Struggling to understand all the lingo and concepts in Year 11 Chemistry Module 4: Drivers of Reactions?

Don’t worry! We’re here to break down the syllabus and its inquiry questions for you, as well as give you tips on how to get a Band 6 in this module.

So, what are you waiting for? Let’s jump right in!

Understanding Module 4: Drivers of Reactions
What are the general changes to Year 11 Chemistry?
Overview of Module 4: Drivers of Reactions 
What to expect from Module 4: Drivers of Reactions
How to ace Module 4: Drivers of Reactions

Understanding Module 4: Drivers of Reactions

Sometimes in Chemistry, we’re an audience to the periodic table’s cinematic extravaganza. We’re not always an… innocent audience, though.

Often we’re like puppet masters, deliberately pushing certain groups of molecules on to the stage and sitting back to watch the fiery and colourful dance as they all re-organise themselves in to new formations.

The laws of physics and chemistry are the grand choreographers, we’re more or less the “event organisers” for a reaction.

This module is similar to Module 3, all about zooming-in on reactions (but it’s going to get deep).

These days its possible to watch reactions with super magnification in slow-mo, which is really helpful when it comes to teaching your brain to visualise what individual molecules are doing.

Observable chemistry (that is, all the fizzling, popping, shape-shifting, colour-changing, boiling and freezing and all-out-exploding) that you and I see, feel and hear- zoomed out all the way up here is a bit like The Wizard of Oz (hang with me here…)

While the show’s captivating, it’s not wizardry – there’s understandable machinery underneath all of it (unless you zoom in too far to quantum mechanics, then, uh, yeah… basically wizardry. But that’s a story for Physics students).

Stop whatever you’re thinking about and look at a section of your screen that is displaying the colour white (do this for 5 seconds).

Here’s what the spot you were focusing on would have looked like if you had telescope eyes:

Or, if you prefer, it’s how your screen would look to you if you were one of the pixels participating in painting your screen white!

If your screen resolution is 1366 x 768, there’re more than a million (1,049,088) pixels contributing to the picture you’re looking at right now.

Mastery comes from understanding the pixels and the picture.

If you’re “up here”, it’s hard to understand the arrangement of individual pixels forming the image.

If you’re “down there”, it’s hard to understand what the overall image actually ends up looking like.

But they’re the same image; and the inventor/designer who wants to master LCD technology has to see them as the same thing surveyed from two vantage points.

Chemistry is the same! It’s the action of armies of tens of trillions of trillions (a few “moles”) of molecules gymnastically tumbling and clashing together that “paint the picture” of the pressures felt, temperatures measured, fizzing heard, and colour changes seen all the way up here where we are.

But to master Year 11 Chemistry Module 4: Drivers of Reactions and get that Band 6 in the bag you have to see them all as the same thing.

What are the general changes to Year 11 Chemistry?

The major shift is depth-over-breadth, strongly focused in on core ideas which are subject-wide drivers of the subject.

Depth-exploring the ideas weaved into all of Chemistry gives you a more integrated understanding and better matches what’s needed to make waves at uni.

This all means you have to really own your learning like never before!

The things you learn in Year 11 you will carry forwards with you as you march in to year 12 (and later, potentially Uni). If you’ve worked solidly in Year 12, the understanding you take with you will act as grabbers of new understanding!

Overview of Module 4: Drivers of Reactions 

Let’s survey the module from orbit:

There’s a handful of central ideas which are the machinery under the hood of chemical reactions.

One of them is Activation Energy (EA), which you’ve carried forward from reaction rates in module 3; it’s taken as a given and has its fingers in every reaction that you do.

Otherwise, we have 3 Inquiry Questions before us:
  1. Enthalpy
  2. Entropy and
  3. The Gibbs Free Energy which wraps them together.

You’ll start to notice one concept emerge that weaves everything together: entropy.

My one piece of advice to you?

If you’re wondering if this stuff is sitting underneath almost all of the Chemistry you’ll do next year… you’re absolutely spot-on.

This topic teaches you the engine chemical reactions run on. So, in a sense, it is also the engine your Year 12 learning runs on! (Because, of course, we’re going to be talking about reactions all year!)

Try to get this module nailed-down as well as you can now. The less you have to flip through your textbook back to this module next year, the more you can hit the ground running and advance your ground through Year 12!

What to expect from Module 4: Drivers of Reactions 

Inquiry question 1: What energy changes occur in chemical reactions?  

Inquiry question 2: How much energy does it take to break bonds, and how much is released when bonds are formed?

This is all about Enthalpy. Here’s a run-down:

When chemical systems reorganise their bonding, overall heat flows (in/out of the reaction) can accompany the bond-swapping.

  • Outflow (Exothermic): Excess heat can spill in to the surroundings out of the reaction: If all the species are brought together to react in solvent, then the solvent acts like a heatsink which spreads the heat outwards from the site of the reaction to all corners of the reaction vessel (which gets hot).
  • Inflow (Endothermic): Some reactions’ bond-breaking activities cost more energy than the bond-forming gives back out (the surroundings get a bad energy return-on-investment!).

These things are evident up here on the macroscopic scale (e.g. with thermometers).

In Module 4 you will perform experiments to track these energy movements (called “calorimetry” which is more or less calorie-counting for reactions!)

The theory you’ll work with marries measured temperature changes to the bond tightness/stability difference between reactant and product on the ground (at the microscopic level of individual molecules – e. the pixels and the picture)

Inquiry question 3: How can enthalpy and entropy be used to explain reaction spontaneity?

Here’s the big finale to Year 11 Chemistry.

Behind the Wizard of Oz curtain, the engine running the chemical show is: Entropy.

Remember when we talked all about enthalpy? It really only matters because there’s a quantity called entropy that piggy-backs on every heat-flow in the universe. You might have noticed that when anything happens in the Universe, energy spreads out.

(Really let your brain chew on that last sentence: Stars spreading light out; sound-waves (energy outwards through air) and water waves (energy outwards through water) when you jump in the swimming pool; heat spreading outwards in to everything else…)

When we talk about entropy, we’re deliberately talking about entropy; when we talk about enthalpy we’re… still just talking about entropy (maybe accidentally this time).

And when we talk about the Gibbs Free Energy, we add to our toolbox a quantity that’s a bit like “gravitational potential energy” (height, essentially) in gravity and “electrical potential energy” (voltage, essentially) in electricity;

It’s an energy that always reduces (gets spread out..) when anything happens by itself if only you let it (e.g. close a light switch, drop a bowling ball out the window).

But what is it, if it’s like voltage change or height change? It’s entropy change, essentially (the entropy of reorganising bonds and performing the heat flow – the enthalpy.)

How to ace Module 4: Drivers of Reactions

Step 1: Marry the pixels to the picture!

If you read the articles on Modules 2 and 3, you’d realise you were being prepared for this moment! Advice in both those modules was to become fluent in both languages of Chemistry.

The picture we see “up here” (temperatures measured; pressures felt; colours seen etc); and the dancing pixels or tumbling individual molecules “down there” that paint the zoomed-out picture.

How can I train my brain to do this, though?

The best way is to draw as many interconnections as possible on top of each other.

For example, when you’re making study notes on say, reaction co-ordinate diagrams, (from the previous module!) add in as many related concepts as you possible can and overlay them all, integrated on to the same diagram.

You can keep doing this as you learn more and more about reactions.

Eventually, while in Year 12, you’ll be able to draw up a master reaction co-ordinate diagram that fits everything in to the big picture – rate, enthalpy, entropy, activation energy, solvent interactions – everything! All in one place in a complete blueprint of your understanding.

Doing this seriously helps your brain map out and link up your knowledge in to a complete network (rather than dis-jointed snippets floating around in memory).

Research shows this is a game-changing way to learn and central to mastering any subject.

Step 2: Do problem solving drills to level-up your experience!

Your plan-of-attack for complex subjects (like chemistry) should be two-pronged. You’ll master the subject through two main channels:

1. Be stubborn about understanding core concepts like enthalpy and entropy.

Especially abstract concepts like these. This is your theory-work.

See if you can explain the concepts with simple words and analogies to someone with no knowledge of chemistry.

Any points where you trip over your explanation will unveil to you which ideas you need to revisit.

2. Some things just come from experience.

Imagine trying to learn to ride a bike for the first time by simply listening to someone explaining the concepts it involves.

You might think you’ve got the concepts totally in the bag, but you want to enter exams as a skilled problem solver with lots of experience (because you’ve knocked over boatloads of practice questions!)

You can’t have one of these without the other or you’re robbing yourself of glory! Keep on top of both these channels of success!

If you’ve got textbook fatigue, grab some more practice questions from OpenStax here and here or from Lumen Learning here.

And that wraps up our run down of Year 11 Chemistry Module 4: Drivers of Reactions! Good luck!

Looking for some extra help with Year 11 Chemistry?

We pride ourselves on our inspirational HSC Chemistry coaches and mentors!

We offer tutoring and mentoring for Years K-12 in a variety of subjects, with personalised lessons conducted one-on-one in your home or at our state of the art campus in Hornsby!

To find out more and get started with an inspirational tutor and mentor get in touch today! 

Give us a ring on 1300 267 888, email us at info@artofsmart.com.au or check us out on Facebook!