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    GCFY Chapter 19 Rates of Reaction

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    Hannah
    This document provides answers to end-of-chapter questions for a GCSE Chemistry textbook on rates of reaction. The answers explain factors that influence reaction rates such as surface area, concentration, catalysts, temperature, and how collision theory applies. Specific examples discussed include grinding snail shells, adding toad legs or heating a potion, and changing the number of pupils or size of a playground. Methods for studying reaction rates like using the same conditions and plotting graphs are also described.

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    GCFY Chapter 19 Rates of Reaction

    Uploaded by

    Hannah
    33 views3 pages
    This document provides answers to end-of-chapter questions for a GCSE Chemistry textbook on rates of reaction. The answers explain factors that influence reaction rates such as surface area, concentration, catalysts, temperature, and how collision theory applies. Specific examples discussed include grinding snail shells, adding toad legs or heating a potion, and changing the number of pupils or size of a playground. Methods for studying reaction rates like using the same conditions and plotting graphs are also described.

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    This document provides answers to end-of-chapter questions for a GCSE Chemistry textbook on rates of reaction. The answers explain factors that influence reaction rates such as surface area, concentration, catalysts, temperature, and how collision theory applies. Specific examples discussed include grinding snail shells, adding toad legs or heating a potion, and changing the number of pupils or size of a playground. Methods for studying reaction rates like using the same conditions and plotting graphs are also described.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    33 views3 pages

    GCFY Chapter 19 Rates of Reaction

    Uploaded by

    Hannah
    This document provides answers to end-of-chapter questions for a GCSE Chemistry textbook on rates of reaction. The answers explain factors that influence reaction rates such as surface area, concentration, catalysts, temperature, and how collision theory applies. Specific examples discussed include grinding snail shells, adding toad legs or heating a potion, and changing the number of pupils or size of a playground. Methods for studying reaction rates like using the same conditions and plotting graphs are also described.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    GCSE Chemistry for You, Fifth Edition

    Answers to End-of-chapter questions


    for Chapter 19, Rates of reaction

    It is very important that you are able to answer the questions on your own, using your
    own knowledge of Chemistry.
    Have a go at the questions first, and then check your answers using this page.
    If you get a question wrong, try to work out where you have made an error.

    1. a) large; volume; larger;


    b) faster; volume; collide
    c) higher; quickly; more; harder
    d) catalyst; route; unchanged
    e) enzyme

    2. Grinding the snail shells increases the surface area (to volume ratio), and adding
    more toad legs to the same volume of potion increases the concentration. These both
    make the particles collide more often. She adds a catalyst, which reduces the activation
    energy so more of the collisions are effective. She heats the solution, so the particles
    move around faster (increasing the liquid’s store of kinetic energy), collide more often,
    and collide harder, with energy greater than the activation energy, so more of the
    collisions are effective.

    3. a) They run faster.


    b) They collide more often and the collisions are harder, so more of the collisions
    make them say ‘Ow’.
    c) Increase the number of pupils or reduce the size of the playground.
    d) They are closer together so collide more often.
    e) The model should have one set of pupils packed together in a block while the
    others are running around. When the block of pupils separates, there are
    pupils who were inside the block now at the surface, so there are more
    collisions in a given time between them and the others running around.

    4. a) So it doesn’t start to react with the acid before they are ready.
    b) Tilt the flask so the acid gets into the test tube or so the zinc comes into
    contact with the acid

    Oxford University Press GCSE Chemistry for You, Fifth Edition © Ryan Books Ltd, 2016 page 1 of 3
    GCSE Chemistry for You, Fifth Edition

    c) an anomalous result

    d) the first minute


    e) 6 mins
    f) hydrogen
    g) i) 10 cm3/min
    ii) 7 cm3/min
    iii) the reaction slows down as acid particles are used up and its concentration
    decreases, so there are fewer of them in the same volume and they collide
    with the zinc particles less often.

    5. a) a substance which speeds up a reaction by providing an alternative route to


    the products, but is chemically unchanged at the end of the reaction.
    b) The method should use the same volume and concentration of hydrogen
    peroxide for each metal oxide, use the same mass of each metal oxide, which
    is in the same state of division (powder, granules etc), and each reaction
    carried out at the same temperature. There should be a method of seeing
    which reaction is fastest, eg measuring volume of gas as time goes on and
    plotting graphs, measuring the mass loss of the mixture as time goes on and
    plotting graphs, or timing how long it takes for the reaction to finish. If a
    graph method is used, the graphs should be plotted on the same axes, then
    the one with the steepest curve is the fastest.
    c) Filter off the metal oxide, wash it in the filter paper, and leave it to dry.

    6. a) Use the same mass of marble chips, the same volume and concentration of
    the acid, and the same temperature each time.

    Oxford University Press GCSE Chemistry for You, Fifth Edition © Ryan Books Ltd, 2016 page 2 of 3
    GCSE Chemistry for You, Fifth Edition

    b) small marble chips


    c) small marble chips, because the line on the graph is the steepest
    d) even steeper than line 1, but coming to the same total volume of gas

    7. a) The carbon dioxide produced escapes from the flask.


    b) A conical flask on a top pan balance, with the acid and marble chips in the
    flask and cotton wool in the neck of the flask.
    Cotton wool prevents acid spray leaving the flask.
    c)

    d) 2.1 g/min or -2.1 g/min (depending on your curve and tangent drawn to the
    curve).

    Oxford University Press GCSE Chemistry for You, Fifth Edition © Ryan Books Ltd, 2016 page 3 of 3

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