Chemistry - Module 3

Chemical Reactions
Inquiry question: What are the products of a chemical reaction?
1.1.Investigate a variety of reactions to identify possible indicators of a chemical change
Chemical change: ​New substances with different compositions and properties are formed
Physical change: C ​ hanges in properties or state that don’t alter the composition
Indicators of a chemical reaction:
1. Significant temperature change
2. Formation of a solid (precipitate)
3. Production of an odour
4. Production of a gas
5. Permanent change in colour

1.2 Use modelling to demonstrate

1.2.1 The rearrangement of atoms to form new substances
- Chemical bonds can be broken or created
- Each side is balanced number of atoms

1.2.2 The conservation of atoms in a chemical reaction

Matter cannot be created nor destroyed
- therefore mass of products = mass of reactants (in a different form)

1.3 Conduct investigations to predict and identify the products of a range of reactions,
for example:
Reaction Diagram Example

Synthesis

Decomposition
(thermal,
electrolysis,
photolysis)

Combustion
(hydrocarbon)
Incomplete - Not enough o ​ xygen​ available
- Not all of the carbon converts into c​ arbon dioxide
- Carbon monoxide​ and/or pure ​Carbon (soot)​ are produced

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 Chemistry - Module 3

Complete - Excess ​oxygen

- Only products are ​carbon dioxide​ and w
​ ater

Insoluble salt (precipitate) when two solutions

containing soluble salts are combined. Ions not
involved in forming the precipitate are spectator
Precipitation ions

SNAAP Rule - f​ or remembering soluble salts

- Sodium Na​+​, Nitrate NO3​-​, Ammonium NH​4​+​, Acetate CH​3​COO​-​, Potassium K​+

Acid/base
(neutralization)

Acid/metal

Acid/metal
hydroxide
Easy way to remember, hydroxide is basic so use
the acid/base equation

Acid/metal
carbonates

Tests for gases

Gas Test Test result

Oxygen O​2 Glowing splint Relights the splint

Hydrogen H​2 Lit splint Pop sound

Carbon dioxide CO​2 Limewater Turns it from clear and colourless to white and milky

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 Chemistry - Module 3

1.4 Investigate the chemical processes that occur when Aboriginal and Torres Strait
Islander Peoples detoxify poisonous food items
Cycad
Why they must be detoxified
- Poisonous when ingested, symptoms arise of poisoning within 24 hours of being
consumed
- Vomiting, Diarrhea, weakness, seizures, liver failure and hepatotoxicity

How the Aboriginal people detoxified them

1. Leaching:​ T
​ he kernels are cut open and ground, then soaked in water. The toxins are
soluble and washed out. The fruit can be then used to make bread
2. Fermentation: ​The kernels are stored for months in a warm moist environment which
allows them to ferment. Following this they lose their toxicity.

Chemistry behind the process

- In leaching, the surface area is increased. The surface area to volume ratio allows the
kernels to soak fully in stream of water, and the toxins are soluble, thus dissolving in the
water.
- In fermentation, the toxins break down and carbon dioxide is produced

1.5 Construct balanced equations to represent chemical reactions

Spectator ion/Net ionic equations
Word equation:
hydrochloric acid​(aq)​ + calcium carbonate​(aq)​→calcium chloride​(aq) ​ + water​(l)​+ carbon dioxide​(g)

Balanced equation:
2HCl​(aq)​ + CaCO​3 (aq)​ → CaCl​2 (aq)​ + H​2​0​(l) +
​ CO​2 (g)

Net ionic equation:

2H​+​(aq)​ + ​2Cl​-​(aq)​ +
​
​ a​+2​(aq)​ +
C ​
​ a​+2​ +
CO​3 (aq) ​→ C ​ Cl​-​(aq) ​+ H​2​0​(l) +
​ 2 ​ CO​2 (g)
- Everything in aqueous form can be broken down into ions
- Cross off the ions that are equal on each side of the equation, c​ oloured in pink
- Rewrite this equation, removing anything crossed off previously to make net ionic eqn
+​
2H​ (aq)​ + CO​3 (aq) ​→ + H​2​0​(l) + ​ CO​2 (g)

Spectator ions:
Definition -​ ​set of ions that do not undergo chemical change
Cl​-​(aq)​ ​+ Ca​+2​(aq)
- These are the ions in p ​ ink​, that are unchanged during the reaction

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 Chemistry - Module 3

Polyatomic ions: Common substances: Common metal ions:

- Hydroxide: OH​- - Ethanol: C​2​H​5​OH - Silver: Ag ​+

- Nitrate: NO​3​- - Octane: C​8​H​18 - Copper: Cu ​+2
- Nitride: NO​2​ -​ - Glucose: C​6​H​12​O​6 - Iron: Fe +2​
​ or Fe +3
​
- Sulfate: SO​4​ ​-2 - Zinc: Zn ​+2

- Sulfite: SO​3​ -2
​ - Lead: Pb ​+2
- Carbonate: CO​3 ​-2
- Hydrogen carbonate: HCO​3​-
- Acetate: CH​3​COO​-

Some solubility rules:

Soluble: Insoluble:

Nitrates (NO​3​-​) All n/a

Chlorides (Cl​-​) All Ag, Pb

Sulfates (SO​4​-2​) All Ag, Pb, Ca, Ba...

Hydroxides (OH​-​) Ba, Ra... All

Carbonates (CO​3​-2​) Na, K and NH​4 All

Note:​ use the data sheet “solubility constants” everything on there is ​insoluble

Predicting Reactions of Metals

Inquiry question: How is the reactivity of various metals predicted?
2.1 Conduct practical investigations to compare the reactivity of a variety of metals:
Reaction with
Metal
Oxygen Water Dilute Acid Solution of metal ions

K
Displace
Na hydrogen with
React with
cold water Not tested
React with acids (HCl
Li (forms metal
oxygen and H​2​SO​4​)
hydroxide​)
Ca (forms metal (forms metal
oxide) ions and
Mg Displace hydrogen gas) Will displace the ion of a
hydrogen with metal lower in the series
Al steam from a solution of its salt

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 Chemistry - Module 3

Mn (forms metal
oxide​)
Zn

Cr

Fe

Co

Ni

Sn
No reaction
Pb in normal
conditions
Cu

Ag
No reaction No reaction
Au

2.2 Construct a metal activity series using the data obtained

from practical investigations and compare this series with that
obtained from standard secondary-sourced information

A metal that is higher in the activity series will displace the ion of a
less reactive metal from solution

Don’t need to remember this, just look at the standard potentials on

the data sheet

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 Chemistry - Module 3

2.3 Analyse patterns in metal activity on the periodic table and explain why they correlate
with, for example:
Definition Down a Across a Period
Group (left → right)

Ionisation Energy Energy required to remove Decreases Increases

one electron from an atom

Atomic Radius Distance from the nucleus to Increases Decreases

the valence electrons

Electronegativity Ability of atoms to attract Decreases Increases

electrons

Core Charge Attractive force between the No change Increases

valence electrons and the
nucleus of the atom

Reactivity of Increases Decreases

Metals

2.4 Apply the definitions of oxidation and reduction in terms of electron transfer and
oxidation numbers to a range of reduction and oxidation (redox) reactions
Redox = reduction and oxidation

Remember: O
​ IL RIG
- Oxidation loses electrons
- Electrons on the ​LHS​ of equation
- Reduction gains electrons
- Electrons on the ​RHS​ of equation

- # of e​-​ lost in oxidation = # of e​-​ gained in reduction

Redox agents:
- Oxidising agent: oxidises the other substance and is being reduced itself
- Reducing agent: reduces the other substance and is being oxidised itself

Oxidation number/state:
- Corresponds to the loss /gain of electrons
- Loss of e = oxidised = ​increase​ in oxidation state
- Gain of e = reduced = d​ ecrease​ in oxidation state

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 Chemistry - Module 3

Rules for calculating oxidation states:

- Elemental form and neutral molecules:​ 0
- Monatomic ions:​ equal to their overall charge (including the sign)
- Eg. Cu​+2​ = 2 and S​-2​ = -2
- Polyatomic ions:​ equal to their overall charge (including the sign)
- Most electronegative usually has -ve OS
- Eg. OH​-​ = -1 and SO​4​-2​ = -2
- Note: the sum of the oxidation states of the atom = this number
- Eg. MnO​2​ = 0, Mn + 2(-2) = 0 ∴ Mn = 4
- Eg. SO​4​-2​ = - 2, S + 4(-2) = -2 ∴ S = 6
- Oxygen:​ - 2
- except peroxides (O​2​-2​) = -1
- Hydrogen:​ +1
- Except hydrides (hydrogen + metal): -1

2.5 Conduct investigations to measure and compare the reduction potential of galvanic
half-cells
Galvanic cell: ​Device that uses a chemical reaction (redox) to generate electricity.
Electrode:​ conductors of a cell, connected to
external circuit
Anode: E ​ lectrode where oxidation occurs,
electrons flow out here, net negative charge
Cathode:​ Electrode where reduction occurs,
electrons flow to here, net positive charge
Electrolyte:​ aqueous/molten substance that
conducts electricity
- Nitrates are used as they are soluble
with all elements
Salt bridge:​ The path for ions to flow without
mixing the contents of the half cells, completes
the circuit

Calculating reduction potentials (voltage):

- Find both agents on the standard potentials page
- Whichever is higher up is oxidised, swap the sign on the relevant voltage (cause it
shows V for reduction)
- Add the V value from the other agent (don’t change sign) to the the oxidised agent
- Reaction will only occur if this value is positive
- The agent reduced must have a higher reduction potential than the agent being oxidised

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 Chemistry - Module 3

Study of zinc cell and copper cell:

- Zinc is oxidised because it is higher on the page,
therefore it is losing electrons and is the anode
- Copper is oxidised because it is lower on the page,
therefore it is gaining electrons from zinc and forming
cathode
- See the oxidising and reduction half equations →
- Reduction potential / voltage:
- Zinc: - 0.76 V (change to +ve cause it is
oxidised rather than reduced)
- Copper: 0.34 V (stays the same cause
reduced)
- Add the two values together: 0.76 + 0.34 =
1.1V of energy passing in the circuit

2.6 Construct relevant half-equations and balanced overall equations to represent a

range of redox reactions
Creating half-equations from chemical equations
1. Calculate by looking charges at ions present
2. Use the standard reduction potentials (higher up = oxidised)
3. Checking change in oxidation state numbers (decrease=reduction, increase=oxidation)

In a balanced half- and overall equation

- Number of atoms of each element is equal on both sides (standard balancing)
- Total charge on each side is equal (balancing electrons)

2.7 Predict the reaction of metals in solutions using the table of standard reduction
potentials
Understanding the standard reduction potentials
- Arranged in decreasing order of reactivity
- Voltage readings are correct at:
- Concentration 1mol/L
- SLC: 25ºC and 1atm
- Higher up = more likely to oxidise
- Everything above:
- Hydrogen will react with acids
- Water will react with water
- Oxygen will react with oxygen

2.8 Predict the spontaneity of redox reactions using the value of cell potentials
- To get o​ xidation​ standard potential, swap the sign of the V
- A reaction will occur when E​oxidation​ + E​rediction​ = E​total​ is positive

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 Chemistry - Module 3

Rates of Reactions
Inquiry question: What affects the rate of a chemical reaction?
3.1 Conduct a practical investigation, using appropriate tools (including digital
technologies), to collect data, analyse and report on how the rate of a chemical reaction
can be affected by a range of factors, including but not limited to:
Increase in _____ Will cause_______ in rate of reaction

3.1.2 Temperature INCREASE

3.1.3 Surface area of reactant(s) INCREASE

3.1.4 Concentration of reactant(s) INCREASE

3.1.5 Catalysts INCREASE

Ways to measure the rate of a reaction:

- Volume​ of gas produced over a period of time (gas syringe)
- Mass​ lost over a period of time (electronic balance)
- Change in t​ emperature​ over a period of time (thermometer)
- Change in c​ olour/turbidity​ over time (only for precipitations)

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 Chemistry - Module 3

3.2 Investigate the role of activation energy, collisions and molecular orientation in
collision theory
Requirements for collision / Collision theory
Collisions - Particles must make contact with each other for the reaction to occur

Definition​: The minimum amount of

energy required for a reaction to occur
(break the bonds in the reactants)
Activation
- If energy is > E​a​, the reaction will
energy
occur
- If not, particles will only bounce
- Note E​a ​is different for every
reaction

- Must collide in the favourable

orientation for reaction to occur
- Assuming there is enough
Molecular energy for reaction to
orientation occur

- Correct orientation to both break

and form bonds

3.3 Explain a change in reaction rate using collision theory

- Larger number of successful collisions per minute = faster rate of reaction
- Explain using terms “collision frequency” or “number of successful collisions per
minute”

Energy distribution diagrams

- Particles to the right of the E​a​ line have sufficient energy for reaction to occur
- Shaded green area

- Usually a bell curve

- All particles possess some
Standard energy
- Most particles possess an
average amount of energy

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 Chemistry - Module 3

Increasing temperature, increases

kinetic energy and thus shifts the
graph to the right
Temperature - More particles possess energy
> activation energy
- ∴ more successful collisions
- And faster rate of reaction

Greater concentration by:

- Increasing concentration of
reacting solutions
- Increasing pressure of
reacting gases
Concentration
Note: increasing amount of solid
reactants does not affect the rate of
reaction
- More particles in same space
therefore more collisions

- Lowers the activation energy

Note a catalyst does nott:
Catalyst
- Get used up in the reaction
- Affect the equilibrium

Increase in surface area means more of the particle is exposed to the other
reactant.
- More collisions will occur → increasing rate of reaction

Surface area

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