P6 Lesson 4 - Reactions in Matter

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REACTIONS IN MATTER

LESSON 4
OBJECTIVES

• Use simple collision theory to explain the effects of


concentration, temperature, and particle size on the rate of
reaction.
• Define catalyst and describe how it affects reaction rate.
• Determine the limiting reactant in a reaction and calculate
the amount of product formed.
UNDERSTANDING CHEMICAL REACTIONS
AND EQUATIONS

Chemical reaction is process through which one


or more substance are changed into different
substances. The original substances are called
reactants, and the resulting substances are
referred to as products.
REPRESENTING CHEMICAL REACTIONS

Chemical reactions are represented by chemical equations.


Consisting of symbols and formulas chemical equations shows
what happens during a reaction. The equations present the
identities and relative amounts of the reactants and products
involved in a chemical reaction.
Compounds at the left-hand side of the arrow are the reactants
needed for the reactions to take place. Those at the right-hand side
are the products formed in the reactions.
Notices the types of numbers in the equations – the big number written before the
chemical formula and the small ones written after some elements in the formula.
The big numbers are called coefficients, which gave an idea of the number of
molecules or formula units of a substance that participates in the reactions. The
small numbers are termed subscripts, which tell how many atoms are present in a
specific compound. Note that the absence of coefficients or subscript means that
the numbers is equal to “1”.
Example: 02 202

1st representation, no coefficient is written, which means that there is only one
molecules of oxygen gas. 2nd representation is different a numerical coefficient “2”
precedes the formula 02 indicating the presence of two molecules of oxygen. In
both cases, the subscript “2” suggest two atoms of the element oxygen per
molecule.
WORD EQUATIONS

Chemical reactions may be written in two ways-through word equations or


chemical equations. A word equation presents the reactants and products of
a chemical reactions using words. It has only quantities meaning. It only
identifies the reactants and products involved in a reactions, and not their
quantities.
*hydrogen chloride gas formation, particularly gas is produced by the
combination of hydrogen gas and chlorine gas.

Hydrogen gas + chlorine gas  hydrogen chloride gas


CHEMICAL EQUATIONS

A word equation can be converted to a chemical equation by replacing the


names of the reactants and products with their corresponding symbol or
formulas. Usually the physical state of each reactants and products is indicated
using italicized letters in parentheses after each chemical species. Solid, liquid
and gases are usually labelled as (s) (l) and (g) respectively. Solids include the
precipitates which are insoluble substances that may form in a reaction.
Substance dissolves in water are considered aqueous and are labeled (aq).
The chemical formulas for hydrogen, chlorine and hydrogen chloride are H2, Cl2
and HCl respectively. All these species exist in the gaseous state.
H2 (g) + Cl2 (g)  HCl(g)
BALANCED CHEMICAL EQUATIONS

• Balancing a chemical equation requires the following pointers to be


observed.
• Identify the reactants and the products in the reactions, and write
their observed.
• Write the equation by putting the reactants on the left of the arrow,
and the products on the right.
• Count the number of atoms of each element in the reactants and in
the products.
BALANCED CHEMICAL EQUATIONS

• If the number of atoms of at least one element is not equal on both


sides of the equations, the reactions is not yet balanced. Change
the coefficient of the molecules until the number of atoms of each
element on either side of the equation is balanced. Take note that
only the coefficients and not the subscripts, may be adjusted.
• Check if the number of each type of atom on both sides of the
equations is the same. This will indicate if the equation is balanced.
BALANCED CHEMICAL EQUATIONS

Example
H2 (g) + N2 (g)  NH3 (g)

REACTANT PRODUCT
H atoms
N atoms
BALANCED CHEMICAL EQUATIONS

H2 (g) + N2 (g)  NH3 (g)


REACTANT PRODUCT
H atoms
N atoms

H2 (g) + N2 (g)  NH3 (g)


REACTANT PRODUCT
H atoms
N atoms
TYPES OF CHEMICAL REACTIONS

Combinations Reaction compound.


General form: A + B  AB
In a combination reaction, also called synthesis
reactions, two or more substances combine to form a
new compound.
TYPES OF CHEMICAL REACTIONSC

• Decomposition Reaction
Decomposition involves the breaking down of a single compound to
produce two or more simpler substances. Decomposition reactions are
the opposite of synthesis reactions.
General form: AB  A+B
Most decomposition reactions happen only when the reactants are
subjected to heat or electricity such is the case for the decomposition of
water into its components elements through a process called electrolysis.
TYPES OF CHEMICAL REACTIONSC

Single Replacement Reaction


In single replacement, or substitution reactions, one elements
replace another element in compound. Many single
replacement reactions take place in aqueous solution. The
amount of energy involved in this type of reactions is usually
smaller than the amount involved in synthesis or
decomposition reactions.
General form: AB+ X  AX + B
TYPES OF CHEMICAL REACTIONSC

Double Replacement Reaction


In a double replacement reaction, also called metathesis or double
decomposition reactions, the ions of two compounds exchange places in
an aqueous solution, forming two new compounds. One of the
compounds formed is usually either a precipitate or a molecular
compound. The other compound is often soluble and remains dissolved
in solutions.
General form: AX+ BY  AY + BX
RATE OF REACTIONS
Collision theory which states that reactant particles require
sufficient kinetic energy to initiate success collision that will
lead to the formation of products.

It should be enough energy and right orientation

The speed by which reactants are converted to products is


referred to as the rate of reaction.
Effects of Concentration
If there is a higher concentration of one or more
of the reactants, there is a greater chance that
collision will occur among particles of the
reactants. More collision means a faster reaction
rate.
Effects of Particles Size
Reactants particles with the same phase may easily mix with
each other. This gives the particles the maximum opportunity
to collide and react. The case is different when one of the
reactants is solid, the reactions can only take place on the
surface of the solid. The smaller the size of the solid particles,
the greater is the area in which the reactions can take place.
Effects of Temperature
The average kinetic energy of particles
increases with rising temperature, which means
that at higher temperature, particles tend to
move faster.
Effects of Catalyst
Catalyst are substances that hasten
reactions without themselves being
consumed in the reactions
LIMITING AND EXCESS REACTANTS

The substance that is completely used up first in a


reaction is called the limiting reactant. As the term
suggests' the limiting reactant limits the amount of the
other reactant consumed and the amount of product
formed in a chemical reaction. The substance that is
not used up completely in a reaction is called the
excess reactant.
REACTION YIELD
The ideal or expected amounts of products calculated from the reaction stoichiometry
problems so far represented theoretical yields. The theoretical yields is the maximum
amount of product that can be produced from a given amount of reactant. In most
chemical reactions, the actual amounts of product obtained is less than the theoretical
yield.

The measured amount of a product obtained from a reaction is called the


experimental or actual yield of that product.
a. Describe the word
limiting reactant.

b. Describe the word


excess reactant.
c. What are the ways to
hasten a chemical
reactions?
5 ITEM TEST
DAILY LESSON
REFLECTION
Direction:
ANSWER THE FOLLOWING QUESTIONS:
WRITE IN A PARAGRAPH FORMAT hand written only (take a CLEAR photo of it, Picture
only), (in short bond paper)

What are the most essential learning you consider today, as the lesson finished?
What made you curious today? How does learning feel different when you’re curious?
How can you apply it on your daily life?

Follow the title name:


REFLECTION NO.

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