Factors Affecting the Rate of a Reaction: The Iodine Clock Reaction

In this activity, you will examine how varying the concentration or the temperature of reactants affects
the rate of a reaction. First, temperature will be held constant and the concentrations of reactants will
be varied to see how concentration affects the rate. Next, the temperature of the reaction will be
varied, holding concentration constant to observe how the rate is affected by temperature.

Materials
two small beakers (50-100mL) thermometer
two big beakers (400-600mL) ice
six test tubes hot water (Hot tap water is about 40oC)
test tube rack 45-50mL Solution A
two pipettes labeled A and B 45-50mL Solution B
two 10mL graduated cylinders timer or clock with second hand
graph paper wash bottle with deionized water

Safety
Wear goggles and apron. Keep your hands away from your face. Leave your station dry and tidy, and
wash your hands with soap last thing before leaving the lab.

Procedure
Each student pair will perform the reaction at two different temperatures and two different
concentrations, to be assigned by the teacher. Then, you will use the combined Class Data to construct
two graphs: One graph for Varying the Temperature and one for Varying the Concentration. Include
these two graphs with your lab report.

Part I: Varying the concentration

1. Indicate in the Class Data Tables which 2 dilutions, and which 2 temperatures you have been
assigned, by placing a check mark to the left of those rows. Other students will be performing
these same assignments and the rest as well, so that when all the class data is compiled, the data
tables will be completely filled out.
2. Obtain about 45-50mL of each solution, A and B, in small, labeled beakers. Do not pour any
solutions back into the stock bottles. If you take too much, give it to someone who needs it.
3. Prepare the first dilution of Solution A by measuring the proper amount, as assigned, into a
10mL graduated cylinder. Remember to read the meniscus, and get it perfect by using the
pipette labeled “A”. Add distilled water from a wash bottle to the 10mL mark for the total
volume. Pour that mixture into a test tube and label it “A”.
4. Measure out exactly 10mL of Solution B, using the pipette labeled “B” for exactness, and read
the meniscus. Pour that solution into a test tube and label it “B”.
5. Have one partner, The Timer, watch the clock’s second hand (or use a digital timer) while the
other partner, The Mixer, prepares to pour the contents of the test tubes together into one of the
tubes. When both partners are ready, The Mixer will call out “Go” when the solutions first
come into contact, quickly pour back and forth three times, and then exclaim “stop” when the
color change occurs. The timer will note the number of seconds passed. Record the time in
seconds in your data table.
6. Repeat the process for the second assigned dilution.

Part II: Varying the Temperature

1. In this part, do not dilute either solution, but vary the temperature. If you are assigned
temperatures above 20oC, you will need a warm or hot water bath. This is a large beaker half
filled with hot tap water (about 40oC.) If you are assigned temperatures cooler than that, you
will need an ice water bath. Just fill a large beaker with ice and then add cool water to about
 half full. In either case, you will use the water bath to bring the temperature of the solutions in
their test tubes to that which is desired.
2. Measure out exactly 10mL of solutions A and B and place in 2 test tubes labeled “A” and “B”.
Put a thermometer into one of the solutions, and place both test tubes into the cool or hot water
bath you have prepared. When the temperature reaches that which you are assigned, assume
the roles of Timer and Mixer and once again perform the experiment by mixing the contents of
the two test tubes and timing the reaction. Enter the data in your data table.
3. Once you have performed the experiment with two dilutions for Part I and two different
temperatures for Part II, enter your data on the big class data table provided by the teacher. As
other class members add their data to the big class data table, record all their results in your
table which you will include in your lab report.
Data
Class Data Table I: Varying the Concentration
mL “A” mL H2O time (s) time (s) time(s) time (s)
10 0
9 1
8 2
7 3
6 4
5 5
4 6

Class Data Table II: Varying the Temperature

Temp. (oC) time (s) time (s) time (s) time (s) time (s)
30
25
20
10
5

Analysis
1. Use the combined class data to prepare a graph of the concentration-time data. Plot “Time in
Seconds” on the horizontal axis and “mL of Solution A” on the vertical axis. Once you have
plotted all the data points, draw a smooth curve which goes through the center of the points.
Choose a descriptive title to complete the graph.
2. Prepare another graph for the temperature-time data. Once again, plot time on the x-axis.
Don’t forget to label the axes and title your graph appropriately.
3. Be sure to staple your graphs to your lab report.

Questions (Use complete sentences.)

1. What type of mathematical relationship is shown by both graphs? (Direct or inverse?)

2. How is the concentration of reactants related to the rate of a reaction? What does the graph of
this type of relationship look like?

3. Use your graph to predict the time required for the reaction between undiluted solutions A and
B at 27oC.
Factors Affecting the Rate of Reaction: Teacher’s Notes and Answer Key

 Plan this lab with your students for a day when everybody expects to be there, as there
are no make-up opportunities: Even if you are willing to mix up a fresh batch of
Solution B, their data may not match the rest of the class because of the constant change
in solution B as it decomposes over time. If they miss this they will have to do an
alternate assignment.
 There is only enough time in the typical class period for students to perform the
experiment at 2 different temperatures and 2 different dilutions. In order to obtain a
good scatter of data points for their graphs, simply provide each student pair with one of
the assignment slips from the Cut-Apart Assignment sheet provided. Then, use the Big
Class Data Table to make an overhead transparency, onto which everybody can write
their combined class data. Once they have copied all the class data from the overhead
onto their own data tables, they can construct their graphs.
 Run a quick demonstration of the mixing/timing at the beginning of the lab, or
otherwise they are so surprised the first time they see the color change, they forget to
stop the timer.

Materials per student pair

two small beakers (50-100mL)
two big beakers (400-600mL)
six test tubes—big enough to hold 20mL of liquid
test tube rack
two disposable pipettes labeled A and B
two 10mL graduated cylinders—Use a grease pencil to label “A” & “B” on the bottoms.
thermometer
timer or clock with second hand
ice—You will need about 2 trays of ice cubes per class
hot water (Hot tap water is about 40oC.)
45-50mL Solution A
45-50mL Solution B
graph paper
wash bottle with deionized water

Solution Preparation: Makes plenty for a class of 30 students working in pairs.

Solution A: Dissolve 4.3g Potassium Iodate, KIO3, in 1.0 liter deionized water.

Solution B:
a. Do this at least a day ahead to allow for cooling time. In a 1L beaker, stir 4g starch into
about 5mL deionized water and mix into a thin paste. Stir in about 500mL deionized water,
bring to a boil for a few minutes, and allow to cool.
b. Add 0.2g Sodium Metabisulfite, Na2S2O5, and stir to dissolve. Bring the volume to 1L with
deionized water.
c. Add most of 5mL of 1.0M Sulfuric Acid, H2SO4, but not more than a few hours before you
plan to use it.

Solution preparation can be done days ahead of time, but do not add the Sulfuric Acid to
Solution B until at most a few hours before performing the lab. To do this, first add almost all
 the 5mL of the acid, and run a quick test with a couple of test tubes containing the same amount
of A and B. You are trying to get the mixture to change color at right about 10 seconds at room
temperature. If it is too slow, add a little more acid. If it is too fast, dilute Solution A a little
with some deionized water. You should be able to adjust the rate with a couple of tries.

Divide up the solutions into 4 or 5 pairs of 250mL bottles labeled “Solution A” and “Solution
B” to provide one pair of solutions per 4 pairs of students.

Safety:
Always wear goggles. Last thing before leaving the lab, wash hands with soap. It takes 15
seconds to sing Yankee Doodle, the same amount of time they should wash.

Answer Key: These are typical data for a class.

Class Data Table I: Varying the Concentration

mL “A” mL H2O time (s) time (s) time(s) time (s)
10 0 10 10 9
9 1 11 11 12
8 2 14 15 14 13
7 3 15 16 16 17
6 4 18 18 19 17
5 5 22 21 22 23
4 6 28 28 26 29

Class Data Table II: Varying the Temperature

Temp. (oC) time (s) time (s) time (s) time (s)
30 8 9 8 10
25 9 9 9 8
20 10 10 11 10
10 13 12 13 14
5 15 15 16 15

Analysis:
Questions (Use complete sentences.)
4. What type of mathematical relationship is shown by both graphs? (Direct or inverse?)
The relationship shown by both graphs is an inverse one.

5. How is the concentration of reactants related to the rate of a reaction? What does the graph of
this type of relationship look like?
The concentration is directly proportional to the rate: When the concentration of reactants
increases, the rate also increases. The graph is a straight line with a positive slope.

6. Use your graph to predict the time required for the reaction between undiluted solutions A and
B at 15oC.
It would take about 12 seconds according to the graph “Varying the Temperature.”
Student graphs should reflect the class data:

Varying the Concentration

11
10
9
8
mL of A

7
6
5
4
3
8 9 101112131415161718192021222324252627282930
Time (s)

Varying the Temperature

35

30

25
Temperature (C)

20

15

10

0
6 7 8 9 10 11 12 13 14 15 16 17 18
Time (s)
 Cut-Apart Dilution/Temperature Assignments for Iodine Clock Lab
Cut apart and Provide each student pair with a different temperature/dilution assignment slip.

Lab station 1. Lab station 2. Lab station 3.

2 dilutions of A: 2 dilutions of A: 2 dilutions of A:
a. 10mL A with 0mL H2O a. 9mL A with 1mL H2O a. 7mL A with 3mL H2O
b. 8mL A with 2mL H2O b. 7mL A with 3mL H2O b. 6mL A with 4mL H2O
2 temperatures: 2 temperatures: 2 temperatures:
a. 30oC a. 25oC a. 30oC
b. 20oC b. 20oC b. 25oC

Lab station 4. Lab station 5. Lab station 6.

2 dilutions of A: 2 dilutions of A: 2 dilutions of A:
a. 6mL A with 4mL H2O a. 4mL A with 6mL H2O a. 9mL A with 1mL H2O
b. 5mL A with 5mL H2O b. 10mL A with 0mL H2O b. 8mL A with 2mL H2O
2 temperatures: 2 temperatures: 2 temperatures:
a. 5oC a. 30oC a. 20oC
b. 20oC b. 25oC b. 10oC

Lab station 7. Lab station 8. Lab station 9.

2 dilutions of A: 2 dilutions of A: 2 dilutions of A:
a. 6mL A with 4mL H2O a. 4mL A with 6mL H2O a. 10mL A with 0mL H2O
b. 5mL A with 5mL H2O b. 5mL A with 5mL H2O b. 8mL A with 2mL H2O
2 temperatures: 2 temperatures: 2 temperatures:
a. 5oC a. 20oC a. 25oC
b. 10oC b. 25oC b. 10oC

Lab station 10. Lab station 11. Lab station 12.

2 dilutions of A: 2 dilutions of A: 2 dilutions of A:
a. 4mL A with 6mL H2O a. 9mL A with 1mL H2O a. 7mL A with 3mL H2O
b. 8mLA with 2mL H2O b. 7mL A with 3mL H2O b. 6mL A with 4mL H2O
2 temperatures: 2 temperatures: 2 temperatures:
a. 5oC a. 25oC a. 30oC
b. 10oC b. 30oC b. 25oC

Lab station 13. Lab station 14. Lab station 15.

2 dilutions of A: 2 dilutions of A: 2 dilutions of A:
a. 6mL A with 4mL H2O a. 4mL A with 6mL H2O a. 9mL A with 1mL H2O
b. 5mL A with 5mL H2O b. 10mL A with 0mL H2O b. 8mL A with 2mL H2O
2 temperatures: 2 temperatures: 2 temperatures:
a. 5oC a. 30oC a. 20oC
b. 20oC b. 25oC b. 10oC
Big Class Data Table

Class Data Table I: Varying the Concentration

mL “A” mL H2O time (s) time (s) time(s) time (s)
10 0

9 1

8 2

7 3

6 4

5 5

4 6

Class Data Table II: Varying the Temperature

Temp. time (s) time (s) time (s) time (s) time (s)
(oC)
30

25

20

10