Worksheet 7.

2
Rates of reaction
1 he diagram to the right shows a conical lask containing hydrochloric acid and a
strip of magnesium ribbon on a top pan balance. Ater noting the weight, the strip
of magnesium ribbon is dropped into the acid. It izzes and eventually dissolves.
During the reaction the reading on the balance decreases.

a Why did the reading on the balance decrease?

b As well as the reading on the balance, what else would a student need to record in order to measure the rate
of this chemical reaction?

c When magnesium reacts with hydrochloric acid, it is a vigorous reaction with considerable izzing
(efervescence). he decrease in the reading on the balance is very small. Why is it a good idea to include a
cotton wool bung in the neck of the lask when carrying out this experiment?

2 A group of students repeated the experiment above in which they added a piece of magnesium ribbon to
hydrochloric acid in a lask on a top pan balance. In their experiment, they timed the loss of mass as the
reaction took place and recorded their results in the following table:

Time / s Mass of flask + contents / g Total loss of mass / g

0 170.00 0.00
10 169.96 0.04
20 169.92 0.08
30 169.88 0.12
40 169.85 0.15
50 169.83 0.17
60 169.82 0.18
70 169.81 0.19
80 169.80 0.20
100 169.80 0.20

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.2 1

 a Plot a graph of these results showing the line of best it.

b What was the total mass of hydrogen produced in this reaction?

c How long did it take for this hydrogen to be formed?

d Use your answers to parts b and c to work out the average rate of reaction in g/s.

e From the values in the table, work out a value for the initial rate of reaction in g/s.

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.2 2

3 Complete each sentence using the correct ending from those listed below.

a A catalyst is

b Chemical reactions can only happen when

c Concentration, surface area and temperature can all afect

d An enzyme is

e he activation energy is

Choose endings from:

◆ the minimum amount of energy that the particles must have to react.
◆ the rate of a chemical reaction.
◆ reacting particles collide with one another.
◆ a substance that can speed up the rate of a chemical reaction.
◆ a biological catalyst.

4 Complete these sentences using the words below to ill in the gaps.

compounds used up enzymes faster lower transition metals rate

Catalysts increase the of a chemical reaction without altering anything

else. hey can be used to make a reaction go or they can be used to

make a reaction happen at a temperature. hey are not

themselves in the course of the reaction and can be used time ater time.

Catalysts are oten or their

. In living cells, biological catalysts called

control all the chemical reactions which go on.

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.2 3

Worksheet 7.7
Acid and thiosulfate reaction
When a sodium thiosulfate solution (Na2S2O3(aq)) is added to hydrochloric acid, sulfur is formed.

1 What would you observe during the reaction? How could you set up the experiment to measure the reaction
time for a given combination of thiosulfate and acid solutions?

2 What other products are formed?

3 Apart from heating it, how else could you speed up the reaction? How would this work?

he following results were obtained by mixing various amounts of a 0.15 mol/dm3 sodium thiosulfate solution,
water and 1 mol/dm3 hydrochloric acid.

Volume of Volume of Volume of Reaction

Experiment
Na2S2O3 / cm3 water / cm3 acid / cm3 time / s
1 50 0 5 5
2 40 10 5 13
3 30 20 5 27
4 20 30 5 56
5 10 40 5 180

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.7 1

4 a Plot a graph of the results.

b Which variable are you testing?

c Why is the volume of acid kept the same?

d At what point is the reaction fastest?

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.7 2

Worksheet 7.8
Heating copper(II) sulfate crystals
Copper(ii) sulfate crystals are a distinctive blue colour. However, that blue colour is lost on heating. he diagram
shows an experiment to investigate the efect of heat on copper(ii) sulfate crystals.

heat tube A

blue copper(II)
sulfate tube B

cold water

colourless liquid

1 a Why is cold water used in the beaker?

b How could you identify the colourless liquid in tube B as water?

2 When 2.5 g of blue copper(ii) sulfate crystals were heated, 1.6 g of a white solid were let in tube A.

a Calculate the mass of water driven of in the experiment.

b Calculate the percentage of water by mass driven of.

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.8 1

3 his equation represents the change taking place on heating blue copper(ii) sulfate crystals.

CuSO4.5H2O → CuSO4 + 5H2O

a What type of change is taking place?

b What is the adjective oten used to describe the white powder remaining ater heating? Write an equation to
represent what happens when water is added back to the white copper(ii) sulfate powder.

c hese two equations can be combined into one to show the changes in both directions. What symbol
should be used instead of the arrow in the equation above to show that the change is reversible?

© Cambridge University Press 2014 IGCSE® Chemistry Worksheet 7.8 2