Skip to content
SPM Tuition
Rate of reaction practice

Rate of reaction practice with answers

You know the factors and want questions that make you explain rate from graphs.

These eight original questions cover the four lessons in SPM Chemistry rate of reaction. They start with one-step calculations and end with fair-test and energy-diagram judgements.

Use 24 dm³/mol as the molar volume at room conditions. Attempt each question on paper before opening the answer.

Questions

Question 1. A gas syringe collects 24 cm³ of gas in the first 40 s. Calculate the average rate.

Answer

Average rate = 24 ÷ 40 = 0.60 cm³/s.

Revisit average and instantaneous rates if you divided by the volume instead.

Question 2. A flask loses 1.80 g in 90 s. Give the average rate in g/min.

Answer

Rate = 1.80 ÷ 90 = 0.020 g/s.

Multiply by 60: 0.020 × 60 = 1.2 g/min.

Question 3. The volumes of gas at 0, 20, 40, 60 and 80 s are 0, 14, 24, 30 and 33 cm³. Find the average rate for 0 to 20 s and for 60 to 80 s, and explain the difference.

Answer

0 to 20 s: 14 ÷ 20 = 0.70 cm³/s.

60 to 80 s: (33 − 30) ÷ 20 = 3 ÷ 20 = 0.15 cm³/s.

The rate falls because the reactant is used up, so its concentration decreases. The frequency of effective collisions falls.

Question 4. A tangent to a curve at 40 s passes through (0, 6) and (80, 38). Find the instantaneous rate at 40 s.

Answer

Gradient = (38 − 6) ÷ (80 − 0) = 32 ÷ 80 = 0.40 cm³/s.

Two points far apart on the tangent give a reliable gradient. Do not use points on the curve itself.

Question 5. Explain why the rate increases when the temperature of a reacting mixture rises from 30 °C to 50 °C.

Answer

The particles move faster, so the frequency of collisions increases.

A larger fraction of the particles have energy equal to or greater than the activation energy.

Therefore the frequency of effective collisions increases, and so does the rate. See collision theory.

Question 6. Experiment I uses 0.12 g of Mg with excess 1.0 mol/dm³ acid. Experiment II uses 0.24 g of Mg with excess acid of the same volume and concentration. State the final hydrogen volume in each.

Answer

I: 0.12 ÷ 24 = 0.005 mol Mg gives 0.005 mol H₂, which is 0.005 × 24 000 = 120 cm³.

II: 0.24 ÷ 24 = 0.010 mol Mg gives 0.010 mol H₂, which is 240 cm³.

The final volume depends on the amount of the limiting reactant, which here is magnesium.

Question 7. A reaction has reactants at 40 kJ, a peak at 110 kJ and products at 90 kJ. A catalyst lowers the peak to 85 kJ. Find Ea and ΔH before and after.

Answer

Before: Ea = 110 − 40 = 70 kJ; ΔH = 90 − 40 = +50 kJ (endothermic).

After: Ea = 85 − 40 = 45 kJ; ΔH is still +50 kJ.

The catalyst lowers the activation energy only.

Question 8. A student compares two rates by changing both the temperature and the concentration at once. Say why this is not a fair test and describe a fair design.

Answer

Two variables changed together, so the cause of any difference cannot be identified.

A fair design changes only the concentration. Temperature, mass and size of the solid, and volume of acid are kept constant, and the rate is measured from the same quantity each time.

If you got these wrong

If Questions 1 to 4 went wrong, review average and instantaneous rates. For Question 6 and 8, see comparing rate graphs fairly. Question 7 links to activation-energy diagrams.

The timed original practice session builder can turn this set into a timed session. For a teacher to work through the questions you missed, see online one-to-one Chemistry tuition.

Common questions

How should I use these questions?

Cover the answer, write your full working on paper, then open the answer and compare step by step. Mark where your reasoning first differed, not only whether the final number matched. Repeat any question you got wrong after a day.

Should I time myself?

Do the first attempt untimed so you can focus on method. Once you can get a question right, give yourself about two minutes per question, which is close to the pace of a structured question in a paper.

What if I get the calculations right but lose the explanation marks?

Go back to the collision theory lesson and use the three-link pattern: change, effect on particles, effect on effective collisions and rate. Write each answer in full sentences before checking the model answer.

If the same type of question keeps going wrong even after reading the answer, a one-to-one Chemistry teacher can find the step where the reasoning breaks.

  • Online one-to-one lessons for your child with an experienced teacher.
  • Your first class is a one-hour trial, from RM50. The fee is agreed before you book.
  • Happy with the teacher? Continue with lessons of about 1.5 hours. If not, ask for another teacher.