QUARTER 2

Science G9
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PIVOT 4A CALABARZON Science G9

PIVOT 4A Learner’s Material
Quarter 2
Second Edition, 2021

Science
Grade 9

Job S. Zape, Jr.

PIVOT 4A Instructional Design & Development Lead

Owen Agustin V. Peña & Austeen John D. Velasco

Content Creator & Writer
Jhonathan S. Cadavido, Redella P. Vista & Orimar M. Guab
Internal Reviewer & Editors
Lhovie A. Cauilan & Jael Faith T. Ledesma
Layout Artist & Illustrator
Jhucel A. del Rosario & Melanie Mae N. Moreno
Graphic Artist & Cover Designer
Ephraim L. Gibas
IT & Logistics
Crist John Pastor, Philippine Normal University
External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Francis Cesar B. Bringas

PIVOT 4A CALABARZON Science G9

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how the materials and activities are used in
the new normal. It is designed to provide 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) in Science 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. Furthermore, this
also aims to help learners acquire the essential 21st century skills while
taking into consideration their needs and circumstances.
You are expected to assist the children 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 :
a. answer all activities in your notebook;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time and date
agreed upon.

PIVOT 4A CALABARZON Science G9

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
knowledge as regards content and skills required
What is new
for the lesson.

This part presents activities, tasks and contents

What I know of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

not know and what he/she wants to know and
What is in
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

and opportunities in building his/her knowledge,
What is more
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

him/her to real life situations/tasks that shall:
What I can do ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
him/her fully understand the target skills and
What else I can do
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and through other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Science G9

WEEK
The Quantum Mechanical Model
1 Lesson
I
At the beginning of the 20th century, a new field of study known as
quantum mechanics emerged. One of the founders of this field was a Danish
physicist Niels Bohr, who was interested in explaining the discrete line spectrum
observed when light was emitted by different elements. Bohr was also interested
in the structure of the atom, which was a topic of much debate at the time.
Numerous models of the atom had been postulated based on experimental
results including the discovery of the electron by J. J. Thomson and the
discovery of the nucleus by Ernest Rutherford. Bohr supported the planetary
model, in which electrons revolved around a positively charged nucleus like the
rings around Saturn—or alternatively, the planets around the sun.

Fig. 1 Solar System Model; planets revolving around the sun

In this lesson, you will learn how the Quantum Mechanical Model of the
atom describes the energies and positions of the electrons. In particular, we will
develop a picture of the electron arrangements in atoms – a picture that allows
us to account for the chemistry of the various elements. Let’s start by reviewing
the Bohr model of the atom.
The Bohr Model of the Atom
In 1911, at the age of twenty-five, Niels Bohr received his Ph.D. in Physics.
He was convinced that the atom could be pictured as a small positive nucleus
with electrons orbiting around it.
Over the next two years, Bohr constructed a model of the hydrogen atom
with quantized energy levels. Bohr pictured the electron moving in circular orbits
corresponding to the various allowed energy levels. He suggested that the
electron could jump to a different orbit by absorbing or emitting a photon of light
with exactly the correct energy content.
At first, Bohr model appeared very promising. It fits the hydrogen atom very
well. However, when this model was applied to atoms other than hydrogen, it did
not work. Further experiments showed that the Bohr model is fundamentally
incorrect. Although the Bohr model paved the way for later theories, it is
important to realize that the current theory of atomic structure is not the same
as the Bohr model. Electrons do not move around the nucleus in circular orbits
like planets orbiting the sun.
PIVOT 4A CALABARZON Science G9 6
The Wave Mechanical Model of the Atom

By the mid-1920s, it had become apparent that the Bohr model was
incorrect. Scientists needed to pursue a totally new approach. Two young
physicists, Louis Victor De Broglie from France and Erwin Schrödinger from
Austria, suggested that because light seems to have both wave and particle
characteristics (it behaves simultaneously as a wave and as a stream of particle),
the electron might also exhibit both of these characteristics. Although everyone
had assumed that the electron was a tiny particle, these scientists said it might
be useful to find out whether it could be described as a wave.
When Schrödinger carried out a mathematical analysis based on this idea,
he found out that it led to a new model for the hydrogen atom that seemed to
apply equally well to other atoms – something Bohr’s model failed to do. We will
now explore a general picture of this model, which is called the wave
mechanical model of the atom.
In the Bohr model, the electron was assumed to move in circular orbits. In
the wave mechanical model, on the other hand, introduced a mathematical
description of the electron’s motion called a wave function or atomic orbital.
Orbitals are nothing like orbits. Squaring the orbital gives the volume of space in
which the probability of finding the electron is high, the electron cloud
(electron density). The model in Figure 3, gives no information about when the
electron occupies a certain point in space or how it moves. In fact, we have good
reasons to believe that we can never know the details of electron motion. But one
thing we feel confident about is that the electron does not orbit the nucleus in
circles as Bohr suggested.
Schrödinger’s equation required the use of quantum numbers to describe
each electron within an atom corresponding to the orbital size, shape, and
orientation in space. Later it was found that one needed a quantum number
associated with the electron spin.

Quantum Numbers and Orbitals

The first quantum number is the principal quantum

number (n) that describes the size and energy of the or-
bital and relative distance from the nucleus. The possible
values of n are positive integers (1, 2, 3, 4, and so on). The
smaller the value of n, the lower the energy, and the closer
to the orbital is to the nucleus. We sometimes refer to the
principal quantum number as designating the shell the
electron is occupying.
Each shell contains one or more subshells, each with one or more orbitals.
The second quantum number is the angular momentum quantum number (l)
that describes the shape of the orbitals. Its value is related to the principal
quantum number and an allowed value of 0 to (n-1). For example, if n = 4, then
the possible values of l would be 0, 1, 2, and 3 (= 4-1).

Things to remember:
If l = 0, then the orbital is called an s-orbital and has a spherical shape with
the nucleus at the center of the sphere. The greater the value of n, the larger
is the sphere.
If l = 1, then the orbital is called a p-orbital with two lobes of high electron
density on either side of the nucleus, for an hourglass or dumbbell shape.
If l = 2, then the orbital is a d-orbital with a variety of shapes.
If l = 3, then the orbital is an f-orbital with more complex shapes.
PIVOT 4A CALABARZON Science G9
7
 The third quantum number is the
magnetic quantum number (ml). It describes
the orientation of the orbital sound around
the nucleus. The possible values of ml depend
upon the value of the l quantum number. The
allowed values for ml are -l though 0 to +l. For
example, for l = 3, the possible values of ml
would be -3, -2, -1, 0, +1, +2, +3. This is why,
for example, if l = 1 (a p-orbital), there are
three p-orbitals (sublevels) corresponding to
ml values of -1, 0, +1.
Fig. 4 An s-orbital (sharp) has spherical
shape; a p-orbital (principal) has two The fourth quantum number is the spin
lobes; a d-orbital (diffuse) has four lobes; quantum number (ms) and indicates the
and an f-orbital (fundamental) has eight
lobes. direction the electron is spinning. There are
only two possible values for m s : +1/2 and
-1/2. When two electrons are to occupy the
same orbital, then one must have an ms =
+1/2 and the other electron must have an ms
= -1/2. These are spin paired electrons.

ASSIGNING THE FOUR QUANTUM NUMBERS

To assign the four quantum numbers for an electron, let’s have an example:
Question 1: If n = 7, what are the possible values of l ?
Answer: Since l can be zero or a positive integer less than (n-1), it can
have a value of 0, 1, 2, 3, 4, 5, 6.
Question 2: If n = 3 and l = 2, then what are the possible values of ml?
Answer: Since ml must range from -l to +l , then ml can be: -2, -1, 0, 1, 2.
Question 3: List all the possible combinations of all four quantum numbers
when n = 2, l = 1, and ml = 0.
Answer: The fourth quantum number is independent of the first three,
allowing the allowing the first three quantum numbers of two electrons to
be the same. Since the spin can be +1/2 or =1/2, there are two
combinations:
n = 2, l = 1, ml = 0, ms = +1/2 and
n = 2, l = 1, ml = 0 ms = -1/2

Electron Configuration
Quantum Mechanics may be used to determine the arrangement of the
electrons within an atom if two specific principles are applied: the Pauli’s
exclusion principle and the Aufbau principle. The Pauli’s Exclusion Principle
states that no two electrons in an atom can have the same set of the four
quantum numbers.
For example, if an electron has the following set of quantum numbers: n =
1,l = 0, ml = 0 ms = +1/2, then no other electron in that atom may have the same
set. The Pauli exclusion principle limits all orbitals to only two electrons.
The second principle, the Aufbau Principle, describes the order in which
the electrons enter the different orbitals and sublevels. The arrangement of
electrons builds up from the lowest energy level. The most stable arrangement of
electrons has all the electrons with the lowest possible energy. This lowest energy
arrangement is the ground state. Less stable (higher energy) arrangements are
the excited states.

PIVOT 4A CALABARZON Science G9 8

 There are several ways of indicating the arrangement of the electrons in an
atom. The most common way is the electron configuration. The electron
configuration is the use of the n and l quantum numbers along with the
number of electrons. The principal quantum number, n, is represented by an
integer (1, 2, 3…), and a letter represents the l quantum number (0 = s, 1 = p, 2
= d, and 3 = f). Any s-subshell can hold a maximum of 2 electrons, any p-
subshell can hold up to 6 electrons, any d-subshell can hold a maximum of 10
electrons, and f-subshell can hold up to 14 electrons.
The electron configuration for fluorine (nine electrons) is: 1s22s22p5
The figure shows the one way of
remembering the pattern for filling the
atomic orbitals. The filling begins at the top
of the pattern and follows the first arrow.
When you reach at the end of the first
arrow, you go to the second arrow and
follow it to the end. The third arrow
continues the pattern.
We can also represent the electron
configuration by using a box diagram, in
which orbitals are represented by boxes
grouped by sublevel with small arrows
indicating the electrons. The s-orbital is
represented as 1 box with maximum of 2 Fig. 5 Filling Atomic Orbitals
electrons; p-orbital having 3 boxes with
maximum of 6 electrons; d-orbital having 5
boxes with maximum of 10 electrons; and f-
orbital having 7 boxes with maximum of 14
electrons. and so forth. In applying electrons
to the boxes using the arrows, you must
first complete the “upward arrows” for all
boxes before applying the remaining
“downward arrows”.

Let’s have an example:

For hydrogen, the electron configuration and box diagram are

H: 1s1

Configuration Box Diagram

The arrow represents an electron spinning in a particular direction. The
next element is helium, it has two protons in its nucleus and so has two
electrons.
For helium, the electron configuration and box diagram are
He: 1s2

For fluorine, the electron configurations and box diagram (nine electrons)
are 2p
1s 2s

Fe: 1s22s22p5
PIVOT 4A CALABARZON Science G9
9
 D
Learning Task 1: Write TRUE if the statement is correct and write FALSE if the
statement is incorrect. Write your answer on a separate sheet of paper.
1. The smaller the value of n, the lower the energy, and the closer to the
orbital is to the nucleus.
2. If l = 1, then the orbital is called a d-orbital; looks like an hourglass or
dumbbell shape.
3. If n = 5, the possible values of l are 0, 1, 2, 3, 4, 5.
4. The Pauli exclusion principle states that no two electrons in an atom can
have the same set of the four quantum numbers.
5. Using box diagram, d-orbital can be represented by having 5 electrons with
maximum of 10 boxes.

E
Learning Task 2: Answer the following questions. Write your answer in a
separate sheet.
1. List all the four quantum numbers.
a.
b.
c.
d.
2. If n = 6, What are the values of l ?
3. If n = 7 and l = 5, then what are the possible values of ml?
4. If the values of l are 0, 1, 2, 3, 4, 5, 6, 7, 8 what is the value of n?

A
Choose the letter of the correct answer. Write your answer on a separate sheet
of paper.
1. What is the electronic configuration of Lithium? (Lithium has 3 electrons)
A. 1s12s2 B. 1s3 C. 1s12s12p1 D. 1s22s1
2. Boron has 5 electrons. Which of the following below is Boron’s electronic
configuration?
A. 1s5 B. 1s22s22p1 C. 1s22s12p2 D. 1s12s22p2
3. Any s-subshell can hold up to a maximum of how many electrons?
A. 10 B. 14 C. 2 D. 6
4. Any d-subshell can hold up to a maximum of how many electrons?
A.10 B. 14 C. 2 D. 6
5. It is the second quantum number that describes the shape of the orbitals.
A. Spin quantum number
B. Principal quantum number
C. Magnetic quantum number
D. Angular momentum quantum number

PIVOT 4A CALABARZON Science G9 10

 WEEK
Chemical Bonding 2
I Lesson

The world around us is composed almost entirely of compounds and

mixtures of compounds. Rocks, coal, soil, petroleum, trees, and even us, human
beings are all complex mixtures of chemical compounds in which different kinds
of atom are bound together.
The manner in which atoms are bound together has a profound effect on
the chemical and physical properties of substances. For example, both graphite
and diamond are composed solely of carbon atoms. However, graphite is a soft,
slippery material used in pencils, and diamond is one of the hardest materials
known, valuable both as a gemstone and in industrial cutting tools. The
question is, why do these materials, both composed solely of carbon atoms, have
such different properties? The answer lies in different ways in which the carbon
atoms are bound to each other in these substances.
Image source: https://unsplash.com/photos/DpaZr8hPSQs

Fig. 1 Diamond, composed of carbon atoms bonded

together to produce one of the hardest materials
known, makes a beautiful gemstone.

Molecular bonding and structure play the central role in determining the
course of chemical reactions, many of which are vital to our survival. To
understand the behavior of natural materials, we must understand the nature of
chemical bonding and the factors that control the structures of compounds. In
this lesson, we will present various classes of compounds that illustrate the
different types of bonds. We will then develop models to describe the structure
and bonding that characterize the materials found in nature with its respective
properties.
Types of Chemical Bonding
What is a chemical bond? Although there are
several possible ways to answer this question, we will
define a bond as a force that holds groups of two or
more atoms together and makes them function as a
unit. For example, in water, the fundamental unit is the
H – O – H molecule, which we describe as being held
together by the two O – H bonds. We can obtain
Fig. 2 A water molecule. information about the strength of a bond by measuring
the energy required to break the bond, the bond
energy.
Solid sodium chloride is dissolved in water, the resulting solution conducts
electricity, a fact that convinces chemists that sodium chloride is composed of
Na- and Cl- ions. Thus, when sodium and chlorine react to form sodium chloride,
electrons are transferred from the sodium atoms to the chlorine atoms to form
Na- and Cl- ions, which then aggregate to form solid sodium chloride. The
resulting solid sodium chloride is a very sturdy material; it has a melting point of
approximately 800˚C. The strong bonding forces present in sodium chloride
result from the attractions among the closely packed, oppositely charged ions.
This is an example of ionic bonding. Ionic substances are formed when an atom
that loses electrons relatively easily reacts with an atom that has a high affinity
for electrons. In other words, an ionic compound results when a metal reacts
with a nonmetal.
PIVOT 4A CALABARZON Science G9
11
 Table 1: SOME COMMON IONIC COMPOUNDS AND THEIR USES
Name and Formula Uses
Sodium Chloride (NaCl) Food preparation; manufacture of chlorine and
sodium hydroxide
Cobalt Chloride (CoCl2) Known as silica gel which absorbs water
Potassium Iodide (KI) Iodine supplement in iodized salt
Silver Nitrate (AgNO3) Antiseptic and Germicide
Sodium Nitrite (NaNO2) Meat Preservation additive
Aluminum Chloride AlCl3) Used in deodorants
Potassium Nitrate (KNO3) Used in gunpowder, matches, and fireworks.

We have seen that a bonding force develops when two very different types of
atoms react to form oppositely charged ions. But how does a bonding force
develop between two identical atoms? Let us explore this situation by
considering what happens when two hydrogen atoms are brought close together,
as shown in Figure 3a. When hydrogen atoms are close together, the two
electrons are simultaneously attracted to both nuclei. Note in Figure 3b how the
electron probability increases between the two nuclei indicating that the
electrons are shared by the two nuclei.

(a) (b)

Fig. 3 The formation of a bond between two hydrogen atoms, (a) Two separate hydrogen atoms. (b) When two
hydrogen atoms come close together, the two electrons are attracted simultaneously by both nuclei. This produces
the bond.a Note the relatively large electron probability between the nuclei indicating sharing of the electrons.

The type of bonding we encounter in the hydrogen molecule and in many

other molecules where electrons are shared by nuclei is called covalent bonding.
Note that in the H2 molecule, the electrons reside primarily in the space between
the two nuclei, where they are attracted simultaneously by both protons. When we
say that a bond is formed between the hydrogen atoms, we mean that the H 2
molecule is more stable than two separated hydrogen atoms by a certain quantity
of bond energy. A bond like this is called a nonpolar covalent bond, or simply a
covalent bond. In cases where the two atoms involved in the covalent bond are not
the same, then the attraction is not equal.
PIVOT 4A CALABARZON Science G9 12
two atoms involved in the covalent bond are not the same, then the attraction is
not equal. The bonding electrons are pulled more toward the atom with the
greater attraction (more electronegative atom). This bond is a polar covalent
bond. The atom that has the greater attraction takes on a partial negative charge
and the other atom a partial positive charge.

Some of the common examples of covalent bonding are:

1. Water. It consists of a covalent bond containing hydrogen and oxygen
bonding together to make H2O. In this atomic molecule, two hydrogen atoms
share their single electrons with the oxygen atom, which shares its own two
electrons in return.
2. Diamond. A diamond is an example of giant covalent bond of carbon. A
diamond has a giant molecular structure. Each carbon atom is covalently
bonded to four other carbon atoms. Electrons are borrowed from these other
carbon atoms. There is a tremendous amount of energy needed to separate the
atoms in a diamond. This is because a covalent bond is strong and a diamond
contains four covalent bonds. This makes the melting and boiling point if the
diamond very high.
3. Rubber. Rubber is sticky when warm and brittle when cold. In 1939, Charles
Goodyear accidently dropped a mixture of sulfur and natural rubber on a hot
stove. The mixture heated up and became tough and elastic, forming vulcanized
rubber. What happened? The covalent bonds transformed sulfur and natural
rubber into the vulcanized rubber when it was heated. It changed because the
covalent bonds between sulfur and rubber changed.

We see in the previous section that when a metal and a nonmetal react, one
or more electrons are transferred from the metal to the nonmetal to give ionic
bonding. On the other hand, two identical atoms react to form a covalent bond
in which electrons are shared equally. We can also distinguish a bond based on
its properties. But, how do you know if a compound is ionic or covalent just by
looking at a sample? This is where the properties of ionic and covalent
compounds can be useful. Because there are exceptions, you need to look at
several properties to determine whether a sample is ionic or covalent, but here
are some characteristics to consider:

Table 2: COMPARISON CHART OF PROPERTIES

BASIS FOR COMPARISON IONIC BOND COVALENT BOND

Existence Exist in the solid-state Exist as solids, liquids and
only. gasses.
Occurs between Non-metal and metal. Between two non-metals.
Conductivity - is the measure of the Low conductivity. Very low
ease at which an electric charge or conductivity.
heat can pass through a material.
Hardness - is the resistance of a These are hard, These are not very hard,
material to deformation of an because of the though exceptions are
indenter of specific size and shape crystalline nature. silicon, diamond and
under a known load carbon.

PIVOT 4A CALABARZON Science G9

13
 Melting and Boiling Points – The boiling High. Low.
point is the temperature at which material
changes from a liquid to a gas (boils) while the
melting point is the temperature at which a
material changes from a solid to a liquid
(melts). Keep in mind that a material's melting
point is the same as its freezing point.
Malleability—the state of being shaped, as by These are These are
hammering or pressing into thin sheets non-malleable. non-malleable.
Ductility - the capacity to undergo a change Non-ductile. Non-ductile.
of physical form without breaking
Volatility - the tendency of a substance to Low. High.
evaporate at normal temperatures.
Solubility - is a property referring to the Usually insoluble Usually soluble in
ability for a given substance, the solute, to in water but water but insoluble
dissolve in a solvent soluble in organic in organic solvents
solvents such as such as ether,
ether, alcohol, alcohol, benzene,
benzene, tetra- tetrachloro-
chloromethane, methane, pro-
propanone, and panone, and other
other

The next table shows the melting and boiling points of some ionic compounds:
Table 3: Ionic Bonding Melting and Boiling Points
Ionic Compound Melting point (°C) Boiling point (°C)
Calcium Oxide, CaO 2580 2850
Magnesium Chloride,
714 1412
MgCl2
Sodium Fluoride, NaF 993 1695

Aluminum Oxide, Al2O3 2030 2970

Sodium Chloride, NaCl 801 1420

A lot of heat energy is needed to break the strong ionic bonds during
melting or boiling. Hence, ionic compounds have high melting and boiling points
with low volatility.

Table 4: Covalent Bonding Melting and Boiling Points

Covalent compound Melting point (°C) Boiling point (°C)
Ethanol, C2H5OH -117 78
Tetrachloromethane, CCl4 -23 76.8
Ammonia, NH3 -78 -33

Methane, CH4 -182 -164

A small amount of heat energy is required to overcome the weak

intermolecular forces of attraction during melting or boiling. Hence, the covalent
compound has low melting and boiling points with high volatility.

PIVOT 4A CALABARZON Science G9 14

D
Learning Task 1: Match the definition in column A with the correct terms in
column B. Write your answers on a separate sheet of paper.
A B
1. The capacity to undergo a change of physical form A. Accuracy
without breaking
2. The resistance of a material to deformation of an B. Conductivity
indenter of specific size and shape under a known load
3. Occurs between metals and nonmetals C. Ductility
4. The measure of the ease at which an electric charge or D. Solubility
heat can pass through a material.
5. A property referring to the ability for a given substance, E. Boiling Point
the solute, to dissolve in a solvent.
F. Ionic Bond
G. Hardness

E
Learning Task 2: Draw a Venn Diagram of “Ionic vs Covalent Bonding”. Write
down at least 5 words or phrases that will best describe the differences and
similarities of the two types of bonding based on their properties.

A
Choose the letter of the correct answer. Write your answer on a separate sheet of
paper.

1. The melting point of Sodium Fluoride (NaF) is 993˚C, while the Ammonia (NH 3)
has -78˚C. Which of the following is the correct statement in determining
these compounds?
A. NaF – covalent; NH3 – ionic C. both are ionic
B. NaF – ionic; NH3 – covalent D. both are covalent
2. The boiling point of ethanol (C2H5OH) is 78˚C, while Sodium Chloride (NaCl)
has 1420˚C. Which of the following is the correct statement in determining
these compounds?
A. C2H5OH – covalent; NaCl – ionic C. both are ionic
B. C2H5OH – ionic; NaCl – covalent D. both are covalent
3. A liquid substance “X” is poured and wet a piece of cloth in a room at a
normal temperature. After leaving the cloth for a little amount of time, the
cloth is dry. The substance may be determined as a/an___.
A. Ionic compound C. Cannot be determined
B. Covalent compound D. A type of salt

PIVOT 4A CALABARZON Science G9

15
WEEK
Formation of Ions
3
I Lesson

In this lesson, we will be able to understand how ions are formed from their
parent atoms and learn to name them. Also, we will learn how the periodic table
can help predict which ion a given element forms. Before running through the
main topic, let’s have trivia.
Source : HD Channel; https://youtube.com
Did you know that you can use salt water
to make a light bulb shine? It sounds
crazy, but it's true! This is because salt
water is a good conductor of electricity
which makes ocean water a resource for
renewable energy. Can you imagine how
many light bulbs will be lighted, most
especially here in our country, as an
archipelago surrounded by oceans and
Fig. 1 Light bulb powered by salt dissolved
in water. Source: HD Channel
seas having abundant saltwater?

Also, a Filipina inventor, Engr. Aisa

Mijeno, founded SALt or Sustainable
Alternative Lighting as a way to generate
energy and provide an alternative source of
light to remote communities in the
Philippines. SALt lamp is a LED lamp
powered by the galvanic reaction of an anode
with saline water. It can provide eight hours
of light, as well as power to a USB port for
charging a phone. The product concept was Source : https://impokter.com
formed after living with the Butbut tribe for days relying only on kerosene lamps
and moonlight to do evening chores. The saltwater serves not as the power
source but as the electrolyte that facilitates the current flow within the metal-air
battery.
To understand why salt water conducts electricity, we have to first
understand what electricity is. Electricity is a steady flow of electrons or
electrically charged particles through a substance. In some conductors, such as
copper, the electrons themselves are able to flow through the substance,
carrying the current.

Ions
Any atom or molecule with a net charge, either positive or negative, is
known as an ion. We can produce an ion, by taking a neutral atom and adding
or removing one or more electrons.
In other conductors, such as salt water, the current is moved by molecules
called ions. Pure water is not very conductive, and only a tiny bit of current can
move through the water. When salt or sodium chloride (NaCl) is dissolved in it,
however, the salt molecules split into two pieces, a sodium ion, and a chlorine
ion. The sodium ion is missing an electron, which gives it a positive charge. The
chlorine ion has an extra electron, giving it a negative charge.
Ions are highly reactive species. They are generally found in a gaseous state
and do not occur in abundance on Earth. Ions in the liquid or solid state are
produced when salts interact with their solvents. They are repelled by like
electric charges and are attracted to opposite charges.
For example, in Figure 2, a sodium atom has 11 protons in its nucleus and
eleven electrons outside its nucleus.

PIVOT 4A CALABARZON Science G9 16

 11 electrons If one of the electrons is lost, there will be eleven
positive charges but only ten negative charges. This gives
and ion with a net positive one (1+) charge: (11+) + (10-) =
1+. We can represent the process as follows:

11+

Fig. 2 NeuAtral Sodium atom (Na)

Or in shorthand form, as Na → Na+ + e-

A positive ion called a cation (pronounces as cat’ eye on), is produced when
one or more electrons are lost from a neutral atom. We have seen that sodium
loses one electron to become a 1+ cation. A cation is named using the name of
the parent atom (which is the Sodium, Na). Thus, Na+ is called the sodium ion
(or sodium cation).
When electrons are gained by a neutral atom, an ion with a negative
charged is formed. A negatively charged ion is called an anion (pronounced an’
ion). An atom that gains one extra electron forms an anion with a 1- charge. An
example of an atom that forms a 1- anion is the chlorine atom which has
seventeen protons and seventeen electrons.

Now, we can represent it as,

Cl + e- → Cl-

Note that the anion formed by chlorine has eighteen electrons but only
seventeen protons so the net charge is (18-) + (17+) = 1-.

ASSIGNING NAMES FOR ANION

Unlike a cation, which is named for the parent atom, an anion is named by
taking the root name of the atom and changing the ending. For example, the
Cl- anion produced from the Cl (chlorine) is obtained from the root of the atom
name (chlor-) plus the suffix -ide. Other atoms that add one electron to form
1- ions include:
fluorine F + e- → F- fluoride ion
bromine Br + e- → Br- bromide ion
iodine I + e- → I- iodide ion
Note that the name of each of these anions is obtained by adding -ide to the
root of the atom name. Some atoms can add two electrons to form 2- anions.
Examples include:
oxygen O + 2e- → O2- oxide ion
sulfur S+ 2e- → S2- sulfide ion
PIVOT 4A CALABARZON Science G9
17
 Ion Charges and the Periodic table
We find the periodic table very useful when we want to know what type of
ion is formed by a given atom. Figure 3 shows the types of ions formed by atoms
in several of the groups on the periodic table.

Fig. 3 The ions formed by

selected members of
Groups 1, 2, 3, 6, and 7

Note that the Group 1 metals all form 1+ ions (M+), the group 2 metals all form 2+
ions (M2+), and the group 3 metals form 3+ ions
For any ionic compound, (M3+). Thus, for Groups 1, 2, and 3, the charges

In contrast to the Group 1, 2, and 3 metals,

most of the Total Charge + transition metals = form cations with various positive
charges. For these elements, there is no easy way to predict the charge of the
cation that will be formed.

Writing Chemical Formulas with Ions

Many substances contain ions. Whenever a compound forms between a
metal and a nonmetal, it can be expected to contain ions. We call these
substances ionic compounds.

For example, note that the

formula for sodium chloride is
written NaCl, an indication one of
each type of these elements. This
makes sense because sodium
chloride contains Na+ ions and Cl-
ions. Each sodium ion has a 1+
charge and each chloride ion has
a 1- charge, so they must occur in
equal numbers to give a net
charge of zero.

Consider an ionic compound that contains the ions Mg 2+ and Cl-. What
combination of these ions will give a net charge of zero? To balance the 2+
charge on Mg2+, we will need two Cl- ions to give a net charge of zero.

This means that the formula of the compound must be MgCl2.

PIVOT 4A CALABARZON Science G9 18
 D
Learning Task 1: Read each statement or question below carefully and fill in the
blank(s) with the best answer by choosing the words inside the box. Write your
answers on a separate sheet of paper.

cation 1 -ide -ine nonmetals 0

ion ionic compound anion metals root name

1. Any atom or molecule with a net charge, either positive or negative, is

known as an ___________.
2. An atom that gains one extra electron forms an ___________with a
1- charge.
3. A positive ion, called a __________ is produced when one or more electrons
are lost from a neutral atom.
4. Unlike a cation, which is named for the parent atom, an anion is named by
taking the ____________ of the atom and changing the ending.
5. The name of each anions is obtained by adding the suffix ____ to the root of
the atom name.
6. The _________ always form positive ions.
7. _______________on the other hand, form negative ions by gaining electrons.
8. It is very important to remember that a chemical compound must have a
net charge of ____________.

E
Learning Task 2: Answer the following
questions below. Write your answer in a
separate sheet of paper.

Among the three pictures A, B, and C,

which of the following will bestrepresent:

1. An atom? Why?
2. A cation? Why?
3. An anion? Why?

A
Read the following sentences. Rewrite in a separate sheet of paper.
1. It is important to recognize that ions are always formed by removing electrons
from an atom (to form cations) or adding electrons (to form anions). Ions are
never formed by changing the number of protons in an atom’s nucleus.
2. It is very important to remember that a chemical compound must have a net
charge of zero. This means that if a compound contains ions, then
a. There must be both positive ions (cations) and negative ions (anions)
present.
b. The numbers of cations and anions must be such that the net charge
is zero.
PIVOT 4A CALABARZON Science G9
19
WEEKS
The Structural Characteristics of Carbon
4-5 Lesson
I
Carbon isn’t a difficult element to spot in your daily life. For instance, if
you’ve used a pencil, you’ve seen carbon in its graphite form. Similarly, the
charcoal pieces on your barbeque are made out of carbon, and even the
diamonds in a ring or necklace are a form of carbon (in this case, one that has
been exposed to high temperature and pressure). What you may not realize,
though, is that about 18% of your body (by weight) is also made of carbon.
Carbon atoms make up the backbone of many important molecules in your
body, including proteins, DNA, RNA, sugars, and fats.
The atomic number of carbon is 6, which represents the
number of electrons. It is represented by the symbol C and is a
non-metal. It has 6 protons, 6 neutrons, and 6 electrons. A
carbon atom is considered to be special and unique because it
can bond with other carbon atoms to an almost unlimited degree.
It is because its atom is very small in size and can conveniently fit
in as a part of larger molecules.
Organic chemistry is an exceptionally important area of chemistry. The
majority of chemicals occurring either naturally or synthetically are organic
compounds. Essentially, organic chemistry is the chemistry of the element
carbon. As a Group lV element, carbon has exceptional versatility when it comes
to bonding, thus contributing to the vast number of organic compounds that
occur naturally or can be produced synthetically. This lesson focuses on the
bonding of carbon and some of the compounds carbon can form.

History and Uses

Carbon, the sixth most abundant element in the universe, has been known
since ancient times. Carbon is most commonly obtained from coal deposits,
although it usually must be processed into a form suitable for commercial use.
Three naturally occurring allotropes of carbon are known to exist: amorphous,
graphite and diamond.
Amorphous carbon is formed when a material containing carbon is burned
without enough oxygen for it to burn completely. This black soot, also known as
lampblack, gas black, channel black or carbon black, is used to make inks,
paints and rubber products. It can also be pressed into shapes and is used to
form the cores of most dry cell batteries, among other things.
Graphite, one of the softest materials known, is a form of carbon that is
primarily used as a lubricant. Although it does occur naturally, most commercial
graphite is produced by treating petroleum coke, a black tar residue remaining
after the refinement of crude oil, in an oxygen-free oven. Naturally occurring
graphite occurs in two forms, alpha and beta. These two forms have identical
physical properties but different crystal structures. All artificially produced
graphite is of the alpha type. In addition to its use as a lubricant, graphite, in a
form known as coke, is used in large amounts in the production of steel. Coke is
made by heating soft coal in an oven without allowing oxygen to mix with it.
Although commonly called lead, the black material used in pencils is graphite.

PIVOT 4A CALABARZON Science G9 20

 Diamond, the third naturally occurring form of carbon, is one of the
hardest substances known. Although naturally occurring diamond is typically
used for jewelry, most commercial quality diamonds are artificially produced.
These small diamonds are made by squeezing graphite under high temperatures
and pressures for several days or weeks and are primarily used to make things
like diamond-tipped saw blades. Although they possess very different physical
properties, graphite and diamond differ only in their crystal structure.
The fourth allotrope of carbon, known as white carbon, was produced in
1969. It is a transparent material that can split a single beam of light into two
beams, a property known as birefringence. Very little is known about this form
of carbon.
Large molecules consisting only of carbon, known as buckyballs, have
recently been discovered and are currently the subject of much scientific
interest. A single buckyball consists of 60 or 70 carbon atoms (C60 or C70)
linked together in a structure that looks like a soccer ball. They can trap other
atoms within their framework, appear to be capable of withstanding great
pressures and have magnetic and superconductive properties.
Carbon-14, a radioactive isotope of carbon with a half-life of 5,730 years,
is used to find the age of formerly living things through a process known as
radiocarbon dating. The theory behind carbon dating is fairly simple. Scientists
know that a small amount of naturally occurring carbon is carbon-14. Although
carbon-14 decays into nitrogen-14 through beta decay, the amount of carbon-14
in the environment remains constant because new carbon-14 is always being
created in the upper atmosphere by cosmic rays. Living things tend to ingest
materials that contain carbon, so the percentage of carbon-14 within living
things is the same as the percentage of carbon-14 in the environment.
There are nearly ten million known carbon compounds and an entire
branch of chemistry, known as organic chemistry, is devoted to their study.
Many carbon compounds are essential for life as we know it. Some of the most
common carbon compounds are: carbon dioxide (CO2), carbon monoxide (CO),
carbon disulfide (CS2), chloroform (CHCl3), carbon tetrachloride (CCl4), methane
(CH4), ethylene (C2H4), acetylene (C2H2), benzene (C6H6), ethyl alcohol (C2H5OH)
and acetic acid (CH3COOH).

Why is Carbon Cool?

Carbon is so important because its atomic structure
gives it bonding properties that are unique among
elements. Each carbon molecule has four unpaired
electrons in its outer energy shell. Therefore, carbon
atoms can form covalent bonds with up to four other
atoms, including other carbon atoms. Carbon-based
molecules have three fundamental structures—straight
chains, branched chains, and rings.
Carbon has a few unique bonding
properties - the most important of which is its
ability to form long chains of carbon. No other
elements can do this. The reason carbon can
do this is that carbon-carbon bonds are
extremely strong. This allows carbon to make
up many of the basic building blocks of life
(fats, sugars, etc). Also, because carbon makes
four bonds, it can exist in many different forms
called isomers. No other element naturally does
this as much as carbon.

PIVOT 4A CALABARZON Science G9

21
 Bonding of Carbon with itself: Allotropy
Allotropy is a behavior exhibited by certain
chemical elements: these elements can exist in two or
more different forms, known as allotropes of that
element. When an element exists in more than one
crystalline form, those forms are called allotropes. In
each different allotrope, the element's atoms are bonded
Fig. 2 Carbon chains can together differently. Allotropes are different structural
bond with carbon rings to modifications of an element. Carbon is an element that
form four covalent bonds. exhibits allotropy. Some of its allotropes are shown
below:

Fig. 3 Carbon allotropes; a) diamond; b)

graphite; c) lonsdaleite; d-f) buckballs
(C60, C540, C70); g) amorphous carbon;
h) carbon nanotube.
Image source: https://colloidalfrere.blogspot.com/2015/03/allotropes-of
-carbon.html

The physical properties of this element vary according to its allotropes. The
two major allotropes are diamond and graphite. These two have almost opposing
physical properties.

Diamond Graphite
 Whereas diamond is transparent and has no
color, graphite is opaque and black.
 Diamond is the hardest substance known to
man, graphite is soft and spongy in texture.
 Now diamond cannot conduct electricity at all,
graphite is a very good conductor of electricity.
 Both allotropic elements are solid, non-gaseous.
 Also, both diamond and graphite are insoluble
in water.
Images sources:
https://unsplash.com/photos/gb0BZGae1Nk  It does not melt when heated, it sublimes which
https://colloidalfrere.blogspot.com/2015/03/ is it turns to gaseous form.
allotropes-of-carbon.html

Lewis Dot Structure

The carbon atom has six electrons, of which four are
available for bonding. To reach electronic stability, carbon atoms
must share four electrons from other atoms. (The gaining or
losing of four electrons requires too much energy in such a small
atom). Carbon, therefore, forms four (two-electron) bonds to other
atoms, which may be single (one shared pair), double (two shared
pairs) or triple (three shared pairs).
Lewis Dot Structure and
Molecular Models for Methane
(the simplest alkane):

PIVOT 4A CALABARZON Science G9 22

 Table 1: An illustration of how the
shape of the molecule changes as
additional –CH2 subunits are
added vs. losing a pair of H’s every
time an additional C-C bond is
added to form double or triple
bonds.

Carbon chains form the skeletons of most organic molecules. Carbon

chains also vary in length and shape. Below are the examples of carbon chains
in different orientations:

Straight Chain Alkanes

See below for the table that gives the names of the straight-chain alkanes.
The general formula for an alkane is CnH2n+2 where n is the number of carbon
atoms in the molecule. There are two ways of writing a condensed structural
formula. For example, butane may be written as CH3CH2CH2CH3 or CH3(CH2)
2CH3.

# Carbon Name Molecular Structural

Formula Formula
1 Methane CH4 CH4
2 Ethane C2H6 CH3CH3
3 Propane C3H8 CH3CH2CH3
4 Butane C4H10 CH3CH2CH2CH3
5 Pentane C5H12 CH3CH2CH2CH2CH3
6 Hexane C6H14 CH3(CH2)4CH3
7 Heptane C7H16 CH3(CH2)5CH3
8 Octane C8H18 CH3(CH2)6CH3
9 Nonane C9H20 CH3(CH2)7CH3
10 Decane C10H22 CH3(CH2)8CH3
n CnH2n+2

PIVOT 4A CALABARZON Science G9

23
 D
Learning Task 1: Determine what kind of carbon allotropes are the given
pictures below based on their different structural modifications. Write your
answer on a separate sheet of paper.

Image source: https://colloidalfrere.blogspot.com/2015/03/allotropes-of-carbon.html

E
Learning Task No. 2: Draw the shape of the three fundamental structures of
carbon-based molecules (straight chains, rings, and branched chains). After
that, draw one thing that resembles the said structures that you commonly see
in your daily lives. Draw your answer in a separate sheet of neat paper.
Example:
Carbon-based molecule structure - Rings
Flower Crown

Note: The flowers and leaves represent the Carbon and

A
Hydrogen atoms while the branches are the chains

Given the value of n, write the names and molecular formulas of straight chain
alkanes.
General Formula: CnH2n+2
1. If n = 2,
Name? b. Molecular Formula?
2. If n = 4,
Name? b. Molecular Formula?
3. If n = 5,
Name? b. Molecular Formula?
4. If n = 7,
Name? b. Molecular Formula?
5. If n = 9,
Name? b. Molecular Formula?

PIVOT 4A CALABARZON Science G9 24

 WEEK
Organic Compounds
6
I Lesson

The chemical compounds of living things are known as organic

compounds because of their association with organisms and because they are
carbon-containing compounds. Organic compounds, which are the compounds
associated with life processes, are the subject matter of organic chemistry.
Let us take a look at the pictures below. Which are considered organic?
Which are not? Do you have a clue?

What is Organic?
All of the objects are considered organic except the rocks and the house. To
a chemist, the term organic describes chemical compounds that contain carbon
and other elements such as hydrogen, oxygen, nitrogen, sulfur, or phosphorus.
For example, sugar was identified as organic. Why is sugar organic? The
chemical formula for sugar is C6H12O6. The compound contains carbon,
hydrogen, and oxygen. Sugar is processed from sugar cane, a plant. All living
organisms contain carbon-based compounds, making them organic.
At the grocery store, the term organic
describes foods raised under specific
conditions. For example, beef labeled
organic is from cows that were not given
antibiotics, growth hormones, or fed animal
by-products.
All of the organisms pictured are alive
and composed of organic compounds.

What do you observe?

As shown in the figure, two columns are divided – one is for organic
compounds and the other is for inorganic compounds. What did you notice
about all the compounds that are classified as examples of organic compounds?
Did you observe carbon is always present and that hydrogen and oxygen
are commonly found in organic compounds? Great! Most organic compounds
contain carbon, hydrogen, and sometimes other elements such as nitrogen,
sulfur, oxygen, or phosphorus. All living organisms contain carbon—even
bacteria.
Our bodies are composed mostly of water, H2O, and water is important for
us to survive. However, water is an example of an inorganic compound because
it does not contain carbon and it was not formed by a living organism.
Carbon dioxide, CO2, is another example of an inorganic compound
because it does not contain both carbon and hydrogen.
PIVOT 4A CALABARZON Science G9
25
 General Classes of Organic Compounds and Its Uses
A while ago, we knew that organic compounds are called "organic" because
they are associated with living organisms. These molecules form the basis for life
and are studied in great detail in the chemistry disciplines of organic chemistry
and biochemistry. Most of the foodstuffs that we consume every day such as
sugar, fats, starch, vinegar, etc. are organic compounds. Even though the
organic compounds have been known to man since prehistoric times, their study
practically began from the eighteenth century! The term “organic compound” was
coined by Jöns Jakob Berzelius in 1807.
There are four main types, or classes, of organic compounds found in all
living things: carbohydrates, lipids, proteins, and nucleic acids. In addition,
other organic compounds that may be found in or produced by some organisms.
All organic compounds contain carbon, usually bonded to hydrogen (other
elements may be present as well). Let's take a closer look at the key types of
organic compounds and see examples of these important molecules. Let’s explore
more about these compounds.

Carbohydrates
Carbohydrates are organic compounds made of the elements carbon,
hydrogen, and oxygen. The ratio of hydrogen atoms to oxygen atoms in
carbohydrate molecules is 2:1. Organisms use carbohydrates as energy sources,
structural units, and for other purposes. Carbohydrates are the largest class of
organic compounds found in organisms.
Carbohydrates are classified according to how many subunits they contain.
Simple carbohydrates are called sugars. A sugar made of one unit is a
monosaccharide (glucose, fructose, galactose). If two units are joined together, a
disaccharide is formed. A polysaccharide is a long chain of monosaccharides
joined together (starch, glycogen, cellulose). The functions of carbohydrates are:
1. It acts as a main source of energy.
2. Plants and animals use it for structural purposes.

Lipids
Lipids are made of carbon, hydrogen, and oxygen atoms. Lipids have higher
hydrogen to oxygen ratio than is found in carbohydrates. The three major groups
of lipids are triglycerides (fats, oils, waxes), steroids, and phospholipids.
Certain fatty acids have one or more double bonds in their molecules. Fats
that include these molecules are unsaturated fats. Other fatty acids have no
double bonds. Fats that include these fatty acids are saturated fats. In most
human health situations, the consumption of unsaturated fats is preferred to the
consumption of saturated fats. Saturated fats are solid at room temperature and
bad for you, while unsaturated fats are liquid at room temperature and are
better for you.
Lipids are used for energy storage, to build structures, and as signal
molecules to help cells communicate with each other.
The functions of lipids are:
1. Store energy for long term
2. Waterproof covering

Proteins
Proteins consist of chains of amino acids called peptides. Proteins consist
of hydrogen, oxygen, carbon, and nitrogen atoms. Some proteins contain other
atoms, such as sulfur, phosphorus, iron, copper, or magnesium. Proteins serve
many functions in cells. They are used to build structure, catalyze biochemical
reactions, for immune response, to package and transport materials, and to help
replicate genetic material.

PIVOT 4A CALABARZON Science G9 26

The functions of proteins are: Examples of Proteins are:
1. Cellular structures 1. Hemoglobin in blood 5. Keratin
2. Controls substances in and out 2. Collage 6. Albumin
of cell 3. Enzymes 7. Myoglobin
3. Fight diseases 4. Insulin 8. Fibrin

Nucleic Acid
Nucleic acids are the molecules in our cells that direct and store
information for reproduction and cellular growth. There are two types of nucleic
acids:
1. Ribonucleic Acid (RNA)
2. Deoxyribonucleic Acid (DNA)
Source: https://abc-oriental-rug.com

Both nucleic acids are unbranched organic polymers composed of monomer

units called nucleotides. These nucleotides are composed of a sugar molecule, a
nitrogen base, and phosphoric acid. A single DNA molecule may contain several
million of these nucleotides, while the smaller RNA molecules may contain
several thousand. The DNA carries the genetic information for the cells. Sections
of a DNA molecule called genes contain the information to make a protein.

D
Learning Task 1: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. The largest class of organic compounds use by organisms as a source of energy.
A. carbohydrates B. lipids C. protein D. nucleic acid
2. These are the molecules in our cells that direct and store information for
reproduction and cellular growth.
A. carbohydrates B. lipids C. protein D. nucleic acid
3. These are used for energy storage, to build structures, and as signal
molecules to help cells communicate with each other.
A. carbohydrates B. lipids C. protein D. nucleic acid
4. They are used to build structure, catalyze biochemical reactions, for immune
response, to package and transport materials, and to help replicate genetic
material.
A. carbohydrates B. lipids C. protein D. nucleic acid

Learning Task 2: On your answer sheet, write whether the given examples are
classified as carbohydrate, lipid, protein or nucleic acid.
_________________ 1. Sugar cubes
_________________ 2. Wheat bread
_________________ 3. A melted butter.
_________________ 4. Ribonucleic Acid
_________________ 5. Virgin Coconut Oil
_________________ 6. Deoxyribonucleic Acid
_________________ 7. Hair and nails that contain keratin
_________________ 8. An insulin needed by a diabetic patient
_________________ 9. Sweet extracted juice from fresh pineapple
_________________ 10. Earwax that protects insides of human ears.

A
Draw 3 examples of lipids found at home. Do this in a separate sheet of paper.
PIVOT 4A CALABARZON Science G9
27
WEEK
The Mole
7 Lesson
I
Medicines are chemicals or compounds used to cure, halt, or prevent
disease; ease symptoms; or help in the diagnosis of illnesses. Advances in
medicines have enabled doctors to cure many diseases and save lives.
These days, medicines come from a variety of sources. Many were
developed from substances found in nature, and even today many are extracted
from plants.
Some medicines are made in labs by mixing several chemicals. Others, like
penicillin, are byproducts of organisms such as fungus. And a few are even
biologically engineered by inserting genes into bacteria that make them produce
the desired substance. When we think about taking medicines, we often think of
pills. But medicines can be delivered in many ways, such as:
a. liquids that are swallowed
b. drops that are put into ears or eyes
c. creams, gels, or ointments that are rubbed onto the skin
d. inhalers (like nasal sprays or asthma inhalers)
e. patches that are stuck to skin (called transdermal patches)
f. tablets that are placed under the tongue (called sublingual medicines; the
medicine is absorbed into blood vessels and enters the bloodstream)
g. injections (shots) or intravenous (inserted into a vein) medicines
But, how do we form the rightful amount of medicine that we need? To
make the drug form its ingredients, someone has to figure out how much of each
ingredient is needed to react together to make the final drug. This will prevent us
from having drug overdose, or taking too much from a substance which can
result to abnormal breathing, loss of consciousness, and worse may lead to
death.
This concept also applies in manufacturing of plastics. Since plastics are
made from other chemicals, someone has to figure out how much of each
ingredient is needed to use. Same goes while you light a bonfire, in which you
can determine how much air is needed, how much exhaust will be produced, as
well as how much heat is created. To medicines, plastics, and even burning
pieces of wood require right amount of substances that will produce one. But
how do we measure those small entities? All these examples have involved using
the concept of moles.
In this lesson, we will be able to understand the mole concept and
Avogadro’s number. Also, we will be able to learn conversion among moles, mass
and number of atoms in a given sample.

The Mole
The identity of a substance is defined not only by the types of atoms or ions
it contains, but by the quantity of each type of atom or ion. For example, water,
H2O, and hydrogen peroxide, H2O2, are alike in that their respective molecules
are composed of hydrogen and oxygen atoms. However, because a hydrogen
peroxide molecule contains two oxygen atoms, as opposed to the water molecule,
which has only one, the two substances exhibit very different properties. These
traits were originally derived from the measurement of macroscopic properties
(the masses and volumes of bulk quantities of matter) using relatively simple

PIVOT 4A CALABARZON Science G9 28

tools (balances and volumetric glassware). This experimental approach required
the introduction of a new unit for amount of substances, the mole, which
remains indispensable in modern chemical science.
The mole (abbreviated mol) is a fundamental unit of measurement of
substances and can be defined as the number equal to the number of carbon
atoms in 12.01 grams of carbon. A mole is also the atomic or formula mass of a
substance expressed in grams. Techniques for counting atoms very precisely
have been used to determine this number to be 6.022 x 1023. This number is
called Avogadro’s number. One mole of something consists of 6.022 x 1023 units
of that substance. Just as a dozen of eggs is 12 eggs, a mole of eggs is 6.022 x
1023 eggs. Just like a mole of water contains 6.022 x 1023 H2O molecules.
Example: How many molecules are there in 4.0 moles of CO2?
To answer this question, remember that,
1 mole = 6.022 x 1023 particles
Thus, using the dimensional analysis approach, you will be able to convert
the number of moles to its equivalent amount in the number of particles.

Calculating Moles and Number of Atoms

How do we use the mole in chemical
calculations? Recall that Avogadro’s number is
defined such that a 12.01-g sample of carbon
contains 6.022 x 1023 atoms. Let’s take a look at the
step-by-step procedure below.
Aluminum (Al), a metal with a high strength-to-
weight ratio and a high resistance to corrosion, is
often used for structures such as high-quality bicycle
frames. Compute both the number of moles of atoms
Fig. 2 A bicycle with an aluminum
and the number of atoms in a 10.0-g sample of
aluminum.

Solution
In this case we want to change from mass to moles of atoms:

10.0 g ?
moles
Al
of Al

The mass of 1 mol (6.022 x 1023 atoms) of aluminum is 26.98 g (Note: You
can get the value 26.98 g by seeing the atomic mass of Aluminum in the Periodic
Table of Elements). The sample we are considering has a mass of 10.0 g. Its
mass is less than 26.98 g, so this sample contains less than 1 mol of aluminum
atoms. We calculate the number of moles of aluminum atoms in 10.0g by using
the equivalence statement
1 mol Al = 26.98 g Al

PIVOT 4A CALABARZON Science G9

29
 To construct the appropriate conversion factor:

10.0 g Al x = 0.37 mol Al

Next, we will convert from moles of atoms to the number of atoms, using
the equivalence statement
6.02 x 1023 Al atoms = 1 mol of Al atoms

0.371 mol Al x6.02 x 10 Al at-

23
= 2.23 x 1023 Al Atoms
oms
1mol Al

We can summarize this calculation as follows:

10.0 g x 0.37 mol Al

0.37 mol 6.02 x 1023 Al atoms 2.23 x 1023

x =
Al atoms 1mol Al Al Atoms

Calculating Molar Mass of a Compound

In this part of our lesson, we will be able to understand the definition of

molar mass and also, we will be able to learn how to convert between moles and
mass of a given sample of a chemical compound.

A chemical compound is, fundamentally, a collection of atoms. For

example, methane (the major component of natural gas) consists of molecules
each containing one carbon atom and four hydrogen atoms (CH4). How can we
calculate the mass of 1 mol of methane? Or, what is the mass of 6.022 x 10 23
CH4 molecules? Because each CH4 molecules contains one carbon atom and four
hydrogen atoms, 1 mol of CH4 molecule consists of 1 mol of carbon atoms and 4
mol of hydrogen atoms, as shown in Figure 3. The mass of 1 mol of methane can
be found by summing the masses of carbon and hydrogen present:

Solution
Methane = CH4 = 1 C atom + 4 H atoms
Atomic Mass of C = 1 x 12.01 g/mol = 12.01 g/mol
Atomic Mass of H = 4 x 1.008 g/mol = 4.032 g/mol (add)
Molar Mass of CH4 = 16.04 g/mol

PIVOT 4A CALABARZON Science G9 30

 1 mol C atoms
1 mol CH₄ molecules
(6.022 x 10²³CH₄ molecules
4 mol H atoms

Fig. 3 Various numbers of methane molecules showing their constituent atoms

The quantity 16.04 g/mol is called the molar mass for methane: the mass of
1 mol of CH4 molecules. The molar mass of any substance is the mass (in grams)
of 1 mol of the substance. The molar mass is obtained by summing the masses of
the component atoms.
Example: Calculate the molar mass of sulfur dioxide, a gas produced when
sulfur containing fuels are burned. Unless “scrubbed” from the exhaust, sulfur
dioxide can react with moisture in the atmosphere to produce acid rain.

Solution
The chemical formula for sulfur dioxide is SO 2. We need to compute the
mass of 1 mol of SO2 molecules – the molar mass of sulfur dioxide. We know that
1 mol of SO2 molecules contains 1 mol of sulfur atoms and 2 mol of oxygen atoms.
(Note: You can get the value 32.07 g and 16.00 g by seeing the atomic mass of
Sulfur and Oxygen in the Periodic Table of Elements).

1 mol
S atoms
1 mol of
SO2
molecules
2 mol
O atoms

Atomic Mass of S = 1 x 32.07 g/mol = 32.07 g/mol

Atomic Mass of O = 2 x 16.00 g/mol = 32.00 g/mol (add
Molas mass of SO2 = 64.07 g/mol

PIVOT 4A CALABARZON Science G9

31
 Example: Calculate the molar mass, number of moles and the number of
particles present in 50.0 g of iron (III) oxide, Fe 2O3 (rust).

Solution
The chemical formula is Fe2O3. We need to compute the mass of 1 mol of
Fe2O3 molecules – the molar mass of iron(III) oxide. We know that 1 mol of Fe 2O3
molecules contains 2 mol of Fe atoms and 3 mol of O atoms. (Note: You can get
the value 55.85 g and 16.00 g by seeing the atomic mass of Iron and Oxygen in
the Periodic Table of Elements).

2 mol
Fe atoms
1 mol of
Fe2O3
molecules 3 mol
O atoms

For molar mass:

Atomic Mass of Fe = 2 x 55.85 g/mol = 111.7 g/mol
Atomic Mass of O = 3 x 16.00 g/mol = 48.0 g/mol (add)
Molar Mass of Fe2O3 = 159.7 g/mol

For number of moles (of a 50.0 g Fe2O3):

1 mol of Fe2O3 = 159.7 g

To construct the appropriate conversion factor:

1 mol of Fe2O3
50.0 g Fe2O3 x = 0.313 mol of Fe2O3
159.7 g Fe2O3

For number of particles: (Note: Finding the number of “particles” means

finding the number of “atoms”.)

We will convert from moles of atoms to the number of atoms, using the
equivalence statement
6.022 x 1023 Fe2O3 atoms = 1 mol of Fe2O3 atoms

6.022 x 1023 Fe2O3 atoms

0.313 mol Fe2O3 x = 1.88 x 1023
1 mol Fe2O3
Fe2O3 atoms

PIVOT 4A CALABARZON Science G9 32

 D
Learning Task 1: For you to have a feel for how it is being done, you may
answer the following questions below.
1. How many mongo seeds are equal to 3.50 moles of mongo seeds?
2. How many bananas are equal to 7.50 moles of bananas?
3. How many moles of rice grains are equal to 1.807 x 1024 grains of rice?

E
Learning Task 2: Solve the following problems below. Do this in a separate
sheet of paper.
1. Gold (Au) has been used to make ornamental objects and jewelry for
thousands of years. Gold nuggets found in a stream are very easy to work
and were probably one of the first metals used by humans. (1 mol of Gold
(Au) = 196.97g). Calculate the:
A. Number of moles in a 95.0 g sample of a gold nugget.
B. Number of atoms in a 95.0 g sample of a gold nugget.
2. During exercise, lactic acid (C3H6O3) forms in the muscles causing muscle
cramps. If 5.0 g of lactic acid (C3H6O3) concentrate in your leg muscles,
how many molecules of lactic acid is causing you pain? (C = 12.0 g/mol,
H = 1.008 g/mol, O = 16.0 g/mol)

A
Read the sentence. Add one sentence related to the content. Write this in a
separate sheet of paper.
Stoichiometry is the calculation of the amount (mass, moles, particles) of
one substance in the chemical equation from another.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

PIVOT 4A CALABARZON Science G9

33
WEEK
Percent Composition of Compounds
8
Lesson
I
Supposed that you had your 2nd periodical examination in Science. When
you get a score of 85% in the said test, what does it mean? It means that, if
there are 100 items in your test, 85% means you answered 85 items correctly.
To have another example, let us talk about the Baker’s Percentage.
When writing a recipe (formula), Baker’s Percentage, Baker's Percent,
Flour Weight, or Baker’s Math is a way to express the ratio of ingredients to one
another by weight. Baker’s % is internationally used to express formulas for
baked products such as bread, cookies, cakes, scones, and most any product
where flour is the primary ingredient.
Each ingredient in a formula is expressed as a percentage of the largest
ingredient, usually the flour weight, always expressed as 100%.

BAKER’S %
Key IDEA: The MATH:

This is not percentage as you learned in In just two simple steps.

school. Forget about pie charts and think
bars instead. 1. Pick amount of flour:

500g Remember:
Flour —100%
This is the 100%
Water —70%
2. Use flour amount to calculate weights
Salt —2%
for other ingredients:
Yeast —1:%
500g x 70% = 350g
500g x 2% = 10g
500g x 1% = 5g

Fig. 1 Baker’s Percentage

The advantage of this system is that it allows for the baker to easily convert
their recipe into different weight indicators, such as pounds, ounces, kilograms,
or grams. And once all of the weights of the ingredients in the recipe are
calculated, it is easy to scale, or multiply or divide the recipe.
By looking at percentages, it is easier to tell if one recipe is drier, sweeter,
saltier, etc. than another recipe. It also makes predicting what the final product
will look like easier. Baker’s % can be used to quickly and easily convert between
batch sizes as well.
We knew how dividing the right amount of ingredients can produce a bread
that has flavorful taste. Going further in this lesson, we will talk about
Percentages. Percent indicates parts per hundred. In chemistry, it is commonly
used to find the mass percent of an element in a given compound. Look at the
example found on the next page.

Part
Percent = x 100% Percent = x 100%
Whole

PIVOT 4A CALABARZON Science G9 34

 Example: There are 200 apples. 30 apples are considered bad and will be not
for sale. How many percent of apples are bad?
Solution: Find the percentage of bad apples.

Percentage Composition of Compounds

In the laboratory, you may perform experiments that will require you to
prepare solutions or to verify the purity of some substances. If you are asked to
prepare a 10% salt solution, you dissolve 10g of salt in a 90g of water to make a
100g salt solution. Thus, you need to know how to calculate the percent
compositions of compounds.
The percent by mass of an element in a compound is obtained by using the
equation Mass of element
% Mass percent = x 100%
Mass of compound
The mass fraction is converted to mass percent by multiplying 100%.
We will illustrate this concept using the compound ethanol, alcohol obtained
by fermenting the sugar in grapes, corn, and other fruits and grains. Ethanol
(C2H6O-) is often added to gasoline as an octane enhancer to form a fuel called
gasohol. The added ethanol has the effect of increasing the octane of the gasoline
and also lowering the carbon monoxide in automobile exhaust.
Note from its formula that each molecule of ethanol contains two carbon
atoms, six hydrogen atoms, and one oxygen atom. This means that each mole of
ethanol contains 2 mol of carbon atoms, 6 mol of hydrogen atoms, and 1 mol of
oxygen atoms. We calculate the mass of each element present and the molar mass
for ethanol as follows:

Atomic Mass of C = 2 x 12.01 g/mol = 24.02 g/mol

Atomic Mass of H = 6 x 1.008 g/mol = 6.048 g/mol
Atomic Mass of O = 1 x 16.00 g/mol = 16.00 g/mol (add)

Molar Mass of C2H6O = 46.07 g/mol

The mass percent (sometimes called the weight percent) of carbon in
ethanol can be computed by comparing the mass of carbon in 1 mol of ethanol
with the total mass of 1 mol of ethanol and multiplying the result by 100%.

mass of C in 1 mol C2H6O

Mass percent of C = x 100%
mass of 1 mol C2H6O
24.02 g
= x 100% = 52.14%
46.07 g

That is, ethanol contains 52.14% by mass of carbon. The mass of percent
of hydrogen and oxygen in ethanol are obtained in a similar manner.

mass of H in 1 mol C2H6O

Mass percent of H = x 100%
mass of 1 mol C2H6O

6.048 g
= x 100% = 13.13%
46.07 g

PIVOT 4A CALABARZON Science G9

35
 mass of O in 1 mol C2H6O
Mass percent of O = x 100%
mass of 1 mol C2H6O
16.00 g
= x 100% = 37.43%
46.07 g

The mass percents of all the elements in a compound add up to 100%,

although rounding-off effects may produce a small deviation. Adding up the
percentages is a good way to check the calculations. In this case, the sum of the
mass percent's is 52.14% + 13.13% + 34.73% = 100.00%.

D
Learning Task 1:
Calculate the mass percent of each element in a compound. Write your so-
lution in a separate sheet of paper.
Calculate the percent by mass of each element in the following compounds:
1. Methane, CH4 (C = 12.01 g/mol; H = 1.008 g/mol)
2. Sodium Nitrate, NaNO3 (Na = 23.0 g/mol; N = 14.0 g/mol; O = 16.0 g/
mol)

E
Learning Task 2:
Calculate the percent mass of each element of a compound NaHSO 3 (Na =
23.o g/mol; H = 1.008 g/mol; S = 32.0 g/mol; O = 16.0 g/mol).

After getting the percent mass, divide the circle by the computed
percentage of each corresponding element. (Note that the circle is equivalent to
100% as a whole; you can use several colors to represent each percent mass of
the elements.)

1. Based on your circle, which element has the biggest

mass percent?
2. Which has the smallest mass percent?

A
Describe or express your simplest technique in solving problems found in D
& E part of the lesson. Write your answer in a separate sheet of paper.

PIVOT 4A CALABARZON Science G9 36

PIVOT 4A CALABARZON Science G9
37
Learning Task 2: Learning Task 1:
1(a.) Mass of C in 1 mol = 1 mol x 12.01 g/mol = 12.01g
Mass of H in 1 mol = 4 mol x 1.008 g/mol = 4.032 g (add)
Molar Mass = 16.032 g
Mass Percent of C = (12.01g/16.032g) x 100% = 74.91%
Mass Percent of H = (4.032g/16.032g) x 100% = 25.15%
WEEK 8
Learning Task 2: Learning Task 1: Learning Task 1:
1. a. 0.482 mol Au 1. 2.107 x 1024 mongo seeds 1. B 3. A 5. B
b. 2.9 x 1023 Au atoms 2. 4.515 x 1024 bananas 2. B 4. D
3. 3 grains of rice
2. C = 3 x 12 = 36
H = 6 x 1.008 = 6.048 Learning Task 2:
O = 3 x 16 = 48
1.Carbohydrates 6. Nucleic Acid
2. Carbohydrates 7. Protein
3. Lipid 8. Protein
4. Nucleic Acid 9.Carbohydrates
5. Lipid 10. Lipid
WEEK 7 WEEK 6
Learning Learning Task 2: Learning Task 2: Learning
Learning
Task 1:
Task 3: Task 1: A, anions have more
1. Buckballs electrons than 1. Ion
a. Ethane b. C2H6 protons.
C70
2. Buckballs B. atoms have equal 2. Anion
a. Butane b. C4H10
C60 numbers of protons 3. Cation
a. Pentane b. C5H12 3.Lonsdaleite and electrons. 4. Root name
4. Graphite C, cations have more 5. -ide
a. Heptane b. C7H16 protons than 6. Metals
5. Diamond
6.Amorphous electrons. 7. Nonmetals
a. Nonane b. C9H20 8. 0
Carbon
WEEKS 4-5 WEEK 3
Learning Task 1: Learning Task 1:
1. True
1. C 3. B 5. B 2. False; p-orbital
2. 2. A 4. B 3.False; 0, 1, 2, 3, and 4 only
4. True
Learning Task 3: Learning Task 2: 5.False; 5 boxes, 10 electrons
1. B, Learning Task 2:
2. A, 1. a. Principal quantum number
3. B b.Angular momentum quantum
number
c. Magnetic quantum number
d. Spin quantum number
2. 0, 1, 2, 3, 4, 5
3. -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5
4. n = 9
WEEK 2 WEEK 1
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.

PIVOT 4A CALABARZON Science G9 38

 References

Department of Education. (2020). K to 12 Most Essential Learning

Competencies with Corresponding CG Codes. Pasig City:
Department of Education Curriculum and Instruction Strand.

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A

Budget of Work in all Learning Areas in Key Stages 1-4: Version
2.0. Cainta, Rizal: Department of Education Region 4A
CALABARZON.

PIVOT 4A CALABARZON Science G9

39
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02-8682-5773, locals 420/421

https://tinyurl.com/Concerns-on-PIVOT4A-SLMs