Factors Affecting Rates of Reactions:

Nature of Reactants and Surface Area

I. Objectives
At the end of the lesson, the students should be able to:
1. Demonstrate the effects of changing factors in the rate of chemical
reactions
2. Explain the factors affecting reaction rates in terms of the collision theory
3. Recognize the value of these different factors by citing their applications in
given situations.
II. Subject Matter
A. Topic: Factors Affecting Rates of Reactions: Nature of Reactants and Surface
Area
1. Collision theory
- states that for a reaction to occur, particles must collide in the right
orientation and with sufficient energy
2. Factors Affecting Rates of Chemical Reactions
a. Nature of Reactants
- the nature (composition, properties, phase) of the reactants
involved in a reaction
b. Surface Area
- size of the reacting substances, i.e., for the same amount of
reactant, smaller particle size means greater surface area
B. References:
Bureau of Secondary Education. (n.d.). Module 17: Reaction Rates and
Equilibrium.
Chang, R. (2010). Chemistry. (10th ed). USA: Mc-Graw Hill.
Harned, Slatoff, & Stanchock. (n.d.). Mentos Investigation. Retrieved from
http://www.eastpennsd.org/teacherpages/nstanchock/downloads/Ment
os%20Investigation.doc
Royal Society of Chemistry. (n.d.). The Mentos Explosion. Retrieved from
http://www.rsc.org/images/The_Mentos_explosion_tcm18-194232.pdf
Spangler, S. (n.d.). Mentos Diet Coke Geyser. Retrieved from Steve
Spangler Science:
http://www.stevespanglerscience.com/lab/experiments/original-
mentos-diet-coke-geyser
C. Strategy: Problem-Based Learning (Guided discovery approach)
Students work in small groups to research and pose solutions to
problems, both a collaborative and multifaceted environment is created.
Within this environment, students can explore multiple solutions and best
practices for tackling projects.
D. Vocabulary:
1. Reactants chemical substances involved in a reaction
2. Nature of reactant qualities of a reactant (e.g. phase, composition,
properties), which can affect the rate of a reaction
3. Surface area total area covered by the surface of an object; how much
surface is exposed for reaction
E. Skills Development / Values Integration:
1. Time/resource management
2. Communication and collaboration
3. Leadership and responsibility
4. Critical thinking and problem solving
5. Information literacy (graphing and presentation of data)
6. Social responsibility and accountability
F. Integration with Other Subject Areas:
1. Mathematics the activity requires the students to evaluate, analyze, and
summarize data they collected.
2. Language arts each group must be able to communicate their ideas
effectively and efficiently to convince the DOST to select them for a full-
scale test.
G. Materials:
1. For presentation:
- Projector
- Laptop
2. For activity (per group):
- Mentos-Coke Explosion activity sheet
- KWLH chart
- 1 roll each of mint- and fruit-flavored Mentos candies
- 500mL each of regular Coke and Coke Zero
- 2 x 100mL graduated cylinder
H. Time Frame: 240 minutes
Activity Time Target Skills Science Concepts
DAY 1
Pre-lab & Planning
Report of Plan

40 min.
20 min.

Communication and collaboration
Time/resource management
Collision Theory

Factors Affecting
Reaction Rates:
Nature of Reactants
and Particle Size
DAY 2
Testing

60 min.

Leadership and responsibility
DAY 3
Write-up
Final Report
Post-lab

20 min.
30 min.
10 min.

Information literacy

DAY 4
Discussion
Application
Valuing

25 min.
25 min.
10 min.


Critical thinking and problem solving
Social responsibility and
accountability
TOTAL 240 min.
III. Procedure
A. Routine
1. Greeting
2. Prayer
3. Attendance
B. Motivation
The teacher presents a video of a YouTube clip (Mentos and Diet Coke
Experiments). The Mentos and soda fountain will play an important part of
the students next activity. This serves to prepare them for that.
C. Lesson Proper
1. PROBLEM: Coke-Mentos Explosion
The teacher has the students feel under their armrests for their group
assignments. He has them seat with their group mates and presents the
problem:
As a highly regarded chemist at the University of ___________,
you are one of four researchers awarded with a multi-hundred peso
research grant to investigate a phenomenon that has puzzled
scientists from all over the globe: The Coke-Mentos Explosion. You
will have to present your team's findings to the Department of
Science and Technology. The team that convinces their colleagues
and the DOST shall do a full scale test. Success depends on
presentation of data and the ability to answer questions of the
Department. Will it be your team that solves the case?
Each group must have:
1. a Chemist to take charge of executing the experiment and
presenting findings to the DOST
2. a Research Assistant to assist the chemist in executing the plan
3. a Lab Journalist to record the teams data and prepare a report to
present to the DOST
4. at least one Custodian to claim supplies form the DOST and
maintain order in/of the work area
Phases:
DAY 1
1. Pre-lab & Planning (40 min)
2. Report of Plan (20 min)
The teacher allows time for students to answer the KWLH sheet
(Know, Want columns). Each group shall present their plans. Groups
shall rate each other (Colleague Evaluation Checklist) during
presentation, the teacher shall do the same.
DAY 2
3. Testing (60 min)
The teacher uses a checklist to assess each groups performance.
The days assignment is to gather information of the Mentos-Coke
experiment for the final report.
DAY 3
4. Write-up (20 min)
5. Presentation of Findings (30 min)
6. Post-lab & full-scale test (10 min)
Each group shall present their findings and conclusions. Groups
shall rate each other during presentation, the teacher shall do the
same. The teacher shall ask questions relating to their data.
2. DISCUSSION: Collision Theory & 2 Factors Affecting Reaction Rates
DAY 4
The teacher gathers responses from the class stating their explanations
for the results of the experiment. The teacher goes on to explain that the
results of the experiment can be better explained by the Collision theory.
After giving a brief explanation, he goes into detail on 2 factors affecting
chemical reactions as consequences of the Collision theory.
The teacher goes back to the results of the experiment. He explains the
process behind the formation of bubbles in Coke.
Questions:
- Look at the ingredients of regular Coke and Coke Zero. What
ingredient was different? Did this affect the eruption height? How
do you think this difference could have affected the results?
(Nature of Reactants)
- Fruit-flavored Mentos candies have a carnauba wax coating.
Explain, using the collision theory, how this could make a
difference in the rate of gas formation. (Nature of Reactants)
- Which has a greater surface area: a sugar cube or powdered
sugar of the same mass? Which of them will burn faster? (Particle
Size)
D. Generalization
The teacher writes important terms of the lesson on the board (Collision
theory, Reaction Rate, Nature of reactants, Particle size) and calls on a few
students to use these terms to summarize the lesson. Students are given
time to answer the KWLH sheet (remaining sections)
E. Application
The teacher asks a representative of each group to pick one of 4 folded
cards. On the cover of each card is a different picture, corresponding to the
theme of the questions. Inside the card is a question, which the students
must answer using their knowledge of the factors affecting reaction rates.
Questions are worth 5 points.
Example:
- Alkali metals are usually stored as big lumps of metal in glass
containers filled with kerosene. What could be the reason/s behind
this procedure?
- Analogies are a great way to improve understanding. Imagine
you and your friends in Divisoria, where to bump someone can
cost you a watch or a necklace. By applying the concepts you
learned today, how can you DECREASE the likelihood of a theft
happening to you?
- In the movies, people make cars explode by igniting the fuel tank
(filled with liquid gasoline). This is not possible outside of
Hollywood. A leaking gas stove however, is a different story.
Explain the difference.
- During the dry season, flour mills face a constant threat of dust
explosion, not from the sacks of flour, but the flour dust. The same
danger exists in lumber mills, due to sawdust. What factors could
possibly contribute to this threat?
F. Valuing: Social Responsibility and Accountability
The teacher poses this situation to the class:
Tetraethyl lead is a fuel additive used to control the premature
combustion of fuel inside an internal combustion engine. This
reduces the knocking that causes inefficient combustion of fuel,
thus the term anti-knocking agent.
Recent reports however reveal that tetraethyl lead can cause
acute or chronic lead poisoning if inhaled or absorbed through the
skin. In addition to this, its products are detrimental to catalytic
converters used to nullify other substances in exhaust.
Consider yourself in the following situations:
(a) You are the chief manufacturer of this additive who just now
understood the health risk. What can you do?
(b) You are an average citizen with knowledge of the risks of
tetraethyl lead. What can you do?
IV. Assignment
The teacher gives the assignment to prepare the class for the next
discussion: 3 more factors affecting rates of chemical reactions. The
teacher gives instructions to answer the questions in the students science
notebook.
- Why does food cook faster using a pressure cooker than it does
using other means?
- Hydrogen peroxide bubbles vigorously when you apply it on a
wound. What causes this reaction?