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GCSE/Chemistry/WJEC

U2.2Rate of chemical change — collision theory, factors affecting rate, catalysts

Notes

Rate of chemical change

Measuring rates of reaction

The rate of reaction is a measure of how quickly reactants are converted to products.

rate = change in amount (or concentration) of reactant or product ÷ time

Units commonly used in WJEC: cm³/s (gas volume), g/s (mass loss), mol/dm³/s (concentration change).

Practical methods:

  • Gas collection: measure volume of gas evolved vs time with a gas syringe or upturned burette over water.
  • Loss of mass: place reaction on a balance; CO₂ escapes and mass decreases — record mass vs time.
  • Colorimetry: monitor colour change (useful for reactions that change colour).
  • Titrimetry: withdraw samples and quench, then titrate to find concentration at each time point.

Graphs: plot product formed (or reactant remaining) vs time. The gradient at any point = rate at that instant. The initial gradient = initial rate. The curve flattens when the reaction stops.

Collision theory

For a reaction to occur, reactant particles must collide with:

  1. Sufficient energy — at or above the activation energy (Eₐ) threshold.
  2. Correct orientation — the right parts of the molecules must meet.

Only a small fraction of all collisions are "successful" (lead to reaction).

Activation energy is the minimum energy needed for a reaction to occur. It is the "energy barrier" shown on reaction profile (energy level) diagrams.

Factors affecting rate

FactorEffect on rateExplanation (collision theory)
Concentration ↑Rate ↑More particles per unit volume → more frequent collisions
Pressure ↑ (gases)Rate ↑Equivalent to increasing concentration of gas
Temperature ↑Rate ↑↑Particles move faster → more frequent collisions AND a greater proportion exceed Eₐ
Surface area ↑Rate ↑More exposed reactant surface → more frequent collisions
CatalystRate ↑Provides an alternative reaction pathway with lower Eₐ

Temperature has a particularly large effect because it simultaneously increases collision frequency AND increases the proportion of particles with sufficient energy — often a 10 °C rise approximately doubles the rate.

Catalysts

A catalyst increases the rate of reaction without being used up (it is regenerated). It works by providing an alternative reaction pathway with a lower activation energy.

  • The catalyst appears in the mechanism but is recovered unchanged at the end.
  • On an energy profile diagram, a catalyst lowers the "hump" (Eₐ) — both forward and reverse reaction are speeded up equally.
  • Catalysts do NOT change ΔH (the overall energy change).

Types:

  • Homogeneous catalyst: same phase as reactants (e.g. H⁺(aq) catalysing ester hydrolysis).
  • Heterogeneous catalyst: different phase from reactants (e.g. Fe(s) catalyst in Haber process, Pt(s) in catalytic converters).

Industrial importance: catalysts reduce energy costs by allowing reactions to proceed at lower temperatures. WJEC examiners expect you to state economic and environmental benefits.

WJEC required practicals for U2.2

  1. Reaction of marble chips (CaCO₃) with hydrochloric acid — measuring gas volume or mass loss: vary concentration/surface area/temperature; plot volume of CO₂ vs time; compare initial gradients.
  2. Iodine clock reaction (sodium thiosulfate + HCl, or H₂O₂ + KI): measure time for cross to disappear through sulfur precipitate; 1/time as measure of rate; investigate effect of concentration.

Common examiner traps

  1. "Particles have more energy at higher temperature" — partially true, but the key mark-scoring point is that a greater proportion of particles exceed the activation energy at higher temperature.
  2. Catalyst is not consumed — students write "catalyst lowers activation energy and is used up." Never — catalysts are regenerated.
  3. Surface area vs particle size: increasing surface area means using smaller/powdered particles, not larger chunks.
  4. Flattening of the rate graph: the reaction does not stop because of "low energy" — it stops because a reactant has been used up (or concentration too low for further reaction under those conditions).

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Practice questions

Try each before peeking at the worked solution.

  1. Question 17 marks

    Collision theory — effect of temperature

    WJEC Unit 2 — explain question

    A student investigates the rate of reaction between sodium thiosulfate solution and dilute hydrochloric acid at different temperatures. The solution turns cloudy as sulfur forms.

    (a) Describe how the student could measure the rate of this reaction. (3 marks)

    (b) The student finds that increasing the temperature from 20 °C to 40 °C roughly doubles the rate. Explain this observation using collision theory. You should refer to activation energy in your answer. (4 marks)

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  2. Question 27 marks

    Rate graphs — interpreting marble chips + HCl

    WJEC Unit 2 — data analysis

    A student reacted 5 g of marble chips (CaCO₃) with excess dilute hydrochloric acid and recorded the volume of CO₂ produced every 30 seconds:

    Time (s)Volume CO₂ (cm³)
    00
    3022
    6038
    9049
    12056
    15060
    18060

    (a) Calculate the average rate of reaction between 0 and 60 seconds. Give units. (2 marks)
    (b) Explain why the rate decreases between 60 and 150 seconds. (2 marks)
    (c) Explain why the volume stays constant after 150 seconds. (1 mark)
    (d) Predict how the graph would differ if the marble was powdered instead of chips, with all other variables the same. (2 marks)

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  3. Question 38 marks

    Catalysts and energy profiles

    WJEC Unit 2 — structured question

    (a) Define the term activation energy. (2 marks)
    (b) Explain how a catalyst increases the rate of a reaction. Refer to energy profile diagrams in your answer. (4 marks)
    (c) State one economic advantage and one environmental advantage of using a catalyst in an industrial reaction. (2 marks)

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  4. Question 410 marks

    Factors affecting rate — plan an investigation

    WJEC Unit 2 — practical planning

    A student wants to investigate how the concentration of hydrochloric acid affects the rate of its reaction with zinc.
    Zn(s) + 2HCl(aq) → ZnCl₂(aq) + H₂(g)

    (a) State the independent variable, dependent variable, and two control variables for this investigation. (4 marks)
    (b) Describe how the student should measure the rate of reaction. (3 marks)
    (c) Predict and explain the expected result using collision theory. (3 marks)

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Flashcards

U2.2 — Rate of chemical change — collision theory, factors affecting rate, catalysts

8-card SR deck for WJEC Chemistry topic U2.2

8 cards · spaced repetition (SM-2)