QUARTER 1 - GRADE 12

General Chemistry 1

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The Editors

PIVOT 4A CALABARZON
PIVOT 4A Learner’s Material
Quarter 1
First Edition, 2020

General
Chemistry 1
Grade 12
Job S. Zape, Jr.
PIVOT 4A SLMs Development Lead

Edlyn B. Matreo, Cerwin Edd D. Herrera & Asuncion F. San Miguel

Content Creator & Writer

Jaypee E. Lopo
Internal Reviewer & Editor

John Patrick V. Cacela

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

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IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director:
Assistant Regional Director
PIVOT 4A CALABARZON
 Guide in Using PIVOT Learner’s Material

For the Parents/Guardian

This module aims to assist you, dear parents, guardians, or

siblings of the learners, to understand how materials and activities
are used in the new normal. It is designed to provide the information,
activities, and new learning that learners need to work on.

Activities presented in this module are based on the Most

Essential Learning Competencies (MELCs) for General Chemistry 1
as prescribed by the Department of Education.

Further, this learning resource hopes to engage the learners in

guided and independent learning activities at their own pace and
time. Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and
circumstances.

You are expected to assist the child in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners
have to answer all the activities in their own notebook.

For the Learners

The module is designed to suit your needs and interests using

the IDEA instructional process. This will help you attain the
prescribed grade-level knowledge, skills, attitude, and values at your
own pace outside the normal classroom setting.

The module is composed of different types of activities that are

arranged according to graduated levels of difficulty—from simple to
complex. You are expected to answer all activities on separate
sheets of paper and submit the outputs to your respective teachers
on the time and date agreed upon.

PIVOT 4A CALABARZON
 PARTS OF PIVOT LEARNER’S MATERIAL

Parts of the LM Description

What I need to
know The teacher utilizes appropriate strategies in presenting
Introduction

the MELC and desired learning outcomes for the day or

week, purpose of the lesson, core content and
relevant samples. This allows teachers to maximize
learners awareness of their own knowledge as regards
content and skills required for the lesson
What is new

What I know The teacher presents activities, tasks , contents of

Development

value and interest to the learners. This shall expose the

learners on what he/she knew, what he /she does not
know and what she/he wanted to know and learn. Most
What is in of the activities and tasks must simply and
directly revolved around the concepts to develop and
master the skills or the MELC.
What is it

The teacher allows the learners to be engaged in

What is more
various tasks and opportunities in building their KSA’s to
meaningfully connect their learnings after doing the
Engagement

tasks in the D. This part exposes the learner to real life

situations /tasks that shall ignite his/ her interests to meet
What I can do the expectation, make their performance
satisfactory or produce a product or performance
which lead him/ her to understand fully the skills and
What else I can concepts .
do

What I have The teacher brings the learners to a process where

Assimilation

learned they shall demonstrate ideas, interpretation, mindset or

values and create pieces of information that will form
part of their knowledge in reflecting, relating or using it
effectively in any situation or context. This part
encourages learners in creating conceptual structures
What I can
giving them the avenue to integrate new and old
achieve
learnings.

PIVOT 4A CALABARZON
WEEK
Matter and its Properties
1 Lesson
I
Welcome to the amazing world of Chemistry. It’s great to see how far you
have come but maybe there are still uncertainty crossing your mind regarding the
subject. And so, this module will ease that difficulty as it helps you figure out the
most vital properties matter has. Consequently, there are different types of matter
exist all around us, each with its own set of qualities, although some of them are
comparable in some ways. Matter also has application that makes our lives ideal.

At the initial phase of this module, it will be dealing on the physical and
chemical properties of matter. Join the fun and be with me in navigating the
chemical substances that can be found at your home and methods in separating
mixtures.
Back then, when you were in Grade 10 level, you have studied the basic
concepts of chemistry. Can you still recall how to make representation pf the ar-
rangement, relative spacing, and relative motion of the particles in all three phas-
es of matter? If so, those topics will be significant as we navigate the first half of
this module.
After going through this module, you are expected to: 1.) Use properties of
matter to identify substances and to separate them; 2.) Recognize the formulas of
common chemical substances; 3.) Compare consumer products on the basis of
their components for use, safety, quality and cost; and 4.) Describe various sam-
ple separation techniques such as distillation and chromatography.

What is Matter?
Matter is anything that occupies space and has mass.
Matter all have its physical and chemical properties. Physical properties is
the observable qualities of a substance without changing its identity and chemi-
cal composition. Color, size, shape, and mass are all physical properties. De-
pending on if the amount of a substance varies or not, physical properties could
be further classified into intensive properties and extensive properties. Intensive
properties such as melting point, boiling point, freezing point, color and density
is not affected by the amount of substance. Extensive properties such as shape,
mass, length, width and volume is dependent on the amount of substance

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 Chemical properties is the ability of a substance to react to form into an-
other substance. The chemical composition as well as its identity changes. Corro-
sion, flammability and oxidation are all chemical properties
The properties of matter is important since it helps on determining its uses
and application in real-life. For example: diamond is used in drilling tools due to
its hardness and steel (an alloy of carbon and iron) is used in kitchen tools since
it does not rust nor corrode.
The following are some of chemical property examples:

Common formula and chemical substance

Chemicals play a huge role in different industries. It is commonly used in
pharmaceuticals, cosmetics, agriculture, and food. Chemicals are basically
everywhere. Even in your home, there are chemicals. These are the common
chemical substances found at home:
a. Table sugar C12H22O11 Sucrose
b. Vinegar CH3COOH Acetic acid
c. Alcohol C2H6O Ethanol
d. Table salt NaCl Sodium chloride
e. Baking powder NaHCO3 Sodium bicarbonate

Consumer product is the final good that are bought by individuals or house-
holds for human consumption.
Consumer products were made possible because of the interactions of Sci-
ence, Technology and Society. The Knowledge (Science) is being used to come up
with the different consumer products (Technology) that address problems of the
community (Society). For example, Bath soap (Technology) is a consumer product
which we usually use to solve a problem of the Society that is skin infection and
poor hygiene.
Even though these consumer products are designed to help us consumers to
have a more convenient lifestyles, some of these products can still cause harm if
misused. An example would be the solvent “rugby” is made to be used as an adhe-
sive but can be sometimes considered as a vice when inhaled.

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Separation Techniques
Components of mixture are separated using a variety of techniques. Filtra-
tion, distillation, and chromatography are some of the commonly used methods
in separating mixtures.

Filtration involves separation

of fine insoluble solids from the liq-
uid portion. It can be done by
pouring the mixture allowing it to
pass through the funnel with filter
paper. The solids that stay in the
filter paper becomes the residue
while the liquid that passed
through becomes the filtrate.

Filtration

Distillation is the pro-

cess of evaporating and
condensing a liquid in a
repeated manner in order
to get and collect the de-
sired pure form. One of its
application is the separa-
tion of gasoline from crude
oil.
Distillation

Paper chromatography is used to separate dissolved chemicals substances

while taking advantage of their different travel rates. A mixture of liquid sol-
vents (mobile phase) and absorbent paper (stationary phase) are involved in pa-
per chromatography. It can be done by suspending absorbent paper that is fas-
tened with paper clips to become cylinder in shape into the a container contain-
ing a mixture of liquid solvent. To avoid the evaporation of liquid solvent, the
container is covered with lid. As the solvent travels up the paper, the samples
(represented by dots) also travel at different rates. The distance travelled from
the base line is measured to determine the identity of the components in the
sample.

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 Paper Chromatography

D
Learning Task 1: Classify Me!

Direction: Classify the following into physical and chemical property. If it is a

physical property classify it further into intensive property or extensive property.

1. Ethanol is highly flammable

2. The boiling point of water is around 100 degree Celsius
3. The melting point of iron is around 1370 degree Celsius
4. Rusting of iron gate due to rainfall
5. Papers shredded into pieces

Guide Questions:
1. What is the difference between physical properties and chemical
properties?
2. What is the difference between intensive properties and extensive
properties?

Learning Task 2 : Consumer Products

Direction: Choose a consumer product that is available in the field of medi-

cine, communication, transportation and agriculture. Fill-in the table with
correct information.

Area or field Consumer Some Use Level of Cost

product chemical safeness
compo-
nents
(Chemical
Formula)
Medicine
Communication
Transportation

Agriculture

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 E
Learning Task 3 : Separate Me!
Direction: Write the appropriate separation techniques for the following given.
1. Purification of alcoholic beverages.
2. Removal of impurities in tap water
3. Identifying amino acids on food
4. Refining oil
5. Extracting piperine from black pepper

Learning Task 4 : Household Chemical Hunt

Tasks:
1. Go to your kitchen or bathroom.
2. Pick up five things. Be unique as possible.
3. Make a table and list all the names of the things that you picked up.
4. Allot a column for the chemical that the products contain.
Rubrics
Category Excellent Very Satisfactory Satisfactory Needs Improvement

Content- Accuracy 100% of the contained 80 -99% of contained 60-79% of the con- Below 60% of the
(20) chemical used are cor- chemical used are tained chemical used contained chemical
rect. (20) correct (17) are correct (14) used are correct (11)

Presentation of Output is exceptionally Output is attractive Output is acceptably Output is distract-

Output attractive in terms of in terms of design, attractive though it ingly messy and not
design, layout and neat- layout and neatness may be a bit messy attractive (9)
(15)
ness (15) (13) (11)

Uniqueness (15) All five items are Four items are Three items are Two or one item/s
unique. (15 unique. (13) unique. (11) is/are unique. (9)

A
In this module, you learned the properties of matter and its various form. Your
task is to complete the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

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WEEK Atoms, Molecules, and Ions
2 Lesson
I
Hats off! You have reached the next pace of your General Chemistry 1 jour-
ney.
After learning the use of properties of matter in identifying substances and
separating them through techniques such as distillation and chromatography,
you are now definitely ready to move forward and give your best all in.
As you know, the study of atoms entails a lot of concepts such as their sub-
atomic particles, atomic structures, discoverer and properties. One fascinating
area of study of atoms is the isotopes. Many of us have heard this word already
but have limited clear understanding what the concept is, right?
After going through this module, you are expected to: 1.) Recognize common
isotopes and its uses, 2.) Represent compounds using chemical formulas, struc-
tural formulas, and models, and 3.) Name compounds given their formula and
write formula given the name of the compound.

Definition of Isotope
Atoms with the same number of protons in the nucleus can have different
numbers of neutrons. Atoms with the same number of protons but different num-
ber of neutrons are isotopes of the same element. Typically, the number of pro-
tons and neutrons are equal, but this is not always the case. For example, the
most common isotope of carbon is 12C, which has six protons and six neutrons.
However, 238U is the most common isotope of uranium, which clearly has many
more neutrons than protons.
Another difference among isotopes is the mass. Since neutrons have one
mass unit, different isotopes of the same element have different masses. This dif-
ference, although it cannot change the nature of chemical reactions, could influ-
ence the rate of reactions. For reactions that involve hydrogen atoms, this effect
could be significant because the three different hydrogen isotopes have very differ-
ent masses (the mass of 2H is twice of that of 1H). Biochemists often utilize this
effect to study the mechanism of enzymatic reactions .When speaking of different
isotopes, a special kind of notation is used:

Here, the superscript number is the mass number, or the total number of neu-
trons and protons present in the atom. The subscript number is the atomic num-
ber, or the number of protons in the nucleus. Other ways to write this same iso-
tope include:

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 What is the Nature of Isotopes?

Isotopes are atoms of the same element that have the same number of protons
but different in the number of neutrons. For example, the most common oxy-
gen isotope has 8 neutrons inside the nucleus, but other isotopes have 9 or 10
neutrons.

ISOTOPES SUBATOMIC PARTICLES

16 Oxygen-16 No. of protons= 8
No. of neutrons= 8
Mass number= 16

17 No. of protons= 8
Oxygen-17
No. of neutrons= 9
Mass number= 17

No. of protons= 8
18
Oxygen-18 No. of neutrons= 10
Mass number= 18

Isotopes of Oxygen
To identify a specific isotope of an element, write the name of the ele-
ment followed by a hyphen and the mass number of the isotope. Isotopes of
oxygen are presented below.
Oxygen-16 for the isotope with mass number of 16
Oxygen-17 for the isotope with mass number of 17
Oxygen-18 for the isotope with mass number of 18

Properties and Practical uses of Isotopes

Isotopes of the same elements tend to behave the same in chemical reac-
tions, which only involve the electrons surrounding the nucleus. However, there
are several differences in isotopes that make them very useful in many applica-
tions.
Radio isotope decay can also be accelerated by supplying external energy,
such as neutrons. Because some radio isotopes generate more neutrons when
they decay, this could generate a “nuclear chain reaction” and produce massive
energy. This is how the most famous isotope 235U, is used in nuclear power plants
and weaponry.

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Binary Compounds
All true binary compounds contain only two elements. The name
of every binary compound ends with “ide.” Binary compounds come in three
types. They are:
Type I............. the metal forms only one type of cation
Type II............ the metal forms two or more types of cations
Type III.......... contains only nonmetals
We will look at each type, one at a time.
Type I Binary Compounds
For Type I binary compounds the metal present can be found in ei-
ther Group 1 or Group 2 on the periodic table. The naming system for this type
of compound is quite simple and is found below.
Rules for naming Type I binary compounds
1. The cation is always named first and the anion second.
2. A simple cation (obtained from a single atom) takes its name from the
name of the element.
3. A simple anion (obtained from a single atom) is named by taking the
first part of the element name (the root) and adding the letters “IDE.”
4. Write the name for the compound by combining the names of the ions.
Example :
Name the compound NaI.
· Na is the chemical symbol for Sodium.
· I is the chemical symbol for iodine, whose root is “iod.” Add the “ide”
ending to get iodide.
· Put the pieces together to get the name Sodium iodide.
Type II Binary Compounds
For Type II binary compounds the metal present is NOT found in either
Group 1 or Group 2 on the periodic table. The naming system for this type of
compound is found below.
Rules for naming Type II binary compounds
1. The cation is always named first and the anion second.
2. A simple cation (obtained from a single atom) takes its name from the
name of the element. Include a Roman numeral to indicate the oxidation num-
ber (charge) on the metal cation.
3. A simple anion (obtained from a single atom) is named by taking the
first part of the element name (the root) and adding the letters “IDE.”
4. Write the name for the compound by combining the names of the ions.
Example :
Write the formula for Nickel (III) oxide.
The chemical symbol of nickel is Ni. The oxidation state is +3, as given by
the Roman numeral.
Oxide is derived from oxygen, whose symbol is O. Its oxidation state is -2.
+3 -2 So far we have Ni O.
· Putting it all together we have Ni2O3.

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Type III Binary Compounds
Type III binary compounds contain no metal atoms. There are two different
naming systems for Type III binary compounds: the “old system” and the “new
system.” The old system uses prefixes to indicate the number of each atom pre-
sent and the new system is identical to that used for naming Type II compounds.
Rules for naming Type III binary compounds: the OLD SYSTEM
1. The first element in the formula is named first, and the full element name
is used.
2. The second element is named as though it were an anion: root + ide
3. Prefixes are used to denote the numbers of atoms present. (See table be-
low)
4. The prefix mono- is never used for naming the first element.
Prefixes
1………… mono 6………… hexa
2………… di 7………… hepta
3………….tri 8………… octa
4………… tetra 9………… nona
5………… penta 10…….… deca
Example:
Name the compound NO2.
• N is the chemical symbol of nitrogen. Since there is only one nitrogen
atom AND it is the first element the prefix mono is not used.
• O is the chemical symbol of oxygen, whose root is ox. Add the ide ending
to get oxide. There are two oxygen atoms so we also add the prefix di to
get dioxide.
• Put the pieces together to get the name Nitrogen dioxide.

D
Learning Task 1: To apply the concepts of isotope complete the following table
containing information about the isotopes

Isotope Isotope Atomic No. No. of No. of No. of

Notation Protons Electrons Neutrons
Nickel-58 28Ni58

Phosphorus-30
Iodine-127
Krypton-84
Selenium-79
Calcium-40

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Learning Task 2: Solve the given problem about isotope.
Boron has two isotopes, Boron-10 and Boron-11, whose percentage abundances
are 19.8% and 80.2% respectively. The atomic masses of Boron-10 and Boron-11
are 10.0129 amu and 11.0093 amu respectively. Write the symbols for the two
isotopes of boron and determine the relative atomic mass.

Isotope Mass num- Atomic Percentage Relative

ber mass unit abundance atomic
mass

E
Learning Task 3: Complete the table below. Give the compound name or give
the chemical formula.
CHEMICAL NAME CHEMICAL FORMULA
1. MgI2
2. Lithium nitride
3. Fe2O3
4. Lead (IV) oxide
5. Na2SO4
6. Iron (III) nitrate
7. Copper (II) sulfate
8. HBr
9. HClO4
10. Sulfurous acid

Learning Task 4: CompounDIUM: A Compendium of Compounds

Tasks:
1. Create a “mini-booklet” showing different compounds.
2. List down at least five (5) compounds per category and list down its com-
pound name as well as its chemical formula.
3. Design your Compendium of Compounds

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Rubrics

Category Excellent Very Satisfactory Satisfactory Needs Improvement

Content- Accuracy 100% of the Chemical 80 -99% of Chemical 60-79% Chemical Below 60% Chemical
(20) compound listed are compound listed are compound listed are compound listed are
correct. (20) correct (17) correct (14) correct (11)

Presentation of Output is exceptionally Output is attractive Output is acceptably Output is distracting-

Output attractive in terms of in terms of design, attractive though it ly messy and not
design, layout and neat- layout and neatness may be a bit messy attractive (9)
(15)
ness (15) (13) (11)

Uniqueness (15) At least ten compounds At least eigth are At least five are Three to one item/s
are unique. (15 unique. (13) unique. (11) is/are unique. (9)

A
In this module, you learned the properties and uses of isotopes, as well as
naming compounds and determining its chemical formula. Your task is to com-
plete the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

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 Empirical and Molecular Formula of
WEEK
Compounds
3
Lesson
I
Good going! I can see that you have mastered naming and writing formula of
the compound. Having said that, I know you’re ready just for the next chap-
ter as it will cast up your understanding regarding the formula of compounds.
In recent years, especially when you were in Grade 10, your teacher in-
troduced the basic concepts of empirical and molecular formula. Can you still
remember how to calculate the percent composition of a compound from its
formula? Then, it would be a great help to our next topic.
There are several compounds we all use in our daily life, which have be-
come an essential part of our growth and survival. We encounter these com-
pounds in the food we eat, the water we drink and the air we breathe.
After going through this module, you are expected to: 1.) Calculate the
empirical formula and molecular formula from the percent composition of
compounds; and 2.) Calculate molecular formula given molar mass.

Now that you are familiar with different chemical formula, it will be easier
for you to understand how to calculate the molecular formula of compounds.
Empirical Formula
It refers to the simplest formula that specifies the smallest whole num-
ber ratio of atoms of the elements in a compound.
Molecular Formula
The formula that specifies both the relative and the actual number of
atoms in a molecule.
Steps in Calculating Empirical Formula
1. Assume that the sample is 100g so that the given percentage of each
element is the mass in grams of the element.
2. Identify the molar mass of each element.
3. Calculate the number of moles of each element using the formula:

Mass element
Mole element =
Molar mass element

4. Get the ratio of the elements by dividing the calculated moles by the
smallest quantity.
5. Multiply the ratio by 2 to make the subscript a whole number if neces-
sary.

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 Example Problem
A compound was analyzed and found to contain 13.5 % Ca, 10.8 % O and
0.675 % H. What is the empirical formula of the compound?

1. Ca = 13.5 % = 13.5 g
O = 10.8 % = 10.8 g
H = 0.675 % = 0.675 g

2. Ca = 40 g/mol
O = 16 g/mol
H = 1g/mol

3. Ca = 13.5 g ÷ 40 g/mol = 0.34 mol

O = 10.8 g ÷ 16 g/mol = 0.68 mol
H = 0.675 g ÷ 1 g/mol = 0.68 mol

4. Smallest Quantity = 0.34 mol

Ca = 0.34 mol ÷ 0.34 mol = 1
O = 0.68 mol ÷ 0.34 mol = 2
H = 0.68 mol ÷ 0.34 mol = 2
Empirical Formula = Ca (OH)2

Steps in Calculating Molecular Formula

1. Get the empirical formula of the compound.
2. Get the empirical formula mass of the empirical formula.
3. Get the value of n, where n is the multiplier of the subscripts of the em-
pirical formula:

Molecular mass (amu)

n =
Empirical mass (amu)

Molecular formula = Empirical formula x n

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Example Problem
A compound contains 80% carbon, 20% hydrogen and a molecular mass
of 30 grams per mole.
1. C = 80 % = 80 g
H = 20 % = 20 g
2. C = 12 g/mol
H = 1g/mol
3. C = 80 ÷ 12 g/mol = 6.67 mol
H = 20 ÷ 1 g/mol = 20 mol
4. Smallest Quantity = 6.67 mol
C = 6.67 mol ÷ 6.67 mol = 1
H = 20.0 mol ÷ 6.67 mol = 3
Empirical Formula = CH3
1. EF = CH3
2. Empirical Formula Mass = CH3 3 x 1 g/mol = 3
1 x 12 = g/mol = 12
15 g/mol
3. n = 30 g ÷ 15 g/mol = 2 mol
4. Molecular Formula = CH3 x 2
Molecular Formula = 2CH3
= C2H6
D
Learning Task 1 : Write the chemical formula of common household com-
pounds.
Common Name Chemical Name Chemical Formula
1. Table salt Sodium chloride
2. Vinegar Acetic Acid
3. Sugar Sucrose
4. Baking soda Sodium bicarbonate
5. Muriatic acid Hydrochloric acid
6. Alcohol Ethanol
7. Antacid tablets Aluminum hydroxide
8. Bleach Sodium hypochlorite
9. Mouthwash Hydrogen peroxide
10. Nailpaint remover Acetone

Learning Task 2: Calculate the empirical formula of the following.

1. Oxide formed when 1.09g of aluminum burns completely in oxygen, produc-

ing 1.93g of oxide.
2. A compound containing 70.19% lead, 8.144% carbon and 21.76% oxygen?
3. A compound contains 57.6% potassium, 8.69% carbon and 34.56% oxygen.

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 E
Learning Task 3: Problem Solving

Direction: Analyze the given problem and compute for the empirical formula.
Show your complete solution.
1. A manufacturing company of plastics have variety of polymers. One of the nu-
merous polymer is Orlon which contains 67.9 % C, 5.70% H, 26.4% N. They want
to know the empirical formula of this polymer. Calculate the empirical formula
2. A food chemist wants to know the empirical formula of the sweetener on the
company he works in. The only information he knows is that it is composed of
39.19% C, 8.75% H and 52.12% O. Help him to calculate for the empirical formu-
la.

Learning Task 4: Molecular Wall

Tasks:
1. Prepare manila paper, pentel pen, coloring materials and ruler
2. Given a problem on molecular formula, solve the problem properly. You need
to follow the steps to solve the problem. Write your complete answers in a ma-
nila paper. You may add design that you want or remark as your expression of
your feelings or experiences towards the solving process.
A compound is found to contain 30.4% nitrogen and 69.6% oxygen. If it has
a molecular mass of 92.0, what is its molecular formula?

Excellent Very Satisfactory Satisfactory Needs Improvement

Category
10 9 8 7
Below 60% of the
Content- Accu- All of the information 80 -99% of the infor- 60-79% of the infor-
information are cor-
racy given are correct mation are correct mation are correct
rect
Output is exceptionally
Organization Output is attractive Output is acceptably Output is distracting-
attractive in terms of
in terms of design, attractive though it ly messy and not
design, layout and neat-
layout and neatness may be a bit messy attractive
ness

Commendable crea-
Creativity Excellent creativity Acceptable creativity Needs improvement
tivity

A
In this module, you learned about empirical and molecular formula of
compounds. Your task is to complete the reflection activity below.

I learned that
___________________________________________
I realized that
___________________________________________
I can apply what I have learned in
___________________________________________

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 Writing and Balancing Chemical Equations
WEEK
4 Lesson
I
Keep working, you’re getting better. Congratulations! Maybe you
are getting overwhelmed from previous discussion about calculating the
empirical and molecular formula of compounds but stand still because the
skill you earned from that is vital as we navigate the next topic of this mod-
ule.
After mastering on how to come up with the empirical formula from
the percent composition of a compound and molecular formula given the
molar mass, I believe you are now definitely ready to push through and
balance chemical equations. Am I right?
After going through this module, you are expected to write and bal-
anced chemical equations.

Chemical Equation is a shorthand notation which shows the substances

that undergo chemical reactions and the substances produced by the reac-
tion.

Expressing Chemical Equation

Word Equation the substances are expressed in chemical names.

Example: Magnesium(s) + Oxygen(g) Magnesi-
um oxide (s)

Formula Equation the substances are represented by their symbols or for-

mula.
Example: Mg(s) + O2(g) MgO(s)

In writing formula equation, the following should be remembered:

Diatomic molecules, when standing alone are always written with a

subscript of 2. H2, N2, I2, Br2, F2, Cl2 and O2 are diatomic molecules.

Formulas of all substances involved should be written correctly.

Writing Chemical Reactions

Writing chemical reactions are important for chemists. It is an important lan-

guage that translates the reactions into easy, readable and understandable
sentence, which we call the chemical equation. Word reactions are translated
into symbols for easy reading. By looking at the chemical equations, the
reader can easily interpret what transpired in the reaction

PIVOT 4A CALABARZON
21
 For example: The reaction of hydrogen and oxygen to give water is
represented as follows:
2H2 + O2 → 2H2O

1. The starting material or substances called reactants are written on the

left side and the resulting substances called products are written on the
right side.
2. 2. An arrow (→) is used to represent the conversion of the reactants to
products. This may literally mean “to yield” or “to form”. The plus sign (+)
means “to react with” or “to combine with”.
3. It is recommended that the states of the substances be indicated by plac-
ing the following symbols after the formula of the substance.

Symbol Meaning
(s) solid
(l) liquid
(g) gas
(aq) aqueous
(cr) Crystalline

For example, the following equation is more descriptive of the re-

action given earlier:
2H2(g) + O2(g) → 2H2O(l)
The above reaction indicates that the water produced is in liquid form.
Under other conditions, the water produced may be in gaseous state.
4. In a chemical reaction, the law of conservation of mass holds. A bal-
anced equation conforms to this law. As mentioned in the previous les-
son, the number of atoms of each kind on the left and right sides of the
arrow must be equal.

Balancing Equation

In general, a balanced chemical equation is written in two steps:

1. Write the formula and state or phase of the reactants and products.

2. Balance the number of atoms of each kind by using coefficients. Write the
coefficients on the left side of the substances.
Note: The chemical formulas must not be changed. The subscripts must
not be changed. Only the coefficients are to be adjusted.

PIVOT 4A CALABARZON
22
Example
Write the balanced equation for the reaction of solid magnesium with
oxygen in air to produce magnesium oxide.

Step 1. Write the chemical equation

Mg(s)+ O2(g) → MgO(s)

Step 2. Balance the number of atoms

Mg(s)+ O2(g) → MgO(s)

Upon inspection, there are 2 atoms of oxygen in the left side,

and only 1 atom of oxygen on the right side. Thus, we shall focus on
balancing the oxygen atom on the right side by putting a coefficient 2
at the left side of MgO.
Mg(s) + O2(g) → 2MgO(s) - 2Mg(s) + O2(g) → 2MgO(s)
Step 3. Check the equation if it conforms with the Law of Conservation of
Mass.

D
Learning Task 1: Fill the table by matching the given elements with different
charges to form compounds.

Element O2- PO43- MnO4- SO42- ClO31-

1. Na+
2. Ca2+
3. K1+
4. Fe3+
5. Pb2+

Learning Task 2: Write the correct chemical formula of the following com-
pounds using crisscross method.

Chemical Name Ions Present Criss Cross Method Chemical Formula

Magnesium oxide
Water
Calcium carbonate
Iron (III) sulfate
Potassium hydroxide

PIVOT 4A CALABARZON
23
 E
Learning Task 3: Convert the following word equation to formula equation.

1. Hydrogen gas + Oxygen gas → Water

2. Aluminum + Iron (III) oxide → Aluminum oxide + Iron
3. Sodium(s) + Hydrochloric acid(aq) → Sodium chloride(aq) + Hydrogen(g)
4. Methane + Oxygen → Carbon dioxide + Water
5. Water + Sulfur trioxide → Sulfuric acid

Learning Task 4: Balance the following chemical equation correctly.

1. Hydrogen gas + Oxygen gas → water’

2. Aluminum + Iron (III) oxide → Aluminum oxide + Iron
3. Sodium(s) + hydrochloric acid(aq) → sodium chloride(aq) + hydrogen(g)
4. Methane + Oxygen → Carbon Dioxide + Water
5. Water + Sulfur trioxide → Sulfuric acid

A
In this module, you learned how to write and balance chemical equation.
Your task is to complete the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

PIVOT 4A CALABARZON
24
 Mass Relationships
WEEK in Chemical Reactions
5
I Lesson

You’re on the right track now! I know some are afraid and few are
tired of learning this subject particularly writing and balancing chemical
reactions. Don’t give up too soon and find joy in learning. Thus, this mod-
ule will guide you to easily understand the most vital learning competencies
in Chemistry.
From the previous discussion, you learned how to balance chemical
reactions and balance the equations.
After going through this module, you are expected to: 1.) Construct
mole or mass ratios for a reaction in order to calculate the amount of reac-
tant needed or amount of product formed in terms of moles or mass; 2.)
Calculate percent yield of the reaction; 3.) Explain the concept of limiting
reagent in a chemical reaction; and 4.) Determine mass relationship in a
chemical reaction.
Stoichiometry
The Law of Conservation of Mass, which asserts that matter cannot
be generated or destroyed, is one of the prerequisites of a balanced chemi-
cal equation. The identity and number of components in the reactants side
must be equivalent to the identity and quantity of elements in the products
side, regardless of how they are paired or arranged. To do so, all elements
on the left side of the equation must be mirrored, and all elements on the
right side of the equation must be of the same number.

Before each element, ion, or molecule, a stoichiometric coefficient is added to

make the number of each element in the left side of the equation equal to the
number of the same element in the right side of the equation. The number giv-
en by this stoichiometric coefficient can be regarded as the number of moles of
each chemical. Stoichiometry (the quantitative relationship between reactants
and products in a chemical reaction) is easier to understand when using the
mole technique. Take the creation of table salt, or NaCl, for example:

2 Na ( s ) + 2 HCl ( aq ) → 2NaCl ( aq ) + H 2 ( g)

When utilizing the mole-mole factor or ratio, the numerator and denomi-
nator are arranged in such a way that similar units in the numerator and de-
nominator cancel each other out. Moles of NH3 were cancelled in the first ex-
ample, whereas moles of N2 were cancelled in the second.
The mole-mole ratio of the substances involved can be easily determined
using the stoichiometric coefficients of the reactants and products. For ease of
measurement, the mass (in grams) of the chemical is given or required in la-
boratory setups instead of moles. The molar mass of the substance is used to
convert the mass into the number of moles in this type of situation.

PIVOT 4A CALABARZON
25
 1. Convert the mass of the substance (A) to number of moles using
its molar mass.

1 mole of A
mass of A g x =moles of A
molar mass of A(g)

2. Using the number of moles of substance A and the mole-mole ratio of

substance A and B from the balanced equation, compute for the number
of moles of B.
moles of B
moles of A x =moles of b
moles of A

3. Convert the number of moles of substance B to mass using its molar

mass.
molar mass of B(g)
moles of B x = mass of B(g)
1 mole of B
The molar mass of the substance is used as a conversion factor to cal-
culate the number of moles of the substance given its mass and vice versa.
The three steps can be combined into a single step as follows:
Limiting and Excess Reagent
When a chemical proportion is calculated stoichiometrically from a bal-
anced equation. Chemists generally add the cheaper reagent in excess quan-
tity to ensure that all of the more expensive reagent is used up and convert-
ed to the desired result. The limiting reagent is the reagent that has totally
reacted and been used up in a reaction. The excess reagent is a reactant in
excess of what is necessary to react with the limiting reagent in a given reac-
tion. For example, suppose you're planning a ball dance for your 18th birth-
day with male and female pairings. You discovered that you have 18 male
and 25 female buddies after looking over your list of acquaintances. The
number of male friends will limit the number of pairs to 18. All the males will
have a partner while there will be 7 females who will not have a partner for
the dance.
Let’s have an example. The combustion of ethane produces carbon di-
oxide and water shown in the reaction below:
excess N2 =6 moles-2 moles=4 moles
2C2H6 + 7O2 → 4CO2 + 6H2O
1. How many moles of CO2 is produced with 56.2 moles C2H6 and 73.4
moles of O2?
Solution:
4 moles CO2
moles CO2 =56.2 moles of C2 H6 X
2 moles C2 H6
moles CO2 =112.4 moles
4 moles CO2
moles CO2 =73.4 moles of O2 X
7 moles O2
moles CO2 =41.9 moles
PIVOT 4A CALABARZON
26
2. Which reagent is the limiting reagent? Which is the excess reagent?
Limiting reagent is O2 while the excess reagent is C2H6.
3. How many moles of C2H6 is in excess?
Moles of C2H6 required for 73.4 moles on O2:
Excess C2H6 : 56.2 moles – 20.9 moles = 35.3 moles

2 moles C2 H6
moles C2 H6 =73.4 moles of O2 X
7 moles O2
moles C2 H6 =20.9 moles

Yield of the Reaction

A chemical reaction occurs when two or more substances react
chemically to form a new substance with a different makeup. A chemical
equation is used to represent it. The reactant/s on the left side of the
equation are known as the reactant/s, while the product/s on the right
side of the equation are known as the product/s. The process in which an
element or compound undergoes changes during a reaction is dictated by
the chemical characteristics of the element or compound as reactant/s.
The percent yield is an important metric for determining the success
of a chemical reaction. The actual yield divided by the theoretical yield is
reported as a percentage yield. So, how are you going to calculate a chemi-
cal reaction's % yield? The theoretical yield and the actual yield of the re-
action must both be known. Utilizing the formula:
Actual Yield
Percent Yield = x 100%
Theoretical Yield

The amount of product that is projected to form based on stoichiometry is

known as theoretical yield. It's the amount of product that can be made from a
given amount of reactant(s). It is determined using the chemical reaction's stoi-
chiometry. The actual yield, on the other hand, refers to the amount of product
produced during the reaction. It is the amount of product received after the re-
action has taken place, and it is typically smaller than the theoretical yield. It's
determined through experimentation.

These are the steps in calculating the percent yield of a chemical reaction:

1. Balance the given chemical equation

2. Identify the limiting reactant and the excess reactant
3. Compute for the theoretical yield of the reaction
4. Calculate the percent yield
a. Percent error
b. Amount of excess reactant

PIVOT 4A CALABARZON
27
 D
Learning Task 1: Answer the questions below using the preceding example to
grasp the concept of determining the amount of reactants and products in a
chemical reaction.

Carlo is selling 20 pesos worth of fishballs on a stick. There are 10 fish balls
on each stick.
1. Write the equation of fish balls, bamboo stick and fishballs in a stick.
__________________ + ________________________ → ______________________________
2. If Carlo has 100 fish balls, how many bamboo sticks will she need to consume
all the fish balls?
3. If Carlo wants to make 50 fishballs in a stick, how many fish balls will she
need?

Learning Task 2: Determine the theoretical yield and the actual yield, given
the information in each question. You must show your work, including units,
through each step of the calculations. Use separate papers for your answers
for these set of problems. (These problems are adapted and modified from
https://bit.ly/2W18laC).

Cl2(g) + Al(s) AlCl3(s)

70.90 g/mol 26.98 g/mol 133.33 g/mol
a. Calculate the theoretical yield of aluminum chloride (in grams)
that can be produced from 10.00 grams of aluminum metal.
b. An experiment was performed and obtained 25.23 grams of alumi-
num chloride. Determine the percent yield of aluminum chloride.
c. Determine the percent error.
d. Compute for the excess amount of the excess reactant.

E
Learning Task 3: Based on what you have learned from this lesson, write a con-
cise explanation of the following questions.

1. What is the role of the stoichiometric coefficient in a balanced chemical

equation to the determination of the limiting reactant?
2. Why is it that in most cases, the amounts of reactants and products are
indicated in grams instead of the number for moles.
3. How do you determine the limiting reactant in a chemical reaction?

PIVOT 4A CALABARZON
28
 Learning Task 4: The primary resources required to make the products in the
first column are listed in the table below. Determine how many things are made,
which materials are in excess, and how many materials are left of the available
materials using the specified materials.

Item Required Available materials Produced Excess

set materials
Banana 2 bananas, 1 bar- 236 bananas, 150 bar-
Cue becue stick, 1/2 becue stick, 25 cups
cup brown sugar brown sugar
Cheese 1 burger bun, 1 324 burger buns, 12
Burger beef patty , 1 slice dozen beef patties, 261
of cheese slices of cheese
Table 1 table top, 4 legs, 20 table tops, 50 legs,
8 nuts, 8 crews 50 nuts, 50 screws

A
In this module, you learned how to calculate the percent yield and deter-
mine mass relationship. Your task is to complete the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

PIVOT 4A CALABARZON
29
WEEK The Gas Laws
6 Lesson
I
You did it! The entire universe is made up of matter including humans, ani-
mals, plants, and even the non-living things. There are three phases or states of
matter such as solid, liquid, and gas. Thus, gas laws are categorized into three
laws namely Boyle’s Law, Charles’s Law, and Avogadro’s Law which are named
after the scientist who studied the said properties of gases.
And so, this module will enhance your understanding of the mathematical
relationship between the pressure, volume, and temperature of a gas using the
gas laws. It also focuses the partial pressures of a gas and its quantitative rela-
tionships of the reactants and products in a gaseous reaction and behavior and
properties of gases at the molecular level.
After going through this module, you are expected to: 1.) Define pressure
and give the common units of pressure; and 2.) Use the gas laws to determine
pressure, volume, or temperature of a gas under certain conditions of change.

What makes pressure quantifiable? How does pressure measured and ex-
pressed? The following details are some of the units that can be used for pres-
sure:
a. Standard Atmosphere (atm) - It is commonly and widely used unit for
pressure in chemistry. The 1 atm is equal to the pressure that supports a
column of mercury which is exactly 760 mmHg.
b. Torr (or mmHg) - mmHg means millimeter of mercury, where it repre-
sents the pressure exerted by a column of a mercury which exactly
equals to atmosphere. The unit mmHg is called torr, named after the Ital-
ian scientist Evangelista Torricelli, who also invented Barometer, a device
used to measure the atmospheric pressure.
c. Pounds per square inch (psi) - If we say that gas exerts a pressure of 20
psi, it means the pressure on the wall of the gas container is 20 pounds
or the force per square inch of the unit area. The atmospheric pressure at
sea level is 14.7 psi.
d. kilopascal(kPa) - A kilopascal is equal to 1000 pascals (Pa). It is the standard
unit for pressure.
Conversion Factor:
1 atm = 760 mmHg = 760 torr = 101.3 kPa = 14.7 psi
1 kPa = 1000Pa

PIVOT 4A CALABARZON
30
 Mercury Barometer

The relationship between the variables of pressure, volume, tempera-

ture, and moles is described by the Gas Laws, which control the behavior of
gases. Robert Boyle, Jacques Charles, and Amedeo Avogadro led and re-
searched the link between the variables, and the laws were named after them.
Boyle’s Law
The law is named after its proponent, Robert Boyle, a British chemist.
He properly underlined the law, stating, "A given amount of gas's volume
is inversely proportionate to its pressure at constant temperature." It indicates
that when the volume of the gas grows, the pressure falls, and vice versa, as
long as the temperature remains constant. As a result,
it is clear that the two variables, volume and pressure,
have an inverse connection.
Boyle’s Law is expressed in this mathematical equa-
tion:
In terms of proportion: V α 1/P (at constant amount
and temperature)
In terms of equation: V = k/P (at constant amount
and temperature)
PV=k or
P1V1 = P2 V2
Where;
P1 = initial pressure
V1 = initial volume
P2 = Final pressure
V2 = Final volume
Example: A 2.5 L container has a gas pressure of 4.6 atm. If the volume is de-
creased to 1.6 L. What will be the new pressure inside the container?
Given: V1 = 2.5 L V2 = 1.6 L P1 = 4.6 atm P2 = ?
P1V1 = P2V2 , P2 = P1V1 / V2
4.6 atm (2.5 L)
P2 =
1.6 L
= 7.2 atm
PIVOT 4A CALABARZON
31
Charles’ Law
It is one of the gas laws, and it is named after
Jacques Charles, a French physicist who formulated it
in 1897.
The volume of a given amount of gas is directly
proportional to its absolute temperature and constant
pressure, according to this law. It means that as the
volume of a gas increases, so does the temperature,
and vice versa, as long as the amount of gas and pres-
sure remain constant. Kelvin is the unit of measurement
for temperature (K).

Charles’ Law is expressed in this mathematical equation:

In terms of proportion: V α T (at constant amount and pressure)

In terms of equation: V = kT (at constant amount and pressure)

V / T =k or
V 1 / T 1= V 2/ T 2
Where;
V1 = initial volume
T1 = initial temperature
V2 = final volume
T2 = final temperature

Example: A 3.5 L flexible container holds a gas at 250 K. What will be the new
volume if the temperature is increased to 400K at constant pressure?

Given: V1 = 3.5 L V2 = ?
T1 = 250 K T2 = 400 K

V1 V2
=
T1 T2
V1 T2
V2 =
T1
3.5 L (400 K)
V2 =
250 K

V2 = 5.6 L

PIVOT 4A CALABARZON
32
Avogadro’s Law
Amedeo Avogadro, a well-known Italian mathe-
matical physicist, is the proponent of this law.
The volume of a gas at a particular temperature
and pressure is directly proportional to the number of
moles in the volume, according to this law. This state-
ment is based on Avogadro's notion that under con-
stant temperature and pressure, the same volume of
two gases contains the same number of molecules. It
signifies that when the volume increases, the number
of substance or moles increases as well, implying that
the relationship is proportional. Remember that a
mole refers to the number of molecules in a sub-
stance.
Avogadro’s Law is expressed in this mathematical equation:
In terms of proportion: V α n (at constant temperature and pressure)
In terms of equation: V = k n (at constant temperature and pressure) V / n =k
or V1 / n1= V2 / n2
Where; V1 = initial volume
n1 = initial number of moles of the gas
V2 = Final volume
n2 = Final number of moles of the gas

Example: A 2.4 moles of gas occupies 60.0 L at a certain temperature. What

volume will 3.7 moles of a gas occupy?
Given: n1 = 2.4 moles n2 = 3.7 moles
V1 = 60.0 L V2 = ?

V1 V2
= ; V1 n2 = V2 n1
n1 n2

V1 n2
V2 =
n1

60.0 L (3.7 moles)

V2 =
2.4 moles

V2 = 92.5 L

PIVOT 4A CALABARZON
33
 D
Learning Task 1: Picture Analysis

Look at the picture (a) shown below. What do you think is the role of the pres-
sure of the gas inside the balloon?
For picture (b) Imagine the tire of a vehicle and the need to pump air into
the tire up to a given pressure.
a. What will happen if the pressure is much lower than what it should be?
b. What will happen if the pressure is much greater than what it should be?

Learning Task 2: Graphical Analysis

Direction: Analyze and infer the relationship between the properties of gases us-
ing the graph provided (volume, pressure, temperature, and moles). Fill in the
blanks on the graph with your response.
Volume, V

Pressure, P
Volume, V

Temperature, T
Volume, V

Number of moles, n
PIVOT 4A CALABARZON
34
 E
Learning Task 3: Use the gas laws to determine what is asked from the
given. Show your complete answer with solution
1. A gas sample occupies a volume of 2.5 L at a pressure of
1.5 atm. What would be the volume of the gas if its pres-
sure is reduced to 1 atm at the same temperature?
2. The gas inside a balloon has a volume of 15.0 L at a pres-
sure of 2.0 atm. Calculate the pressure of the gas if its vol-
ume is compressed to 10.0 L at the same temperature.
Learning Task 4: Pressure in Everyday Life
You’re an excellent learner! I know you strive so much hard and so keep moving.
For the last task, make a short poem about “Pressure in Everyday Life”.
Note:
You may have your own title as long as within the topic.
You may add any creativity in writing your poem.
It is handwritten in a short bond paper.
Rubrics
Excellent Very Satisfactory Satisfactory Needs Improvement
Category
10 9 8 7

Some of the contents Most of the contents

The poem and ideas are The poem shows little
Originality are adapted from are adapted from
original to no originality.
other’s ideas other’s ideas
Output is exceptionally
Organization Output is attractive Output is acceptably Output is distracting-
attractive in terms of
in terms of design, attractive though it ly messy and not
design, layout and neat-
layout and neatness may be a bit messy attractive
ness
The topic is some- The topic is vaguely
The topic is clearly intro- The topic is intro-
Topic what introduced and introduced and ex-
duced and explained duced and explained
explained plained

A
In this module, you learned how to use the gas laws to determine pressure,
volume, or temperature of a gas under certain conditions of change. Your task is
to complete the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

PIVOT 4A CALABARZON
35
 Ideal Gas and Dalton’s Gas Equation
WEEK
7 Lesson
I
Congratulations! You’ve got it. Knowing the circumstances you are
dealing now, some of you are afraid and few are still determined but this mod-
ule will definitely help a lot in providing you deeper understanding about the
learning competencies of Chemistry. Hold on and study smart as you will be
dealing with Ideal Gas Equation and Dalton’s Law of Partial pressures.
From the previous topic, you have navigated different gas laws and how
to use them in determining pressure, volume, or temperature of a gas under
certain conditions of change.
After going through this module, you are expected to; 1.) Use the ideal
gas equation to calculate pressure, volume, temperature, or number of mole of
a gas; and 2.) Use Dalton’s law of partial pressures to relate mole fraction and
partial pressure of gases in a mixture.

Ideal gas Equation

It is a single equation that adds and combines Boyle's Law, Charles' Law,
and Avogadro's Law mathematical expressions.

PV = nRT

Where;
P = Pressure n= moles (refers to the amount of substance)
V= Volume T= Temperature (express in Kelvin (K))
R = The universal gas constant (0.0821 atm.L / mol.K)

The universal gas constant (R) has the same value everywhere and at all
times. It may be computed using the conventional mole, pressure, volume, and
temperature parameters. The ideal gas equation, as shown below, can also be
used to get the value.

PV=nRT

PV 1.00 atm x 22.4 L

R= =
nT 1.00 mole x 273 K

atm .L
R = 0.0821 mole .K

PIVOT 4A CALABARZON
36
Example:
A 3.5 L container holds 0.45 moles of O2 gas at 300K. What is the pressure inside
the container?
Given: V = 3.5 L T = 300 K
N = 0.45 moles P = ?
nRT
PV=nRT ; P =
V
atm .L
0.45 moles x 0.0821 x 300 K
= mole .K
1.5 L
P = 3.17 atm

Dalton’ Law of Partial Pressure

The partial pressure of each gas is defined as P1, P2, and P3. When all of the
equations are added together, the pressure exerted by the mixture is equal to the
sum of the forces exerted by each component. The Dalton's Law of Partial Pressure
describes this.
Pmixture =P1+P2+P3

The application of Dalton’s Law of Partial Pressure can help you learn about
the composition of each component in terms of mole fraction of the component.

n1 RT ntotal RT
P1 = V
Pmixture = V

Combining these two equations gives the following expression

P1 n1
= =x
Pmixture ntotal 1

Rearranging the above equation leads to:

P1 =Pmixture x1

PIVOT 4A CALABARZON
37
 D
Learning Task 1: Picture Analysis

Direction: Analyze the given picture and identify the appropriate gas laws
that best describes the picture.

Learning Task 2: Problem Solving

Direction: To compute the pressure, volume, number of moles, and temperature

of a gas, fill in the following table and use the Ideal gas equation. Show your solu-
tion below the table and express your final answer to two (2) decimal places.

Pressure (P) Volume (V) Temperature Moles (n)

(T)
1. 5.00 atm 25.00 L 273.15 L
2. 0.55 L 308 K 0.50 mol
3. 20.00 atm 30.00 L 25.30 mol
4. 15.00 atm 370.00 K 3.00 mol
5. 10.50 L 280.00 K 10.00 mol

PIVOT 4A CALABARZON
38
 E
Learning Task 3: Problem Solving
Direction: Calculate the following issues and apply the gas laws to
estimate the pressure, volume, and temperature of a gas under vari-
ous change conditions. Make your solutions visible.
1. The gas inside the tire has a volume of 20.00 L at a pressure of 5.00 atm. Cal-
culate the pressure of the gas if its volume is reduced to 10.0 at the same
temperature.
2. If 150.00 mL of N2 gas was collected at 760 torr, what is the new volume of
the gas when the pressure is compressed to 740 torr at the same temperature?
3. At 300 K, the given amount of fluorine gas has a volume of 30.0 L. What will
be the temperature if the gas occupies a volume of 25 L at constant pressure?

Learning Task 4: Poster Making

Directions: Draw and illustrate the three (3) laws of gases based on their real-life
application in a short bond paper.
Rubrics

Excellent Very Satisfactory Satisfactory Needs Improvement

Category
10 9 8 6

Content- All of the information 80 -99% of the infor- 60-79% of the information Below 60% of the infor-
Accuracy given are correct mation are correct are correct mation are correct

Output is exceptionally Output is with very Output is distractingly

Cleanliness Output is acceptably clean
clean minimal errors messy

The poster is exception- The poster is attrac- The poster is acceptably The poster is distractingly
Attractive-
ally attractive in terms tive in terms of de- attractive in terms of de- messy in terms of design
ness
of design and layout sign and layout sign and layout and layout

The poster shows The poster shows great

The poster shows little to no
Originality The poster is original some resemblance resemblance with other’s
originality.
with other’s work work

A
In this module, you learned how to use the ideal gas equation to
calculate pressure, volume, temperature of a gas. Way to go, I can see your
effort and determination in accomplishing every task that was given to you.
Now, your last task is to complete the reflection activity below.

I learned that
___________________________________________
I realized that
___________________________________________
I can apply what I have learned in
___________________________________________

PIVOT 4A CALABARZON
39
 Gas Stoichiometry
WEEK
8 Lesson
I
Fantastic! I’m happy to see what you have accomplished in this disci-
pline. Nothing can stop you from learning and enhancing your skills but we’re
not over yet in gases. This module will guide you the quantitative relationships
of reactants and products in a gaseous reaction. As well, join me in navigating
the behavior and properties of gases at the molecular level.
From the previous discussion, did you still remember what you have
learned about different units of pressure and how to use the gas ideal gas equa-
tion and Dalton’s law of pressures? If so, those topics will be important as your
name as we explore the first half in this module.
After going through this module, you are expected to: 1.) Apply the princi-
ples of stoichiometry to determine the amounts (volume number of moles or
mass) of gaseous reactants and products; and 2.) Relate the rate of gas effusion
with molar mass.

Let’s recall the balanced chemical equation, which expresses the basic idea
of reaction stoichiometry.
Example
The airbag is a safety feature in cars that cushions the passenger in the
event of a collision. It entails the chemical process described below, which is acti-
vated by an impact:
2 NaN3 (s) g 2 Na (s) + 3 N2 (g)
Calculate the volume of N2 gas (measured at STP) that can be produced from
130.0 g of NaN3 (molar mass = 65).

You’ve come this far so use this as a guide in solving the problem. Just
solve first the number of moles of NaN3:
mol NaN3 = 2
For the next step, solve the number of moles of N2 produced, using the bal-
anced equation:
mol N2 = 3
Finally, can you still remember the molar volume at STP (22.4 L)? If so, use
it to solve the volume of gas:
` Final Answer = VN2 = 67.2 L
Kinetic Molecular Theory
The gas laws are a set of rules that describe how gases behave in general.
The behavior of gases can be predicted using these rules. However, there is no
explanation for this conduct.
PIVOT 4A CALABARZON
40
 The theory implies the existence of a model that may be utilized to explain
why gases behave as they do. A set of postulates characterizes the model:
1.Gases are made up of a large number of very small molecules separated by a
large distance. The molecules' dimensions are substantially smaller than the
space between them.
2.The force of attraction between the molecules is insignificant due to the large
distance between them. The molecules are unrelated to one another.
3.The molecules are constantly in motion, travelling in all directions at random.
4.Because of the large number of molecules and their random mobility, colli-
sions between molecules are unavoidable.

Use this model to describe the following gas properties:

a. Why are gases compressible? Make them understand that, despite the large
distance between them, gases may be compressed to bring them closer to-
gether.
b. At constant temperature, why does the volume of a gas drop as the pressure
is increased? This question seeks an explanation for the Boyle's Law-
described behavior. The answer would be similar to the answer to the previ-
ous question about gas compressibility. The volume of the gas decreases as
the molecules get closer to one other.
c. Why do gases exert pressure on one other? Remind them that pressure is a
force that acts on a specific location. Assist them in seeing that the collision
of the molecules with the walls of the container produces a force acting on
the wall.
d. When a gas is heated under constant pressure, why does its volume in-
crease? This question seeks a rationale for the behavior indicated by Charles'
Law. Assist them in realizing that Postulate 5 describes how temperature af-
fects gases. The kinetic energy of the molecule increases as the temperature
rises, according to this assumption. Because of the higher kinetic energy, the
molecules move faster and farther apart, resulting in a larger volume.

Graham’s Law of Diffusion.

The rate of gas diffusion is determined by the velocity of the molecules.
Graham's Law of Diffusion is a link between diffusion rate and molar mass
that has been validated through experiments.

Try to imagine that two bottles are positioned at equal distances at oppos-
ing ends of the room. The first bottle contains ammonia gas, NH3 (M = 17),
which has a pungent stench, whereas the second bottle contains hydrogen sul-
fide, H2S (M = 34), which has a rotten egg odor. Which of the odors will they de-
tect first?

PIVOT 4A CALABARZON
41
Reaction stoichiometry
It is the relationship between the moles of reactants and products in a reac-
tion. The Ideal Gas Equation allows you to figure out how many moles a gas has
based on its pressure, volume, and temperature:

n = PV
RT

Through the known molar volume under standard conditions, the volume of
a gas at standard temperature (0oC) and standard pressure (1 atm) can provide
information on the number of moles of the gas:

n = V STP

22.4

D
Great! These principles will help you in calculating the amount of gases involved
in a reaction.

Learning Task 1: Seesaw

Direction: Balance the following chemical equation correctly.

1. C2H2 (g) + O2 (g) CO2 + H2O
2. LiOH (aq) + CO2 Li2CO3 (aq) + H2O

Learning Task 2: KMT

Direction: Draw a representation of the model of the Kinetic Molecular Theory
and answer the following questions.
1. Why can gases be compressed?
2. Why does the volume of a gas decrease as the pressure is increased at con-
stant temperature?
3. Why do gases exert pressure?
4. Why does gases the volume of a gas increase as it is heated at constant pres-
sure?

PIVOT 4A CALABARZON
42
 E
Learning Task 3: Problem Solving

A. Calculate the following problem and show your complete soluon.

1. The following is the reaction that occurs during the explosive combustion
of acetylene:
2C2H2 (g) + 5O2(g) g 4CO2 (g) + 2H2 (g)
During the combustion of 50.0 L C2H2 gas (measured at STP), how
many L of CO2 gas (measured at STP) will be produced?
2. The reaction involved in the explosive combustion of acetylene is:
2C2H2 (g) + 5O2(g) g 4 CO2 (g) + 2 H2 (g)
How many L of CO2 gas (measured at STP) will be formed during the
combustion of 50.0 L C2H2 gas (measured at STP)?

Learning Task 4: Essay Writing

Write an essay about how gas diffusion affects your day to day life. If pos-
sible, cite examples and explain its connection to your day to day life.
Rubrics
Excellent Very Satisfactory Satisfactory Needs Improvement
Category
10 9 8 7
Below 60% of the
Content- Accu- All of the information 80 -99% of the infor- 60-79% of the infor-
information are cor-
racy given are correct mation are correct mation are correct
rect
Output is exceptionally
Organization Output is attractive Output is acceptably Output is distracting-
attractive in terms of
in terms of design, attractive though it ly messy and not
design, layout and neat-
layout and neatness may be a bit messy attractive
ness
The topic is some- The topic is vaguely
The topic is clearly intro- The topic is intro-
Topic what introduced and introduced and ex-
duced and explained duced and explained
explained plained

A
In this module, you learned the application of stoichiometry to determine
the amount of gaseous reactants and products. Your last task in this module is
to accomplish the reflection activity below.

I learned that
___________________________________________
___________________________________________
I realized that
___________________________________________
___________________________________________
I can apply what I have learned in
___________________________________________
___________________________________________

PIVOT 4A CALABARZON
43
 44
PIVOT 4A CALABARZON
Isotope Isotope Atomic No. No. of No. of No. of
Notation Protons Electrons Neutrons
Nickel-58 28Ni58 28 28 28 30
Phosphorus-30 15P30 15 15 15 15
Iodine-127 53I127 53 53 53 74
Krypton-84 36Kr84 36 36 36 48
Selenium-79 34Se79 34 34 34 45
Calcium-40 20Ca40 20 20 20 20
ISOTOPE PROTIUM DEUTERIUM TRITIUM
Atomic Num- 1 1 1 Learning Task 2
ber
Mass Number 1 2 3
Number of 1 1 0
protons
Number of 1 1 1
electrons
Number of 1 1 2 Learning Task 2
neutrons
Week 2
1. Pure Substance - compound
2. Mixture - heterogeneous
3. Pure Substance - element
4. Mixture - homogeneous
5. Pure Substance - compound
Learning Task 3
1. Distillation
2. Filtration
3. Chromatography
4. Distillation Learning Task 1
Week 1
Answer Key
 45
PIVOT 4A CALABARZON
No. 1 2 3 4 EF
1. Al = 1.09 g Al = 13g/mol Al = 1.09g ÷13g/mol = 0.08 mol Al = 0.08 mol ÷ 0.08 mol = 1 x 2 = 2
O = 1.93 g O = 16 g/mol O = 1.93g ÷ 16g/mol = 0.12 mol O = 0.12 mol ÷ 0.08 mol = 1.5 x 2 = 3 Al2O3
2. Pb = 70.19g Pb = 207 g/mol Pb = 70.19 ÷ 207g/mol = 0.34 mol Pb = 0.34 mol ÷ 0.34 mol = 1
C = 8.14 g C = 12 g/mol C = 8.14 ÷ 12 g/mol = 0.68 mol C = 0.68 mol ÷ 0.34 mol = 2
O = 21.76 g O = 16 g/mol O= 21.76 ÷ 16 g/mol = 1.36 mol O = 1.36 mol ÷ 0.34 mol = 4
PbC2O4
3. K = 57.6 g K = 40 g/mol K = 57.6 g ÷ 40 g/mol = 1.44 mol K = 1.44 mol ÷ 0.72 mol = 2
C = 8.69 g C = 12 g/mol C = 8.69 g ÷ 12 g/mol = 0.72 mol C = 0.72 mol ÷ 0.72 mol = 1
O = 34.56 g O = 16 g/mol O = 34.56 ÷ 16 g/mol = 2.16 mol O = 2.16 mol ÷ 0.72 mol = 3
K2CO2
4. Fe = 53.7 g Fe = 56 g/mol Fe = 53.7 g ÷ 56 g/mol = 0.96 mol Fe = 0.96 mol ÷ 0.96 mol = 1 x 2 = 2
S = 46.27 g S = 32 g/mol S = 46.27 g ÷ 32 g/mol = 1.45 mol S = 1.45 mol ÷ 0.95 mol = 1.5 x 2 = 3 Fe2S3
Learning Task 3
Empirical and Molecular Formula
Learning Task 2
1. NaCl 2. CH3COOH 3. C12H22O11 4. NaHCO3 5. HCL 6. C2H5OH 7. Al(OH)3 8. NaClO 9. H2O2 10. C3H6O
Learning Task 1
Week 3
CHEMICAL NAME CHEMICAL FORMULA
1. MgI2 Magnesium iodide
2.Li3N Lithium nitride
3. Fe2O3 Iron (III) oxide
4.PbO2 Lead (IV) oxide
5. Na2SO4 Sodium sulfate
6.Fe(NO3)3 Iron (III) nitrate
7.CuSO4 Cupper (II) sulfate
8. HBr Hydrobromic acid
9. HClO4 Perchloric acid
10. H2SO3 Sulfurous acid
Learning Task 3
 46
PIVOT 4A CALABARZON
1. 2H2 + O2 (g) → 2H2O 4-H-4 2-O-2
2. 2Al + Fe2O3 → Al2O3 + 2Fe 2-Al-2 2-Fe-2 3-O-3
3. 2Na(s) + 2HCl(aq) → 2NaCl(aq) + H2(g) 2-Na-2 2-H-2 2-Cl-2
4. CH4 + 2O2 → CO2 + 2H2O 1-C-1 4-H-4 4-O-4
5. H2O + SO3 → H2SO4 2-H-2 1-S-1 4-O-4
Learning Task 4
1. H2 + O2 (g) → H2O
2. Al + Fe2O3 → Al2O3 + Fe
3. Na(s) + HCl(aq) → NaCl(aq) + H2(g)
4. CH4 + O2 → CO2 + H2O
5. H2O + SO3 → H2SO4
Learning Task 3
Chemical Name Ions Present Criss Cross Method Chemical Formula
Magnesium oxide Mg +2,O –2 Mg +2 XO –2 MgO
Water H +1, O -2 H +1 XO -2 H2O
Calcium carbonate Ca +2, CO2-2 Ca +2X CO2-2 CaCO2
Iron (III) sulfate Fe+3, SO4-2 Fe+3 X SO4-2 Fe2(SO4)3
Potassium hydroxide K+1, OH-1 K+1 X OH-1 KOH
Learning Task 2
Element O2- PO43- MnO4- SO42- ClO31-
1. Na+ Na2O Na3PO4 Na4MnO Na2SO4 NaClO3
2. Ca2+ CaO Ca3(PO4)2 Ca2MnO CaSO4 Ca(ClO3)2
3. K1+ K2O K3PO4 K4MnO K2SO4 KClO3
4. Fe3+ Fe2O3 FePO4 Fe4(MnO)3 Fe2(SO4)3 Fe(ClO3)3
5. Pb2+ PbO Pb3(PO4)2 Pb2(MnO) PbSO4 Pb(ClO3)2
Learning Task 1
Week 4
 47
PIVOT 4A CALABARZON
1. The mole of C2H2 is first calculated through the molar volume (22.4 L) at STP:
mol C2H2 = 0.446 From this, the mole of CaC2 is calculated: mol CaC2 = 0.446
The weight of CaC2 is calculated from the number of moles: g CaC2 = 28.6 g
2. The mole of C2H2 is first calculated through the molar
volume (22.4 L) at STP: mol of C2H2 = 2.23 From this, the
mole of CO2 is cal- culated: mol CO2 = 4.46 The volume
(measured at STP) of CO2 is calculated from the number of
moles: V CO2 = 100.0 L This answer can also be obtained
Learning Task 3
Week 8
1. 10 atm
2. 154 mL
3. 250 K
4. 341 k
5. 88 L
Learning Task # 7.3
1. 5.58 mol
2. 22.66 atm
1. Boyle’s Law
3. 288.86 K
2. Charles’s Law
4. 6.08 L
3. Boyles’s Law
5. 21.89 4. Boyle’s Law
Learning Task 2 Learning Task 1
Week 7
1. 10 atm 1. 5.58 mol
2. 154 mL 2. 22.66 atm
Leraning Task 3
Graph 1: A graph showing the relationship between volume and pressure, as stated by Boyle’s Law.
Pressure and Volume is inversely proportional. As the pressure increases, the volume decreases, and
vice versa.
Graph 2: A graph showing the relationship between volume and temperature, as stated by Charles’ Law.
Volume and Temperature is directly proportional. As the volume increases, the temperature also in-
creases.
Graph 3: A graph showing the relationship between volume and moles (the amount of the substance), as
stated by Avogadro’s Law. Volume and number of moles in a substance is directly proportional.
Learning Task 2
Week 6
 References

Araneta, F.L., Catris, L.V. & Deauna, M.C. (2002). The world of chemistry III.
(2nd ed.) Quezon City: SIBS Publishing House, Inc.
Chang , R. (2005). Chemistry. (8th ed.) New York: Mc Graw-Hill Companies.
Department of Education. The Commission on Higher Education in collaboration
with Philippine Normal University. Teaching Guide for Senior High School.
General Chemistry 1. 2016
Department of Education Central Office. Most Essential Learning Competencies
(MELCs). 2020.
Madriaga, Estrellita A. (2013). Science Links 8 (K to 12) 1st ed.). Sampaloc,
Manila: Rex Book Store, Inc.
Nueva España, Rebecca C. (2006). Science and Technology Chemistry. (Updated
ed.) Quezon City: Abiva Publishing House, Inc.
http://becomeacodedebreaker.com
Padolina, M.C.D. (2000). Chemistry: Fundamental concepts of chemistry
UP Open University.

PIVOT 4A CALABARZON
48
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