THE SIMPLE COLLISION THEORY AND

RATE OF CHEMICAL REACTIONS

for Physical Science/ Grade11
Quarter 3/ Week 5

NegOr_Q3_PhySci11_SLKWeek5_v2
 FOREWORD

In our daily life, a chemical reaction occurs in no specific area and time
where it brings life, provides energy, and makes things possible. But how are
chemical reactions made possible? What is happening between substances that
make up the things around us? Do these take place naturally? Or needs something
for it to happen?

This Self-Learning Kit will provide you with information and activities that will
help you understand Simple Collision Theory, explain why different reactions occur
at different rates and suggest ways to change the rate of a reaction, and
enumerate the different factors that affect the rate of a chemical reaction such as
temperature, concentration, and the particle size.

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 OBJECTIVES
At the end of the lesson, the learners shall be able to:
K: define collision theory and the rate of reaction and catalysts;
explain the factors affecting reaction rates in terms of collision theory;
S: describe how catalysts affect the reaction rate; and
A: recognize the value of these different factors by citing their applications in
given situations.

LEARNING COMPETENCIES

• Use simple collision theory to explain the effects of concentration,

temperature, and particle size on the rate of reaction (S11/12PS-IIIf-23)

• Define catalyst and describe how it affects reaction rate (S11/12PSIIIf-24)

I. WHAT HAPPENED

Activity 1: Guess Wisely

Directions: Answer the following questions and write it in your notebook.

a) salt in a glass of hot water b) salt in a glass of cooled water

Question: Which do you think will the salt melt faster? Is it in,
a) a glass of hot water?
b) a glass of cooled water?

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II. WHAT I NEED TO KNOW
Collision Theory of Reaction Rates

This theory states that for reactions to occur, molecules, atoms, or ions
must first collide. Not all collisions are successful. For collisions to become
effective collisions, particles must possess the minimum amount of energy
needed for the reaction and must collide with proper orientation.

In 1916 and 1918, Max Trautz and William Lewis separately proposed the
Collision Theory which established how chemical initiate to change.
According to the collision theory, a chemical reaction can only occur upon
following a specific set of conditions. There are three conditions needed to be
met, known as the theory’s basic principles, namely: the molecules should
collide in order to react; the collision of molecules should be in the proper
orientation; and that the colliding molecules should have enough energy to
react.
1. The molecules should collide in order to react.
- Solid waves with each other as liquids
slip over and gases are free to move
freely in different spots that's why
molecules are continuous to move that
made and caused them to collide
each other.
- According to the collision theory, for a
certain chemical reaction to occur,
the molecules of the reacting
species should be colliding with one
another. Figure 1. Collision of hydrogen and
-This collision may involve two or more iodine molecules
kinds of molecules (or atoms) to
complete a reaction, but it can even be
a single compound reacting with like
molecules to form a new product.

Figure 2. Incorrect orientation of nitrogen

2. The collision of molecules should be monoxide (NO) molecules and ozone (O₃)
in the proper orientation. upon collision makes an unsuccessful reaction
- The orientation of a molecule is very Source: https://slidetodoc.com/collision-
important for a chemical reaction to theory-collision-theory-what-is-necessary-for/

take place. And as moving molecules bounce off from walls of its container
or from an inert collision with other molecules, their orientation may change.

NegOr_Q3_PhySci11_SLKWeek5_v2
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 - For example, when a molecule of
nitrogen monoxide (NO) collides with a
molecule of ozone (O₃) with
incorrect orientation, the reaction
between the two reacting species may
not occur as shown in figure 2
- But when the orientations between the
Figure 3: monoxide (NO) molecules and ozone (O₃)
two reacting species are correct, with upon collision results in a successful reaction
the right amount of energy
requirement, the chemical reaction will Source: https://slidetodoc.com/collision-theory-
collision-theory-what-is-necessary-for/
take place (Figure 3 shows correct
orientation of nitrogen).

3. The colliding molecules must have enough energy to react.

- In a chemical reaction the energy of molecules involved is as important as
their collision for a successful chemical reaction to take place. Chemical
reactions need a minimum energy requirement for it to proceed and this is
called activation energy (Ea). Activation energy serves as the threshold for
a chemical reaction to occur. If two reacting molecules collide with one
another and the energy of collision is equal to or greater than the activation
energy, then, the chemical reaction will take place.

- Endothermic or endergonic reaction

happens when the energy is absorbed
in the formation of the products in the
chemical reaction. The figure on the
right shows that the energy of the
reactants is less than the energy of the
products in the chemical reaction.
Figure 4. Activation energy of
Endothermic
- Exothermic or exergonic happens when
energy is released in the formation of the
products. The figure on the right shows
that the energy of the reactants is
greater than the energy of the products
of the chemical reaction.

Figure 5. Activation energy of Exothermic

Source:
Figure https://www.quora.com/What-is-
5. Activation energy of Exothermic
difference-between-endothermic-and-exothermic-
reaction-if-both-require-activation-energy

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 - When a catalyst is used, the activation energy of a chemical reaction is
greatly reduced. The figure below shows the comparison of activation
energies of uncatalyzed and catalyzed chemical reactions.

Figure 6. Comparison of activation energies of an uncatalyzed and

catalyzed chemical reaction

Source: https://socratic.org/questions/5943d3c211ef6b2285937749

FACTORS AFFECTING REACTION RATES

The rates of reactions can be manipulated to a certain extent by changing or

controlling a number of factors. These factors include the concentration of
reactants, temperature of the system, and exposed surface area/ particle size.

1. Concentration of Reactants - The rate of chemical reactions are usually directly

proportional to the reactants’ concentration; meaning, the higher their
concentration, the faster the speed of reaction will be. Concentration refers to
the amount of substance per unit volume. This is often measured in molarity
(M), or the number of moles of solute per liter of solution (mol/L). In collision
theory, an increase in reactant concentration ensures that there will be more
collisions between particles. This also increases the probability rate of effective
collisions (as shown in Figure 7).

Figure 7. Effect of the increase in concentration in the rate of reaction

Source: https://www.pathwayz.org/Tree/Plain/RATES+OF+REACTION+-
+FACTORS

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2. Temperature - is defined as the measure of the average kinetic energy of the
molecule. In collision theory, increasing the temperature of the reactants
increases the kinetic energy that it possesses, thereby increasing the number of
collisions and giving enough energy to overcome the activation energy. For a
substance of the same identity, increased kinetic energy leads to faster
molecular movement, resulting in a higher frequency of reactants colliding with
each other. These increase the rate of a chemical reaction and since the
collision is occurring at a higher energy level, it is most likely that the system
reaches the activation energy required for the reaction to take place (as
shown in Figure 8).

Figure 8. The average kinetic energy (KE) of molecules increases as

temperature increases

https://blogs.glowscotland.org.uk/gc/hchemunit/collision-theory/

3. Surface Area / Particle Size - refers to the exposed area of all surfaces of a
substance. In collision theory, an increase in surface area relates to more
particles being available for collision. For solids, the bigger the particle size of
the substance, the smaller its surface area. Subsequently, the smaller the
particle size of the substance, the bigger its surface area. An example will be
the rate of melting for samples of ice with the same mass as shown in Figure 9. It
is expected that ice cubes would melt slower than shaved ice. This is because
more H₂O molecules are exposed in clean-shaven ice, thus, more molecules
are being heated at the same time, leading to faster melting, compared to
H₂O molecules in ice cubes. In general, the greater surface area of the
reactants, the faster the chemical reaction.

Figure 9. Comparison of the surface area of an uncut and a cut cubed sample

Source: http://mrtremblaycambridge.weebly.com/c12-rates-of-reaction.html

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Catalyst
Catalysts are substances that can be added to increase its reaction
rate but not being consumed in a chemical reaction. These allow the reaction to
occur in an alternative pathway that requires lower activation energy. In a
chemical reaction, bond breaking in the reactants first takes place before new
bonds can form as the reactants converted into products. This process of bond
breaking requires sufficient energy for the reaction to occur. But, if this energy
barrier is very high, only a few reacting molecules will be converted into products,
making the reaction a slow process.

Catalysts provide an alternative reaction pathway for the process of

bond breaking, resulting in lower activation energy which leads to higher rates of
a chemical reaction. It means that the energy barrier allows more reacting
molecules to be converted into products, thereby speeding up the reaction.
Note that catalysts do not affect the composition of the equilibrium but only
affects the rate at which this equilibrium has reached.

Figure 10. The effect of catalysts in a chemical reaction

Source:https://courses.lumenlearning.com/introchem/chapter/hom
ogeneous-catalysis/

Two Types of Catalyst

1. Homogeneous catalysts work by forming an intermediate compound with the
reactants. They are usually in the form of a gas or a contained single liquid phase.
In a homogeneous reaction, the catalyst has the same phase as the reactants. For
example, the ozone layer is damaged due to the presence of
chlorofluorocarbons (CFCs) such as CF₂Cl₂ which is present as refrigerants and in
aerosols. This happens when the ozone (O₃) molecules are broken down into
oxygen molecules. In this case, the reaction is catalyzed by the chlorine atoms—

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chlorine free radicals, forming an intermediate compound, ClO. This compound
reacts with an oxygen atom which then forms an oxygen molecule, regenerating
a chlorine atom. Since chlorine atoms keep on regenerating, each of the atoms
can destroy thousands of O₃ molecules, thus, depleting the ozone layer.
Cl + O₃ ClO + O₂

2. Heterogeneous catalysts are usually in the form of a solid with reactants that
are liquids or gases. In a heterogeneous reaction, the catalyst has a different
phase with the reactants. One important example of a heterogeneous reaction is
the conversion of vegetable oils to margarine. Vegetable oils are usually liquids at
room temperature. You can convert them into solid by raising their melting point
through adding hydrogen atoms to the molecule (i.e. hydrogenation) in the
presence of nickel. The aim is to hydrogenate most of the carbon-carbon double
bonds. Another significant use of heterogeneous catalysts is what we call
catalytic converters. Catalytic converters are used to change toxic molecules
such as nitrogen oxides and carbon monoxides into harmless molecules, such as
nitrogen and carbon dioxide. Metals such as platinum and palladium are usually
used for these reactions.

One of the most important uses of catalysts is observed in the chemical

industry. Most chemical products use about 85 to 90% of them in production.
Another use of catalysts is in the industrial process and some examples of these
catalytic reactions includes the reformation of petroleum fractions into high
octane petrol components (hexane to cyclohexane); hydrogenation of
vegetable oil to margarine; and manufacture of ammonia from hydrogen and
nitrogen in the Haber process. The most common examples of catalysts can be
seen inside our body in the form of enzymes.

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III. WHAT I HAVE LEARNED
Performance Task
“Be a Catalyst”

To connect the concept of catalysts to society, you will serve as catalyst for
certain causes. Knowing what a catalyst does to a chemical reaction, you may
apply the same principle on social issues. Situations may be related to the
school’s needs, the local government, or the international community. You will
make a brochure, flyer, or poster as your final output. You will be given one (1)
week only to work on this activity. You will be graded using the following rubrics
below.

WHAT TO DO? (Just choose one)

Poster Making
1. Get any large piece of paper, poster board, or another backing material,
but you can make a poster out of almost anything. Be resourceful.
2. Write a list of the elements you need to include in your poster. Think about
what you really want to say, as well as any important information that is
related to the topic.
3. Have your main slogan or headline in the center of the poster.

4. Sketch your design with pencil. You can color your poster with colored
pencils, crayons, oil pastel, markers, paint or any coloring material that is
available at your home.
Flyer Making
1. You can design your flyer digitally or manually. You can design a flyer
digitally with tools such as Photoshop or Microsoft Publisher. Alternatively, you
could design a flyer with pen, pencil, markers, etc.
2. Use color if you can. It could be color in the writing, images, even the paper
you print on.
3. You can use short bond paper (8.5 x 11 inches) or your fliers can be any size,
though, and you can make larger size flyers relatively easily.
Brochure Making
1. Choose a size that matches the quality of information you want to get
across.
2. The fold of your brochure must be trifold.
3. You can use a short bond paper (8.5 x 11 inches, A4 (8.27 x 11. 69 inches or a
long bond paper (8.5 x 13 inches).

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 Criteria for Poster Making
CRITERIA Exceeds Meets Almost meets Below
expectations expectations expectations expectations
5 4 3 2
Graphics - All graphics All graphics All graphics Graphics do
Relevance are related to are related to relate to the not relate to
the concept the concept concept of the concept of
of catalysts to of catalysts to catalysts to catalysts to
society and society and society. Most society.
make easier most make it borrowed Several
to easier to graphics have borrowed
understand. understand. a source graphics do
All borrowed All borrowed citation. not have a
graphics have graphics have source
a source a source citation.
citation. citation.
Graphics - Several of the One or two of The graphics No graphics
Originality graphics used the graphics are made by made by the
on the poster used on the the student, student are
reflect an poster reflects but are based incorporated.
exceptional student’s on the designs
degree of creativity in or ideas of
student their creation others.
creativity in and/ or
their creation display.
and/ or
display.
Presentation/ The poster is The poster is The poster is The poster is
Attractiveness exceptionally attractive in acceptably distractingly
attractive in terms of attractive messy or very
terms of design, layout, though it may poorly
design, layout, and neatness. be a bit messy. designed. It is
and neatness. not attractive.
Language Use purposeful Utilizes strong Utilizes vague Utilizes
and grade-level or basic word incorrect or
appropriate word choice. choice. simplistic word
terminology. choice.
Utilizes strong
and precise
word choice.

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 Rubric for Making a Brochure
CRITERIA Exceeds Meets Almost meets Below
expectations expectations expectations expectations
5 4 3 2
Graphics/ Graphics or Graphics go Graphics go well Graphics do
Pictures pictures match the well with the with the text, but not go with the
topic and text in text, but there there are too Accompanying
section where are so many few text or appear
placed. Each (more than two (less than three to be randomly
section has no per section) that graphics for
chosen.
more than two they distract entire brochure)
graphics and there from the text. and the brochure
are at least a total seems "text
of three graphics heavy".
used.
Content - All facts in the 99-90% of the 89-90% of the Fewer than 80%
Accuracy and brochure are facts in the facts in the of the facts in
Information accurate and brochure are brochure are the brochure
validity match cited accurate. accurate. are accurate.
resources.
Organization Each section in 75% or more 60% of the Less than half of
of Information the brochure has sections of the sections of the the sections of
presented a clear brochure have a brochure have a the brochure has
beginning, middle, clear beginning, clear beginning, a clear
and end. middle, and middle, and end. beginning,
end. middle, and end.

Spelling & No spelling errors No more than 1 No more than 3 More than 3
mechanics and all sections of spelling and/or spelling and/or spelling and/or
brochure are free writing errors are writing errors are writing errors are
of writing errors. present. present. present.

Sources Careful and Careful and Careful and Sources are not
accurate accurate accurate documented
records are kept records are kept records are kept accurately or
documenting the to documents documenting are not kept on
source of 95-100% the source of the 84-75% of the many facts and
of the facts and 94-85% of the facts and graphics.
graphics in the facts and graphics in the
brochure. graphics in the brochure.
brochure.
Attractiveness The brochure has The brochure The brochure The brochure's
& exceptionally has attractive has well- formatting and
Organization attractive formatting and organized organization of
formatting and well-organized information or material is
well-organized information. format but not confusing to the
information. both. reader.

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 Rubric for Making a Flyer
CRITERIA Exceeds Meets Almost meets Below
expectations expectations expectations expectations
5 4 3 2
Layout Extremely neat Neat and easy to Somewhat difficult Very difficult to
and easy to read. read. to read. read.

Illustration Adds to the Good but does Has nothing to do None included.
understanding of not add much with the text.
the text. meaning to the
text.
Content Clearly explains Explains actions Explains only one Does not explain
actions others others should take action others can actions others
should take in the in the event of an take in the event should take in
event of an active shooter of an active the event of an
active shooter intruder. shooter intruder. active shooter
intruder intruder.
Grammar & Flyer contains no Flyer contains one Flyer contains two Flyer contains
Conventions errors. error. or three errors. four or more
errors.

Key points:
• According to the collision theory, the rate of reaction is directly proportional to
the number of collisions between the reactants.
• An effective collision is characterized by reactants colliding with proper
orientation and enough energy to surpass the activation energy.
• The activation energy or energy barrier is the energy needed to be surpassed
by the reactants so that they will be transformed into products.
• There are three factors that affect the rate of the reaction: 1) concentration,
2) temperature, and 3) particle size.
• Increasing the concentration or the temperature of the reaction leads to an
increase in reaction rate. On the other hand, decreasing the particle size
increases the reaction rate.
• A catalyst is a substance that increases the reaction rate without being
consumed by the reaction.
• A catalyst increases the rate of the reaction by lowering the activation energy
of a reaction.
• A homogeneous catalyst exists in the same phase as the reaction it catalyzes.
• A heterogeneous catalyst exists in a different phase as the reaction it
catalyzes.
• Enzymes are homogeneous, highly specific, and efficient biological catalysts.

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EVALUATION/POST-TEST

Directions: Read carefully each item. Write only the letter of the best answer for
each test item in your notebook.
1. According to collision theory, what should happen to the molecules of the
reactants for a certain chemical reaction to occur?
A. Colliding with one another C. Clustering with one another
B. Reacting with one another D. Rearranging with one another

2. What do you call the minimum energy requirement needed for a chemical
reaction to occur?
A. Kinetic Energy C. Chemical Energy
B. Activation Energy D. Potential Energy

3. What do you call the amount of substance per unit volume?

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

4. What happens to a catalyst during a chemical reaction?

A. It stays the same.
B. It reacts with the reactants.
C. It is present all throughout.
D. It participates in the formation of products.

5. What do you call the measure of the average kinetic energy of molecules?
A. Mass C. Surface Area
B. Speed D. Temperature

6. How does a catalyst speed up a reaction?

A. By lowering the activation energy
B. By raising the activation energy
C. By decreasing the collision probability
D. By increasing the collision probability

7. How does temperature increase the rate of a chemical reaction?

A. By increasing the collisions of molecules
B. By increasing the kinetic energy of molecules
C. By increasing the point of contact of molecules
D. By increasing the activation energy of molecules

8. Which will lower the rate of reaction?

A. Adding an enzyme to the reaction.
B. Crushing the chunks of sulfur into smaller pieces.
C. Decreasing the temperature from 40˚C to 10˚C.
D. Increasing the concentration of the reactants from 3 M to 6 M.

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9. Which of the following statements is true about exothermic reaction?
A. Energy absorbed is less than the energy released. Hence, heat of reaction is
negative.
B. Energy absorbed is more than the energy released. Hence, heat of reaction
is positive.
C. Energy absorbed is less than the energy released. Hence, heat of reaction is
positive.
D. Energy absorbed is more than the energy released. Hence, heat of reaction
is negative.
10. Which of the following statements is NOT true about catalysts?
A. A catalyst can be an enzyme.
B. A catalyst can be used several times.
C. A catalyst can be recovered after a reaction.
D. A catalyst can be used for different reactions.
11. The reaction of hydrogen with ammonia was catalyzed with iron. Afterwards,
the same iron was recovered and used is a series of the same chemical
reaction. What will happen to the amount of iron as it is used in a series of this
chemical reaction?
A. Decrease C. Stay the same
B. Increase D. Cannot be determined
12. Rock salt and iodized salt are placed in 1-L containers full of water. Both are
stirred vigorously. Which of the two salts will dissolve first?
A. Iodized salt C. Both
B. Rock salt D. Cannot be determined
13. Same amounts of hydrogen peroxide are decomposed. One container is
placed inside the refrigerator while the other container is placed under the
sun. Which container will empty last?
A. Container under the sun C. Both containers
B. Container inside the refrigerator D. Cannot be determined
14. An amount of 1.00 mg of potassium permanganate was used to catalyze the
decomposition of 1.00 mL agua oxigenada. How much potassium
permanganate will be left after the reaction?
A. 0.250 mg C. 1.00 mg
B. 0.500 mg D. Cannot be determined

15. Hydrogen peroxide, which is commonly as agua oxigenada, decomposes

into water and oxygen gas. Adding potassium permanganate catalyzes this
reaction. Two set-ups of the decomposition of the same amounts of hydrogen
peroxide are observed. The first set-up finishes after 10 minutes. On the other
hand, the second set-up finishes after 5 minutes. Which of the two set-ups is
catalyzed?
A. Set-up 1 C. Set-ups 1 and 2
B. Set-up 2 D. Cannot be determined

NegOr_Q3_PhySci11_SLKWeek5_v2
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REFERENCES

Can activation energy be changed by changing the temperature?.

Socratic.org https://socratic.org/questions/5943d3c211ef6b2285937749

CHEMICAL REACTIONS / RATES OF REACTION - FACTORS - Pathwayz

Year: 2019.https://www.pathwayz.org/Tree/Plain/RATES+OF+REACTION+-
+FACTORS.

Collision Theory Collision Theory What is necessary for. slidetodoc.com URL:

https://slidetodoc.com/collision-theory-collision-theory-what-is-necessary-for/

Homogeneous Catalysis | Introduction to Chemistry. 2019.

https://courses.lumenlearning.com/introchem/chapter/homogeneous-catalysis/.

https://www.britannica.com/science/homeostasis

https://courses.lumenlearning.com/boundless-
biology/chapter/osmoregulation-and-osmotic-balance/

https://www.khanacademy.org/science/high-school-biology/hs-human-body-
systems/hs-body-structure-and-homeostasis/a/homeostasis

http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-35982017000900783

https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology_(Wakim_and_Gr
ewal)/10%3A_Introduction_to_the_Human_Body/10.7%3A_Homeostasis_and_Feedback

https://www.britannica.com/science/homeostasis

https://courses.lumenlearning.com/boundless-biology/chapter/osmoregulation-and-
osmotic-balance/

https://www.khanacademy.org/science/high-school-biology/hs-human-body-
systems/hs-body-structure-and-homeostasis/a/homeostasis

http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1516-35982017000900783

https://bio.libretexts.org/Bookshelves/Human_Biology/Book%3A_Human_Biology
_(Wakim_and_Grewal)/10%3A_Introduction_to_the_Human_Body/10.7%3A_Homeostasis_and_Feedbac
k

Miller & Levine BIOLOGY: @2010 by Pearson Education, Inc.23-

25 First Lok Yang Road, Jurong, Singapore 629733. Kenneth R. Miller, Ph.D. and Joseph S.
Levine, Ph.D.

Rates of reaction. 2013. Mr. Tremblay's Class Site.

http://mrtremblaycambridge.weebly.com/c12-rates-of-reaction.html.

What is difference between endothermic and exothermic reaction if both require

activation energy? – Quora. Year: 2019. https://www.quora.com.

NegOr_Q3_PhySci11_SLKWeek5_v2
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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent

JOELYZA M. ARCILLA EdD

OIC - Assistant Schools Division Superintendent

MARCELO K. PALISPIS EdD

OIC - Assistant Schools Division Superintendent

NILITA L. RAGAY EdD

OIC - Assistant Schools Division Superintendent / CID Chief

ROSELA R. ABIERA
Education Program Supervisor – (LRMS)

ARNOLD R. JUNGCO
PSDS – Division Science Coordinator

MARICEL S. RASID
Librarian II (LRMDS)

ELMAR L. CABRERA
PDO II (LRMDS)

SANDY LIZA B. RODRIGUEZ

Writer

IVAN RAY A. GIDOR

Lay-out Artist
_________________________________
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DEXTER D. PAIRA

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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.

NegOr_Q3_PhySci11_SLKWeek5_v2
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 SYNOPSIS ANSWER KEY
When reactants involved in a reaction I. What Happened
come into contact, a reaction may occur Activity 1:
1.1 Answer may vary
spontaneously. The reaction, in many cases, 1.2 Answer may vary
must be started with a certain amount of II. What I have Learned
energy. The reactants need to be heated to Activity 2:

initiate the reaction. ❖ refer to rubrics

III. Evaluation
Some reactions are slow while others 1. A
2. B
are fast. In airbags, safety devices used in
3. C
automobiles, a fast chemical reaction is 4. A
5. D
required but one that is only initiated by an 6. A
7. B
impact.
8. C
9. C
At room temperature, meat and dairy 10. D
11. B
products immediately begin to deteriorate as 12. A
13. B
a result of chemical reactions. Decay, growth 14. C
of green molds, and all other chemical 15. B

reactions slow down as the temperature

decreases.

This also Explains the different factors

ABOUT THE AUTHOR
affecting reaction rates in terms of the
collision theory.
SANDY LIZA B. RODRIGUEZ graduated at Negros Oriental State
University, Guihulngan Campus with a degree of Bachelor of
Secondary Education major in General Science. She is a licensed
professional teacher. She took her Master of Arts in Education at the
same university (CAR) and pursued MAED major in General Science at
CPSU San Carlos. She is currently teaching at La Libertad Technical
Vocational School, SHS Department, North Población, La Libertad,
Negros Oriental, Philippines.

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