion, like the burning of a candle.

The reaction of wax materials with oxygen from the air is accompanied by the giving
off of the energy in the form of heat and/or light as it produced water vapor and
carbon dioxide. Burning that we witness in our daily life takes place with air as its
source of oxygen. These materials would actually burn faster or explosively in pure
oxygen. But some burning takes very slowly like paper “burns” as it is turning yellow
over time.

The area of chemistry concerned with the speed or rate at which chemical
reactions occur is called chemical kinetics. This module explains why some
reactions occur faster than others and why the same reaction takes place at a slower
or faster rate depending on the conditions. So get ready and enjoy learning your new
lesson!

What’s New
Natural chemical processes like aging, fruit ripening, and rusting of nails
occur at different reaction rates. What factors influence how fast or slow chemical
reactions occur?
Activity 2: Camping Out
Direction: Read the given scenario and imagine yourself being part of the camp.

Your school organized a two-day camp to make learning science more fun and
exciting outside the four corners of your classroom. One of the challenges was to
build a fire during the night to keep you warm and lighted. The sub-camp that makes
the camp fire first and has it burning all-night long receives a badge.
Examine each of the materials and decide which you would suggest to use.
Explain your choice. Make an illustration if necessary.

Wood Block Wood Shavings Wood Sawdust

_________________________________________________________________________
_________________________________________________________________________
________________________________________________________________________.

2
 The activity above has something to do with the relationship of particle size
and surface area of the reactants and how these properties determine the rate of a
chemical reaction. Let us continue investigating other factors.

Would you like to work in the laboratory? Let us visit Dexter’s Laboratory in
Chemistry and check out what he is up to!

Activity 3: Dexter’s Lab

Directions: Examine carefully the experimental results presented in the table.
Answer the given questions.

Reactants
Average Time to
Set-up Length of The Concentration of
Complete the
Aluminum Ribbon, Hydrochloric acid, M
Reaction, s
cm
A 1 2.0 30
B 1 1.5 40
C 1 1.0 50
D 1 0.5 60

1. What are the reactants of the reaction? __________________________________________

2. Which substance has an amount that is held constant in the experiment?
________________________________________________________
3. Which factor affecting the rate of reaction is under study in Dexter’s experiment?
________________________________________________________
4. In which set-up does the reaction between aluminum and hydrochloric acid occur
fastest? ________________________________________________
5. Based on the hypothetical result of Dexter’s experiment, what can you infer about
the relationship between the concentration of the reactants and reaction rate?
________________________________________________________

So how is it going? Were you able to get all the answers right? Let us take a look at
another experiment.

Activity 4: Mr. Allen’s Experiment

Directions: Look closely at the experimental set-up on nature or reactivity of the
reactants done by Mr. Allen’s chemistry class. Briefly answer the guide questions.

Source: https://edu.rsc.org/experiments/the-rate-of-
reaction-of-magnesium-with-hydrochloric-acid/1916.article

3
1. What evidence shows that a chemical reaction occurred?
_________________________________________________________________
2. What do you think is the possible product measurable in the graduated cylinder?
_________________________________________________________________
3. What are the reactants of the reaction?
_________________________________________________________________
4. How will you improve the experiment to determine the effect of the nature of
reactants? Choose all that apply. Encircle the letter only.
A. Re-run the experiment using another metal to react with the same
concentration and amount of acid
B. Do the experiment again using another kind of acid with same amount
and kind of metal.
C. Repeat the same procedure but boiling the set-up.
D. Follow the same steps but use smaller pieces of magnesium ribbon

Can you imagine how fun it must be experimenting? Take note you may have been
experimenting at some point in your life without knowing it. Can you think of one?

Activity 5: Hot or Cold?

Directions: Consider the graphical presentation of data from an experiment done
by Senior High School students. They plotted the amount of product formed over
time. Answer the guide questions.

High
temperature

Low
temperature

1. How is the rate of reaction measured in the set-up?

__________________________________________________________________________
2. Which factor affecting reaction rate manifests from the graph?
__________________________________________________________________________
3. Based on the graph, what conclusion can you make?
__________________________________________________________________________

4
Activity 6: Artificial Ripening
Directions: Read the research abstract on the artificial ripening of banana fruit.
Answer the questions briefly.

Source: Indian Journal of Natural Products and Resources

Vol. 3(1), March 2012, pp. 61-64

1.What material is used as a conventional artificial ripening agent?

_______________________________________________________________
2.Which material can be used as an alternative treatment to ripen bananas?
_______________________________________________________________
3.Which material is used as a test subject to determine the efficacy of treatment?
_______________________________________________________________
4.What role do you think artificial ripening agents take in the chemical reaction?
_______________________________________________________________
5.How do you think catalysts work?
_______________________________________________________________

How did you find the activities? Was it fun? Were you able to answer all the
guide questions? You just did an excellent job doing your activities. You are now ready
to learn the Chemistry behind your activities.

What Is It
Various factors determine the rate of a given chemical reaction. In this module,
five (5) factors are presented. These are:

1. surface area of reactants

2. concentration of reactants
3. nature or reactivity of reactants
4. temperature
5. presence of a catalyst

5
A. Surface Area of Reactants

Burning a piece of wood can be done in many ways. If you burn it as one big block
or log of wood, it will take a few hours before the whole block gets totally burned. But if
you use wood shavings, chips, or sawdust, it would take only a few minutes to burn it
all up. Particle size explains it all.

Let us look at this block of wood.

small cubes
wood block

A block of wood has 6 sides. Each of the surfaces comes in contact with oxygen in
the air. If you make the particle size of the wood smaller, it increases the number of
surface areas exposed. This consequently results in an increase in the contact area
between the wood and oxygen. Thus the rate of burning increases.

Did you know that a spark can cause coal dust in a mine to explode and yet not
cause an explosion with charcoal in a barbecue grill? The surface area of reactants can
explain this phenomenon.

B. Concentration of Reactants

The Collision Theory suggests that reacting particles must bump properly with
each other with a sufficient amount of energy so that a chemical reaction can occur. An
increase in the concentration of the reactants means that there will be more particles
colliding with each other in a given amount of time, thus increasing the possibilities that
a reaction takes place.

Photo credits to http://www.chemhume.co.uk/ASCHEM/

Therefore, the reaction between aluminum and hydrochloric acid in Dexter’s

experiment occurs faster as the concentration of HCl increases.

C. Nature or Reactivity of Reactants

The reaction rate varies with the nature and reactivity of the substances involved.
Generally, fast reactions include acid reactions, the formation of salts, and ion exchange.
Reactions tend to be slow when covalent bond formation takes place between the
molecules and when large molecules are formed.

In the reaction between the magnesium and the acid, both reactants are gradually
used up. However, the acid is in excess, so it is mainly the loss of magnesium as the

6
surface area becomes smaller that causes the change in the rate. The reaction is fastest
at the start. But as the magnesium is used up, the rate falls until the reaction has
stopped and no more gas is produced, as evidence.

Magnesium reacts faster in hydrochloric acid compared to less reactive metal like
aluminum. Thus replacing magnesium with aluminum will require a longer period of time
for the reaction to complete.

Similarly, when you replace hydrochloric acid with weaker acid like acetic acid, the
reaction takes place slower. Hence, reacting equal amounts of magnesium ribbon in
equal amounts of different types and strengths of acids will change the production rate
of hydrogen gas.

Over a period of time, canned goods spoil inside the metal tin cans, as the acid in
food reacts with the metal coating and corrodes it producing gas and lumps up inside.
So the next time you go with your mother to the grocery store, inspect the canned goods
for any signs of bulging metal containers.

D. Temperature

The effect of temperature can also be explained by Collision Theory. Temperature is

directly proportional to kinetic energy. This means that at higher temperatures,
molecules are more in motion. The frequent the motion will be, the greater is the chance
for colliding molecules to result in a faster reaction.

7
 Photo Credits to https://igcseandialchemistry.com/factors-affecting-the-rate-of-reaction/

This explains why ripe fruits are placed inside the refrigerator to slow down the
ripening process. However, meat is cooked faster in a pressure cooker because of the
higher temperature inside the cooking vessel. Did you know that the normal body
temperature is about 37˚C? The chemical reactions inside our body take place at this
temperature. When we get injured, the biochemical reactions that cause inflammation of
tissues can be slowed down by applying a cold compress on the affected area.

E. Presence of a Catalyst

A catalyst is usually a substance that, when added to reacting mixture, increases

the rate of the reaction without being consumed in the process and can be recovered after
the reaction is completed. Catalysts are the opposite of inhibitors, which slow down
reactions. How catalysts work will be discussed in detail in the next module.

Ethylene is a natural plant hormone that promotes ripening. The natural ripening
of fruits takes a long time. However, the process can be hastened to meet the demands
of the market. That is why artificial ripening is practiced. This process is mimicked using
chemicals. One of the artificial ripening agents used is ethephon (2-chloroethyl
phosphonic acid). It penetrates the fruit and decomposes ethylene. Another compound
that is used regularly is calcium carbide locally known as kalburo, which produces
acetylene, which is an analogue of ethylene. However, it has traces of arsenic and
phosphorus that are considered as carcinogenic.

Can you spot the artificially ripened bananas?

Source: (1) https://www.livescience.com/45005-banana-nutrition-facts.html (2)

https://www.livescience.com/45005-banana-nutrition-facts.html

What’s More
During a chemical reaction, the amount of reactants decreases with time while
simultaneously the amount of products increases. Hence, reaction rate can be
expressed as the change in the concentration of any of the reactants or products in a
specific span of time.

8
 Mathematically, it can be determined as:

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑐𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠

Rate of reaction =-
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑐𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠

= 𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

The negative sign indicates a decrease in concentration with time. However, rate is
always expressed as a positive quantity. The concentration of all substances is expressed
in molar units. Therefore, units of reaction rates are generally given as mol/(L • sec).

Activity 7: Appear or Disappear?

Directions: Consider the graph on concentration versus time. Answer the questions
briefly.

Sulfur is a non-metallic element which burns but does not ignite until heated to
about 232˚C. The combustion reaction is: S (s) + O2 (g) → SO2 (g)

1. What happens to the concentration of sulfur and oxygen in a certain period of time?
_____________________________________________________________________________
2. What happens to the amount of sulfur dioxide over a given time?
_____________________________________________________________________________
3. What is the correct expression for the appearance of sulfur dioxide gas? Encircle the
letter only.
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑐𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑠𝑢𝑙𝑓𝑢𝑟 𝑎𝑛𝑑 𝑜𝑥𝑦𝑔𝑒𝑛
A. Rate of appearance of sulphur dioxide = -
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑐𝑜𝑛𝑐𝑒𝑛𝑡𝑟𝑎𝑡𝑖𝑜𝑛 𝑜𝑓 𝑠𝑢𝑙𝑓𝑢𝑟 𝑑𝑖𝑜𝑥𝑖𝑑𝑒

B. Rate of appearance of sulphur dioxide =
𝑐ℎ𝑎𝑛𝑔𝑒 𝑖𝑛 𝑡𝑖𝑚𝑒

You are doing well!

Sometimes a particular reactant will have a greater effect on the reaction rate. To
show the relationship between reactant concentrations and the rate of reaction, the rate
law is used. This mathematical equation takes the general expression of:
Rate = k [A]m [B] n
where k is the rate constant that is determined experimentally and changes with
temperature
A and B are the reactants; and
the powers of m and n are the reaction order.

9
 For example, the following reaction: 2 NO(g) + 2 H2(g) → N2(g) + 2 H2O(g)

By experimental results, it follows the rate law of: Rate = k [NO]2 [H2]. Stoichiometric
coefficients have nothing to do with rate law.

Note that doubling the concentration of hydrogen, H2 will only double the rate since
its concentration is only taken to the 1st power. However, doubling the concentration of
nitric oxide, NO, will cause a fourfold increase in the rate since its concentration in the
rate law is squared.

Consequently, the reaction is said to have second-order dependence with respect to

NO but only a first order dependence with respect to H2.The overall order of the reaction
is 3. This is because the value of m is 2, and the value of n is 1, and 2+1=3. Therefore,
the power to which a reactant appears in its rate law expression determines its reaction
order. The over-all order of reaction is determined as the sum of the powers of the
concentration factors in the rate equation.

The overall order of reaction gives an indication of how changing the concentration
of the reactants will change the speed of the reaction. That is why, for higher orders of
reaction, changing the concentration of the reactants results in large changes in the rate
of reaction.

Did you know that nitric oxide (NO) is a major pollutant produced during the
combustion of fossil fuels and has many deleterious effects? To limit its release to the
atmosphere, strict environmental regulations have been passed in, and scientists work
harder toward the development of more efficient methods to decrease NO emitted from
combustion processes.

Activity 8. Take my Order

Directions: Consider the given graphs below. Mix and match the graphs with the correct
descriptions. Use the following options: X- zero order; Y- first order; Z- second order.

10
____ 1. Changing the concentration of the reactant will have no effect on its rate of
reaction.
____ 2. It depends on the concentration of one reactant.
____ 3. The rate law is rate = k [A].
____ 4. The rate is expressed as rate = k.
____ 5. May be expressed in any of the following equations: rate = k [A] 2 , rate = k [B]2,
rate = k [A][B].
Did you know that the decomposition of ammonia (NH3) in the presence of
molybdenum or tungsten is a zero-order reaction?
𝑴𝒐
2NH3 → N2 + 3H2

The surface of the catalyst is almost completely covered by NH 3 molecules. The

adsorption of gas on the surface cannot change by increasing the pressure or
concentration of NH3. Thus, the concentration of gas phase remains constant although
the product is formed.

What I Have Learned

Activity 9. It’s a Wrap
Directions: Write the letter of the word or phrase that best completes the statement or
answers the question on the space provided.

A. catalysts E. temperature I. first order

B. concentration F. rate of reaction J. reaction order
C. rate law G. reactivity
D. surface area H. reactants

_______ 1. It refers to the amount of substance per unit volume.

_______ 2. Some reactions are slow and some are fast.
_______ 3. It tells the concentration dependence of one reactant in a reaction.
_______ 4. It is characterized as the tendency of a material to undergo a chemical
reaction.
_______ 5. It shows the relationship between concentrations of reactants and reaction
rate.
_______ 6. It describes the powers of the concentration factors in the rate equation.
_______ 7. It is a property of a material which increases as particle size decreases.
_______ 8. These are substances that go away with time in a reaction.
_______ 9. It increases the kinetic energy present in a material.
_______ 10. These are materials that do not change their amount throughout the
chemical reaction.

11
 What I Can Do
Activity 10: You Complete Me
Directions: Examine the given factors and decide on their effect on the rate at which
certain reactions may occur. Write INCREASE if it makes the reaction go faster. Write
DECREASE if it slows down a chemical process.

Factors Effect on Reaction Rate

1. lower temperature
2. greater frequency of collision
3. increasing the concentration of reactants
4. increasing the particle size of reacting molecules
5. using a catalyst

Activity 11: Law and Order

Directions: Consider the given chemical reactions and their corresponding rate law
equation. Determine the over-all reaction order of each process.

Reaction Rate Law Equation Reaction Order

1. CH3Cl + OH- → CH3OH + Cl-
2. 2N2O → 2N2 + O2
3. H2(g) + I2(g) → 2HI(g)
4. N2(g) + H2(g) → NH3(g)
5. CH4 + Cl2 → CH3Cl + HCl
Rate = k [CH3Cl] [OH-]
Rate = k [N2O]
Rate = k[H2] [I2]
Rate = k[N2] 0 [H2]0
Rate = k [CH4] [Cl2]1/2

Great job Senior High student! Now let us determine how far you have learned.

Assessment
Directions: Read thoroughly the questions. Choose the best answer. Circle the letter of
your choice.

1. Which situation appears to violate the collision theory?

A. The reaction rate decreases as the reaction mixture is cooled.
B. The reaction rate increases as the surface area of the reactants increases.
C. The reaction rate increases with reactivity of materials.
D. A reaction takes place more rapidly in less concentrated reactants.
2. Which statement is true about catalysts?
A. They can slow down the reaction by consuming the reactants.
B. They are unrecovered at the end of the reaction.
C. The amount of catalysts decreases as the reaction continues.
D. They speed up the reaction.
3. How does temperature affect the rate of a chemical reaction?
A. Increases
B. Decreases
C. Keeps it constant
D. Makes it fluctuate

12
4. Knowing that a more active metal will replace a less active metal in a compound,
which of the following statements is true?

Lead Copper Mercury Silver Gold

Most Least
active active
A. Gold would replace silver
B. Mercury would replace lead
C. Silver would replace copper
D. Lead would replace copper
5. Which of these is a reason why surface area of reactants is increased?
A. To stabilize the reaction
B. To speed up the reaction
C. To prevent a compound from forming
D. To produce lesser amount of products

6. Assuming that each of the following graphs has the same concentration (y) and
time (x) axes, which has the greatest initial rate of disappearance of reactant?
A. B. C. D.

7. Which is the correct expression for the reaction rate of this reaction?
N2 (g) + O2 (g) → 2NO (g)?

∆[𝑁2 ] ∆[𝑁𝑂]
A. 𝑟𝑎𝑡𝑒 = C. 𝑟𝑎𝑡𝑒 =
𝑡 𝑡
∆[𝑂2 ] −∆[𝑁𝑂]
B. 𝑟𝑎𝑡𝑒 = D. 𝑟𝑎𝑡𝑒 =
𝑡 𝑡

8. What is the reaction order for the reaction: CHCl3(g) + Cl2(g) → CCl4(g) + HCl(g)
if experimentally the rate law is: Rate = k[CHCl3][Cl2]1/2?
A. First order with respect to Cl2
B. Zero order with respect to CHCl3
C. Second order with respect to CCl4 and HCl
D. 1.5 over-all order of reaction

9. How do exponents (orders) in rate laws compare to coefficients in the balanced

equations?
A. The exponents do not have any relation to the coefficients.
B. They are directly proportional to each other.
C. The exponents and coefficients are the same.
D. They are ratio to one another.

10.Which factor affects the rate constant k?

A. Surface area
B. Temperature
C. Concentration
D. Reactivity

13
 Additional Activities
Activity 12: When Things Turn Sour
Directions: Perform the simple experiment at home. Observe the following safety
precautions. Better yet, ask for adult supervision.

o Never taste the milk used for the experiment.

o Wash hands before and after doing the activity.
o Be careful in handling with blades.
o Dispose used milk immediately.

Objective: To investigate the effect of temperature on the preservation of milk

Materials: 1 can of evaporated milk
measuring glass
paper tape
pair of scissors
permanent marker
clean clear glass with cover (2 pieces)

Procedure:
1. Measure two (2) equal parts of milk. If you are using powdered milk, dissolve it
first in tap water.
2. Place the milk samples in separate clean and dry drinking glass and cover.
3. Label the glasses of milk as A and B.
4. Place set-up A inside the refrigerator.
5. Place set-up B in a safe corner at room temperature.
6. Leave the two (2) set-ups for 2 days.
7. Take note for any change in the appearance of the milk.
8. Return the set-ups and allow them to stay undisturbed for 5 days.
9. Record your observations.

Data Table
Observations
Set-up
After 2 days After a week

14
Guide Questions
1. What evidences were shown to indicate that a chemical reaction has occurred?
_____________________________________________________________________________

2. What can you infer on the effect of temperature on the rate of spoiling the milk?
_____________________________________________________________________________

3. At molecular level, how will you explain the effect of temperature on the rate of a
chemical reaction?
______________________________________________________________________________________
______________________________________________________________________________________

4. Cite two (2) other applications on the effects of temperature on the rate at which a
chemical reaction occurs.
______________________________________________________________________________________
______________________________________________________________________________________

15
 Answer Key General Chemistry 2 Module 6

Activity 1: Light Me up Activity 8: Take My Order

1. X
1. Incorrect 2. Y
2. Incorrect
3. Correct 3. Y
4. Correct 4. X
5. Correct 5. Z

Activity 2: Camping Out Activity 9: It’s a Wrap

(Answers may vary) 1. B 6. J
2. F 7. D
Activity 3: Dexter’s Lab 3. I 8. H
1. aluminum and hydrochloric acid 4. G 9. E
2. aluminum 5. C 10. A
3. concentration of hydrochloric acid
4. D Activity 10: You Complete Me
5. The higher is the concentration of 1. Decrease
reactants, the faster will the 2. Increase
reaction occur 3. Increase
4. Decrease
Activity 4: Mr. Allen’s Experiment 5. Increase
1. Formation of bubbles
2. Hydrogen gas Activity 11: Law and Order
3. Acid and magnesium ribbon 1. 2
4. A & B 2. 1
3. 2
Activity 5: Hot or Cold? 4. 0
1. By the total amount of product 5. 1.5
formed
2. Temperature Assessment
3. Answers may vary 1. D 6. A
-The higher the temperature, the 2. D 7. C
faster the reaction will take place. 3. A 8. B
- Higher temperature means more 4. D 9. A
kinetic energy present in reacting 5. B 10. B
molecules
- Higher temperature makes Activity 12: When Things Turn Sour
collision more frequent ( Answers may vary)
1. change in color, odor, taste
Activity 6: Artificial Ripening 2. milk spoils faster at warmer temperature
1. Calcium carbide 3. at higher temperature, the molecules have higher kinetic
2. Apples energy, thus they move more frequently and it increases the
3. Bananas chance of an effective collision to occur, and increases the
4. Enhances the ripening process formation of products
5. Speeds up the reaction 4. storing vaccines at extremely low temperatures; boiling of
water to cook noodles ; and many more
Activity 7: Appear or Disappear
1. Decreases
2. Increases
3. B

16
References
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r_14_outline_full_1516.pdf
Application of Apple as Ripening Agent of Banana. Retrieved from
http://nopr.niscair.res.in/bitstream/123456789/13810/1/IJNPR%203(1)%2061-64.pdf
Candle Science. Accessed on February 7, 2021 at https://candles.org/
Chemistry Concepts and Applications: A Study Guide Teacher Edition. Glencoe McGraw-Hill:
New York
Essential Sciences for University-bound Students. The Loyola Student Center and Publisher:
Manila.
How to Detect Artificially Ripened Bananas. Retrieved from https://www.quora.com/How-can-I-
detect-artificially-ripened-banana on February 8, 2021.
Ibrahim, I. (2011). Integrated Science Chemistry: A Topical Course Assessment for Lower
Secondary Levels. Singapore Asia Publishers: Singapore.
Laboratory Manual of General Chemistry II. Department of Chemistry, College of Sciences and
Mathematics, MSU-Iligan Institute of Technology.
Mike Sugiyama Jones (May 27, 2014). Sketch graphical representations for zero-, first- and
second-order reactions. Accessed on February 8, 2021 at
https://www.youtube.com/watch?v=SuZkqJ79BKk
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House: Manila.
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http://www.chemhume.co.uk/ASCHEM/
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2021
Stages of Ripening Bananas. Accessed on February 7, 2021 at
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process_fig1_343092038
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Wood Block. Accessed on February 7, 2021 at https://www.cleanpng.com/png-wood-block-
speaker-stands-plywood-wood-898675/preview.html
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by Hydrogen on Pt(100) (I): A DFT Analysis of the Reaction Network . J. Phys. Chem. B
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kinetics/zero-order-reaction.aspx
 Region IX: Zamboanga Peninsula Hymn – Our Eden Land
Here the trees and flowers bloom Gallant men And Ladies fair
Here the breezes gently Blow, Linger with love and care
Here the birds sing Merrily, Golden beams of sunrise and sunset
The liberty forever Stays, Are visions you’ll never forget
Oh! That’s Region IX
Here the Badjaos roam the seas Hardworking people Abound,
Here the Samals live in peace Every valleys and Dale
Here the Tausogs thrive so free Zamboangueños, Tagalogs, Bicolanos,
With the Yakans in unity
My Final Farewell
Farewell, dear Fatherland, clime of the sun caress'd
Pearl of the Orient seas, our Eden lost!,
Gladly now I go to give thee this faded life's best,
And were it brighter, fresher, or more blest
Still would I give it thee, nor count the cost.
On the field of battle, 'mid the frenzy of fight,
Others have given their lives, without doubt or heed;
The place matters not-cypress or laurel or lily white,
Scaffold or open plain, combat or martyrdom's plight,
T is ever the same, to serve our home and country's need.
I die just when I see the dawn break,
Through the gloom of night, to herald the day;
And if color is lacking my blood thou shalt take,
Pour'd out at need for thy dear sake
To dye with its crimson the waking ray.
My dreams, when life first opened to me,
My dreams, when the hopes of youth beat high,
Were to see thy lov'd face, O gem of the Orient sea
From gloom and grief, from care and sorrow free;
No blush on thy brow, no tear in thine eye.
Dream of my life, my living and burning desire,
All hail ! cries the soul that is now to take flight;
All hail ! And sweet it is for thee to expire ;
To die for thy sake, that thou mayst aspire;
And sleep in thy bosom eternity's long night.
If over my grave some day thou seest grow,
In the grassy sod, a humble flower,
Draw it to thy lips and kiss my soul so,
While I may feel on my brow in the cold tomb below
The touch of thy tenderness, thy breath's warm power.
Let the moon beam over me soft and serene,
Let the dawn shed over me its radiant flashes,
Let the wind with sad lament over me keen ;
And if on my cross a bird should be seen,
Let it trill there its hymn of peace to my ashes.
I Am a Filipino, by Carlos P. Romulo
I am a Filipino–inheritor of a glorious past, hostage to the uncertain
future. As such I must prove equal to a two-fold task–the task of
meeting my responsibility to the past, and the task of performing
my obligation to the future.
I sprung from a hardy race, child many generations removed of
ancient Malayan pioneers. Across the centuries the memory comes
rushing back to me: of brown-skinned men putting out to sea in
ships that were as frail as their hearts were stout. Over the sea I see
them come, borne upon the billowing wave and the whistling wind,
carried upon the mighty swell of hope–hope in the free abundance
of new land that was to be their home and their children’s forever.
I am a Filipino. In my blood runs the immortal seed of heroes–seed
that flowered down the centuries in deeds of courage and defiance.
In my veins yet pulses the same hot blood that sent Lapulapu to
battle against the first invader of this land, that nerved Lakandula
in the combat against the alien foe, that drove Diego Silang and
Dagohoy into rebellion against the foreign oppressor.
The seed I bear within me is an immortal seed. It is the mark of my
manhood, the symbol of dignity as a human being. Like the seeds
that were once buried in the tomb of Tutankhamen many thousand
years ago, it shall grow and flower and bear fruit again. It is the
insignia of my race, and my generation is but a stage in the
unending search of my people for freedom and happiness.
Cebuanos, Ilocanos, Subanons, Boholanos, Ilongos,
All of them are proud and true
Region IX our Eden Land
Region IX
Our..
Eden...
Land...
Let the sun draw the vapors up to the sky,
And heavenward in purity bear my tardy protest
Let some kind soul o 'er my untimely fate sigh,
And in the still evening a prayer be lifted on high
From thee, 0 my country, that in God I may rest.
Pray for all those that hapless have died,
For all who have suffered the unmeasur'd pain;
For our mothers that bitterly their woes have cried,
For widows and orphans, for captives by torture tried
And then for thyself that redemption thou mayst gain
And when the dark night wraps the graveyard around
With only the dead in thei r vigil to see
Break not my repose or the mystery profound
And perchance thou mays t hear a sad hym n resound
'T is I, O my country, raising a song unto thee.
And even my grave is rem embered no more
Unmark'd by never a cross nor a s tone
Let the plow sweep through i t, the spade turn it o'er
That my ashes may carpet earthly floor,
Before into nothing ness a t last they are blown.
Then wil l oblivion bring to me no care
As over thy vales and plai ns I sweep;
Throbbing and cleansed i n thy space and air
With color and lig ht, wi th song and lament I fare,
Ever repeating the fai th that I keep.
My Fatherland ador'd, tha t sadness to my sorrow lends
Beloved Filipinas, hear now my last good -by!
I give thee all : parents and kindred and friends
For I go where no slave be fore the oppressor bends,
Where fai th can never kill , and God reigns e'er on high!
Farewell to you all, from my soul torn awa y,
Friends of my childhood i n the home dispossesse d!
Give thanks tha t I rest from the wearisome day!
Farewell to thee , too, swe et friend that lightened m y way;
Beloved creatures all, farewell! I n death there is rest!
I am a Filipino, child of the marriage of the East and the West. The
East, with its languor and mysticism, its passivity and endurance,
was my mother, and my sire was the West that came thundering
across the seas with the Cross and Sword and the Machine. I am of
the East, an eager participant in its spirit, and in its struggles for
liberation from the imperialist yoke. But I also know that the East
must awake from its centuried sleep, shake off the lethargy that has
bound his limbs, and start moving where destiny awaits.
I am a Filipino, and this is my inheritance. What pledge shall I give
that I may prove worthy of my inheritance? I shall give the pledge
that has come ringing down the corridors of the centuries, and it
shall be compounded of the joyous cries of my Malayan forebears
when first they saw the contours of this land loom before their eyes,
of the battle cries that have resounded in every field of combat from
Mactan to Tirad Pass, of the voices of my people when they sing:
“I am a Filipino born to freedom, and I shall not rest until freedom
shall have been added unto my inheritance—for myself and my
children and my children’s children—forever.”