10

Science
Quarter 4 - Modules 7 - 8:
Weeks 7- 8
CHEMICAL REACTIONS
IN EVERYDAY LIFE

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Department of Education ● Republic of the Philippines

1
Science - Grade 10
Alternative Delivery Mode
Quarter 4 - Modules 7-8: CHEMICAL REACTIONS IN EVERYDAY LIFE
Second Edition, 2021

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Published by the Department of Education – Division of Cebu City
Schools Division Superintendent: Rhea Mar A. Angtud, CESO V

Development Team of the Module

Compiler/Writer: Mary Ann D. Bacalso, Cebu City National Science High School

Content Editors:

Dr. Deogenes R. Adoptante, Principal I, OPRRA National HS

Mrs. Arnolfa A. Demellites, Principal I, Sirao Integrated School
Dr. Florenda G. Yap, Assistant Principal, Apas National HS
Mr. Neil Adrian A. Angtud, School Head, Sinsin National HS

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Mrs. Wilma Y. Villaflor, Principal III, Don Vicente Rama Memorial ES

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Dr. Rhea Mar A. Angtud, Schools Division Superintendent

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Mrs. Grecia F. Bataluna, CID Chief
Dr. Raylene S. Manawatao, EPS-Science
Mrs. Vanessa L. Harayo, EPS-LRMDS

Printed in the Philippines by

Department of Education – Division of Cebu City
Office Address: Imus Avenue, Cebu City

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Lesson
CHEMICAL REACTIONS IN
1 EVERYDAY LIFE

What I Need to Know

Good day students! How are you? In the previous module, you learned about
the Law of Conservation of Mass in chemical reactions. You learned that the total
mass of the reactants is equal to the total mass of the products. No new atoms are
created nor destroyed; there is only the grouping and rearrangement of the atoms.

In this module, you will learn how factors affecting rates of chemical reactions
are applied in food production, control of fire, pollution, corrosion and materials
production. We will also recognize the importance of controlling rates of reactions
in technology.

What factors affect the rate of chemical reactions?

How do chemical reactions affect our life and the environment?

Let’s find out the answers to these questions in this module.

What I Know

Let’s see what you know so far about the topic. Answer the questions that follow.
Choose the letter of the best answer.

1. What must happen for a chemical reaction to take place?

A. there must be a catalyst present

B. there must be a corresponding force
C. there must be constant increase in the temperature
D. there must be effective collision of the atoms/molecules
2. The energy required to initiate a reaction and force the reactants to form an
activated complex is

A. Energy barrier
B. Activation energy
C. Reactant energy
D. Chemical energy

3. The Collision theory states that reactions can only happen when the reactant
particles have sufficient energy to collide. What other condition must be met in an
effective collision?

A. There must be constant temperature.

B. The mass of the molecules is conserved.
C. There must be a rearrangement of the atoms.
D. The molecules must be in proper orientation.

4. Which acids are present in acid rain?

A. Sulfuric acid and nitric acid

B. Acetic acid and sulfuric acid
C. Nitric acid and hydrochloric acid
D. Phosphoric acid and hydrochloric acid

5. The Haber Process is one of the most important chemical reactions that have
revolutionized agriculture and the food industry. What chemical equation shows
this process?

A. N2 + O2 → 2 NO
B. 2 NaN3 → 2 Na + 3 N2
C. N2 (g) + O2 (g) → NO2 (g)
D. N2 (g) + 3 H2 (g) ↔ 2 NH3 (g)

For Numbers 6 – 10, write TRUE is the statement is correct, and FALSE if the
statement is incorrect.

6. The higher the concentration of the reacting substances, the faster is the
reaction.

7. At lower temperature, chemical reactions occur at slower rates.

8. The bigger the surface area of the reactants, the faster the rate of reaction.

9. Catalysts increase the rate of reaction by providing a reaction pathway with a

higher activation energy.

10. The minimum energy required to start a reaction is called bond energy.

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 What’s New

Let’s begin our lesson with the understanding of the collision theory.

Figure 1. Orientation of Reactants

In 1888, Svante Arrhenius suggested that particles must possess a certain

minimum amount of kinetic energy in order to react. The energy diagram is shown
below.

Figure 2. Energy Diagram

Energy diagrams are used to analyze the changes in energy that occur during
a chemical reaction. The energy of the reactants must be raised up over an energy
barrier. Activation energy is the energy required to initiate a reaction and force the
reactants to form an activated complex. The activated complex is located at the
peak of the energy diagram for a reaction.

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COLLISION THEORY
Collision theory explains how collision between reactant molecules may or may not
result in a successful chemical reaction.
Based on this theory, not all collisions between the molecules result in the formation
of products. Effective collisions between molecules, which result in the formation of products,
only occur when the following two conditions are met:
(a) the colliding molecules should possess a minimum kinetic energy (activation
energy) to start a chemical reaction
(b) the reactant molecules should be in correct orientation when they collide
Activation energy is needed to break the bond between reactant molecules to form
new bonds leading to formation of the products.

What Is It

FACTORS AFFECTING REACTION RATES

In these activities, you will study the effect that particle size / surface area, temperature,
catalysts and reactant concentration have on chemical reaction rates.

ACTIVITY 1
Effect of Particle Size or Surface Area on Reaction Rate

Procedure:

1. Get 2 clear plastic cups. Half fill each plastic cup with water.
2. Obtain 2 seltzer tablets. Powderize one tablet.
3. Simultaneously drop the whole tablet and powderized tablet in the 2 separate plastic cups.
4. Observe the reaction for several minutes and record the time it takes for each tablet to stop
fizzing.

Table 1. Effect of Particle Size or Surface Area on Reaction Rate

REACTION CONDITION REACTION RATE
Time (s)
Whole seltzer in water

Powderized seltzer in water

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Guide Questions:

1. Which tablet fizzed for a longer period of time? How might you explain the difference?
2. Describe the effect of particle size or surface area on the rate of reaction.

ACTIVITY 2
Effect of Temperature on Reaction Rate

Procedure:

1. Fill one glass with cold water and another glass with hot water.
2. Drop a seltzer tablet into each glass.
3. Observe the reactions that occur and record your observation in the table below.

Table 2. Effect of Temperature on Reaction Rate

REACTION CONDITION REACTION RATE
Time (s)
Whole seltzer in cold water

Whole seltzer in hot water

Guide Questions:

1. Which tablet fizzed for a longer period of time? How might you explain the difference?
2. What is the effect of temperature on reaction rate?

ACTIVITY 3
Effect of Catalyst on Reaction Rate

Procedure:

1. Place 10 mL of hydrogen peroxide (H2O2) also known as “agua oxigenada” in 2 separate

test tubes. Place one test tube in a hot water bath. Note the rate bubbles form.
2. Add a pinch of manganese dioxide in the second test tube. Note the rate bubbles form.
3. Notice the reactants and resulting products.

Note: If the materials are hard to procure, don’t worry. Just refer to the illustration below.

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 Figure 3. Production of oxygen from hydrogen peroxide

Guide Questions:

1. Where is the MnO2 written in the equation?

2. Do you think the MnO2 reacted with the H2O2?
3. MnO2 only acted as a catalyst. What role does a catalyst play in a chemical reaction?
Refer to the diagram below.

Figure 4. Activation energy of chemical reactions

Source Credits: chemguide.co.uk

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 ACTIVITY 4
Effect of Concentration on Reaction Rate

Caution: Wear a mask while performing this experiment.

Procedure:

1. In separate plastic cups, prepare different concentrations of household bleach solution.

100% (no water added)
50% (half part bleach solution – half part water)
25% (1/4 part bleach solution – ¾ part water)

2. Prepare 3 pieces of 5 cm x 5cm sized colored crepe paper or Japanese paper.

3. Drop the pieces of crepe paper into the 3 plastic cups simultaneously.
4. Compare the rates of discolorization of the papers in the 3 plastic cups. Record your
observation in the table below.

Table 3. Effect of Concentration on Reaction Rate

CONCENTRATION REACTION RATE
Time (s)
100% solution

50% solution

25% solution

Guide Questions:

1. Did you get the same rate of reaction?

2. Describe the effect of concentration on the rates of reaction.

The factors affecting reaction rates are explained below.

Particle Size / Surface Area

Smaller particles have bigger surface area. Bigger surface area means bigger exposed
portions of a solid which are available points of contact between reactants. Breaking a large
piece of substance into smaller parts increases the surface area. All the inner materials have
no surface when they are inside the large piece. Each time a large piece is broken however,
more surface is exposed. The amount of material does not change but breaking it into smaller
parts increases its surface area.

Temperature

The higher the temperature, the higher the rate of reaction. At higher temperatures, atoms
have higher kinetic energy, making the particles move faster. This increases the chance for
the particles to collide into each other.

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Catalyst

The presence of a catalyst speeds up the rate of reaction. A catalyst provides an energy
pathway needed to start a reaction, therefore increasing the reaction rate.

Concentration

The higher the concentration, the faster the rate of reaction. Concentration is a measure
of the number of particles in a given volume. A higher concentration means greater number
of possible effective collisions among molecules resulting to a faster rate of reaction.

There are corresponding benefits and harm posed by some chemical reactions. Life and
industry depend on chemical reactions. Industry uses chemical reactions to make useful
products. Some chemical reactions enhance quality of life. However, other chemical
reactions bring harm to life and degradation of quality of our ecosystem. Thus, there is a need
to control the rate of these reactions.

What are the different chemical reactions occurring in our everyday life?

What benefits or harm do they give to us and the environment?

Let’s find out in the next parts of this module.

ACID RAIN

Acid rain is caused by a chemical reaction that begins when compunds like sulfur dioxide
and nitrogen oxides are released into the air. These chemicals mix and react with water,
oxygen and other chemicals to form acidic pollutants called acid rain. Sulfur dioxide and
nitrogen oxides dissolve very easily in water and can be carried very far by the wind.

Human activities are the main cause of acid rain. Over the past few decades, humans
have released so many chemicals in the air that they have changed the mix of gases in the
atmosphere. Power plants release majority of the sulfur dioxide and nitrogen oxides when
they burn fossil fuels to produce electricity. In areas of high automobile traffic, such as in
cities, the amount of sulfur dioxide and nitrogen oxides emitted into the atmosphere can be
quite significant. These pollutants cause acid rain.

Figure 5. Formation of acid rain

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 Acid rain has been the leading significant cause of destruction in our environment. In
infrastructure, it is the cause of corrosion of metals in alloys like steel in buildings, bridges,
and transport vehicles. This is due to the displacement reaction of active metals with hydrogen
in acids.

Materials with historical and cultural values such as monuments and statues are also
destroyed by acid rain. They are mostly made up of limestone and marble which form a
chemical reaction with acids and lead to their dissolution.

Marine life is also affected by acid rain. It causes the pH of bodies of water to decrease.
This change in pH will increase the death rate of marine life, retard fish growth, decrease egg
production and embryo survival. Fish and shellfish cannot tolerate acidities below pH 4.8.
Acid rain also tends to dissolve vital minerals in the soil. Crops grown in depleted soils give
poor yields, if they grow at all.

Removing the offending oxides from exhaust and using alternate energy sources are much
preferred courses of action at the present time. One of the most important means of reducing
sulfur emissions is the switch to low sulfur fuels. Another is the scrubbing of stack gases
before they are released to the atmosphere. In this process, the stack gases percolate through
a solution that absorbs the oxides of sulfur. The solution is renewed frequently, and waste
sulfur can be recovered from the spent solution.

PHOTOCHEMICAL SMOG

Photochemical smog is a type of air pollution that happens when primary pollutants such
as nitrogen oxides and volatile organic compounds react with oxygen gas and ozone under
the influence of sunlight. This creates a brown haze above cities. Nitrogen oxides, NOx,
which stands for a group of compounds such as nitric oxide (NO), dinitrogen trioxide (N2O3),
and nitrogen dioxide (NO2) are emitted when coal is burned in power plants and industrial
boilers for the generation of power and from automobiles. Most of the NOx emitted from
combustion is nitric oxide, formed according to the following reaction.

N2 + O2 → 2 NO

The high temperatures (600°C to 1000°C) in combustion favor the formation of NO.
However, the following reactions can also take place in the furnace, in the stack or in the
atmosphere.

2 NO + O2 → 2 NO2

NO2 + NO → N2O3

2 NO2 → N2O4

3 NO2 + H2O → 2 HNO3 + NO

Nitrogen dioxide (NO2) reacts with hydrocarbons which are present in the atmosphere to
form aldehydes and ketones through photochemical reactions. It can also react with oxygen
in the presence of sunlight to give nitric oxide and ozone:

NO2 + O2 → NO + O3

The table below shows the major chemical pollutants in photochemical smog, and their
sources and environmental effects.

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Table 4. Chemical Pollutants in Photochemical Smog

Source: www.pmfias.com

CAR AIRBAG

The development of airbags began with the idea for a system that can restrain automobile
drivers and passengers in an accident.

When a car crash occurs, sensors in cars send an electric signal to an ignitor. The heat
generated causes sodium azide (NaN3) to decompose into sodium metal (Na) and nitrogen
gas (N2). The nitrogen gas that is generated inflates the car’s airbags. A handful or 130 grams
of sodium azide will produce 67 liters of nitrogen gas which is enough to inflate a normal
airbag.

Under normal circumstances, sodium azide is quite stable. If heated, though, it will fall
apart, as shown in the chemical equation below.

2 NaN3 → 2 Na + 3 N2

Figure 6. Car Airbag

Source: www.ck12.org

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THE HABER PROCESS

The Haber Process, also called the Haber-Bosch Process, is named after Fritz Haber and
Karl Bosch of Germany who developed the process in the early 20th century. It is a technique
that directly synthesizes ammonia by capturing the naturally-abundant nitrogen in the
atmosphere and reacting it with hydrogen. As shown in Figure 7 below, ammonia is produced
with the help of an iron catalyst at very high temperatures and pressures (400 - 500°C and
200 atmospheres).

The process is reversible, as shown in the chemical equation below. Some nitrogen and
hydrogen remain mixed with the ammonia. The reaction mixture is cooled so that the
ammonia liquefies and can be removed. The remaining nitrogen and hydrogen are recycled.

Nitrogen + Hydrogen ↔ Ammonia

N2 (g) + 3 H2 (g) ↔ 2 NH3 (g)

The (g) indicates that the substance is a gas.

Figure 7. The Haber Process

Source: www.chem.libretexts.org

The Haber Process is one of the most important industrial chemical reactions ever
developed, as it made ammonia fertlilizer widely available. The Haber Process is a key part
of the conventional process of crop cultivation worldwide. Fifty percent (50%) of the world’s
food production relies on ammonia fertlizer. Because of increased demand and increasing
population, the demand for nitrogen-based fertlizers remains high.

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FIRE CONTROL

Oxygen, heat and fuel are frequently referred to as the “fire triangle.” Add in the chemical
chain reaction, and you have the “fire tetrahedron” (See Figure 8 below). Take any of these
4 things away, and you will not have a fire or the fire will be extinguished.

Figure 8. Fire Tetrahedron

Source: www.enggcyclopedia.com

Fire safety is based upon the principle of keeping fuel sources and ignition sources
separate. Various materials act as fuel to sustain fire, so different fire prevention and control
measures are recommended. The diagram below shows the different classification of fire
based on the materials involved.

Figure 9. Classes of Fire

Source: www.bfp.com

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 Different types of fire require different ways of prevention. As they say, “An ounce of
prevention is worth a pound of cure.” Table 5 presents the different types of fire and how to
prevent it. The Bureau of Fire Protection (BFP) also provides information on how to practice
home fire safety. (See Figure 10)

Table 5. Ways to Prevent Fires

TYPE OF FIRE WAYS TO PREVENT FIRE

Class A • Keep storage and working areas free of trash

Ordinary Combustibles
Class B • Store flammable liquids from spark-producing sources.
Flammable Liquids or • Use flammable liquids only in well-ventilated places.
Gases
Class C • Don’t overload wall outlets and extension cords.
Electrical Equipment • Repair old wiring, worn insulation and broken electrical
fittings immediately.

Class D • Store combustible metals in safe, secured containers.

Flammable Metals
Class K • Never leave cooking unattended.
Cooking Oil and Fats • DO NOT throw water on an oil fire, as this will only make it
worse.

Figure 10. Home Fire Safety Tips from the BFP

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OZONE LAYER

In the stratosphere, ozone acts as our protective shield against UV radiation. However,
human activities cause ozone layer depletion and global warming.

Ozone depletion is caused by the presence of particular chemicals in the atmosphere.

When chlorofluorocarbons (CFC’s) and halons – gases found in aerosol sprays and
refrigerants – are released into the atmosphere, a chemical reaction occurs and breaks down
the ozone molecules. This is shown in the chemical equations below.

CFCl3 → CFCl2 + Cl

CF2Cl2 → CF2Cl + Cl

The reactive chlorine atoms then combine with ozone (O3) to undergo the following
reactions:

Cl + O3 → ClO + O2
ClO + O → Cl + O2

This results to the net removal of O3 molecules from the stratosphere.

O3 + O → 2 O 2

Ozone layer depletion causes increased UV radiation levels on the Earth’s surface, which
is damaging to human health, plants and animals. Negative effects include increases in
certain types of skin cancers, eye cataracts and immune deficiency disorders. UV rays affect
plant growth, reducing agricultural productivity. This also affects animals as all life on earth is
interconnected, and plants form the basis of the food web.

The use of CFC’s has been banned in all countries worldwide since 2010 under the
Montreal Protocol which is an international environmental agreement. Scientists have noted
that the ozone layer is “healing” eversince CFC’s were no longer used.

Figure 11. Ozone Layer Depletion

Source: www.socratic.org

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CATALYTIC CONVERTERS

At high temperatures inside a running car’s engine, nitrogen and oxygen gases react to
form nitrogen dioxide:

N2 (g) + O2 (g) → NO2 (g)

When released into the atmosphere, NO rapidly combines with O 2 to form NO2. Also,
incomplete combustion of the fuel in the car engine produces carbon monoxide. Nitrogen
dioxide and carbon monoxide make car exhaust a major source of air pollution.

Because of this, all cars that are manufactured since 1974 are required to have catalytic
converters. A catalytic converter is a device that removes pollution from car exhaust fumes
by converting them into carbon dioxide and water. An efficient catalytic converter serves 2
purposes:

1. It oxidizes CO and unburned hydrocarbons to CO2 and H2O

2. It reduces NO and NO2 to N2 and O2

The picture below sums up what catalytic converters do.

Figure 12. A catalytic converter

Source: www.quora.com

What I Have Learned

GENERALIZATION

Now, let’s sum up the concepts you learned in this module.

What reaction
• The rate of chemical I Can isDo affected by the following: particle size or surface
area, temperature, presence of catalysts, and concentration of reactants.
• Every factor that affects reaction rates can be understood relative to the collision
theory.
• Life and industry depend on chemical reactions. Some chemical reactions
enhance the quality of life. Other chemical reactions bring harm to life and
degradation of our environment.

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 Assessment

Directions: Answer the following questions on a separate sheet of paper. Write

the letter corresponding to the correct answer.

1. Fresh fish and meat that are not stored in the refrigerator show signs of spoilage
in less than a day. What has caused this spoilage?
A. Microorganisms
B. Oxygen in the air
C. Temperature changes
D. All of the above

2. The rate of reaction increases as the temperature increases. Which of the

following statements provides the best explanation for this?

A. Higher temperature has higher activation energy.

B. At lower temperatures, the particles do not collide with each other.
C. At higher temperatures, the particles have more energy, move faster and
collide more often.
D. Increasing the temperature increases the number of particles, so they
collide more often.

3. Which of the following statements about collisions is correct?

A. Only fast-moving particles collide with each other.

B. Reaction will occur even without collision of particles.
C. All colliding particles have the same amount of energy.
D. Reactions can happen if the colliding particles have enough energy.

4. Reactions eventually stop. What is generally the reason for this?

A. Wrong catalyst was used.

B. The catalyst has been used up.
C. The particles have run out of energy.
D. One or more of the reactants have been used up.

5. Marble reacts with hydrochloric acid to produce calcium chloride, water and
carbon dioxide. In which of these mixtures is the rate of reaction likely to be the
greatest?

A. 1 g of marble chips in 100 cm3 of hydrochloric acid at 20°C

B. 1 g of marble chips in 100 cm3 of hydrochloric acid at 30°C
C. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 20°C
D. 1 g of powdered marble in 100 cm3 of hydrochloric acid at 30°C

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6. Manganese dioxide is a black powder that catalyzes the breakdown of hydrogen
peroxide to water and oxygen. Which of the following statements is correct?

A. Manganese dioxide will cause production of more water.

B. The mass of manganese dioxide will stay the same during the reaction.
C. The catalyzed reaction will produce more oxygen than the uncatalyzed
reaction.
D. The particles in the catalyzed reaction will have more energy than in the
uncatalyzed reaction.

7. Photochemical smog is due to the presence of

A. Lead
B. Oxides of sulfur
C. Oxides of nitrogen
D. Chlorofluorocarbon

8. Catalytic converters serve the following purposes EXCEPT

A. It reduces NO and NO2 to N2 and O2.

B. It removes pollution from car exhaust fumes.
C. It oxidizes CO and unburned hydrocarbons to carbon dioxide and water.
D. It causes sodium azide to decompose into sodium metal and nitrogen gas.

9. What chemical reaction is involved in filling a car airbag?

A. Nitrogen and hydrogen react to form ammonia.

B. Nitrogen and oxygen react to form nitric oxide.
C. Sodium azide decomposes into sodium and nitrogen.
D. CO and unburned hydrocarbons are oxidized to carbon dioxide and water.

10. What causes the destruction of the ozone layer?

A. The formation of acid rain

B. The rising number of automobiles in urban areas
C. The rampant use of ammonia fertilizers to increase agricultural yield
D. The use of chlorofluorocarbons (CFC’s) and halons in aerosol sprays and
refrigerants

For Numbers 11 – 15, write TRUE is the statement is correct.

Rewrite the statement if the statement is false.

11. Catalysts speed up chemical reactions but are not changed by them.
12. Heat, light, or change in odor can indicate a physical change.
13. Activation energy is the minimum energy required for reactions to start.
14. Low temperature speeds up reaction rates.
15. A low concentration of chemicals slows reaction rate.

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