Creative Family Fun

CHEMICAL REACTIONS AT HOME

(Suggested time allotment: 3-4 hours)

All of the different substances that you see and use at home and in the environment are products
different chemical reactions. These different chemical reactions can be classified in so many
ways. A particular classification involves grouping different reaction into four general
classification. Using these four classifications will help you predict the probable products of the
reaction between various substances.
A chemical reaction illustrates a chemical change. There are two substances present in a
chemical reaction: reactants and products. Reactants are the substances consumed to produce
new substances. These substances are called Products.

Aside from this, there are observable evidences which accompany such changes in a chemical
reaction. The following are some of them: evolution of gas, production of heat and light,
formation of precipitate and energy change.
There are four general classification of chemical reaction: synthesis or combination reaction,
decomposition of analysis reaction, single replacement/displacement, and double
replacement/displacement.

1. Synthesis or Combination Reaction

- Is a reaction in which two or more substances, element and/or compound, unite to
form a single compound.
- A+B AB
 2. Decomposition or Analysis Reaction
- Is a reaction in which a compound breaks up into two or more substances
- AB A+B

3. Substitution or Single Displacement/Single Replacement

- It is a reaction in which an element is set free from a compound and its place is
taken by another. An element above another in the series can displace element
below it. A metal displace another metal, a non-metal displaces non-metal.
- AB + C  AC + B

4. Metathesis or Double Displacement/Double Replacement

- It is a reaction between two or more compounds forming two or more new
compounds and there is an exchange of groups between the compounds.
- AB + CD  AD + BC

In this worksheet, we will explore the 4 general classification through hand-on home-based
experiments using materials that are easily accessible, available and can be found at our home.
 LEARNING OBJECTIVES
After studying this module, you should be able to:
 Differentiate the four general classification of chemical reaction
 Describe the physical changes observed during the reaction:
o Change of color
o Formation of precipitate
o Evolution of gases
o Relative hotness or coldness of the reaction vessel
 Perform home-based chemistry experiments on chemical reactions using materials at
home.
 HOME-BASED MATERIALS
vinegar, yeast, chalk, copper wire, candle, dishwashing liquid, hydrogen peroxide
(agua oxygenada), potato, aluminum metal, ferrous sulfate medicine tablet, water, and
 containers. Laptop/cellular phones.

 PROCEDURES
Reminder before doing the home-based experiments:
 BE SURE to wear appropriate suit (Lab gown, if there is. If none, you can wear your
aprons at home as an improvised) in doing the home experiments.
 Secure a working area. Make sure that your working area is clean and away from
anything that can be caught by fire, can be stained by colors in colored reactions, etc.
 Read the instructions first. Follow the procedures as stated to avoid accidents.

⚠Caution:
A. Copper Wire and Fire

Be cautious in using open flame, specifically candle.

Keep away the lighted candle away from your hair,
from the curtain, or anything that can be caught on fire.
Make sure not to burn your skin while doing the
experiment.

1. Prepare a small piece of copper wire, sand paper, tong, and candle.
2. Using the sandpaper, scratch the outer coating of the copper until the shiny coat is
removed.
3. Light the candle. Pick up the copper wire using the tong.
4. Place it over the candle. Be sure to heat the tip of the copper wire to the blue flame until
it becomes red.
5. Cool and examine its appearance and mass.
6. Fill up the Data Table intended for this worksheet.

What did you observe to the appearance of the burned copper wire? Did it change its
color? If yes, what does it mean?
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B. Elephant toothpaste (if not available, you can do the next one)

⚠Caution:
Food coloring can stain your shirt or other objects.
Though the substances are safe, make sure to wear
protective clothing and goggles. Hydrogen peroxide can
cause irritation to the eyes, nose, skin, and throat. Never
apply it to your skin or ingest it as medication

1. Prepare the following materials: empty plastic bottle, dry yeast, liquid dish soap, warm
water, spoon, large tub or tray to catch the foam.

2. Choose a location for the activity that can tolerate spills (of hydrogen peroxide as well as
possibly food coloring), such as a kitchen or bathroom—or an outdoor location and
Liquid food coloring (optional)

3. Put 20 mL of agua oxygenada or 3% hydrogen peroxide in an empty bottle.

4. Add 3 ml of liquid dish soap to the bottle. Swirl gently to mix.

5. Add food color if you want. This is optional.

 6. In a measuring cup mix together one tablespoon of yeast and three tablespoons of warm
water. Stir for about 30 seconds.

7. Pour the yeast mixture into the bottle then quickly step back, and watch your reaction go!

8. Fill up the Data Table intended for this worksheet.

What happens? How long does the reaction last? Does it produce bubbles? If yes, what does
it mean?
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 Potato and Agua Oxinada

⚠Caution:
1. Prepare a glass container, potato, agua
oxygenada or 3% hydrogen peroxide,
peeler, grater. Though the substances are safe, make sure to wear
protective clothing and goggles. Hydrogen peroxide can
2. Obtain a small piece of potato. Peel and cause irritation to the eyes, nose, skin, and throat. Never
grate into small pieces. apply it to your skin or ingest it as medication
3. Put 10 mL of agua oxygenada or 3%
hydrogen peroxide in a glass container.
4. Add a tablespoon of the grated potato.
5. Observe what will happen. Write the result. Note the reaction time.
6. Fill up the Data Table intended for this worksheet.

Describe the observation. How long does the reaction last? Does it produce bubbles? If yes,
what does it mean?
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C. Aluminum and Ferrous Sulfate

⚠Caution:
1. Obtain a piece of aluminum foil and a
tablet of ferrous sulfate medicine.
2. Dissolve a tablet of ferrous sulfate in 2 The reaction could be exothermic. This means that the
mL of distilled water. chemical reaction releases energy by light or heat.
Be careful as the reaction could produce heat
3. Transfer the solution of ferrous sulfate in
a glass container.
4. Obtain the small piece of aluminum foil and submerge it to the solution.
5. Observe what will happen. Write the result. Note the reaction time.
6. Fill up the Data Table intended for this worksheet.

What happens to the aluminum? Is there a notable change during the chemical reaction? If
yes, what is it?
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 D. Chalk and vinegar
1. Prepare a piece of chalk, vinegar, and glass container.
2. Fill the container with vinegar, half-full.
3. Break the chalk into several pieces. Then submerge in the vinegar.
4. Observe what will happen. Write the result. Note the reaction time.
5. Fill up the Data Table intended for this worksheet.

What happens to the chalk once added to the vinegar? Does it produce bubble? If yes, why
do you think happens?
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Table 1: Chemical Reaction

Evidence of Chemical Write the Possible Type of reaction
reaction: chemical reaction
(evolution of gas, production of
heat and light, formation of
precipitate, color change and
energy change)

Copper and fire Color change Cu + O2 Composition

Elephant toothpaste Evolution of gas H2O2 Decomposition
Potato and Agua Oxinada Evolution of gas H2O2 Decomposition
Aluminum and Ferrous Energy change Al + FeSO4 Single displacement
sulfate
Chalk and vinegar Evolution of gas CaCO3 + 2HC2H3O2 Double displacement

 Guide Questions
1. Which chemical reaction is considered (a) Composition, (b) Decomposition,
(c) Single displacement, (d) Double displacement, and why?
2. Which chemical reaction releases energy? Why?

 Reflection/Application to Daily Lives.

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HOME EXPERIMENTS: Factor affecting the Rates of Chemical Reaction

(Suggested time allotment: 2-3 hours)

The speed at which a reaction proceeds is called the rate of reaction. There are various
factors that affects the rate of chemical reaction. Some of the factors are: temperature,
concentration, nature of the reactants, particle size / surface area, and presence of catalyst.
The following are the factors that may affect the rate of the chemical reaction:
1. Temperature
- As the temperature of the reactants increases, the kinetic energy of the particles also
increases. This increase in the kinetic energy also increases the frequency of
collisions. This may mean also that the particles will likely have enough energy to
overcome the activation energy barrier.
2. Concentration
- As the concentration of the reactants increases, the number of collision of particles
also increases and therefore, increases the rate of reaction.
3. Particle size
- An increase in the surface area increases the number of solid particles that are
exposed, thereby increasing the number of collisions possible between the reactants.
The smaller the particle, the greater is the rate of the reaction.
4. Catalyst
- Many reactions that normally proceed slowly can be speed up by the introduction of
substances called catalyst. A catalyst is a substance that increases the rate of a
chemical reaction without being consumed in the reaction. It lowers the energy
barrier and allows the molecules to cross over easily.
5. Nature of the reactants
- In general, reactions involving ionic reactants occur more rapidly than those
involving covalent reaction.
In this worksheet, you will observe these factors through a hands-on home chemistry
experiments.

 LEARNING OBJECTIVES
After studying this worksheet, you should be able to:
  Describe the effect of various factors that influence the rate of chemical reaction.
 Perform home-based chemistry experiments related to factors affecting chemical
reaction using home-based materials.

 HOME-BASED MATERIALS
Activity sheet or module, pen, laptop/cellular phones, glow sticks, hot/cold water, containers,
vinegar, chalk, egg, eggshells, mortar and pestle, and medicine dropper
 PROCEDURES
Effect of Temperature
1. Prepare the following materials: 3 glow sticks, 3 cups, hot water, cold water, tap water.
2. Prepare three cups of water -- one containing ice water, another water at room
temperature and a third hot water.
3. Turn out the lights and break three glow sticks simultaneously.
4. Put one glow stick in each cup and observe the intensity of the glow. Observe and record
your results on the data table below.

Table 2.1: Effect of Temperature

Sample Observation
Glow stick on tap water

Glow stick on hot water

Glow stick on cold water

If glow sticks are not available, you can do the experiment below:
Chalk/Eggshell and Vinegar Reaction
1. Prepare the following materials: chalk/egg shells, vinegar, four small containers or cups,
mortar and pestle, and spoon
2. Obtain a piece of chalk or eggshells (remove the membrane). Grind it using a mortar and
pestle. Be sure that it is finely ground. Place the ground material on a plastic cup.
3. Obtain two containers and fill it with vinegar approximately 1 inch high.
4. Label it as Container A and Container B. Now, get a separate container then fill it with
hot water. Submerge Container B in hot water bath for a few minutes.
5. Put a half teaspoon of ground chalk/eggshells on container A and container B. Observe
the difference of the reaction rate on both containers.
 Which has faster reaction, Container A or Container B? And why?
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6. Fill up the data table below:

Table 2.2: Effect of Temperature
Sample Observation
Container A (vinegar) +
ground eggshell/chalk
Container B (hot vinegar) +
ground eggshell/chalk

Effect of concentration
1. Prepare the following materials: baking soda, vinegar, two (2) containers, dropper or any
measuring equipment for liquid and water
2. Label the two containers as container 1 and container 2. On container 1, add 10 mL of
vinegar. For container 2, add 7 mL of vinegar then add 3 mL of water. Now you have
two containers of vinegar with the same volume but different concentration.
3. On containers 1 and 2, add ½ teaspoon of baking soda at the same time. Observe which
container produces bubbles at a faster rate/time.

Which of the container produces more bubbles at a shorter time?

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Effect of surface area

1. Prepare the following materials: chalk/egg shells, vinegar, four small containers, mortar
and pestle, and spoon
2. Label the two containers as container 1 and container 2. On both containers, add 10 mL
of vinegar. Set this aside.
 3. If you are using chalk, follow procedure A. If you are using egg shell, follow procedure
B.
A. Chalk
- Obtain a piece of chalk. Cut it in half. Powderize using mortar and pestle. Leave
the other half as it is.
- Now, add a teaspoon of finely ground chalk on container 1. Observe and Time the
reaction and record on a data table below.
- On container 2, add the other half of the chalk. . Observe and Time the reaction
and record on a data table below.

B. Egg shell
- Obtain two egg shells. Remove the Eggshell membrane (film on the underside).
- Crush both of the egg shell. Divide it into two parts. The first part of the egg shell
must be finely ground while the other half part must stay as it is.
- Now, add a teaspoon of finely ground egg shells on container 1. Observe and
Time the reaction and record on a data table below.
- On container 2, add the other half of the egg shells. Observe and Time the
reaction and record on a data table below.
Table 3: Effect of Surface Area
Sample Observation Time

 Guide Questions
1. What is the effect of the various factors in the rate of chemical reaction?
(Explain based on the result of the experiment)
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 Reflection/Applications to Daily Lives

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 Chemical Equilibrium: Reversibility of Reactions
(Suggested time allotment: 2-3 hours)

In a chemical reaction, the so-called chemical equilibrium will be achieved when the rate of the
forward reaction become equal to the rate of the backward reaction. During this state, there is no
net change in concentrations of reactants and products. The chemical reaction shown below is an
example of a reversible reaction which happens in both directions, reactant/product. At its fixed
condition, an equilibrium point is achieved when the rates of forward and backward reaction
became equal.

2NO (g) + O2 (g)  2NO2 (g)

The reversibility of reaction can be explained through the so-called Le Chatelier’s principle. The
said principle can be often be applied to a system in equilibrium state. The idea was discovered
and formulated independently by Henri Louis Le Chatelier and Karl Ferdinand Braun. Le
Chatelier’s principle states that when a system is stressed, the system will shift in a direction that
will reduce that stress, given that the system is in equilibrium state. This is done to restore the
equilibrium of the reaction. Changing variables such as concentration, pressure, temperature and
catalyst will result to the adjustment in the system to counteract the change and regain the
equilibrium.
The reversibility of reaction can be explained through the so-called Le Chatelier’s principle. The
said principle can be often be applied to a system in equilibrium state. The idea was discovered
and formulated independently by Henri Louis Le Chatelier and Karl Ferdinand Braun. Le
Chatelier’s principle states that when a system is stressed, the system will shift in a direction that
will reduce that stress, given that the system is in equilibrium state. This is done to restore the
equilibrium of the reaction. Changing variables such as concentration, pressure, temperature and
catalyst will result to the adjustment in the system to counteract the change and regain the
equilibrium.
1. Increase in temperature. The increase of temperature will result to the system shift of
direction to resist the change. The said shift in the direction of the reaction removes the
heat. This process occurs in an endothermic reaction, or reversed reaction is favored.
2. Increase in concentration. Increasing the concentration of the reactant also increases the
rate of the forward reaction. For example, in the reaction of:

N2 (g) +3H2 (g)  2NH3 (g) + heat

If there is a container with N2, H2, and NH3 gas at equilibrium. If N2 gas is added to that system,
there will be increased in the concentration of N 2 in the system. The system will have to
counteract this to maintain the equilibrium by reducing the partial pressure of N 2 gas with the
forward reaction. The forward reaction uses the H 2 gas to reduce the partial pressure. NH 3 and
heat is created in the forward reaction.
 3. Increase in pressure. When pressure is increased in the system, it creates a stress to the
system. The system will have to shift to the direction of the reaction where there is less
pressure exerted.
Catalyst. It has no effect on the equilibrium concentrations of the reactants and products in an
equilibrium system. The activation energy for the reverse reaction is lowered by an equal
amount, this also increases the rate of the reversed reaction. Catalyst increases the rate of both
favoured and reverse reaction by the same amount, it has no effect on the system’s equilibrium.

For this worksheet, this concept of chemical equilibrium, also known as dynamic equilibrium,
will be studied using a home-based kitchen chemistry experiment.

 LEARNING OBJECTIVES
After studying this module, you should be able to:

.  Differentiate a reversible reaction from an irreversible reaction

 Study the effects of concentration on a system at equilibrium

 HOME-BASED MATERIALS
Tincture of iodine (e.g. betadine), starch, glass container, tea and activity sheet.

 PROCEDURES
Iodine-Starch Equilibrium
1. Prepare the following materials: iodine tincture (povidone-iodine), starch, stirrer, container, ice
2. Prepare a starch solution by dissolving teaspoonful of starch in water. Heat the water until the
starch dissolves. Starch is soluble in water when heated.
3. Cool the starch solution. Prepare three containers. And put equal amount of starch solution on
each container. Label the container as A, B, and C.
4. Now, on container A, add two drop of tincture of iodine to starch solution. Observe the color
formation.
5. Prepare a cold water bath by adding ice in the small basin with water and a hot water bath (In a
separate basin put freshly boiled water.)
6. Add two drops of tincture of iodine (e.g. betadine) on container B and C. Observe the formation
of blue-black coloration on both in B and C.
7. Place container B in the cold water bath while container C in Hot water bath.
8. Observe. What happens in the coloration on Container B? How about on C? Describe each.
Table 3: Iodine-Starch Equilibrium

Resulting color

Control (A)

Raise temperature (C)

(Hot Water Bath)
Lower temperature (B)
(Cold Water Bath)

Tea and Vinegar

1. Prepare a high concentration tea solution by putting one bags of tea in a half cup of hot water.
2. Prepare three containers and label it as A, B, and C. Divide the tea solution into three-parts and
fill the three containers.
3. Container A: Control Group
Container B: Add one (1) tablespoon of vinegar. Stir using a metal spoon. Observe the color
development.
Container C: Add one (1) tablespoon of baking soda. Stir using a metal spoon. Observe the color
development.
4. Compare the results of the color development for containers A, B, and C.
Table 3.2: Tea and Vinegar Reaction

Tea (aq) + H+ (aq)  TeaH+ (aq)

Resulting Color
Control (A)
With Vinegar (B)
With Baking soda (C)

 Guide Questions
GQ for Iodine-Starch Equilibrium
1) What is the effect of increase in temperature on the blue-black coloration on
container C? Explain your answer in relation to the Le Chatelier’s Principle.
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 2) What is the effect of decrease in temperature on the blue-black coloration on
Container B? Explain your answer in relation to the Le Chatelier’s Principle.
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3) Which direction is exothermic? Which direction is endothermic? Explain your

results.

The reaction of starch and iodine can be illustrated as:

Iodine (aq) + Starch (aq)  Starch-Iodine Complex (aq) + Heat

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GQ for Tea-Vinegar Equilibrium

4) Is there a change in the equilibrium upon adding vinegar? Baking soda?
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5) Explain your observation using the concept of Le Chatelier’s Principle.

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 Reflections/Applications to Daily Lives

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