STM 005 - Sas Merged

PHINMA Education
Syllabus
PEN Code: STM 005 Prerequisite: <None>

PEN Subject Title: General Chemistry 1 Number of Hours: 80 hours
A. Subject Description:
Composition, structure, and properties of matter; quantitative principles, kinetics, and energetics of
transformations of matter; and fundamental concepts of organic chemistry
B. Objectives:
At the end of the course, you should be able to:

1. Design using multimedia, demonstrations, or models, a representation or simulation of any of the
following: a. atomic structure; b. gas behavior; c. mass relationships in; d. reactions
2. Explain the sequence of steps used in solving stoichiometric problems.
3. Understand how atomic theory explains the law of conservation of mass.
4. Understand the quantum mechanical description of the atom and its electronic structure.
5. Describe bond properties and their effect on molecular properties.
6. Describe the properties of organic compound and polymers in terms of their structure.
7. Illustrate the reactions at the molecular level in any of the following:
a. enzyme action;
b. b. protein denaturation; c. separation of components in coconut milk
C. Subject Outline and Time Allotment:
Main Topic # Topics/Activities Day #
Recognizing the Particle Nature of Matter 1

Matter and its Identifying States of Matter and Phase Changes 2
Properties Identifying Properties of Matter 3
Classifying Matter 4
Measurements Gathering Quantitative Data 5
Atoms, 1ST PERFROMANCE TASK 6
Molecules and
Ions Writing Isotopic Symbol and Ionic Notation 7
Calculating Average Atomic Mass 8
Measuring Amounts of Substances 9
Counting Atoms and Molecules 10
Stoichiometry
Deriving the Chemical Formulas of Substances 11
Predicting and Balancing Chemical Reactions 12
Calculating Amounts of Reactants and Products 13
1ST PERIODICAL EXAM 14
Exploring Limiting Reactant and Percent Yield 15
Gases Describing the Properties of Gases 16
Electronic Visualizing the Quantum Mechanical Model and Assigning
17
Structure of Quantum Numbers to Electrons in an Atom
Atoms Writing Electron Configuration of Atoms 18
Using the Periodic Table to Identify Atom Properties such as
Electronic 19
Groups and Electron Configurations
Structure and
Describing the Trends in Atomic Properties in the Periodic Table 20
Periodicity
2ND PERFORMANCE TASK 21
Describing How an Ionic Bond and Covalent are Formed 22
Chemical
Performing Exercises on Chemical Bonding 23
Bonding
Differentiating Polar and Nonpolar Compounds 24
Comparing Some Properties of Organic and Inorganic
25
Compounds
Organic Investigating Properties of Hydrocarbons 26
Compounds Describing Biomolecules 27
2ND PERIODICAL EXAM 28
D. Grading System:
Written Work – 20%

Performance Tasks – 40%
Periodic Examination – 40%
100%
a. The Periodical Grade is computed as follows:

PG = (0.60 x Class Standing) + (0.40 x Periodical Exam)
b. The Final Grade is computed as follows:
First Year and Second Year Board Subjects

FG = (0.20 x P1) + (0.20 x P2) + (0.20 X CS) + (0.40 X FE)
Third Year and Fourth Year Board Subjects

FG = (0.18 x P1) + (0.18 x P2) + (0.17 X CS) + (0.50 X FE)
Whereas:
 FG - Final Grade
 P1 - First Periodical Grade
 P2 - Second Periodical Grade
 P3 - Third Periodical Grade
 FE - Final Examination
E. Contact Information
______________________ _____________________
Instructor’s Name Contact Number
______________________ ______________________
Email Address Consultation Hours
______________________
Dean’s Name and Signature
STM 005: General Chemistry 1
Module #1 Student Activity Sheet
Name: _________________________________________________ Class number: _____________

Section: __________________ Schedule: _____________________ Date: ____________________
Lesson Title: Recognizing the Particle Nature of Matter Materials:

SAS
Learning Targets: References:
At the end of this module the learners should be able to: https://sites.google.com/site/lamsn
c2dvella/home/grade-9e-
1. Distinguish properties of matter from those of non- matter science/unit-2---chemistry/particle-
1. theory
2. http://seplessons.ucsf.edu/node/35
1
A. LESSON PREVIEW/REVIEW
Introduction
Hello students! Welcome to General Chemistry 1. For this semester, we shall be using Flexible
Learning modality. It means that a physical and face-to-face interaction is limited due to the current
pandemic that we are facing right now. We hope that everyone is safe and healthy. So how this Flexible
Learning would be implemented? It is by 4-10 Day scheme. A 4-day meets up at the classroom is for
periodical exams, quizzes, submittal of any given reports and the like. While a 10-day are allotted for
you to stay at home and learn independently by using our flexible learning module. So are you ready?
B. MAIN LESSON
Content and Skill Building
Matter is All Around You
From the moment you were born, you get to experience the world in many ways by interacting with the
different things that surround you. All of these things you get to see, hear, smell, feel, and taste is MATTER. As
you’ve probably already learned, matter is anything that occupies space and has mass. It includes all things
you encounter in daily life, like food and clothes, and even the moon or the stars that are light years away.
Thus, everything in the universe is made up of matter.
Thus, to understand how the world works, it is important to study matter, its different properties, and the
different changes it can undergo. The branch of science that deals with this particular area and is also referred
to as study of matter is called Chemistry.
The Particle Theory of Matter postulates the following:
Spaces between the individual particles are very large compared

to the sizes of the particles
 Particles of matter have spaces between them
This document is the property of PHINMA EDUCATION 1


Together close, attract the most
 Particles attract each other
All particles of the same substance are identical to each other in every way.
Different substances are made of different
particles
Each pure substance is made of just

one kind of particle
Matter is made up of tiny particles
 All matter is made of extremely tiny particles (much, much smaller than cells)
Particles of matter are always moving
 Particles are always in motion. The temperature of the

particles controls how much they move about. As
temperature increases, kinetic energy increases and particles
of matter move faster
Skill-building Activities
Activity 1
Direction: Identify whether each item is matter or not. Put a check to categorize each sample.
Sample Matter Non- Matter Not Sure

1. Light
2. Water
3. Steam
4. Energy
5. Dust


6. Bacteria
7. Wind
8. Heat
9. dissolved sugar
10. battery
11. electricity
12. smoke
13. Mars
14. DNA
15. Sound
Activity 2
Directions: Answer the following questions based from your answer in Exercise 1.
1. How did you categorize the items?

________________________________________________________________________________________
________________________________________________________________________________________
2. Why did you label certain items as matter/non matter?
________________________________________________________________________________________
________________________________________________________________________________________
3. If something is not matter, what are your indicators?
________________________________________________________________________________________
________________________________________________________________________________________
Check for Understanding
Direction: Encircle the letter of the correct answer
1. Everything is made of matter. Matter is 4. When you increase the temperature,

made of particles will…
A. Little circles A. The speed of the particles stays
B. Air the same
C. Particles B. The speed of the particles
2. Pure substances are substances that... increase
A. Are made of only one type of C. The speed of the particles
particle decrease
B. Are made of 2 types of particles 5. If the particles of matter are closed to each
C. Are man-made other, do you think they are still moving?
3. All the particles in a pure substance are… A. Yes
A. Identical B. No
B. Different
C. Mostly the same


C. LESSON WRAP-UP
Summary / Frequently Asked Questions
1. If the particles of a liquid are always moving, why don’t they all come apart from each other and
become a gas?
Even though the particles of a liquid are moving, they are attracted to each other so they don’t
just spread far apart to become a gas. But some do when they evaporate.
2. Water beads up on the surface of a freshly waxed car. If you use your finger to drag one drop very
close to another and let them touch, the two drops quickly join together to become one bigger drop.
What can you infer about water molecules based on this observation?
Water molecules are very attracted to one another.
3. Even though water in a clear glass appears still, a drop of food coloring placed at the surface will slowly
move throughout the water. Eventually, without stirring or shaking, the water will become evenly
colored. What can you infer about water molecules based on these observations?
Water molecules are in motion.
Thinking about Learning
Congratulations for finishing this module!

As we’ve finished the lesson for today, list down at least two lessons you’ve gained for today’s session.
1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Skill Building Activity

Activity 1
1. non- matter 6. matter 11. non- matter
2. matter 7. non- matter 12. matter
3. matter 8. non- matter 13. matter
4. non- matter 9. matter 14. matter
5. matter 10. matter 15. non- matter
Activity 2
1. Answers should be based on the fact that items must have the characteristic/s of Particle Theory of
Matter. (2points)
2. Label each item also base on the Particle Theory of Matter.
3. It is non-matter when it does not possess the characteristic/s of Particle Theory of Matter. (2points)
Activity 5: Check for Understanding

1. C 2. A 3. A 4. B 5. A

Name: _________________________________________ Class number: _________________

Section: _________ Schedule: ______________________ Date: _________________________
Lesson Title: Identifying States of Matter and Phase Changes Materials:

SAS
At the end of this module the learners should be able to: “Conceptual and Functional
Chemistry
1. Identify the different states of matter. Modular Approach” by Padolina,
2. Describe the phase changes that matter undergo. Ph.D.Et.Al., Copyright 2010 by
1. Vibal Publishing House, Inc.
Introduction
Good day students! Another opportunity to learn and our topic for this day is all about the
different states of matter and phase changes. Solid, liquid, and gas are called the phases of matter, and
these phases represent another way to classify matter. This is according to how well it maintains its
shape and volume.
Did you know?
A fourth state of matter? That’s right! You are most likely familiar with the three most common
states of matter, but there is also one uncommon state of matter. This fourth state of matter is called
plasma, and while some of you may know the word you may not know much about its characteristic
properties.
Plasma can be defined as a gaseous mixture of positive ions and elctrons. Perhaps you could
imagine this as a large number of atoms of a substance having has some of their electrons stripped
away. Plasma temperature and densities range from relatively cool to very dense and hot. On Earth,
this special mixture can only be created at very high temperature in a laboratory and carefully contained
for use in objects like plasma TVs.
B. MAIN LESSON
Content and Skill Building
What Are the States of Matter?
Have you ever wondered what is really going on inside a plasma television? How does the evaporation
of a liquid in a closed container compare with that of a liquid in an open container? Maybe you have seen the
label on a tank of compressed gas and wondered why it matters how the tank of gas is stored. As you work
through this module, these (and many others) questions will be answered.
In physics, a state of matter is one of the distinct forms in which matter can exist. Four states of matter
are observable in everyday life: solid, liquid, gas, and plasma. Many other states are known to exist, such as
glass or liquid crystal, and some only exist under extreme conditions, such as Bose–Einstein condensates,
neutron-degenerate matter, and quark-gluon plasma, which only occur, respectively, in situations of extreme
cold, extreme density, and extremely high-energy. Some other states are believed to be possible but remain
theoretical for now. For a complete list of all exotic states of matter, see the list of states of matter.
Historically, the distinction is made based on qualitative differences in properties. Matter in the solid state


maintains a fixed volume and shape, with component particles (atoms, molecules or ions) close together and
fixed into place. Matter in the liquid state maintains a fixed volume, but has a variable shape that adapts to fit
its container. Its particles are still close together but move freely. Matter in the gaseous state has both variable
volume and shape, adapting both to fit its container. Its particles are neither close together nor fixed in place.
Matter in the plasma state has variable volume and shape, but as well as neutral atoms, it contains a
significant number of ions and electrons, both of which can move around freely.
BOSE-EINSTEIN
SOLID LIQUID GAS PLASMA
CONDENSATE
Example Example Example Example Example
SUPER ATOM ICE WATER STEAM IONIZED GAS

COLDER COLD WARM HOT HOTTER
T < -273.15 °C T<0°C 0 < T < 100 ° C T > 100 ° C T > 100,000 °C
IONS &
ATOMS BEHAVE MOLECULES ELECTRONS
MOLECULES MOLECULES
LIKE LITTLE FREE TO MOVE, MOVE
FIXED IN LATTICE FREE TO MOVE
WAVES LARGE SPACING INDEPENDENTLY,
LARGE SPACING


Activity 1
Characteristics of the 3 Common States of Matter
(a) Coin inside a beaker
(b) Colored liquid in a beaker
(c) Yellow gas contained in a

sealed beaker
Instruction: Based on the images above, complete the table below about the different characteristics of the 3
common states of matter. Make sure that you also label A, B, and C (as to what states of matter).
CHARACTERISTICS
(A) (B) (C)
SHAPE – the external form or

It has definite shape
appearance of matter.
VOLUME – the amount of space

that matter occupies.
DENSITY – the degree of

compactness of matter.
COMPRESSIBILITY – the
capacity of matter to be flattened
or reduced in size by pressure.
DIFFUSION – the ability of matter

to spread out or transmitted to.
Activity 2
Instruction: Identify the phases of matter of the following objects and draw the arrangement of its
molecules.


HELIUM IN
ROCK WATER LIGHTNING
BALLOON
ILLUSTRATION OF THE ARRANGEMENT OF ITS MOLECULES
PHASE: PHASE: PHASE: PHASE:
Multiple Choice. Identify the choice that best completes the statement or answers the question.
1. The particles in a liquid are usually

A. Closer together and lower in energy than those in a solid.
B. Farther apart and higher in energy than those in a gas.
C. Closer together and lower in energy than those in a gas.
D. Farther apart and lower in energy than those in a solid.
2. Which term best describes the process by which particles escape from the surface of a non-boiling
liquid and enter the gas state?
A. Sublimation C. evaporation
B. surface tension D. aeration
3. Particles within a solid
A. do not move C. vibrate about fixed positions
B. move about freely D. exchange positions easily
4. The compressibility of solids is generally
A. lower than the compressibility of liquids and gases.
B. higher than the compressibility of liquids only.
C. about equal to the compressibility of liquids and gases.
D. higher than the compressibility of gases only.


5. Water droplets forms on a cold glass of ice tea. What state of matter was the water before if formed on
the glass and where did it come from?
A. It was a gas in the air.
B. It was a liquid that leaked through the glass.
C. It was a solid in the ice cube and teleported onto the side of the glass and became a liquid.
D. NONE of these answers are correct.
C. LESSON WRAP-UP
[Student may think… Instead of Thinking…] [COMMON MISCONCEPTIONS]
STUDENTS MAY THINK… INSTEAD OF THINKING…
When water boils and bubbles, the bubbles Bubbles formed by boiling water consist of
are air, oxygen or hydrogen, or heat. water vapor (steam).
Water in an open container is absorbed by the

Water in an open container evaporates,
container, disappears, changes into air, or
changing from a liquid to a gas.
dries up and goes into the air.
When steam is no longer visible it becomes When water vapor condenses in the air it is
air. visible as tiny water droplets.
Matter expands when heated because the

Expansion of matter is due to the expansion of
molecules are vibrating more quickly,
the particles rather than increased space
loosening bonds, and increasing the space
between the particles.
between adjacent atoms or molecules.
Condensation on the outside of a container is Condensation of water vapor happens when
water that seeped (or sweated) through the the water vapor in air comes in contact with a
walls of the container. cool surface.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________


Answer Key
Skill Building Activity
Activity 1
CHARACTERISTICS
(A) (B) (C)
SHAPE – the external form or it takes the shape of its it takes the shape of
appearance of matter. It has definite shape
container its container
VOLUME – the amount of space it takes the volume
that matter occupies. It has definite volume It has definite volume
of its container
DENSITY – the degree of It is usually much
compactness of matter. It is usually very It is usually less dense
less dense than
dense than solids
solids and liquids
COMPRESSIBILITY – the
capacity of matter to be flattened It is not easily It is not easily It is easily
or reduced in size by pressure. compressed compressed compressed
DIFFUSION – the ability of matter It does not easily
to spread out or transmitted to. It can easily diffuses It diffuses very easily
diffuse
Activity 2
Phase: SOLID Phase: LIQUID Phase: GAS Phase: PLASMA
1. C 2. B 3. C 4. A 5. A


Section: _________ Schedule: _____________________ Date: _________________________
Lesson Title: Identifying Properties of Matter Materials:

Activity Sheets
At the end of this module the learners should be able to: General Chemistry Laboratory
Manual” by Alvarez Et.Al.,
1. Differentiate physical and chemical property of matter Copyright 2010.
“Conceptual and Functional
Chemistry Modular Approach” by
Padolina, Ph.D.Et.Al., Copyright
2010 by Vibal Publishing House,
Inc.
Introduction
Good day students! Today, we shall learn about the different properties of matter. Our learning target
for this session is to differentiate physical and chemical property of matter. Are you excited to learn?
That’s great!
Look around your house. Then choose three members of the family and describe their physical appearance
and personalities. After that, ask them to sign on top of their names.
Physical Personality Physical Personality Physical Personality

Appearance Traits Appearance Traits Appearance Traits
1. 1. 1. 1. 1. 1.
2. 2. 2. 2. 2. 2.
3. 3. 3. 3. 3. 3.
Name: Name: Name:
B. MAIN LESSON
Content and Skill-Building
Matter has many properties. Some are physical properties. Physical properties of matter are
properties that can be measured or observed without matter changing to a different substance. For example,
whether a given substance normally exists as a solid, liquid, or gas is a physical property. Consider water. It is
a liquid at room temperature, but if it freezes and changes to ice, it is still water. Generally, physical properties


are things you can see, hear, smell, or feel with your senses.
It is not only necessary to define the various forms of matter but we need to be concerned also with the
characteristics or properties of matter. Furthermore, we wish to define the changes that matter can undergo. A
physical property of matter is one that can be observed without changing its composition. Gold is a shiny
yellow metal. Lead has a high density. Observations of these characteristics do not change the composition. A
chemical property is one which is observed when matter undergoes a transformation that results in a change of
composition. Gasoline will burn in air to form products which are very different from the original material. Iron
will rust in moist air to form a compound called iron oxide.
 Physical properties are characteristics of an individual substance that can be determined without
changing the composition of the substance. Examples of physical properties: Color, Hardness,
Electrical conductivity, Heat conductivity, Melting point, Boiling point and phase changes.
 Physical properties of matter are categorized as either intensive or extensive
 These are properties that do not depend on the amount of matter present. Examples of intensive
properties: Color, Odor, Taste, Luster, Malleability, Ductility, Conductivity, Hardness, Melting/ freezing
point, Boiling point, Density.
 These are the properties that do depend on the amount of matter present. Examples of extensive
properties: Weight, Volume, Length, Width, Mass, Surface area.
 Chemical properties describe how the composition of a substance changes or does not change when it
interacts with other substances or energy forms. Terms used to describe chemical properties are
“reactive”, “inert”, “unstable”, and “combustible”. Chemical properties are observed when a substance
changes composition.
 Physical change occurs when the physical properties of a substance are altered, but the composition
remains the same. No new substance forms in a physical change.
 Changes that do alter the identity of a substance. Chemical changes, also called chemical reactions,
are the result of the chemical properties of mater. After a chemical change, the composition is no longer
the same.


Activity 1
Directions: Match the objects described in Column A with the special properties of matter in Column B. Write
the letter of the correct answer on the blanks before the number.
Column A Column B
___1. Jenny likes playing with her long rubber pencil. She is
fond of bending it in different angles and tying it to make
knot a. Diffusibility
___2. Mitch and Tin played with a slinky during recess. They kept
stretching its ends far away from each other but once they
let go, it goes back to its original state. b. Brittleness
___3. Emma used a stainless steel kettle to boil water. c. Thermal
___4. Karla used a machine to transform copper into wires for
her art and crafts project. d. Compressibility
___5. Diane hammered metal sheets to create a sword for her
warrior princess costume. e. Elasticity


___6. Hazel easily broke her ceramic piggy bank to buy a

birthday present for her sister. f. Capillarity
___7. Anna had a hard time pouring condensed milk into the
mixing bowl. g. Ductility
___8. Scuba divers use air tanks to breathe under water. h. Malleability
___9. Christine went to the hospital to donate blood. She was
amazed on how her blood was able to pass through small
tubes. i. Viscosity
___10. Jill likes waking her children up by cooking scrumptious
and delicious-smelling food every morning. j. Flexibility
Activity 2
Direction: Put a check if the following is chemical or physical change.
Physical Change Chemical Change

1. Gasoline burns in air
2. Ice melts
3. Milk sours
4. Salt dissolves in water
5. Tomato ripens
6. Water boils when heated
7. Frying an egg
8. Chopping wood in half
9. Penny cleaned in salt and vinegar
10. Baking cake
11. Glass breaks
12. Plant growing from the Sun
13. Crumpled paper
14. Making of ice candy
15. Making hard-boiled egg
Direction: Work on the following examples of intensive and extensive properties. Encircle the item that does
not belong to the group.
1. Rough road red color 333 volume of soda
2. Density of wooden block thickness of penny aluminum conducts heat
3. A kilogram of rice intensity of light luster
4. A yard of string odorous ether temperature of the Sun


5. Meting point of plastic color of flower a kilogram of cotton
C. LESSON WRAP-UP
1. What do properties of matter represent?

The properties of matter refer to the qualities/attributes that distinguish one sample of matter from
another.
2. How to determine the type of properties of matter?

The type of properties of matter is determined whether the identity of substance changes or not.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Skill-Building Activities
Activity 1
1. J 2. E 3. C 4. G 5. H 6. B 7. I 8. D 9. F 10. A
Activity 2
Physical Change Chemical Change

1. Gasoline burns in air ⁄
2. Ice melts ⁄
3. Milk sours ⁄
4. Salt dissolves in water ⁄
5. Tomato ripens ⁄
6. Water boils when heated ⁄


7. Frying an egg ⁄
8. Chopping wood in half ⁄
9. Penny cleaned in salt and vinegar ⁄
10. Baking cake ⁄
11. Glass breaks ⁄
12. Plant growing from the Sun ⁄
13. Crumpled paper ⁄
14. Making of ice candy ⁄
15. Making hard-boiled egg ⁄
1. 333 volume of soda

2. Thickness of a penny
3. Luster
4. A yard of string
5. A kilogram of cotton

Name: ________________________________________ Class number: _________________

Lesson Title: Classifying Matter Materials:

Activity Sheets
Learning Targets:
At the end of this module the learners should be able to: References:
“Conceptual and Functional
1. Describe the classification of matter in terms of composition. Chemistry Modular Approach” by
2. Recognize some methods of separating mixtures into their Padolina, Ph.D.Et.Al., Copyright
component substances. 2010 by Vibal Publishing House,
3. Inc.
Introduction
How are you students? Hoping you’re doing well. Are you ready for today’s lesson? Yes! Our
topic for today is all about classifying matter. Classifying is the act of mentally making groups based on
similar properties. Classifying helps to organize your thinking and reveals patterns that might otherwise
go unnoticed. In this module, we will consider several different ways of classifying matter by focusing
on different properties.
B. MAIN LESSON
 ACID- substance that yields hydrogen ions (H+) when dissolved in water.
 BASE- substance that yields hydroxide ions (OH-) when dissolved in water.
 COLLOID- a dispersion of particles of one substance throughout a dispersing medium made of another
substance.
 COMPOUND- substance composed of atoms of two or more elements chemically united in fixed
proportions.
 ELEMENTS- substance that cannot be separated into simpler substances by chemical means.
 HETEROGENEOUS MIXTURE- the individual component of a mixture remain physically separated and
can be seen as separate components.
 HOMOGENEOUS MIXTURE- the composition of mixture, after sufficient stirring, is the same
throughout the solution.
 INORGANIC COMPOUND- compounds other than organic compounds.
 MATTER- anything that occupies space and has mass.


 METAL- element that are good conductor of heat and electricity and have the tendency to form positive
ions in ionic compounds.
 METALLOID- element with properties intermediate between those of metals and nonmetals.
 MIXTURE- combination of two or more substances in which the substances retain their identity.
 NON- METAL- element that usually poor conductors of heat and electricity.
 ORGANIC COMPOUND- compounds that contain carbon, usually in combination with elements such
as hydrogen, oxygen, nitrogen and sulfur.
 OXIDES - substances that contains at least one oxygen atom and one other element in its chemical
formula.
 SALTS - is the product of the reaction between an acid and a base (other than water). An inorganic salt
is just any salt that doesn't contain carbon.
 SOLUTION- A homogeneous mixture of two or more substances.
 SUBSTANCE- a form of matter that has a definite or constant composition.
 SUSPENSION- heterogeneous mixture in which relatively large particles scattered through solid, liquid,
gas and it is bigger than solution and colloid.
Activity 1
Direction: Identify whether each is a substance or a mixture. Put a check in the appropriate column.
Material Substance Mixture

1. Vinegar
2. Catsup
3. Sugar
4. Alloy
5. Gold
Direction: Identify whether each mixture is homogeneous or heterogeneous. Put a check in the appropriate
column.
Mixtures Homogeneous Heterogeneous
1. Pineapple juice with tidbits
2. Patis with soy sauce
3. Muddy water
4. Saline solution
5. Dextrose solution


Direction: Identify whether each substance is element or compound. Put a check in the appropriate column.
Substances Element Compound
1. Sugar
2. Copper
3. Salt
4. Gold
5. Alcohol
Activity 2
Direction: Identify whether each is a solution, colloid, or a suspension. Put a check in the appropriate column.
Mixtures Solutions Colloid Suspension

1. Alcohol
2. Leche plan
3. Pineapple juice
4. Tomato sauce
5. Aquarium
Direction: Identify whether each is organic or inorganic. Put a check in the appropriate column.
Compound Organic Inorganic
1. Diamond
2. Naphthalene
3. Petroleum
4. Lard
5. Vinegar
Direction: Identify the material whether it is acid or base. Put a check in the appropriate column.
Material Acid Base
1. Ponan extract
2. Calamansi
3. Vinegar
4. Milk of magnesia
5. Muriatic acid
Direction: Identify what is being described in the given riddle. Then classify the matter.
___________1. I am made up of two elements- one supports combustion, the other explodes with a spark.
What am I? Organic or inorganic compound?


___________2. I am small, slim, hard and pointed. My partner hits me hard to get me in, and pulls me
strongly to get me out. What am I? Metal or Non- metal
___________3. I am colorless liquid. I can kill germs upon contact. I evaporate fast when applied to your skin.
What am I? Solution or Suspension?
___________4. I am usually slim and thin. My skin is smooth. My head burns to give off light. What am I?
Substance or Mixture?
___________5. I am a white liquid. Babies like to drink me. Your mother also tells you to drink me every day.
What am I? Substance or Mixture?
C. LESSON WRAP-UP
These are some common statement about certain matter:
About Classification of Matter Correct Statement

1 Potassium permanganate is a compound TRUE
2 White wine is a homogeneous mixture TRUE
3 Crystallized honey is a heterogeneous mixture TRUE
4 Still mineral water is a heterogeneous mixture Still mineral water is a homogeneous mixture
5 The glass is a heterogeneous mixture The glass is a homogenous mixture
1.______________________________________________________________________________________
______________________________________________________________________________________
2.______________________________________________________________________________________
______________________________________________________________________________________
Answer Key
Activity 1
Material Substance Mixture
1. Vinegar ⁄
2. Catsup ⁄
3. Sugar ⁄
4. Alloy ⁄


5. Gold ⁄
Mixtures Homogeneous Heterogeneous

1. Pineapple juice with tidbits ⁄
2. Patis with soy sauce ⁄
3. Muddy water ⁄
4. Saline solution ⁄
5. Dextrose solution ⁄
Substances Element Compound

1. Sugar ⁄
2. Copper ⁄
3. Salt ⁄
4. Gold ⁄
5. Alcohol ⁄
Activity 2
Mixtures Solutions Colloid Suspension

1. Alcohol ⁄
2. Leche plan ⁄
3. Pineapple juice ⁄
4. Tomato sauce ⁄
5. Aquarium ⁄
Compound Organic Inorganic

1. Diamond ⁄
2. Naphthalene ⁄
3. Petroleum ⁄
4. Lard ⁄
5. Vinegar ⁄
Material Acid Base

1. Ponan extract ⁄
2. Calamansi ⁄
3. Vinegar ⁄
4. Milk of magnesia ⁄
5. Muriatic acid ⁄

1. Water- inorganic compound
2. Nail- metal
3. Alcohol- solution
4. Candle- mixture
5. Milk- substance


Lesson Title: Gathering Quantitative Data Materials:

Activity Sheets
Learning Targets:
1. Differentiate accuracy and precision
2. determine the number of significant figures
1.
Introduction
Read first the example of accuracy and precision below then relate the ideas that you will get to the
given analogy to further understand the concept.
In lab if you obtain a weight measurement of 3.2 kg for a given substance, but the actual or known
weight is 10 kg, then your measurement is not accurate. In this case, your measurement is not close to the
known value.
If you weigh a given substance five times, and get 3.2 kg each time, then your measurement is very
precise.
Answer the following questions by YES or NO. Write your answer before each number.
___________1. Throw darts at a dartboard. If they land close to the bull’s eye, then are you accurate?
___________2. If they cluster together, then are you precise?
___________3. If they aren't near the bull’s-eye, then are you accurate?
___________4. If they cluster in the outer edge, then are you precise?


B. MAIN LESSON
 Accuracy refers to the closeness of a measured value to a standard or known value.

 Precision refers to the closeness of two or more measurements to each other.
Precision is independent of accuracy
Volume= length x width x height

Example: V = 2cm x 1cm x 1cm = 2cm3 1cm
1cm
Density= mass/ volume
2cm
Example: D=10g/2cm3 = 5g/cm3
There are three rules on determining how many significant figures are in a number:
Non-zero digits are always significant.
Any zeros between two significant digits are significant.
A final zero or trailing zeros in the decimal portion ONLY are significant.
Focus on these rules and learn them well. They will be used extensively throughout the remainder of
this course. You would be well advised to do as many problems as needed to nail the concept of significant
figures down tight and then do some more, just to be sure.
Please remember that, in science, all numbers are based upon measurements (except for a very few
that are defined). Since all measurements are uncertain, we must only use those numbers that are
meaningful. A common ruler cannot measure something to be 22.4072643 cm long. Not all of the digits have
meaning (significance) and, therefore, should not be written down. In science, only the numbers that have
significance (derived from measurement) are written.
Addition and Subtraction
In mathematical operations involving significant figures, the answer is reported in such a way that it
reflects the reliability of the least precise operation. Let's state that another way: a chain is no stronger than its
weakest link. An answer is no more precise that the least precise number used to get the answer. Let's do it
one more time: imagine a team race where you and your team must finish together. Who dictates the speed of
the team? Of course, the slowest member of the team. Your answer cannot be MORE precise than the least
precise measurement.


For addition and subtraction, look at the places to the decimal point. Add or subtract in the normal
fashion, then round the answer to the LEAST number of places to the decimal point of any number in the
problem.
Multiplication and Division
In mathematical operations involving significant figures, the answer is reported in such a way that it
reflects the reliability of the least precise operation. Let's state that another way: a chain is no stronger than its
weakest link. An answer is no more precise that the least precise number used to get the answer. Let's do it
one more time: imagine a team race where you and your team must finish together. Who dictates the speed of
the team? Of course, the slowest member of the team. Your answer cannot be MORE precise than the least
precise measurement.
The following rule applies for multiplication and division:
The LEAST number of significant figures in any number of the problem determines the number of
significant figures in the answer. This means you MUST know how to recognize significant figures in order to
use this rule.
Activity 1
Direction: Identify the number of significant figures:
1) 3.0800
2) 0.00418
3) 7.09 x 10 -5
4) 91,600
5) 0.003005
6) 3.200 x 109
7) 250
8) 780,000,000
9) 0.0101
10) 0.00800


Check for Understanding: (Coverage: DAY1-DAY5)
Test I
1. Which of the following has particles that have strongest force of attraction?
A. Ice B. Water C. Air
2. What make molecules to keep them moving?
A. potential energy B. kinetic energy C. heat energy
3. Matter changing from a solid to a liquid is called:
A. Evaporation B. Sublimation C. Deposition D. Melting
4. Which of the following is NOT a way that matter changes phase?
A. Melting B. Freezing C. Evaporation D. Mixing
5. Matter changing from a solid to a gas is called:
A. Evaporation B. Sublimation C. Deposition D. Melting
6. Which of these common substances is a homogeneous mixture?
A. table salt C. whole milk
B. pure water D. maple syrup
7. Which of these substances is a compound?
A. carbon C. gold
B. chlorine D. acetic acid
8. Which of these substances is an example of a solution?
A. milk C. mercury
B. Brass D. concrete
9. Which of the following is a way in which elements and compounds are similar?
A. Elements and compounds are both pure substances.
B. Elements and compounds are both listed on the periodic table.
C. Elements and compounds are both made up of different kinds of atoms.
D. Elements & compounds can both be broken down by physical changes.
10. A water molecule is made up of one oxygen and two hydrogen atoms. Why water is considered a pure
substance?
A. Water can be broken down by physical means.
B. Water can be combined with other substances by physical means.
C. Each water molecule is identical.
D. Water molecules are made up of different types of atoms.
Test II
Direction: Solve the number problem and identify the number of significant figures:
11) 3.461728 + 14.91 + 0.980001 + 5.2631

12) 23.1 + 4.77 + 125.39 + 3.581
13) 22.101 - 0.9307
14) (3.4617 x 107) ÷ (5.61 x 10 -4)
15) [(9.714 x 105) (2.1482 x 10-9)] ÷ [(4.1212) (3.7792 x 10-5)].


C. LESSON WRAP-UP
Summary and Frequently Asked Questions
What is the classification of accuracy of the system?

Accuracy of the system is classified into:
 Point Accuracy
 Accuracy as Percentage of Scale Range
 Accuracy as Percentage of True Value

1.______________________________________________________________________________________
______________________________________________________________________________________
2.______________________________________________________________________________________
______________________________________________________________________________________
Answer Key
Skill Building Activity: Activity 1
1) 3.0800 - five significant figures. All the rules are illustrated by this problem. Rule one - the 3 and the
8. Rule Two - the zero between the 3 and 8. Rule three - the two trailing zeros after the 8.
2) 0.00418 - three significant figures: the 4, the 1, and the 8. This is a typical type of problem where the
student errs by giving five significant figures as the answer.
3) 7.09 x 10 -5 - three significant figures. When a number is written in scientific notation, only significant
figures are placed into the numerical portion. If this number were taken out of scientific notation, it
would be 0.0000709.
4) 91,600 - three significant figures. The last two zeros are not considered to be significant (at least
normally). Suppose you had information that showed the zero in the tens place to be significant. How
would you show it to be different from the zero in the ones place, which is not significant? The answer
is scientific notation. Here is how it would be written: 9.160 x 10 4. This CLEARLY indicates the
presence of four significant figures.
5) 0.003005 - four significant figures. No matter how many zeros there are between two significant
figures, all the zeros are to be considered significant. A number like 70.000001 would have 8 significant
figures.


6) 3.200 x 109 - four significant figures. Notice the use of scientific notation to indicate that there are two
zeros which should be significant. If this number were to be written without scientific notation
(3,200,000,000) the significance of those two zeros would be lost and you would - wrongly - say that
there were only two significant figures.
7) 2
8) 2
9) 3
10) 3
1. A 6. D
2. B 7. D
3. D 8. B
4. D 9. A
5. B 10. C


Lesson Title: Creating Atomic Model Materials:

Learning Targets: SAS
1. Draw an atom including its number of proton, neutron and
electron.
2. Create a model of atom out of indigenous materials present
at your home.
Performance Task
Draw the Atomic Model
Draw your own model of atom. The numbers of proton, electron and neutron are given. Use color pens and
create legend to easily recognize the subatomic particles.
Sample
8 protons, 8 neutrons, 8 12 protons, 12 electrons, 12 17 protons, 17 electrons, 18

electrons, neutrons neutrons
1. 2.
Performance Output:
After you draw the atomic model, make a model out of indigenous materials present at your home. Only
choose 1 out those three given examples.


Lesson Title: Writing Isotopic Symbol and Ionic Notation Materials:

Activity Sheets
1. Find the numbers of subatomic particles in a given isotope Padolina, Ph.D.Et.Al., Copyright
2. Determine the charge of an ion based on numbers of subatomic 2010 by Vibal Publishing House,
particles Inc.
1. http://www.aurumscience.com/che
mis
try/2_nomenclature/practice_notati
on. html
Introduction
Hello students! Today, we will learn how to write Isotopic Symbol and Ionic Notation. In relation
to the chemical elements, a symbol is a code for a chemical element. Symbols for chemical elements
normally consist of one or two letters from the Latin alphabet and are written with the first letter
capitalized.
If you are ready, you may proceed with the following activities prepared for you.
B. MAIN LESSON
In relation to the chemical elements, a symbol is a code for a chemical element. Symbols for chemical
elements normally consist of one or two letters from the Latin alphabet and are written with the first letter
capitalized.
Earlier symbols for chemical elements stem from classical Latin and Greek vocabulary. For some
elements, this is because the material was known in ancient times, while for others, the name is a more recent
invention. For example, Pb is the symbol for lead (plumbum in Latin); Hg is the symbol
for mercury (hydrargyrum in Greek); and He is the symbol for helium (a new Latin name) because helium was
not known in ancient Roman times. Some symbols come from other sources, like W for tungsten (Wolfram in
German) which was not known in Roman times.
A 3-letter temporary symbol may be assigned to a newly synthesized (or not-yet synthesized) element.
For example, "Uno" was the temporary symbol for hassium (element 108) which had the temporary name
of unniloctium, based on its atomic number being 8 greater than 100. There are also some historical symbols
that are no longer officially used.
In addition to the letter(s) for the element itself, additional details may be added to the symbol
as superscripts or subscripts a particular isotope, ionization or oxidation state, or other atomic detail.[1] A few
isotopes have their own specific symbols rather than just an isotopic detail added to their element symbol.


Annotated example of an atomic symbol
Attached subscripts or superscripts specifying a nuclide or molecule have the following meanings and
positions:
 The nucleon number (mass number) is shown in the left superscript position (e.g., 14N). This number
defines the specific isotope. Various letters, such as "m" and "f" may also be used here to indicate
a nuclear isomer (e.g., 99mTc). Alternately, the number here can represent a specific spin state (e.g., 1O2).
These details can be omitted if not relevant in a certain context.
 The proton number (atomic number) may be indicated in the left subscript position (e.g., 64Gd). The atomic
number is redundant to the chemical element, but is sometimes used to emphasize the change of numbers
of nucleons in a nuclear reaction.
 If necessary, a state of ionization or an excited state may be indicated in the right superscript position (e.g.,
state of ionization Ca2+).
 The number of atoms of an element in a molecule or chemical compound is shown in the right subscript
position (e.g., N2 or Fe2O3). If this number is one, it is normally omitted - the number one is implicitly
understood if unspecified.
 A radical is indicated by a dot on the right side (e.g., Cl• for a neutral chlorine atom). This is often omitted
unless relevant to a certain context because it is already deducible from the charge and atomic number, as
generally true for non-bonded valence electrons in skeletal structures.
IONIC ANNOTATION ISOTOPIC SYMBOL
Postulates of Dalton’s atomic theory- “all atoms of an element are identical”, but they are not identical in all
aspect. Masses of atoms of an element may differ. Atoms of the same element which have different masses
are called isotopes. Isotopes of an element have different no. of neutrons. Isotopes are identified by their
mass no. Atoms may gain charges. This happens when electrons are lost or gained by the atom. When this
happens, the atom becomes an ion. Neutral atom: no. of electrons = no. of protons.


ION
*Cation - Positive (+) charge, electrons are removed from neutral atom; no. of proton is greater than the no.
of electron.
*Anion - Negative (-) charge, neutral atom gains electrons, no. of electron is greater than the no. of proton.
Activity 1
Directions: Write the ionic notation, isotopic symbol and shorthand notation of the following elements.
Cation Anion Isotope

Symbol Mg S K
Subatomic Particles p = 12; e = 10; n = 12 p = 16; e = 18; n = 16 P = 19; e = 18; n = 16
Ionic annotation or
isotopic symbol
Shorthand Notation
Activity 2
# OF # OF # OF
SYMBOL NAME CLASSIFICATION
PROTONS NEUTRONS ELECTRONS
+3
Al Aluminum Cation 13 14 10
Hydrogen-3 Isotope
Chlorine 18
+1
Ag
18
O Isotope
Scandium 21 19
34 46
S-2
41
K 19
Gold-198
P-3 Phosphorus 15


A. Directions: Draw electrons on the orbital shells of a neutral atom and ion of Aluminum and Phosphorus.
Neutral Atom Ion (Anion) Neutral Atom Ion (Cation)
P P -3 Al Al +3
B. Directions: Complete the table. Identify the number of proton, electron, neutron, atomic mass & mass
number.
ISOTOPES
Characteristics
Carbon – 12 Carbon – 13 Carbon – 14
Atomic Number
Number of Protons
Number of Electrons in Neutral Atom
Number of Neutrons
Mass Number
C. LESSON WRAP-UP
Statements Your thoughts about it

False Idea: Nucleus contains as many as neutrons
“An atom is neutral because it contains a number of because the neutrons neutralize the protons
protons equal to the number of neutrons” Confusion: Neutron and neutralize have the same
etymology
“Diamonds and Graphite are isotope of carbon” “There has to be a certain number of neutrons that
define which is the standard form of the atom and
which is the isomeric form… if the numbers of
neutrons and protons are equal, this is the standard
form and all other forms are isotopes,”
False: Isotopes are “irregular” and are not “normal”
“Diamonds and Graphite are isomers” False: Isotopes are allotropes
Students may think that the reasoning for the


different physical properties of graphite and diamond

rises from the fact that the nucleus in the carbon
atoms in each allotrope contains a different number
of neutrons.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Activity 1
Cation Anion Isotope
Symbol Mg S K
Subatomic Particles p = 12; e = 10; n = 12 p = 16; e = 18; n = 16 P = 19; e = 18; n = 16
Ionic annotation or
Mg +2 S -2 35
K or K – 35
isotopic symbol
Shorthand Notation
Activity 2
# OF # OF # OF
SYMBOL NAME CLASSIFICATION
PROTONS NEUTRONS ELECTRONS
Al+3 Aluminum Cation 13 14 10
3
H Hydrogen-3 Isotope 1 2 1
Cl-1 Chlorine Anion 17 18 18
Ag+1 Silver Cation 47 61 46
18
O Oxygen- 18 Isotope 8 10 8
Sc+2 Scandium Cation 21 24 19
80
Se Selenium- 80 Isotope 34 46 34
S-2 Sulfur Anion 16 16 18
41
K Potassium- 41 Isotope 19 22 19
198
Au Gold-198 Isotope 79 119 79
P-3 Phosphorus Anion 15 16 18


A.
Neutral Atom Ion (Anion) Neutral Atom Ion (Cation)
P P -3 Al Al +3
B.
ISOTOPES
Characteristics
Carbon – 12 Carbon – 13 Carbon – 14
Atomic Number 6 6 6
Number of Protons 6 6 6
Number of Electrons in Neutral Atom 6 6 6
Number of Neutrons 6 7 8
Mass Number 12 13 14


Lesson Title: Calculating Average Atomic Mass Materials:

Activity sheets
At the end of this module the learners should be able to: https://www.boundless.com/chemis
try/textbooks/boundless-chemistry-
1. Recognize the most common or abundant isotope textbook/mass-relationships-and-
2. Calculate the average atomic mass chemical-equations-3/atomic-
1. mass-40/average-atomic-mass-
218-3703/
Introduction
Good day students! Are you excited for today’s lesson? Yes! We are going to study on how to calculate
the average atomic mass. The average atomic mass of an element is the sum of the masses of its isotopes,
each multiplied by its natural abundance.
B. MAIN LESSON
Average atomic mass = f1M1 + f2M2 + … + fnMn where f is the fraction representing the natural
abundance of the isotope and M is the mass number (weight) of the isotope.
The average atomic mass of an element can be found on the periodic table, typically under the
elemental symbol. When data are available regarding the natural abundance of various isotopes of an element,
it is simple to calculate the average atomic mass.
 For helium, there is approximately one isotope of Helium-3 for every million isotopes of Helium - 4;
therefore, the average atomic mass is very close to 4 amu (4.002602 amu).
 Chlorine consists of two major isotopes, one with 18 neutrons (75.77 percent of natural chlorine atoms)
and one with 20 neutrons (24.23 percent of natural chlorine atoms). The atomic number of chlorine is 17
(it has 17 protons in its nucleus).
To calculate the average mass, first convert the percentages into fractions (divide them by 100). Then,
calculate the mass numbers. The chlorine isotope with 18 neutrons has an abundance of 0.7577 and a mass
number of 35 amu. To calculate the average atomic mass, multiply the fraction by the mass number for each
isotope, and then add them together.
Average atomic mass of chlorine = (0.7577 x 35 amu) + (0.2423 x 37 amu) = 35.48 amu


Another example is to calculate the atomic mass of boron (B), which has two isotopes: B-10 with 19.9%
natural abundance and B-11 with 80.1% abundance. Therefore,
Average atomic mass of boron = (0.199 x 10 amu) + (0.801 x 11 amu) = 10.80 amu
Whenever we do mass calculations involving elements or compounds (combinations of elements), we

always use average atomic masses.
Pre – printed notes

ATOMIC MASS UNIT
 A nucleon has a mass of about 1 amu
 Most elements have variety of isotopes
 The atomic mass number for each element listed in the periodic table is the weighted average of the
masses of these isotopes based on the occurrence of each isotope on Earth
 For example, carbon with six protons and six neutrons has an atomic mass of 12.000 amu.
 About 1 percent of all carbon atoms, however, contain seven neutrons
 The heavier isotope raises the average atomic mass of carbon from 12.000 amu to 12.011 amu
Directions: Calculate the average atomic mass, percent abundance, relative atomic mass. Show your
solutions, use back page for your computation.
1. In a sample of 400 lithium atoms, it is found that 30 atoms are lithium-6 (6.015 g/mol) and 370 atoms are
lithium-7 (7.016 g/mol). Calculate the average atomic mass of lithium.
A. Calculate the percent abundance for each isotope
Li-6:
Li-7:


B. Calculate the average atomic mass
x=
x=
2. A sample of element X contains 100 atoms with a mass of 12.00 and 10 atoms with a mass of 14.00.
Calculate the average atomic mass (in amu) of element X.
A. Calculate the percent abundance for each isotope:
X-12: X-14:
B. Calculate the average atomic mass:

x= x=
Directions: Calculate the fractional abundance and average atomic mass. Express your final answer in
average atomic mass to 3 decimal places.
A. Molybdenum
Fractional
Actual Atomic Percent Abundance
Isotope abundance= Percent
Mass (%)
Abundance/100
Mo- 92 91.906808 14.84
Mo- 94 93.905085 9.25
Mo- 95 94.905840 15.92
Mo- 96 95.904678 16.68
Mo- 97 96.906020 9.55
Mo- 98 97.905406 24.13
Mo- 100 99.907477 9.63
B. Tin
Fractional
Mass (%)
Abundance/100
Sn- 112 111.904826 0.97
Sn- 114 113.902784 0.65
Sn- 115 114.903348 0.36
Sn- 116 115.901747 14.53
Sn- 117 116.902956 7.68
Sn- 118 117.901609 24.22


Sn- 119 118.903310 8.58

Sn- 120 119.902200 32.59
Sn- 122 121.903440 4.63
Sn- 124 123.905274 5.79
Answer:
A. B.
C. LESSON WRAP-UP
Summary / Frequently Asked Questions (Sample Problem)
Calculation Level Up
1. Uranium is used in nuclear reactors and is a rare element on earth. Uranium has three common isotopes. If
the abundance of 234U is 0.01%, the abundance of 235U is 0.71%, and the abundance of 238U is 99.28%,
what is the average atomic mass of uranium? 237.98 amu
2. Titanium has five common isotopes: 46Ti (8.0%), 47Ti (7.8%), 48Ti (73.4%), 49Ti (5.5%), 50 Ti (5.3%).
What is the average atomic mass of titanium? 47.92 amu
3. Naturally occurring chlorine that is put in pools is 75.53 percent 35Cl (mass = 34.969 amu) and 24.47
percent 37Cl (mass = 36.966 amu). Calculate the average atomic mass. 35.46 amu

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
1. A. Li-6: 30/400 = 0.075 Li-7: 370/400 = 0.925

B. x = (6.015) (0.075) + (7.016) (0.925) x = 6.94 g/mol


2. A. X-12: 100/110 = 0.909 X-14: 10/110 = 0.091

B. x = (12.00) (0.909) + (14.00) (0.091) x = 12.18 amu
A. Molybdenum
Fractional
Mass (%)
Abundance/100
Mo- 92 91.906808 14.84 0.1484
Mo- 94 93.905085 9.25 0.0925
Mo- 95 94.905840 15.92 0.1592
Mo- 96 95.904678 16.68 0.1668
Mo- 97 96.906020 9.55 0.0955
Mo- 98 97.905406 24.13 0.2413
Mo- 100 99.907477 9.63 0.0963
B. Tin
Fractional
Mass (%)
Abundance/100
Sn- 112 111.904826 0.97 0.0097
Sn- 114 113.902784 0.65 0.0065
Sn- 115 114.903348 0.36 0.0036
Sn- 116 115.901747 14.53 0.1453
Sn- 117 116.902956 7.68 0.0768
Sn- 118 117.901609 24.22 0.2422
Sn- 119 118.903310 8.58 0.0858
Sn- 120 119.902200 32.59 0.3259
Sn- 122 121.903440 4.63 0.0463
Sn- 124 123.905274 5.79 0.0579
Answer:
A. 95.931 amu B. 118.710 amu


Lesson Title: Measuring Amounts of Substances Materials:

SAS, periodic table
At the end of this module the learners should be able to: http://misterguch.brinkster.net/PRA
023.pdf
1. Determine formula and molecular masses. http://www.isd622.org/cms/lib07/M
2. Calculate the percent composition by mass of substances.
N01001375/Centricity/Domain/166/
1.
formula%20mass%20worksheet.p
df
Introduction
Good day students! I hope you’re doing great. Today we will be focusing on measuring amounts of
substances. But before that, please answer the activity below as a review of the topic last session.
Directions: Complete the table. Refer with periodic table for atomic mass.
Washing Soda: Na2CO3

Atomic mass Mass Percentage composition
Atom Number
(amu) (Number x atomic mass) (mass/total mass x 100)
Na 2
C 1
O 3
Formula Mass:
B. MAIN LESSON
What is Molar Mass?
Substances take up space and have mass. Molecules, which make up substances, often need to be
measured in experiments, and it is important that these measurements are accurate. But, how can we


measure something so small in an accurate way? How do we normally measure molecules In this module, we
use steps to calculate molar mass as well as percentage composition by mass.
Through careful calculation, scientists can determine the number of moles a specific reaction will need.
A mole is a unit of measure that helps us compare particles of any given substance and its mass. If we already
know the number of moles needed, we can use the concept of molar mass to calculate how many grams of
the substance are required. The molar mass, also known as molecular weight, is the sum of the total mass
in grams of all the atoms that make up a mole of a particular molecule. The unit used to measure is grams
per mole.
How to Find the Molar Mass for Compounds

Compounds are substances that are made up of more than one element. For example, some common
compounds include salt, glucose, acetic acid (or vinegar), and sodium bicarbonate (or baking soda).
The compound sodium chloride is made up of two elements, namely, sodium and chlorine. Let's use
this compound, sodium chloride, as our first example on how to calculate the molar mass for the compounds.
The first thing we need to do is to find sodium and chlorine in the periodic table.
Step 1: Find the atomic masses of individual elements in the periodic table
The first thing we need is to find the individual atomic masses for each element. If you look at the
entries for sodium and chlorine in the table, we will pay attention to the numbers that appear in the top left (see
video). These represent the atomic mass. The element sodium has an atomic mass of 22.98976 g/mol. The
element chlorine has an atomic mass of 35.453 g/mol.
Step 2: Count how many atoms there are for each element
For the compound sodium chloride, since there are no subscripts (small numbers at the bottom of each
element's symbol), that means there is only one sodium and only one chlorine atom for this compound.
Step 3: Find the molar mass
Now that we know how many atoms there are for each element, we can find the molar mass.


First, we calculate the mass of the sodium atoms, which is 22.98976 grams per mole. Next, we do the
same for the mass of chlorine atoms, which is 35.453 grams per mole. Then, we add these two masses
together to find the total mass of sodium chloride molecules. This comes out to 58.44276 grams per mole
which we can round to 58.44 grams per mole.
Percent composition indicates the relative amounts of each element in a compound. For each element,
the mass percent formula is:
% mass = (mass of element in 1 mole of the compound) / (molar mass of the compound) x 100%
Or mass percent = (mass of solute / mass of solution) x 100%
The units of mass are typically grams. Mass percent is also known as percent by weight or w/w%. The
molar mass is the sum of the masses of all the atoms in one mole of the compound. The sum all the mass
percentages should add up to 100%. Watch for rounding errors in the last significant figure to make sure all the
percentages add up.
Directions: Complete the table. Refer with periodic table for atomic mass.
Cholesterol: C27H46O


Percentage
Atomic mass Mass
composition
Atom Number (amu) (Number x
(mass/molecular
atomic mass)
mass x 100)
C
H
O
Molecular Mass:
Hydroxyapatite: Ca10 (PO4)6 (OH)2
Percentage
Atomic mass Mass
composition
Number (amu) (Number x
Atom (mass/molecular
atomic mass)
mass x 100)
Ca
P
O
H
Formula Mass:
GRADED QUIZ
A. Directions: find the formula mass of the following compounds. Round off the atomic masses into the
tenth of a decimal place. Place your final answer in the Formula Mass Column.


COMPOUND FORMULA MASS COMPOUND FORMULA MASS

1. Ca3(PO4)2 6. AgNO2
2. K2Cr2O7 7. NiSO3
3. MgCrO4 8. HgSO4
4. Fe(NO3)3 9. KBr
5. K3PO4 10. ZnCl2
B. Directions: Find the percent compositions of all of the elements in the following compounds:
1. CuBr2= Cu: Br:
2. NaOH= Na: O: H:
3. (NH4)2S= N: H: S:
4. N2S2= N: S:
C. LESSON WRAP-UP

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________


KEY TO CORRECTIONS
Lesson Review
Washing Soda: Na2CO3

Atomic mass Mass Percentage composition
Atom Number
(amu) (Number x atomic mass) (mass/total mass x 100)
Na 2 22.99 45. 98 43.38%
C 1 12.01 12. 01 11.33%
O 3 16.00 48.00 45.29%
Formula Mass: 105.99 amu 100%
Skill Building Activities
Cholesterol: C27H46O
Percentage
Atomic mass Mass
composition
Atom Number (amu) (Number x
(mass/molecular
atomic mass)
mass x 100)
C 27 12.01 324.27 83.87%
H 46 1.008 46. 368 11.99%
O 1 16.00 16.00 4.14%
Molecular Mass: 386.64 amu 100%
Hydroxyapatite: Ca10 (PO4)6 (OH)2
Percentage
Atomic mass Mass
composition
Number (amu) (Number x
Atom (mass/molecular
atomic mass)
mass x 100)
Ca 10 40.08 400.8 39.90%
P 6 30.97 185.82 18.50%
O 26 16.00 416.0 41.41%
H 2 1.008 2.016 0.20%
Formula Mass: 1004.6 amu 100%


Lesson Title: Counting Atoms and Molecules Materials:

SAS, periodic table
1. Discuss what one mole of a substance is. Padolina, Ph.D.Et.Al., Copyright
2. Determine two of the three- mass, number of molecules and 2010 by Vibal Publishing House,
number of particles- given any one of them. Inc.
1. http://www.molechemistry.info/
Introduction
So far, we have been talking about chemical substances in terms of individual atoms and molecules.
Yet we don’t typically deal with substances an atom or a molecule at a time; we work with millions, billions,
and trillions of atoms and molecules at a time. What we need is a way to deal with macroscopic, rather
than microscopic, amounts of matter. We need a unit of amount that relates quantities of substances on a
scale that we can interact with.
B. MAIN LESSON
Chemistry uses a unit called mole. A mole (mol) is a number of things equal to the number of atoms in
exactly 12 g of carbon-12. Experimental measurements have determined that this number is very large:
1 mol = 6.02214179 × 1023 things
Understand that a mole means a number of things, just like a dozen means a certain number of
things—twelve, in the case of a dozen. But a mole is a much larger number of things. These things can be
atoms, or molecules, or eggs; however, in chemistry, we usually use the mole to refer to the amounts of atoms
or molecules. Although the number of things in a mole is known to eight decimal places, it is usually fine to use
only two or three decimal places in calculations. The numerical value of things in a mole is often
called Avogadro’s number (NA), which is also known as the Avogadro constant, after Amadeo Avogadro, an
Italian chemist who first proposed its importance.


How big is a mole? It is very large. Suppose you had a mole of dollar bills that need to be counted. If
everyone on earth (about 6 billion people) counted one bill per second, it would take about 3.2 million years to
count all the bills. A mole of sand would fill a cube about 32 km on a side. A mole of pennies stacked on top of
each other would have about the same diameter as our galaxy, the Milky Way. A mole is a lot of things—but
atoms and molecules are very tiny. One mole of carbon atoms would make a cube that is 1.74 cm on a side,
small enough to carry in your pocket.
Why is the mole unit so important? It represents the link between the microscopic and the macroscopic,
especially in terms of mass. A mole of a substance has the same mass in grams as one unit (atom or
molecules) has in atomic mass units. The mole unit allows us to express amounts of atoms and molecules in
visible amounts that we can understand.
In chemistry, we need to have a way of counting particles (atoms, molecules or ions) without actually
counting them like we count objects we can see and hold.
The mole is a unit of measurement to express amounts of a chemical substance. It is one of the base units in
the International System of Units; it has the unit symbol mol. This corresponds to the Avogadro’s number in
honor of Amadeo Avogadro, which has a value of 6.02 ×1023. One mole of a substance has the same
number of particles as exactly 12 grams of carbon- 12 and has a mass equivalent to atomic, molecular or
formula mass of the substance (as appropriate) expressed in grams.
How big is a mole?
If we were able to count atoms at the rate of 10 million per second, it would take about 2 billion years to count
the atoms in one mole.
Molar mass is the mass in grams of one mole of a substance. Its unit is grams per mole (g/mol)
To convert mass to mole, divide the mass by the molar mass. To convert mole to mass, multiply the number
of moles by the molar mass.
To convert mole to the number of particles, multiply the number of moles by the Avogadro’s number. To get
the number of moles from a given number of particles, divide the number of particles by the Avogadro’s
number.


I. Calculate how many molecules are in the quantities below.
1. 1.5 moles =______________________ 3. 15 moles =______________________

2. 0.75 moles =______________________ 4. 0.35 moles =______________________
II. Calculate how many moles are in the number of molecules below?
1. 1.204 x 1024 =______________________ 3. 3.4 x 1026 =______________________

2. 1.5 x 1020 =______________________ 4. 7.5 x 1019 =______________________
Solve the Problem:

Caffeine is the stimulant found in coffee, tea and chocolate. It is used in the formulation of some
analgesic and antipyretic tablets. Its molecular formula is C 8H10N4O2. In 50.0 grams of caffeine, how many
caffeine molecules are present?
Given: mass caffeine= 50.0 g
Find: number of caffeine molecules
Solution:
Step 1: Calculate the molar mass from the formula:
C 8 x 12.01 = 96.08 g
H 10 x 1.008 = 10.08 g
N 4 x 14.01 = 56.04 g
O 2 x 16.00 = 32.00 g
Molar mass = 194.2 g


Step 2: Determine the number of moles of caffeine.
Mole of caffeine = 50. 0 g caffeine x = 0.257 mol caffeine
Step 3: Get the number of molecules.
Number of molecules of caffeine= 0.257 mol caffeine x = 1.55 x 1023 molecules

caffeine
1. How many moles are in 98.3 grams of aluminum hydroxide, Al (OH)3? _____________
2. How many grams in 0.02 moles of beryllium iodide, BeI2? _____________
3. How many grams are in 2.3 x 10-4 moles of calcium phosphate, Ca3 (PO3)2? _____________
4. How many moles are in 68 grams of copper (II) hydroxide, Cu (OH)2? _____________
C. LESSON WRAP-UP
Who is Amadeo Avogadro?

Amadeo Avogadro was a native of Turin, where his father, Count Filippo Avogadro, was a lawyer and
government leader in the Piedmont. Avogadro succeeded to his father’s title, earned degrees in law, and
began to practice as an ecclesiastical lawyer. After obtaining his formal degrees, he took private lessons in
mathematics and sciences, including chemistry. For much of his career as a chemist he held the chair of
physical chemistry at the University of Turin.
He hypothesized that equal volumes of gases at the same temperature and pressure contain equal
numbers of molecules. From this hypothesis it followed that relative molecular weights of any two gases are
the same as the ratio of the densities of the two gases under the same conditions of temperature and pressure.
Avogadro also astutely reasoned that simple gases were not formed of solitary atoms but were instead
compound molecules of two or more atoms.

1.________________________________________________________________________________
_________________________________________________________________________________


2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Skill-Building Activity
I. Calculate how many molecules are in the quantities below.
1. 1.5 moles = 9.03 x 1023 molecules 3. 15 moles = 9.03 x 1024 molecules

2. 0.75 moles = 4.52 x 1023 molecules 4. 0.35 moles = 2.11 x 1023 molecules
II. Calculate how many moles are in the number of molecules below.
1. 1.204 x 1024 = 2 x 1046 moles 3. 3.4 x 1026 = 5.65 x 1048 moles

2. 1.5 x 1020 = 2.49 x 10-4 moles 4. 7.5 x 1019 = 1.24 x 10-4 moles
Solution:
Step 1: Calculate the molar mass from the formula:
C 8 x 12.01 = 96.08 g
H 10 x 1.008 = 10.08 g
N 4 x 14.01 = 56.04 g
O 2 x 16.00 = 32.00 g
Molar mass = 194.2 g
Step 2: Determine the number of moles of caffeine.

Mole of caffeine = 50. 0 g caffeine x = 0.257 mol caffeine
Step 3: Get the number of molecules.

Number of molecules of caffeine= 0.257 mol caffeine x = 1.55 x 1023 molecules
caffeine
1. How many moles are in 98.3 grams of aluminum hydroxide, Al (OH)3? 1.26 moles
2. How many grams in 0.02 moles of beryllium iodide, BeI2? 5.26 grams
3. How many grams are in 2.3 x 10-4 moles of calcium phosphate, Ca3 (PO3)2? 0.06 grams
4. How many moles are in 68 grams of copper (II) hydroxide, Cu (OH)2? 0.70 moles


Lesson Title: Deriving the Chemical Formulas of Substances Materials:

SAS
1. Determine the empirical formula of a compound from its Padolina, Ph.D.Et.Al., Copyright
composition by mass. 2010 by Vibal Publishing House,
2. Derive the molecular formula of a compound from its Inc.
empirical formula. http://www.cabrillo.edu/~aromero/
1. CHEM_1A/1A_Handouts/Empirical
%20Formulas.pdf
Introduction
Great day everyone! Ever wondered how we know the formula of a chemical compound? In this
lesson, we will learn how to determine the empirical formula and the steps in calculating it.
B. MAIN LESSON
Molecular formulas describe the exact number and type of atoms in a single molecule of a compound.
The constituent elements are represented by their chemical symbols, and the number of atoms of each
element present in each molecule is shown as a subscript following that element’s symbol. The molecular
formula expresses information about the proportions of atoms that constitute a particular chemical compound,
using a single line of chemical element symbols and numbers. Sometimes it also includes other symbols, such
as parentheses, dashes, brackets, and plus (+) and minus (–) signs.
For organic compounds, carbon and hydrogen are listed as the first elements in the molecular formula,
and they are followed by the remaining elements in alphabetical order. For example, for butane, the molecular
formula is C4H10. For ionic compounds, the cation precedes the anion in the molecular formula. For example,
the molecular formula of sodium fluoride is NaF.
A molecular formula is not a chemical name, and it contains no words. Although a molecular formula
may imply certain simple chemical structures, it is not the same as a full chemical structural formula. Molecular
formulas are more limiting than chemical names and structural formulas.


Empirical and Molecular Formulas
The simplest types of chemical formulas are called empirical formulas, which indicate the ratio of each
element in the molecule. The empirical formula is the simplest whole number ratio of all the atoms in a
molecule. For example:
 The molecular formula for glucose is C6H12O6. The molecular formula indicates the exact number of
atoms in the molecule.
 The empirical formula expresses the smallest whole number ratio of the atoms in the element. In this
case, the empirical formula of glucose is CH2O.
To convert between empirical and molecular formulas, the empirical formula can be multiplied by a whole
number to reach the molecular formula. In this case, the empirical formula would be multiplied by 6 to get to
the molecular formula.
Examples of Empirical and Molecular Formulas:
 The compound dichlorine hexoxide has an empirical formula ClO 3 and the molecular formula Cl2O6
 The compound hydrogen peroxide has the empirical formula HO and the molecular formula H 2O2
Empirical Formula Definition

The empirical formula of a compound is the simplest whole number ratio of each type of atom in a
compound. It can be the same as the compound's molecular formula, but not always. An empirical formula can
be calculated from information about the mass of each element in a compound or from the percentage
composition.
Calculation of an Empirical Formula
To calculate the empirical formula, you must first determine the relative masses of the various elements
present. You can either use mass data in grams or percent composition. For percent composition, we assume
the total percent of a compound is equal to 100% and the percent composition is the same in grams. For
example, the total mass of the compound is 100 grams. If a compound contained 68% carbon, 9% hydrogen,
and 23% oxygen, we would assume 68 grams of carbon, 9 grams of hydrogen, and 23 grams of oxygen.
The steps for determining the empirical formula of a compound are as follows:
Step 1: Obtain the mass of each element present in grams
Element % = mass in g = m
Step 2: Determine the number of moles of each type of atom present
m/atomic mass = Molar amount (M)
Step 3: Divide the number of moles of each element by the smallest number of moles


M / least M value = Atomic Ratio (R)

Step 4: Convert numbers to whole numbers. This set of whole numbers are the subscripts in the
empirical formula.
R * whole number = Empirical Formula
Empirical and Molecular Formula
The empirical formula of a compound gives the simplest whole- number ratio of the elements in the compound.
It is the lowest whole number ratio of atoms in a compound.
The molecular formula of a compound gives the number of atoms of each element present in one molecule of
the compound and is always an integer multiple of the empirical formula. It is the true number of atoms of each
element in the formula of a compound.
Molecular formula= (empirical formula) n

Molecular formula= C6H6= (CH)6
Empirical formula= CH
Empirical Formula Determination

1. Base calculation on 100 grams of compound and determine moles of each element in 100 grams of
compound.
2. Divide each value of moles by the smallest of the values.
3. Multiply each number by an integer to obtain all whole numbers.
Finding the Molecular Formula

1. Find the formula mass
2. Divide the molecular mass by the mass given by the empirical formula
3. Multiply the empirical formula by this number to get the molecular formula


Directions: Identify whether the following formula is empirical (EF) or molecular (MF). Write your answer on
the blank provided.
Ex.
H2C2O4 MF E. CH2O EF J. C4H5N2O EF
HCO2 EF C6H12O6 MF C8H10N4O2 MF
A. C2H6 MF F. CH EF K. C4H10 MF
CH3 EF C6H6 MF C2H5 EF
B. P4O10 MF G. CH2 EF L. C4H9 EF

P2O5 EF C6H12 MF C8H18 MF
C. C5H11 EF H. H2O2 MF M. N2O4 MF

C10H22 MF HO EF NO2 EF
D. C3H6O EF I. BH3 EF N. C2H2 MF

C6H18O3 MF B2H6 MF CH EF
Directions: Calculate the following. Write your final answer on the blank provided.
Problem 1
What is the empirical formula of a compound containing 70.19% lead, 8.14% carbon and 21.67% oxygen?
Given: % lead = 70.19% Find: empirical formula
%carbon = 8.14%
%oxygen = 21.67%
Solution:
Step 1: Assume that the sample is 100 g so that the given percentage of each element is the mass in grams of
the element.
Pb= 70.19 g C= 8.14 g O= 21.67 g
Step 2: Calculate the number of moles of each element using the formula:
Mole of element=


Mole Pb= =
Mole C= =
Mole O= =
Step 3: Get the ratio of the elements by dividing the calculated moles by the smallest quantity.
Pb= =
C= =
O= =
The Empirical Formula is:
C. LESSON WRAP-UP
Here is another sample problem.
If the empirical formula of the compound is CH2O and its molar mass is 181 g, what is its molecular formula?
Given: empirical formula= CH2O, molar mass CH2O= 181 g
Find: molecular formula
Solution:
Step 1: Get the empirical formula mass (empirical formula: CH 2O)
Mass C= 1 x 12.01 g = 12.01 g
Mass H= 2 x 1.01 g = 2.02 g
Mass O= 1 x 16.00 g = 16.00 g
---------------
30.03 g
Step 2: Get the value of n, where n is the multiplier of the subscripts of the empirical formula:
n= n= =6


Step 3: Derive the molecular formula using,

Molecular formula= empirical formula x n
Molecular formula= (CH2O)6 Therefore, the molecular formula is C6H12O6

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key


Checking for Understanding
Solution: Step 2
Mole Pb= = 0.339 mol
Mole C= = 0.678 mol
Mole O= = 1.35 mol
Solution: Step 3
Pb= =1
C= =2
O= =4
The Empirical Formula is: PbC2O4


Lesson Title: Predicting and Balancing Chemical Reactions Materials:

SAS
1. Write a balanced chemical equation Padolina, Ph.D.Et.Al., Copyright
2. Investigate types of chemical reaction 2010 by Vibal Publishing House,
1. Inc.
“General Chemistry” by Bauer,
Et.Al., Copyright 2016 by Mc-
Graw- Hill Education.
Introduction
Hello students! Are you excited for our new topic? Yes! Today you will learn on how to write a balanced
chemical equation. If you are ready, you may proceed with the following activities.
B. MAIN LESSON
A chemical equation is an expression of the net composition change associated with a chemical
reaction. It shows how a certain amount of reactants yields a certain amount of products. Both of these
amounts are measured in moles. Chemical equations often contain information about the state of the
reactants: solid, liquid, gas, or aqueous. In addition, they always adhere to the law of conservation of mass,
which holds that matter can change form, but cannot be created or destroyed.
This means that the mass of a closed system of substances will remain constant, regardless of the
processes acting inside the system. In other words, for any chemical equation in a closed system, the mass of
the reactants must equal the mass of the products. Therefore, there must be the same number of atoms of
each element on each side of a chemical equation. A properly balanced chemical equation shows this.
How to Balance Reactions
Take a look at the equation for the chemical reaction that yields table salt (NaCl, sodium chloride) from sodium
metal and chlorine gas:
Na (s) + Cl2 (g) → NaCl (s)
There are two chlorine atoms on the reactant’s side, which is indicated by the subscript 2 next to chlorine.
However, there is only one Cl atom on the product’s side because the ratio of Na to Cl is one to one.


Therefore, to balance this reaction, a coefficient will have to be added to the NaCl on the product’s side.
Never attempt to balance a reaction by changing the subscripts on a molecule. The subscripts indicate a very
specific molecule; changing the subscripts would indicate a new molecule (not the desired product).
To balance this reaction, add a 2 in front of the NaCl.
Na (s) + Cl2 (g) → 2 NaCl (s)
Now, there are two chlorine atoms on each side of the reaction. However, now there is one sodium atom on
the reactant’s side and two sodium atoms on the product’s side. Therefore, add a 2 in front of the sodium on
the reactant’s side.
2 Na (s) + Cl2 (g) → 2 NaCl (s)
Now, there are two sodium atoms on both sides and two chlorine atoms on both sides. Therefore, the reaction
is balanced.
The law of conservation of mass applies in all chemical equations. This means that the number of atoms of
products present is conserved in the number of atoms of reactants.
A chemical equation describes a chemical reaction. It shows the formulas of the reactants and products and
mole ratios of these substances. It obeys the law of conservation of mass.
In writing a chemical equation, first classify the reaction as to type; then determine the product of the reaction;
and finally write the balanced expression which represents the chemical equation. The reactants and products
in an equation must contain the same number of each kind of atom.
A balanced chemical equation is used in calculating masses of substances that react or are formed in a
reaction
Chemical reactions are processes in which substances change into other substances.
Combination or synthesis reaction involves the reaction between two or more substances to form a single,
more complex compound.
Decomposition reaction involves the breakdown of a complex compound producing two or more simple
substances. This reaction usually takes place with the action of heat, light or electricity.


Substitution reaction involves the replacement of a less active element by a more active element in a
compound.
Double replacement reactions involve the exchange of ions by two compounds or reactants
Activity 1
Direction: Write the balance chemical equation and identify the type of reaction.
1. CaCO3 (s) + HCl (aq)  CaCl2 (s) + CO2 (g) + H2O (l)
Balanced Chemical Equation:
Type of Reaction:
2. Mg (s) + N2 (g)  Mg3N2 (s)

Type of Reaction:
3. H2O (g) + C (s)  CO (g) + H2 (g)

Type of Reaction:
Activity 2
Directions: Balance the equation for the reaction between iron and oxygen to give iron (III) oxide
Unbalanced chemical equation: Fe (s) + O2 (g)  Fe2O3 (s)
REACTANT SIDE ATOM PRODUCT SIDE

Fe
O
Balanced chemical equation: __________________________________________

Fe
O
Directions: Give the balanced equation for the reaction between aluminum metal and hydrochloric acid
forming aqueous aluminum chloride and hydrogen gas.


Unbalanced chemical equation: Al (s) + HCl (aq)  AlCl3 (aq) + H2 (g)

Al
H
Cl
Balanced chemical equation: __________________________________________

Al
H
Cl
Directions: Identify what type of reactions are represented by the following chemical equation
1. 2 Ca (s) + O2 (g)  2 CaO (s) =

2. KI (s) + I2 (s)  KI3 (aq) =
3. 2 KMnO4 (s)  K2MnO4 (s) + MnO2 (g) + O2 (g) =
4. 2 HgO (s)  2 Hg (g) + O2 (g) =
5. Fe (s) + CuSO4 (aq)  FeSO4 (aq) + Cu (s) =
C. LESSON WRAP-UP
Why is the above illistration has balanced chemical equation?

Possible Response: Illustration has balanced chemical equation, because the number of atoms of each
element in reactant and product side is equal.



1 C 1
4 H 4
4 O 4

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Activity 1
1. CaCO3 (s) + HCl (aq)  CaCl2 (s) + CO2 (g) + H2O (l)
Balanced Chemical Equation: CaCO3 (s) + 2 HCl (aq)  CaCl2 (s) + CO2 (g) + H2O (l)
Type of Reaction: Double Replacement Reaction
2. Mg (s) + N2 (g)  Mg3N2 (s)

Balanced Chemical Equation: 3 Mg (s) + N2 (g)  Mg3N2 (s)
Type of Reaction: Combination Reaction
3. H2O (g) + C (s)  CO (g) + H2 (g)

Balanced Chemical Equation: H2O (g) + C (s)  CO (g) + H2 (g)
Type of Reaction: Substitution Reaction
Activity 2

1 Fe 2
2 O 3
Balanced chemical equation: 4 Fe (s) + 3 O2 (g)  2 Fe2O3

4 Fe 4
6 O 6



1 Al 1
1 H 2
1 Cl 3
Balanced chemical equation: 2 Al (s) + 6 HCl (aq)  2 AlCl3 (aq) + 3 H2 (g)

2 Al 2
6 H 6
6 Cl 6
1. 2 Ca (s) + O2 (g)  2 CaO (s) combination reaction

2. KI (s) + I2 (s)  KI3 (aq) combination reaction
3. 2 KMnO4 (s)  K2MnO4 (s) + MnO2 (g) + O2 (g) decomposition reaction
4. 2 HgO (s)  2 Hg (g) + O2 (g) decomposition reaction
5. Fe (s) + CuSO4 (aq)  FeSO4 (aq) + Cu (s) substitution reaction


Lesson Title: Calculating Amounts of Reactants and Products Materials:

SAS
1. Write mole ratios relating the amounts of reactants and products Padolina, Ph.D.Et.Al., Copyright
in a chemical reaction. 2010 by Vibal Publishing House,
2. Calculate the mass of a substance that is produced or consumed Inc.
in a chemical reaction, given the mass of any other species involved
in the reaction.
Introduction
Good day students! Think of a title of a song that would best describe yourself, your mood and your
feelings today. Write your answer on the box provided.
B. MAIN LESSON
Chemical equations are symbolic representations of chemical reactions. The reacting materials (reactants)
are given on the left, and the products are displayed on the right, usually separated by an arrow showing the
direction of the reaction. The numerical coefficients next to each chemical entity denote the proportion of that
chemical entity before and after the reaction. The law of conservation of mass dictates that the quantity of each
element must remain unchanged in a chemical reaction. Therefore, in a balanced equation each side of the
chemical equation must have the same quantity of each element.
Chemical equations
A chemical equation shows what reactants are needed to make specific products. Reactions are
balanced by adding coefficients so that there are the same numbers of atoms of each element on both sides of
the reaction. So the left side of the equation, 2 H2 + O2, has four hydrogen atoms and two oxygen atoms, as
does the right side of the equation, 2 H2O.
Stoichiometry


Stoichiometry is the field of chemistry that is concerned with the relative quantities of reactants and
products in chemical reactions. For any balanced chemical reaction, whole numbers (coefficients) are used to
show the quantities (generally in moles) of both the reactants and products. For example, when oxygen and
hydrogen react to produce water, one mole of oxygen reacts with two moles of hydrogen to produce two moles
of water.
In addition, stoichiometry can be used to find quantities such as the amount of products that can be produced
with a given amount of reactants and percent yield. Upcoming concepts will explain how to calculate the
amount of products that can be produced given certain information.
The relationship between the products and reactants in a balanced chemical equation is very important
in understanding the nature of the reaction. This relationship tells us what materials and how much of them are
needed for a reaction to proceed. Reaction stoichiometry describes the quantitative relationship among
substances as they participate in various chemical reactions.
Steps in Finding the Moles and Masses in a Chemical Reaction
Chemical equations do not only give the substances that combine and the new materials formed but also
provide much quantitative information.
Guide to Using Mole Factors Steps in Finding the Moles and Masses in a Chemical Reaction


A. Calculations with Mole Factors
How many moles of Fe2O3 can form from 6.0 mole O2?
4 Fe (s) + 3O2 (g)  2Fe2O3 (s)
Relationship: ______________________________________
Write a mole- mole factor to determine the moles of Fe2O3
6.0 mole O2 x = 4.0 mole Fe2O3
B. Moles to Grams
Suppose we want to determine the mass (g) of NH3 that can form from 2.50 moles N2.
N2 (g) + 3 H2 (g)  2 NH3(g)
The plan needed would be
Moles N2  moles NH3  grams NH3
The factors needed would be:
Mole factor NH3/N2 and the molar mass NH3
The setup for the solution would be:
Stoichiometry Level Up (Graded Quiz)
A. Calculating the Mass of a Reactant
The reaction between H2 and O2 produces 13.1 g water. How many grams of O2 reacted?
2 H2 (g) + O2 (g)  2 H2O (g)

?g 13.1 g


The plan and factors would be
g H2O  mole H2O  mole O2  g O2
molar mass H2O mole- mole factor molar mass O2
The set up would be:
13.1 g H2O x x x = 11.6 g O2

Molar mass H2O mole- mole factor molar mass O2
B. Calculating the Mass of a Product
When 18.6 g ethane gas C2H6 burns in oxygen, how many grams of CO2 are produced?
2 C2H6 (g) + 7 O2 (g)  4 CO2 (g) + 6 H2O (g)

18.6 g ?g
The plan and factors would be
g C2H6  mole C2H8  mole CO2  g CO2

molar mass C2H6 mole- mole factor molar mass CO2
2 C2H6 (g) + 7 O2 (g)  4 CO2 (g) + 6 H2O (g)
The setup would be
18.6 g C2H6 x x x =54.4 g CO2

Molar mass C2H6 mole- mole factor molar mass CO2
C. LESSON WRAP-UP
Writing Mole- Mole Factors
Consider the following equation then encircle the correct answer.
3 H2 (g) + N2 (g)  2 NH3 (g)
A mole- mole factor for H2 and N2 is
A. B. C. Answer: B


A mole- mole factor for NH3 and H2 is
A. B. C. Answer: B

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
A. Relationship: 3 mole O2 = 2 mole Fe2O3
Write a mole- mole factor to determine the moles of Fe2O3
6.0 mole O2 x = 4.0 mole Fe2O3
B. The setup for the solution would be:
2.50 mole N2 x x = 85.0 g NH3

Given mole- mole factor molar mass
A.
13.1 g H2O x x x = 11.6 g O2
Molar mass H2O mole- mole factor molar mass O2
B.
18.6 g C2H6 x x x = 54.4 g CO2
Molar mass C2H6 mole- mole factor molar mass CO2


Lesson Title: Exploring Limiting Reactant and Percent Yield Materials:

SAS
At the end of this module the learners should be able to: “Principles of General Chemistry”
by Silberberg, M.S., 3rd Edition,
Copyright 2013 by McGraw-Hill
1. Determine the limiting reagent of a reaction.
Companies, Inc.
2. Calculate theoretical, actual, and percent yield of a
reaction.
Introduction
Good day students! This lesson section describes how a reactant may “limit” a chemical
reaction, meaning, how one reactant may determine how much of the other substance is used in
the reaction and how much of the product can be formed. It also discusses why the actual yield of
the product of a reaction may be less than expected.
Limiting Reactant
In a boy- girl pairing of 8 boys and 20 girls
Who are the limiting reactants? Answer: __
Who are the excess reactants? Answer:____________________


B. MAIN LESSON
A limiting reagent is a chemical reactant that limits the amount of product that is formed. The limiting reagent
gives the smallest yield of product calculated from the reagents (reactants) available. This smallest
yield of product is called the theoretical yield.
The other reactant that is not completely consumed in the reaction is the excess reactant.
THEORETICAL YIELD The maximum amount of product which could be produced by the complete
reaction of the limiting reactant ACTUAL YIELD The actual yield is the amount of product formed from the
actual chemical reaction and is usually less than the theoretical yield.
PERCENT YIELD The percent yield is the percent of the product formed based upon the theoretical yield.
Percent yield= x 100
Directions: Calculate the following.
Wine is produced by the fermentation of fruit sugar, fructose, to alcohol. The chemical reaction is:
C6H12O6 -----> 2 C2H6O + 2 CO2
If 938 g of fructose was used in the preparation of wine, what is the percent yield if, after the
fermentation, 327 g ethanol was produced?


Given:
massC6H12O6= 938 g,
mass C2H6O= 327 g
Find: percent yield
Step 1: Determine the theoretical yield.
a. Convert mass C6H12O6 to moles C6H12O6. (The molar mass of C6H12O6 is 180 g/mol)
mole C6H12O6= = 5.21 mol
b. Calculate the maximum number of moles of C2H6O which could be produced. From the balanced
equation, 1 mole C6H12O6 forms 2 moles C2H6O. Thus, mole C2H6O=
C6H12O6 x =10.4 mol C2H6O
c. Calculate the mass of C2H6O which could be produced. (The molar mass of C2H6O is 46.07 g/mol.)
mass C2H6O= (10.4 mol C2H6O) (46.07 g/ mol) = 479 g
Step 2: Get the percent yield
Percent yield= x 100 = x 100= 68.3%
Directions: Calculate the following. Use the back page for your computation. Write the final answer on the
space provided.
1. If 145 g N2H4 and 175 g N2O4 are allowed to react, 2 N2H4 (l) 3 N2 (g) + 4 H2O (l), determine the: (a)
limiting reactant; (b) mass (in grams) of excess reactant; and (c) mass (in grams) of water.
a) N2O4 is the limiting reactant
b) 23. 172 g ≈ 23.2 g N2H4
c) 136.952 g ≈ 137 g H2O


2. Without proper ventilation and limited oxygen, the reaction of carbon and oxygen produces carbon
monoxide.
2C (g) + O2 (g) 2CO (g)
What is the percent yield if 40.0 g CO are produced when 30.0 g O 2 are used?
a) 25.0%
b) 75.0%
c) 76.2%
3. When N2 and 5.00 g H2 are mixed, the reaction produces 16.0 g NH3. What is the percent yield for the
reaction?
N2 (g) + 3H2 (g) 2NH3 (g)
a) 31.3 %
b) 56.7 %
c) 80.0 %
C. LESSON WRAP-UP
Summary / Frequently Asked Questions (Study the following)
Percent Yield
1. 30 popcorn kernels were heated and only 24 of them popped as shown in the illustration below: What is the
actual yield, theoretical yield, and percent yield?
Actual yield: , Theoretical yield: , Percent yield:


2. You prepared cookie dough to make 5 dozen cookies. The phone rings and you answer. While you talk, a
sheet of 12 cookies burn and you throw them out. The rest of the cookies are okay. What is the actual yield,
theoretical yield, and percent yield?
Actual yield: , Theoretical yield: , percent yield:
Answer:
1. Actual yield: 24, Theoretical yield: 30, percent yield: 80%
2. Actual yield: 48, Theoretical yield: 60, percent yield: 80%
Answer Key
Step 1: Determine the theoretical yield.
a. Convert mass C6H12O6 to moles C6H12O6. (The molar mass of C6H12O6 is 180 g/mol)
mole C6H12O6= = 5.21 mol
b. Calculate the maximum number of moles of C2H6O which could be produced. From the balanced
equation, 1 mole C6H12O6 forms 2 moles C2H6O. Thus, mole C2H6O= 5.21 mol
C6H12O6 x =10.4 mol C2H6O
c. Calculate the mass of C2H6O which could be produced. (The molar mass of C2H6O is 46.07 g/mol.)
mass C2H6O= (10.4 mol C2H6O) (46.07 g/ mol) = 479 g
Step 2: Get the percent yield

Percent yield= x 100 = x 100= 68.3%
1. a) N2O4 is the limiting reactant

b) 23. 172 g ≈ 23.2 g N2H4
c) 136.952 g ≈ 137 g H2O
2. C 3. B




Lesson Title: Describing the Properties of Gases Materials:

SAS
1. Identify and describe the properties of gases. Padolina, Ph.D.Et.Al., Copyright
2. Determine the qualitatively and quantitatively the effect of 2010 by Vibal Publishing House,
changes in any one of the following properties of a gas on Inc.
the other properties: pressure, volume, temperature and
number of moles “Principles of General Chemistry”
1. by Silberberg, M.S., 3rd Edition,
Companies, Inc
Introduction
Good day students! Today we are going to delve into the different properties of gases. At the
end of this module, you should be able to identify and describe the properties of gases and determine
the qualitatively and quantitatively the effect of changes in any one of the following properties of a gas
on the other properties: pressure, volume, temperature and number of moles. Are you excited?
B. MAIN LESSON
A. Properties– move randomly (elastic collisions, bounce when hit things like billiard balls, very fast, flow), can
be compressed(not attracted to each other, spread out as far as possible to fill space, no definite shape or
volume) Analogy: People on the field during the football game.
The kinetic molecular theory of gases has the following postulates:
(a) A gas consist of very small particles; (b) The particles are in constant, random, straight- line motion; (c) The
molecules of a gas are very far from each other; (d) There are no forces of attraction or repulsion between
molecules; (e) Molecules collide with each other and with the walls of the container; (f) All collisions are
perfectly elastic
B. Temperature– the measure of the average kinetic energy of the particles in an object K = ºC + 273 (The
absolute temperature of a gas is a measure of the average kinetic energy of its molecules)
C. Gas Pressure: Pressure is defined as force per unit area (P= F/A). SI unit of pressure is newton’s per
square meter (N/m2). This unit is also called pascal (Pa). Another unit of pressure is millimeters mercury
(mmHg). One millimeter mercury is also called torr. The standard temperature and pressure (STP) is the


condition where the temperature is 273 K and the pressure is 1 atm. Atmospheric pressure is caused by the
collisions of air (gas) molecules. A vacuum would be empty space with NO GAS molecules so no atmospheric
pressure. Outer Space increasing molecule number increases pressure, more collisions, if volume remains
constant. Decreasing volume will increase pressure, more collisions. Standard
Pressure conversions 1atm = 101.3kPa = 760mmHg
Vapor Pressure is a gas collision in a sealed container, liquid going to gas, gas going to liquid, reaches
equilibrium when temperature remains constant, increase the temperature will increase the pressure in a
sealed container.
D. Gas Laws – simple mathematical relationships between volume, pressure, temperature, and amount of a
gas
1. Boyle’s Law –Pressure and volume are inversely proportional when mass and temperature are kept
constant. Formula: P1V1= P2V2
2. Charles’ Law–Temperature and volume are directly proportional when mass and pressure are kept constant.
Formula: V1 / T1= V2 / T2
Note: Temperature must be in Kelvin. Remember that average kinetic energy is directly proportional to the
Kelvin scale (x factor change). K = ºC + 273.
3. Gay-Lussac’s Law–Temperature & pressure are directly proportional if mass & volume are kept constant.
Formula: P1 / T1= P2 / T2
Note: Temperature must be in Kelvin. K = ºC + 273.
4. Avogadro’s Law- The volume of a gas at constant temperature and pressure is directly proportional to the
amount of gas expressed in moles, n. Formula: V1/n1 = V2/n2
5. Combined Gas Law- describes the relationship among the pressure, volume and temperature of a constant
amount of gas. Formula: P1V1/ T1= P2V2/ T2
6. Ideal Gas Law is very simply expressed: PV=nRT from which simpler gas laws such as Boyle's, Charles's,
Avogadro's and Gay Lussac’ s law be derived. P is the pressure of the gas, V is the volume of the gas, n is
the amount of substance of gas (also known as number of moles), R is the ideal, or universal, gas constant
(0.0821 L • atm/ mol • K, equal to the product of the Boltzmann constant (1.38064852 × 10-23 m2 kg s-2 K-1) nd
the Avogadro constant, (6.02214086 × 1023 mol-1 ), T is the temperature of the gas.


Directions: Calculate the following.
1. Boyle’s Law
A tank of nitrogen has a volume of 14.0 L and a pressure of 760.0 mmHg. Find the volume of the nitrogen
when its pressure is changed to 400.0 mmHg while the temperature is held constant.
Given: V1= 14.0 L, P1= 76.0 mmHg, P2= 400.0 mmHg
Find: V2
Solution: P1V1= P2V2 (derive the equation for V2 and solve)
Answer:
2. Charles’ Law
A balloon has a volume of 2500.0 mL on a day when the temperature is 30.0°C. If the temperature at night falls
to 10.0°C, what will be the volume of the balloon if the pressure remains constant?


Given: T1= 30.0°C= (30.0 + 273) K= 303 K, T2= 10.0°C= (10.0 + 273) K= 283 K, V1= 2500.0 mL
Find: V2
Solution: = (derive the equation for V2 and solve)
Answer:
3. Gay- Lussac’s Law

A sample of gas at a pressure of 3.00 x 103 mmHg inside a steel tank is cooled from 500.0°C to 0.00°C. What
is the final pressure of the gas inside the steel tank?
Given: P1= 3.00 x 103 mmHg, T1= 500.0°C= 773.0 K, T2=0.00°C= 273.0 K
Find: P2
Solution: = (derive the equation for P2 then solve)
Answer:
4. Avogadro’s Law
If 0.25 mol of argon gas occupies a volume of 76.2 mL at a particular temperature and pressure, what volume
would 0.43 mol of argon have under the same conditions?
Given: n1= 0.25 mol, n2= 0.43 mol, V1= 76.2 mL
Find: V2
Solution: = (derive the equation for V2 then solve)
Answer:
5. Combined Gas Law

A given mass of gas has a volume of 800.0 mL at -23.00°C and 300.0 torr. What would the volume of the gas
be at 27.00°C and 600.0 torr of pressure? The amount of the gas is constant.
Given: T1= -23.00°C= 250.00 K, T2= 27.00°C= 300.00 K, P1= 300.0 torr, P2= 600.0 torr, V1= 800.0 mL
Find: V2
Solution: = (derive the equation for V2 then solve)
Answer:
6. Ideal Gas Equation

What volume will 1.27 mol of helium gas occupy at STP (Standard Temperature Pressure)?
Given: n= 1.27 mol, T= 273 K, P= 1.00 atm, R= 0.0821 L• atm/ mol • K
Find: V
Solution:PN= nRT
Answer:


Directions: Solve the following problems using “Gas Laws”. Use the back page for your computation. Write
the final answer on the blank provided.
1. A 200 L helium gas at a temperature of 28°C and a pressure of 2.00 atm was transferred to a tank with a
volume of 68.0 L. What is the internal pressure of the tank if the temperature is maintained?
Gas Law: Final answer:
2. How many moles would be present in a gas contained in a 100.0 mL vessel at 25.0°C at a pressure of 2.50
atm?
3. Determine the new pressure when a constant volume of gas at 1.00 atm is heated from 20.0°C to 30.0°C
C. LESSON WRAP-UP
1. Explain what happens to the volume or size of a balloon as it rises in the air. Assume the temperature to
remain constant.
Answer: The gas inside the balloon is kept under pressure by the elasticity of the balloon and the pressure of
the atmosphere on the outer surface of the balloon. The pressure of the gas inside the balloon equals the sum
of these two pressures. As the balloon rises, the atmospheric pressure on the balloon’s surface decreases,
reducing the total pressure on the gas inside. To balance this, the pressure of the gas inside will also reduce
by increasing the volume, so that the balloon gets larger which further increases the strain on the rubber walls
of the balloon. Eventually this will burst when its elastic limit is surpassed.
2. Explain why drivers are advised to decrease the pressure of their vehicle’s tires when they travel during hot
days.
Answer: The pressure inside the tire increases as the temperature increase. The temperature in the tire tends
to increase during travel and at the same time the pressure also increases. Drivers should decrease tire
pressure by letting out some of the gas inside the tire to prevent tire blow-outs as a result of increased
pressure.

1.________________________________________________________________________________
_________________________________________________________________________________


2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
1. Solution: P1V1= P2V2 (derive the equation for V2 and solve)
Answer: V2= = = 26.6 L
2. Solution: = (derive the equation for V2 and solve)
Answer: V2= = = 2335 mL
3. Solution: = (derive the equation for P2 then solve)
Answer: P2= = = 1.06 x 103 mmHg
4. Solution: = (derive the equation for V2 then solve)
Answer: V2= x n2= x 0.43 mol = 131mL
5. Solution: = (derive the equation for V2 then solve)
Answer: V2= x = x = 480.0 mL
6. Solution:PN= nRT
Answer: V= = = 28.5 L
1. Gas Law: Boyle’s Law Final answer: P2= 5.88 atm
2. Gas Law: Ideal Gas Equation Final answer: n= 0.0102 mol
3. Gas Law: Gay- Lussac’s Law Final answer: P 2= 1.03 atm


Lesson Title: Visualizing the Quantum Mechanical Model and Materials:

Assigning Quantum Numbers to Electrons in an Atom SAS
References:
Learning Targets: “Principles of General Chemistry”
At the end of this module the learners should be able to: by Silberberg, M.S., 3rd Edition,
1. Describe the quantum mechanical model of the atom Companies, Inc.
2. Identify the number of sublevels, orbitals and electrons
3. Assign quantum numbers to electrons
1.
Introduction
Hello students! How are you doing so far? Great! Today we are going learn about Quantum
Mechanical Model. Our goal for this day is to describe the quantum mechanical model of the atom and
identify the number of sublevels, orbitals and electrons. Are you ready? Yes!
B. MAIN LESSON
The Quantum Mechanical Model


Bohr’s model of atom introduced the concept of definite energy levels (or orbits) around the nucleus at
which electrons can be exactly located. But Scientists later found this model to be too simple and insufficient to
describe the more complex atoms. The development of a better model, Quantum Mechanical Model of Atom,
was led by 3 physicists: Louie de Broglie, Erwin Schrodinger and Werner Karl Heisenberg. De Broglie
proposed that electron can also be as wave. Schrodinger used this idea to develop an equation, called the
wave equation, to describe the hydrogen atom. Heisenberg discovered the uncertainty principle: for a particle
as small as the electron, one cannot know exactly where it is and at the same time know its energy or how it is
moving. The work of these scientists led to the model of the atom called quantum mechanical model or wave
mechanical model.
Main Energy Level or Shell, Sublevel or Subshell, and Orbital
The quantum mechanical model of the atom allows us to visualize in our minds the three dimensional
regions of space around the nucleus of an atom in which there is a good probability of finding electrons. These
regions of space are called orbitals. The quantum mechanical model describes not only the region of space
where the electron is most likely to be found; it also provides information on the energy of the electron. The
shells are given numbers 1, 2, 3, 4 and so on, starting from the one with the least energy and also the one
closest to the nucleus. The number of sublevels in a main energy level is the same as the assigned number for
the main energy level. The sublevels are designated by letters: s, p, d, f, g. the number of orbitals differs in
each sublevel with s having the least. There can be two electrons in one orbital maximum. The s sublevel has
just one orbital, so can contain 2 electrons max. The p sublevel has 3 orbitals, so can contain 6 electrons max.
The d sublevel has 5 orbitals, so can contain 10 electrons maximum.
Principal Quantum Number, n

Main energy level of an orbital, total energy of the electron in an atom, to detrmine the maximum
number of electrons that can occupy a main energy level, the 2n2 rule is followed
Azimuthal Quantum Number, l

Represent energy sublevel and can have values beginning with zero and increasing until the integer n-1 is
reached.
l Sublevel Orbital Shape
0 S Spherical
1 P Dumbbell/ pear- shaped
2 D 4 cloverleaf- shaped; 1
dumbbell- shaped with a ring
3 F Too complex to describe
n l Kind of sublevel
1 0 1s


2 0 2s
2 1 2p
3 0 3s
3 1 3p
3 2 3d
Magnetic Quantum Number, ml

Describes the orientation of the orbital in space, faster way of detrmining the number of ml values per sublevel
is by using the formula 2l+1
Sublevel l ml
S 0 0
P 1 -1, 0 or +1
D 2 -2, -1, 0, +1 or +2
Spin Quantum Number, ms

Electron behaves as though it spins about an axis like a toy top, two orientations are possible for the electron
spin: +1/2 and – ½ (clockwise and counterclockwise spins, sometimes represented by an arrow pointing up
and down)
Rules Governing the Combination of Quantum Numbers

The quantum numbers n, l, and ml are integers
The principal quantum number, n, cannot be zero (0). Its lowest value is 1. e.g., n= 1, 2, 3, 4, 5, and so on
The azimuthal quantum number, l, can have a value from 0 to n- 1. The highest value it can have depends on
n. e.g., If n= 6, l can be 0, 1, 2, 3, 4 or 5
The magnetic quantum number, ml, can be any integer from -1 to +1
e.g., If l= 1, ml can be -1, 0 or +1 If l= 2, ml, can be -2, -1, 0, +1 or +2
The spin quantum number, ms, can only be +1/2 or -1/2. No other values are allowed.
Directions: Complete the table by identify the number of sublevels and kinds of sublevels. Use the illustration
below as reference to answer this activity.


Main Energy Level Number of Sublevels Kinds of Sublevels

1
2
3
4
B. Directions: Identify the number of orbitals of each sublevel
Kinds of 1S 2S 2P 3S 3P 3D 4S 4P 4D 4F
Sublevels
Number of
Orbitals
C. Determine the quantum numbers of the following elements:
1. Ca 2. Ar
3. Mg 4. He
5. Bi 6. S
7. Zn 8. O
9. Si 10. Ni


A. State the number of possible electrons described by the following quantum numbers. Write your answer on
the space provided for.
Example: n = 3, l = 0 2 b. n = 3, l = 1 6 c. n = 3, l = 2, ml = -1 2
B. Give the n and l values for the following orbitals

Example: 1s n=1 l = 0 b. 3s n= l= c. 2p n= l=
C. What is the ml values for the following types of orbitals?

Example: s ml= 0 b. p ml= c. d ml=
C. Write the values for the quantum numbers for the bold electron in the following diagrams:
a. 3p orbitals b. 5s c. 4d orbitals
Example:
n=3, l=1, ml =1, ms =+1/2
b. n= , l= , ml = , ms = c. n= , l= , ml = , ms =
D. LESSON WRAP-UP
Summary / Frequently Asked Questions (Analyze the following)
Of the set of quantum numbers {n, ℓ, mℓ, ms}, which are possible and which are not allowed?
1. {3, 2, 1, +1/2}
2. {2, 2, 0, −1/2}
3. {3, −1, 0, +1/2}
Solution
1. The principal quantum number n must be an integer, which it is here. The quantum number ℓ must be less
than n, which it is. The mℓ quantum number must be between −ℓ and ℓ, which it is. The spin quantum


number is +1/2, which is allowed. Because this set of quantum numbers follows all restrictions, it is
possible.
2. The quantum number n is an integer, but the quantum number ℓ must be less than n, which it is not. Thus,
this is not an allowed set of quantum numbers.
3. The principal quantum number n is an integer, but ℓ is not allowed to be negative. Therefore this is not an
allowed set of quantum numbers.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
A.
Main Energy Level Number of Sublevels Kinds of Sublevels
1 1 S
2 2 S, P
3 3 S, P, D
4 4 S, P, D, F
B.
Kinds of Sublevels 1S 2S 2P 3S 3P 3D 4S 4P 4D 4F
Number of Orbitals 1 1 3 3 3 5 1 3 5 7
C.
1. Ca - n = 4, ℓ = 0, mℓ = 0, ms = -½ 2. Ar n = 3, ℓ = 1, mℓ = 1, ms = -½
3. Mg n = 3, ℓ = 0, mℓ = 0, ms = -½ 4. He n = 1, ℓ = 0, mℓ = 0, ms = -½
5. Bi n = 6, ℓ = 1, mℓ = 1, ms = +½ 6. S n = 3, ℓ = 1, mℓ = -1, ms = -½
7. Zn n = 3, ℓ = 2, mℓ = 2, ms = -½ 8. O n = 2, ℓ = 1, mℓ = -1, ms = -½
9. Si n = 3, ℓ = 1, mℓ = 0, ms = +½ 10. Ni n = 3, ℓ = 2, mℓ = 0, ms = -½


A. b. n = 3, l = 1 6 c. n = 3, l = 2, ml = -1 2
B. b. 3s n=3 l =0 c. 2p n= 2 l= 1
C. b. p ml= -1, 0,1 c. d ml= -2, -1, 0, 1, 2
D. b. n=5, l=0, ml =0, ms = - ½ c. n=4, l=2, ml = - 2, ms = - 1/2


Lesson Title: Writing Electron Configuration of Atoms Materials:

SAS
1. Write the ground- state electron configuration of an atom based Padolina, Ph.D.Et.Al., Copyright
on the Aufbau principle, Pauli exclusion principle and Hund’ s rule 2010 by Vibal Publishing House,
2. Draw orbital diagrams to represent the electron configuration of Inc.
atoms
1.
Introduction
Good day students! Another opportunity to learn and our topic for this day is all about writing electron
configuration of atoms specifically writing the ground- state electron configuration of an atom based on the
Aufbau principle, Pauli exclusion principle and Hund’ s rule.
B. MAIN LESSON
The electron configuration of an atom describes how the electrons are distributed among the orbitals.
We shall be mainly concerned with the electron configuration in the ground state, the lowest energy state of the
atom. This arrangement of the electrons is the most stable (meaning, the lowest energy). To determine the
lowest energy arrangement of the electrons, we follow 3 rules:
Aufbau principle: This says that the electrons fill the orbitals, one at a time, starting with the lowest
energy orbital then proceeding to the one with higher energy. If an atom is excited, e.g., by being heated, one
or more of its electrons may temporarily be transferred to an orbital of higher energy, but it will soon return ti its
ground state.
It is therefore important that we know the relative energies of the orbitals. In general, the higher the
number of the main energy level, the higher the energy. Also, within a main energy level the energy increases
through s, p, d, f and so on. The relative energies of the sublevels are not a simple step ladder increase; there
are overlaps. For example the 3d orbitals have higher energy than the 4s orbital.
The n+l rule will help you identify which orbital has lower energy and is filled up first as atomic number,
and hence the number of electrons in a neutral atom increases. The lower the n+l the lower is the energy of
the orbital. If n+l values are equal, the one with the lower n value has the lower energy.


auli exclusion principle: This says that no two electrons in the same atom can have the same set of
four quantum numbers. The consequence of this principle can be stated simply as: Only two electrons may
occupy an orbital, and they must have different spins. As already mentioned, an electron can have either of the
two possible values of the spin quantum number.
Applying this rule, the maximum number any s sublevel (with only one orbital) can accommodate is two
electrons. Each p sublevel has three orbitals and can therefore accommodate six electrons at most. The
complete filling of the orbitals in the third main energy level is shown in the following diagram. Arrows pointing
in opposite directions designate the opposite spins of the electrons.
Hund’ s rule: In filling up a set of degenerate orbitals (e.g., the three 2p orbitals or the five 4d orbitals),
the orbitals are occupied by one electron at a time with the electrons having the same spin (this is also called
parallel spin in contrast to opposite spin).
Thus, if three electrons were placed in the 3d orbitals they would be distributed as follows:
Only when the degenerate orbitals have one electron each would double occupancy of the orbitals take
place. Thus if seven electrons were placed in the 3d orbitals, they would occupy the orbitals as follows:
Noble gas notation: An abbreviated form of the electronic configuration makes use of the
configuration of noble gases (Group 18). The electronic configuration of the carbon atom: C- 1s2 2s2 2p1 2p1
Note also that the electronic configuration of helium, the noble gas immediately preceding carbon: He- 1s2
Using the noble gas notation, the electronic configuration of the carbon atom is written as: C- [He] 2s2 2p1 2p1
The 1s2 electrons which correspond to the electrons of helium are represented by the symbol of helium
enclosed in brackets. These electrons are often referred to as the core electrons of the atom.
Some exceptional cases: The order of filling of the orbitals described earlier is not strictly followed. In
some cases, the observed ground state, electron configuration is different from the one predicted. There are
many of these cases among the transition and inner transition elements. Chromium and copper are examples.
Cr (Ƶ=24)
Predicted ground state: 1s2 2s2 3s2 3p6 4s2 3d1 3d1 3d1 3d1 3d10
Observed ground state: 1s2 2s2 3s2 3p6 4s1 3d1 3d1 3d1 3d1 3d1
Cu (Ƶ=29)
Predicted ground state: 1s2 2s2 3s2 3p6 4s2 3d2 3d2 3d2 3d2 3d1
Observed ground state: 1s2 2s2 3s2 3p6 4s1 3d2 3d2 3d2 3d2 3d2


Activity 1
I. Directions: Complete the table. Identify the number of main energy level, sublevel and apply the n+ l rule
Orbital n l (n+l)
1s
2s
3d
4p
Guided Question
1. Which orbital has lowest energy? Why? 1s, the lower (n+l), the lower is the energy of the orbital
2. Between 3d and 4p which one has higher energy? Why? 4p, If n+l values are equal, the one with the lower
n value has the lower energy.


Activity 2
Draw the orbital diagram of:
a. 5s, 5p, 5d, 5f
b. 7s, 7p, 7d, 7f
Directions: Write the configuration (both the long form and the abbreviated noble gas notation) of the following
elements in the ground state:
1. Ca (Ƶ=20)
2. Fe (Ƶ=26)
3. Br (Ƶ=35)
4. Ag (Ƶ=47)
C. LESSON WRAP-UP
What is the importance of electron configuration?
Knowledge of the electron configuration of different atoms is useful in understanding the structure of
the periodic table of elements. The concept is also useful for describing the chemical bonds that hold atoms
together.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________


Answer Key
Activity 1
Orbital n l (n+l)
1s 1 0 1
2s 2 0 2
3d 3 2 5
4p 4 1 5
Guided Question (Answer)
Which orbital has lowest energy? Why?

1s, the lower (n+l), the lower is the energy of the orbital
Between 3d and 4p which one has higher energy? Why?

4p, If n+l values are equal, the one with the lower n value has the lower energy.
Activity 2
A.
B.
5. Ca (Ƶ=20) 1s2 2s2 2p6 3s2 3p6 4s2 [Ar] 4s2
6. Fe (Ƶ=26) 1s2 2s2 2p6 3s2 3p6 4s2 3d2 3d1 3d1 3d1 3d1 [Ar] 4s2 3d2 3d1 3d1 3d1 3d1
7. Br (Ƶ=35) 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p2 4p2 4p1 [Ar] 4s2 3d10 4p2 4p2 4p1
8. Ag (Ƶ=47) 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d2 4d2 4d2 4d2 4d1
[Kr] 5s2 4d2 4d2 4d2 4d2 4d1


Lesson Title: Using the Periodic Table to Identify Atom Properties Materials:
such as Groups and Electron Configurations SAS, periodic table
References:
Learning Targets: “Periodic Table Position and
At the end of this module the learners should be able to: Electron Configuration.”
2016.https://www.boundless.
1. Write valence electron configuration com/
2. Relate the number of valence electrons of elements to their chemistry/textbooks/boundless-
group number in the periodic table chemistry-textbook/periodic -
3. properties-8/the-history-of-the-
periodic-table-67/periodic-table-
position-and-electron-
configuration-314-1438/
Introduction
Good day students! Today we will be using your periodic table for this day activity. Our objective
is for you to identify different atom properties and write valence electron configuration. Are you ready?
Yes!
B. MAIN LESSON
The periodic table represents an ordering of the elements based not only on the number of protons but also
on the number of electrons. Quantum mechanics holds that the basis for the arrangement of the elements in
the periodic table is the electron arrangement in atoms. Since the original empirical basis of the periodic table
is the chemical properties of the elements, the electron arrangement in atoms must also be related to the
chemical behavior of the elements.
Valence electrons in s and p block elements are the electrons found in the outermost or highest main
energy level. For s and p blocks (the representative elements), the number of valence electrons is the right
digit of the group number; for the d block (the transition elements), the number of valence electrons equals the
group number; they are the electrons in the outermost main energy level and the electrons in the d orbitals of
the next inner main energy level.
For all the elements, the period number is the number of occupied energy levels or the n of the outermost
or highest occupied main energy level.
Elements with similar chemical properties have the same number of valence electrons. Because they have the
same number of valence electrons, they belong to the same group, or family.


Features of the periodic table
Block Columns included Sublevels filled

S 2 columns on the leftmost side S sublevel is filled; maximum
of 2 electrons can be
accommodated
P 6 columns on the rightmost P sublevel is filled; maximum
side (except helium) of 6 electrons can be
accommodated
D 10 columns between the s D sublevel is filled; maximum
block and the p block of 10 electrons can be
accommodated
F 14 columns in the 2 rows at F sublevel is filled; maximum
the bottom of the table of 14 electrons can be
accommodated
General valence electron configuration of representative elements
Group Number General Valence Electron Configuration

1 ns1
2 ns2
13 ns2 np1
14 ns2 np2
15 ns2 np3
16 ns2 np4
17 ns2 np5
18 ns2 np6
VALENCE ELECTRON LAYOUT


Activity 1
Directions: Identify the element, number of valence electron and valence electron configuration asked by the
following problems.
1. What is the number of valence electrons and the valence electron configuration of Selenium, Se?
_____________________________
2. What element has the valence electron configuration of 6s 2 6p6? ___________________
3. A transition element has the valence electron configuration 5s2 4d5. What element is this?
_______________________
4. An inner transition element has the electron configuration 1s 2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s2
4f14 5d10 6p6 7s2 5f9. What is the element? How many valence electrons does it have?
________________________________
Activity 2
Directions: Give the period and group number of the elements with the following ground- state electron
configurations. Identify the element.
1. 1s2 2s2 2p6 3s2 3p6 4s2 3d1 3d1 3d1 _________________________
2. 1s2 2s2 2p6 3s2 3p1 3p1 _________________________
3. 1s2 2s2 2p6 3s2 3p6 4s2 _________________________
4. 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d10 5p6 6s2 4f14 5d2 5d2 5d1 5d1 5d1 ________________________
5. 1s2 2s2 2p2 2p2 2p1 _________________________
2 2 6 2 6 2 10 6 2 10 2
6. 1s 2s 2p 3s 3p 4s 3d 4p 5s 4d 5p _________________________
Directions: Write the electron configuration of the atoms of the alkali metals and noble gases
A. Alkali metals
1. Li (Ƶ= 3) : 1s2 2s1

2. Na (Ƶ= 11) : 1s2 2s2 2p6 3s1
3. K (Ƶ= 19) : 1s2 2s2 2p6 3s2 3p6 4s1
B. Noble gases
1. He (Ƶ= 2) : 1s2
2. Ne (Ƶ= 10) : 1s 2s2 2p6
2
3. Ar (Ƶ= 18) : 1s2 2s2 2p6 3s2 3p6


Directions: Write the valence electron configuration of some inner transition elements.
ELEMENT VALENCE ELECTRON CONFIGURATION

Actinium (Ac) 7s2 6d1
Neodymium (Nd) 6s2 4f4
Americium (Am) 7s2 5f7
Holmium (Ho) 6s2 4f11
Ytterbium (Yb) 6s2 4f14
C. LESSON WRAP-UP
Statement:
Getting the energy levels (the subshells) in the wrong order - especially when d-orbitals come into play.
Forgetting how many electrons can populate each subshell. Even getting the number of electrons
wrong.
Explanation:
Students have difficulty understanding why 4s orbitals fill before 3d orbitals and get the order wrong.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Activity 1
1. Valence electron: 6 Valence electron configuration: 4s2 4p4

2. Radon, Rn
3. Technetium, Tc
4. Berkelium, Bk/ 11 valence electrons


Activity 2
1. period 4, group 5- vanadium

2. period 3, group 14- silicon
3. period 4, group 2- calcium
4. period 6, group 9- iridium
5. period 2, group 17- fluorine
6. period 5, group 14- tin
A. Alkali metals
1. 1s2 2s1
2. 1s2 2s2 2p6 3s1
3. 1s2 2s2 2p6 3s2 3p6 4s1
B. Noble gases
1.1s2
2) 1s2 2s2 2p6
3) 1s2 2s2 2p6 3s2 3p6
Directions: Write the valence electron configuration of some inner transition elements.
ELEMENT VALENCE ELECTRON CONFIGURATION

Actinium (Ac) 7s2 6d1
Neodymium (Nd) 6s2 4f4
Americium (Am) 7s2 5f7
Holmium (Ho) 6s2 4f11
Ytterbium (Yb) 6s2 4f14


Lesson Title: Describing the Trends in Atomic Properties in the Materials:

Periodic Table SAS
References:
Learning Targets: “Conceptual and Functional
At the end of this module the learners should be able to: Chemistry Modular Approach” by
1. Describe the trends in atomic properties in the periodic table- 2010 by Vibal Publishing House,
atomic size, ionization energy and electron affinity Inc.
2. Use periodic law and the periodic table to describe trends in “Principles of General Chemistry”
atomic properties and make predictions about the physical by Silberberg, M.S., 3rd Edition,
and chemical behavior of various elements. Copyright 2013 by McGraw-Hill
3. Companies, Inc.
Introduction
The periodic table is a wonderful source of information about all the elements scientists have
discovered. In this specific module, we will learn about the different periodic trends in periodic table.
B. MAIN LESSON
Periodic trends are specific patterns that are present in the periodic table that illustrate different
aspects of a certain element, including its size and its electronic properties. Major periodic trends include:
ionization energy, electron affinity, atomic radius and metallic character. Periodic trends, arising from the
arrangement of the periodic table, provide chemists with an invaluable tool to quickly predict an element's
properties. These trends exist because of the similar atomic structure of the elements within their respective
group families or periods, and because of the periodic nature of the elements.
The atomic radius of a chemical element is a measure of the size of its atoms, usually the mean or typical
distance from the center of the nucleus to the boundary of the surrounding cloud of electrons.
The ionization energy is the energy needed to remove the outermost or highest energy, electron from a
neutral atom in the gas phase.
The electron affinity of an element is the energy given off when a neutral atom in the gas phase gains an
extra electron to form a negatively charged ion.


The metallic character of an element can be defined as how readily an atom can lose an electron.


A. For the given group of atoms below, select the atom with the biggest radius. Use the periodic table of
elements
1. N, Bi, P _____ 5. Ti, V, Ca _____
2. As, K, Br _____ 6. Xe, Ar, Kr Xe _____
3. Cs, Al, Na _____ 7. Ca, Fr, Ra _____
4. Ba, Rn, Xe _____ 8. B, O, Ne _____
B. From the following list, select the element that exhibits the lowest and highest ionization energy.
1. K, Ca, Se, Br, Kr Lowest: Highest:
2. C, Si, Ge, Sn, Pb Lowest: Highest:
3. Na, Mg, Al, P, Cl Lowest: Highest:
4. O, S, Se, Te, Po Lowest: Highest:
C. From the following pairs, select the element that has the more negative electron affinity.
1. I and Sb _____ 3. At and Ba _____
2. C and Sn _____ 4. Na and Cs _____
D.
1. Which of the elements is most metallic: Sodium, Barium, Cesium, Magnesium, or Calcium?
2. Which of the elements is most reactive: Lithium, Potassium, Barium, or Calcium?
3. Which of the elements is least reactive: Sodium, Magnesium, Aluminum or Manganese?
Answer the following questions.

1. Which of the following statements about orbitals is false?
a. Orbitals are distributed in space around the nucleus
b. Orbitals are regions in which electrons are likely to be found
c. Orbitals show the path of the electron
d. Orbitals are part of one model for atomic structure
2. Name the elements that correspond to each of the following electron configurations. (Assume all are
neutral atoms.)
a. 1s22s22p1 _____________________
b. 1s22s2 _____________________
2 2 6 2 2
c. 1s 2s 2p 3s 3p _____________________
3. Write the electron configuration for the element Phosphorus.

______________________________


From the following list, select the element that exhibits the lowest and highest ionization energy.
1. K, Ca, Se, Br, Kr Lowest: Highest:

2. C, Si, Ge, Sn, Pb Lowest: Highest:
3. Na, Mg, Al, P, Cl Lowest: Highest:
4. O, S, Se, Te, Po Lowest: Highest:
C. LESSON WRAP-UP
What trends in atomic radius do you see as you go down a group/family on the periodic table? What causes
this trend? Going down, atomic radius increases. This is attributed to the increasing pull of the nucleus on
the electrons in the outermost main energy level.
What trends in ionization energy do you see as you go down a group/family on the periodic table? What
causes this trend? Going down, ionization energy decreases. This is attributed to the increasing atomic
radius, the bigger the atom, the farther is the outermost electron from the nucleus, the less is the influence
of the nucleus on the electron and therefore the lower the ionization energy.
What trends in ionization energy do you see as you go across a period/row on the periodic table? Going across
a period, ionization energy increases. The increase is not regular but a general trend can be seen.
What trends in electron affinity do you see as you go down a group/family on the periodic table and why?
Going down, electron affinity is less negative. This is attributed to lower affinity; lesser tendency of the atom
to attract an additional electron.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________


Answer Key
A.
1. Bi 5. Ca
2. K 6. Xe
3. Cs 7. Fr
4. Ba 8. B
B.
1. Lowest: K Highest: Kr
2. Lowest: Pb Highest: C
3. Lowest: Na Highest: Cl
4. Lowest: Po Highest: O
C.
1. I 3. At
2. C 4. Na
D.
1. Cesium
2. Lithium
3. Manganese
1. C. Orbitals show the path of the electron
2. 1s22s22p1 Boron
1s22s2 Beryllium
1s22s22p63s23p2 Silicon
3. Write the electron configuration for the element Phosphorus.

1s22s22p63s23p3
From the following list, select the element that exhibits the lowest and highest ionization energy.
1. K, Ca, Se, Br, Kr Lowest: K Highest: Kr

2. C, Si, Ge, Sn, Pb Lowest: Pb Highest: C
3. Na, Mg, Al, P, Cl Lowest: Na Highest: Cl
4. O, S, Se, Te, Po Lowest: Po Highest: O


Lesson Title: Applying knowledge from past lessons thru Materials:

Performance Task SAS
References:
Learning Targets:
At the end of this module the learners should be able to:
1. Create a magazine to teach the readers about the different life

hacks using concepts from the three major subjects in STEM
(Physics, Biology & Chemistry)
1.
PERFORMANCE TASK
Goal:
• The goal (within the scenario) is to create a magazine to teach the readers about the different life hacks
using concepts from the three major subjects in STEM (Physics, Biology & Chemistry)
Role:
• You are an Editor In Chief, Creative Director, Designers, and Picture editor, Copy Editor, Proofreaders,
Production Manager and Department Editors.
Audience:
• The target audience is the avid readers
Situation:
• You need to show the different life hacks using concepts that you’ve learned from the three major subjects in
STEM (Physics, Biology & Chemistry)
Product/Performance and Purpose:

• You need to create a magazine that contains life hacks.
a. Becoming a Life Hacker

b. Kitchen Life Hacks
c. Bed and Bath Life Hacks
d. Fashion Life Hacks
e. Organizing and Cleaning Life Hacks
f. Parenting Life Hacks
g. School Life Hacks
h. Electronic Life Hacks
i. Shopping Life Hacks
j. Miscellaneous Life Hacks
Standards & Criteria for Success:

• Your magazine should contain the following elements...
1. Section head


Publications are divided into sections, providing headings for sections allow readers to thumb through your
publication and find the information they want efficiently.
2. Headline
Arguably the most important element on any given page is the headline. Headlines should be distinctive, not
distracting and provide a starting point for readers.
3. Deck/Stand first/Intro/Kicker
Though the name of this element changes from publication to publication, it serves the purpose of bridging the
gap between the headline and body copy. In many cases this block of text is unnecessary or absent due to
space constraints, but in magazine features, an intro block is very common and should be used to provide a
path for your readers.
4. Byline
The placement of a byline varies from publication to publication (and often changes depending on the type of
article) it’s important that bylines be distinct from other copy so that credit can be given when the article is cited
or otherwise referenced by a third party.
5. Initial cap
This decorative text element has a longer history than the printing press. Grand examples of initial caps can be
found in illuminated manuscripts, like the Book of Kells, from the Middle Ages. Today’s initial or “drop” caps are
typically used to provide a clear point of entry for the reader.
6. Body text
The lion’s share of words on your pages appears as body text; this is where your choice of font makes a
difference to reader engagement. Setting your body copy on a standard grid with balanced columns is a great
way to foster reader engagement through readability.
7. Pull quote
Providing pull quotes or other “pull-out” devices in an article is a great way to create pace for readers. The
visual break created by increased space and larger type offers eyes a brief reset without providing a “visual
stop”.
8. Attribute
Some publications don’t attribute pull quotes for aesthetic reasons, but it is important to use a non-obtrusive
style when you do.
9. Folio
Without drawing attention to itself, the folio is one of the most recognizable pieces of a given magazine. It
should always contain the page number, often includes a date or issue number, and sometimes includes the
publication title and/or name of the section.
10. References
If you need to reference additional reading material or cite your sources, it’s important to do this in a consistent
format that doesn’t add clutter to your pages.
11. Sidebar heading

Distinct from the main headline of the piece, sidebars should have a heading that tells readers “hey, there’s
more info here!”


12. Sidebar copy

Generally the copy in sidebar sections has a consistent body text style that is distinct from the main body copy
13. Credit
It’s important to provide credit to artists, photographers, and publishers whose content you use to illustrate your
publication.
A clear understanding of each page element’s function should bring you closer to realizing an optimal design
for your magazine
MAGAZINE RUBRIC
10 8 6 4
- target audience - target audience - target audience - target audience
represented given some inconsistent forgotten
always thought - theme inconsistent - no theme evident
OVERALL - theme consistent - theme consistent - font adequate - font inadequate
APPEARANCE - font superior and - font good and - generally adequate - poorly done
15% consistent consistent - somewhat creative - shows little
- generally inviting - generally good creativity
-high degree of - creative
creativity
- highly creative - creative - somewhat creative - shows little
- excellent title - good title - adequate title creativity
- effective image - good choice of - image included - poor choice of title
COVER included image - adequately suited - poor choice of
10% - fits theme of - fits theme of to theme image
magazine very magazine well of magazine - theme unclear
well - inviting - adequate - poorly done
- very attractive
- included minimum - included minimum - included minimum - fewer than
of five components. of five of five components. minimum of five
- all components are components - did not include one components.
completed as - most components of each - some articles
assigned completed as as assigned. completed as
CONTENT - excellent variety of assigned - adequate variety of assigned.
topics - good variety of topics - some illustrations
40% - an illustration topics - most components - writing adequate
included with - most components are
each component are illustrated. illustrated
- well written - well written - writing adequate
- fewer than minimum
of five components.


- included a - included a minimum - included a - less than four

minimum of four. of four minimum of four - seldom connected
- all graphics are - most graphics - artwork not always to theme
connected to theme. connected to connected to theme - mostly
ILLUSTRATIONS
- highly creative theme - lacks originality reproductions
15%
- excellent color and - very creative - some color and - few or no graphic
composition. - good color and graphics elements elements.
composition used.
- use of writing - use of writing - careless use of - first draft is only

process process evident writing process. draft.
evident - minor spelling errors - minor spelling - major spelling
- correct spelling - minor grammatical errors errors.
- correct grammar errors - minor grammatical - major grammatical
PRESENTATION
-correct sentence, - minor errors in errors errors.
20%
paragraph construction of - written work lacks - lacks organization,
and essay structure sentences, organization disjoint,
- inviting headlines paragraphs and - headlines included and lacks unity.
essays. - some headlines
-good headlines included.


Lesson Title: Describing How an Ionic Bond and Covalent Bond are Materials:
Formed SAS
References:
1. Write the chemical formula and name: simple ionic 2010 by Vibal Publishing House,
compounds; covalent molecular compounds. Inc.
2. Draw the Lewis structure of some atoms and covalent “Principles of General Chemistry”
molecular compounds. by Silberberg, M.S., 3rd Edition,
3. Copyright 2013 by McGraw-Hill
Companies, Inc.
Introduction
Atoms gain or lose electrons through a chemical reaction to achieve a state of lower energy, the stable
electron arrangement of the noble gas atoms. Such a reaction results in a chemical bond, an attractive force
that holds atoms together in a compound. Chemical bonds are formed when atoms of elements are bound
together to form compounds. Chemical bonds are electrical in nature, formed by electrical attractions.
B. MAIN LESSON
Chemical bonding is a strong attractive force that holds opposite charged ions together or that binds atoms
together in molecule.
Ionic Bonding
The electrostatic attraction that holds together the oppositely charged ions (cations and anions) in a
solid compound is referred to as ionic bond. Few combinations of a metal and nonmetal will result in a fully
ionic bond. Most cases would be more correctly considered as having partial ionic character and partial
covalent character.Generally, ionic compounds are solids which have high melting and boiling points. In the
solid state, they do not conduct electricity. However, in the molten or liquid state and in aqueous solutions, they
are conductors of electricity.


An atom either loses or gains electrons to achieve the electron configuration of the noble gas nearest to
it. The octet rule states that atoms tend to gain, lose or share electrons until they are surrounded by eight
valence electrons.
The Lewis or electron dot structure indicates the number of valence electrons in the atom.
In writing the chemical formula of ionic compounds, write the formula of the cation first, followed by the formula
of the anion. The formula should indicate the smallest number of cation and anion units that should be
combined to give an overall charge of zero.
In naming ionic compounds, separate the formula of the cation from the anion, taking note of the charge of
each ion. Write the name of the cation first followed by the name of the anion with a space in between. When
the metal involved can form ions with different charges (e.g., copper I and copper II or gold I and gold III), the
charge on the ion must be quoted.
Examples of Ionic Compounds
Common Ions Formed by Some Main Group Elements
Group 1 Group 2 Group 13 Group 15 Group 16 Group 17

H- hydride
Li+ lithium Be+ beryllium N-3 nitride O-2 oxide F- fluoride
Na+ sodium Mg+2 magnesium Al+3 aluminum P-3 phosphide S-2 sulfide Cl- chloride
K+ potassium Ca+2 calcium Ga+3 gallium Se-2 selenide Br- bromide
Rb+ rubidium Sr+2 strontium In+3 indium Te-2 telluride I- iodide
Lewis Structure of Period 3 atoms


Names of the Two Most Common Cations of Some Metals
Stock Name
Metal Cation Common Name
(Preferred Name)
Cu+ Copper (I) Cuprous
Copper
Cu+2 Copper (II) Cupric
Fe+2 Iron (II) Ferrous
Iron
Fe+3 Iron (III) Ferric
Au+ Gold (I) Aurous
Gold
Au+3 Gold (III) Auric
Pb+2 Lead (II) Plumbous
Lead
Pb+4 Lead (IV) Plumbic
Hg2+2 Mercury (I) Mercurous
Mercury
Hg+2 Mercury (II) Mercuric
Sn+2 Tin (II) Stannous
Tin
Sn+4 Tin (IV) Stannic
Names and Formulas of Some Polyatomic Anions
Formula Name
OH- Hydroxide
CN- Cyanide
CNS- Thiocyanate
CH3CO-2 or C2H3O-2 Acetate
MnO-4 Permanganate
NO-2 Nitrite
NO-3 Nitrate
HCO-3 Hydrogen carbonate
HSO4- Hydrogen sulfate
CO3-2 Carbonate
CrO4-2 Chromate


Cr2O7-2 Dichromate
C2O4-2 Oxalate
SO3-2 Sulfite
SO4-2 Sulfate
PO3-3 Phosphite
PO4-3 Phosphate
Covalent Bond
The combination of two nonmetals produces a compound with a covalent molecular structure.
Compounds consisting of molecules wherein atoms are joined by covalent bonds are known as covalent
molecular compounds.A covalent bond is formed by the sharing of electrons between atoms. Pairs of unshared
electrons are known as lone pairs or nonbonding pairs.
Bond length is the distance between the nuclei of the two bonded atoms.
To write the Lewis structures of covalent molecular compounds, determine first the total number of
valence electrons in the compound. Write the atoms in the order in which they are bonded to one another then
distribute the electrons in pairs, first between each pair of bonded atoms and then around each atom to
complete each of their octets. In naming binary molecular compounds, write the name of the leftmost element
in the chemical formula first. The second element should be given an – ide ending. Use the Greek prefixes to
indicate the number of atoms of each element.
The following are the exceptions to the octet rule: molecules with an odd number of electrons, molecules in
which an atom has less than an octet, and molecules in which an atom has more than an octet.
Examples of Covalent Compounds

Name of Compound Formula
Methane CH4
Carbon tetrachloride CCl4
Carbon dioxide CO2
Nitrous oxide N2O
Ammonia NH3
Lewis Structure of Compounds Formed by Hydrogen


Different Prefixes Used in Naming Binary Covalent Compounds
Number Prefix Example

1 mon(o) Carbon monoxide, CO
2 di Nitrogen dioxide, NO2
3 tri Phosphorus trichloride, PCl3
4 tetr(a) Sulfur tetrafluoride, SF4
5 pent(a) Phosphorus pentoxide, P2O5
6 hex(a) Sulfur hexafluoride, SF6
7 hept(a) Iodine heptafluoride, IF7
8 oct(a)
9 non(a)
10 dec(a) Disulfur decafluoride, S2F10
Directions: Write your answer on the blank provided.
I. Predict the chemical formula of the compound formed by the following pairs of elements:
1. H and F 4. N and H
2. N and Cl 5. C and Cl
3. C and H 6. S and H
II. Write the names of the following compounds.

1. PCl5 4. SF4
2. CS2 5. HBr
3. N2O5
I. Give the names of the following compounds:
1. Li2CO3 4. MgBr2
2. KI 5. (NH4)3PO4
3. Na2SO4 6. LiH


II. Write the chemical formula of these compounds

1. Barium chloride : BaCl2
2. Copper (II) oxide :
3. Aluminum chloride :
4. Calcium phosphate :
5. Potassium chromate :
6. Cobalt (II) hydroxide :
C. LESSON WRAP-UP
What is the difference between a polar covalent bond and a non-polar covalent bond?
What is the difference between a polar covalent bond and a non-polar covalent bond?
ANS: Non-polar covalent bonds are a type of chemical bond where two atoms share a pair of
electrons with each other. Polar covalent bond is a type of chemical bond where a pair of electrons is
unequally shared between two atoms.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
I. Predict the chemical formula of the compound formed by the following pairs of elements:
1. H and F HF 4. N and H NH3
2. N and Cl NCl3 5. C and Cl CCl4
3. C and H CH4 6. S and H H2S
II. Write the names of the following compounds.


1. PCl5 phosphorus pentachloride 4. SF4 sulfur tetrafluoride

2. CS2 carbon disulfide 5. HBr hydrogen bromide
3. N2O5 dinitrogen pentoxide
I. Give the names of the following compounds:
1. Li2CO3 lithium carbonate 4. MgBr2 magnesium bromide

2. KI potassium iodide 5. (NH4)3PO4 ammonium phosphate
3. Na2SO4 sodium sulfate 6. LiH lithium hydride
II. Write the chemical formula of these compounds

7. Barium chloride : BaCl2
8. Copper (II) oxide :CuO
9. Aluminum chloride : AlCl3
10. Calcium phosphate : Ca3(PO4)2
11. Potassium chromate : K2CrO4
12. Cobalt (II) hydroxide : Co(OH)2


Lesson Title: Performing Exercises on Chemical Bonding Materials:

SAS
At the end of this module the learners should be able to: www.chicagoagr.org/ourpages/aut
o/2013/.../
1. Write the chemical formula and name some molecular Chemical_Bonding_WS.doc
compounds “General Chemistry Laboratory
2. Draw the Lewis structure of some molecular compounds Manual” by Alvarez Et.Al.,
3. Copyright 2010.
Introduction
A molecular formula is a representation of a molecule that uses chemical symbols to indicate

the types of atoms followed by subscripts to show the number of atoms of each type in the molecule.
As already stated, a chemical formula is a symbolic expression signifying the number of atoms present
in a molecular substance. We determine the type of atom by referring to its symbol, so for Hydrogen,
we will use H. The number of atoms is determined by the subscript attached to the symbol. So a
chemical formula of water, i.e H2O has two atoms of hydrogen and a single atom of oxygen.
B. MAIN LESSON
Chemical Formula
Steps for writing a chemical formula
Step 1: First, you have to decide the type of the bond.
If the prefixes are used, then it is a covalent bond. In case there are no prefixes, it is an ionic bond. After that is
decided move to Step number 2.
Step 2: Now, write down the symbol of the polyatomic ion or the element.
Step 3: Now, if the prefix was used, you’ll have to add a subscript. You’ll also have to add a subscript in order to
balance the charge.


The Stock Method of Naming

An ionic compound is named first by its cation and then by its anion. The cation has the same name as its
element. For example, K+1 is called the potassium ion, just as K is called the potassium atom. The anion is named
by taking the elemental name, removing the ending, and adding “ide.” For example, F -1 is called fluoride, for the
elemental name, fluorine. The “ine” was removed and replaced with “ide.” To name a compound, the cation name
and the anion named are added together. For example, NaF is also known as sodium fluoride.
If either the cation or the anion was a polyatomic ion, the polyatomic ion name is used in the name of the
overall compound. The polyatomic ion name stays the same. For example, Ca(NO3)2 is called calcium nitrate.
For cations that take on multiple charges (typically transition metals), the charge is written using Roman
numerals in parentheses immediately following the element name. For example, Cu(NO3)2 is copper (II) nitrate,
because the charge of two nitrate ions (NO3−1) is 2\cdot(-1) = -2. Since the net charge of the ionic compound must
be zero, the Cu ion has a 2+ charge. This compound is therefore, copper (II) nitrate. The Roman numerals in fact
show the oxidation number, but in simple ionic compounds this will always be the same as the metal’s ionic
charge.
The Old, Classic, or Common Way of Naming


Names of some ionic compounds
Common, or trivial, names of compounds are sometimes used in informal conversations between chemists,
especially older chemists. Systematic names are formal names that are always used in print.
Since some metallic elements form cations that have different positive charges, the names of ionic
compounds derived from these elements must contain some indication of the cation charge. The older method
uses the suffixes -ous and -ic to denote the lower and higher charges, respectively. In the cases of iron and
copper, the Latin names of the elements are used (ferrous/ferric, cuprous/cupric). This system is still used,
although it has been officially supplanted by the more precise, if slightly cumbersome, Stock system. In both
systems, the name of the anion ends in -ide.
Direction: Write correct formulas of the compounds formed when the positive ions in the vertical column
combine with the negative ions listed across the top row. (The first two are done for you)
Nitrate Sulfate Carbonate Phosphate Hydroxide Chromate
(NO3-1) (SO4-2) (CO3-2) (PO4-3) (OH-1) (CrO4-2)
Sodium (Na+1) NaNO3 Na2SO4
Silver (Ag+1)
Ammonium (NH3+1)
Mercury I (Hg+1)
Zinc (Zn+2)
Calcium (Ca+2)
Magnesium (Mg+2)
Copper I (Cu+1)
Lead II (Pb+2)
Aluminum(Al+3)
Manganese III (Mn+3)
Cobalt III (Co+3)


A. Directions: Give the electron dot formula of each of the following atoms and ions.
1. Sr 2. Xe 3.I 4. P 5. Se
Answer key:
B. Directions: Illustrate with electron dot formulas the formation of an ionic compound from each of the
following pairs of atoms.
1. PBr3 2. CH3OH 3. C2H4 4. NO2 5. PH3
Answer key:
C. LESSON WRAP-UP
1. Why chemical bonding is important in the world of chemistry?
Importance of chemical bonding:

a. Chemical bonds are used when creating chemical compounds
b. The different types of chemical bonds determine the different physical properties of the
compounds that they create
c. Chemical bonding determines the chemical properties of a chemical compound
d. Chemical compounds that are formed by the chemical bonds help make the body function as it
does
e. With the use of chemical bonds, we can create chemical compounds that allow us to find new
substances
f. Chemical bonds are extremely important to chemists, scientists, and everyday people
g. In general, without chemical bonds, life would be completely different



1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
Nitrate Sulfate Carbonate Phosphate Hydroxide Chromate

(NO3-1) (SO4-2) (CO3-2) (PO4-3) (OH-1) (CrO4-2)
Sodium (Na+1) NaNO3 Na2SO4 Na2CO3 Na3PO4 NaOH Na2CrO4
Silver (Ag+1) AgNO3 Ag2SO4 Ag2CO3 Ag3PO4 AgOH Ag2CrO4
Ammonium (NH3+1) NH3NO3 (NH3)2SO4 (NH3)2CO3 (NH3)3PO4 NH3OH (NH3)2CrO4
Mercury I (Hg+1) HgNO3 Hg2SO4 Hg2CO3 Hg3PO4 HgOH Hg2CrO4
Zinc (Zn+2) Zn(NO3)2 ZnSO4 ZnCO3 Zn3(PO4)2 ZnOH2 ZnCrO4
Calcium (Ca+2) Ca(NO3)2 CaSO4 CaCO3 Ca3(PO4)2 CaOH2 CaCrO4
Magnesium (Mg+2) Mg(NO3)2 MgSO4 MgCO3 Mg3(PO4)2 MgOH2 MgCrO4
Copper I (Cu+1) CuNO3 Cu2SO4 Cu2CO3 Cu3PO4 CuOH Cu2CrO4
Lead II (Pb+2) Pb(NO3)2 PbSO4 PbCO3 Pb3(PO4)2 PbOH2 PbCrO4
Aluminum(Al+3) Al(NO3)3 Al2(SO4)3 Al2(CO3)3 AlPO4 AlOH3 Al2(CrO4)3
Manganese III (Mn+3) Mn(NO3)3 Mn2(SO4)3 Mn2(CO3)3 MnPO4 MnOH3 Mn2(CrO4)3
Cobalt III (Co+3) Co(NO3)3 Co2(SO4)3 Co2(CO3)3 CoPO4 CoOH3 Co2(CrO4)3


A.
B.


Lesson Title: Differentiating Polar and Nonpolar Compounds Materials:

SAS
1. Investigate the nature of electron sharing between atoms. Padolina, Ph.D.Et.Al., Copyright
2. Classify whether the following compound is polar or 2010 by Vibal Publishing House,
nonpolar. Inc.
3. https://www.flinnsci.com/media/621
269/91524A.pdf
Introduction
The electrons in a polar covalent bond are not equally shared by the bonded atoms while those
in a nonpolar covalent bond are equally shared. A molecule that has polar bonds is not necessarily a
polar molecule. A molecule is polar if the centers of positive and negative charge do not coincide or are
separate. A polar bond has a negative end labeled (δ−) read as partially negative and a positive end
labeled (δ+) read as partially positive. The polarity of the bond is sometimes indicated simply by an
arrow pointing towards the negative end of the bond.
B. MAIN LESSON
Electronegativity is a measure of the tendency of an atom in a molecule to attract electrons toward it; it is
used to determine the nature of a bond and the polarity of a covalent bond. Electron affinity, on the other hand,
is a measure of the change in energy when an electron attaches itself to a neutral atom to become a negatively
charged ion, or anion. The greater the electronegativity of an atom the stronger is its ability to attract shared
electrons. The difference in electronegativity between the atoms forming a bond gives an indication of the
polarity of the bond. The greater the difference in electronegativity, the more polar is the bond. Thus, the H-F
bond (ENF= 4.0 and ENH= 2.1) is more polar than the H- Cl bond (ENCl= 3.2). When the electronegativity
difference between two atoms is very large, the electrons may be so polarized by the big difference in the
attraction of the two atoms that instead of electron sharing and the formation of a covalent bond, a transfer of
electrons takes place and an ionic bond is formed.


Electronegativity of Elements
Using the Electronegativity Difference in Classifying Bonds
Type of Bond Electronegativity Difference

Ionic ≥2.0
Polar covalent 0.5- 1.9
Nonpolar covalent ≥0.4
Polarity of Molecules


Directions: For each of the following pairs of molecules, determine which is most polar and explain your
reason for making this choice:
1) carbon disulfide OR sulfur difluoride
sulfur difluoride : carbon disulfide is nonpolar
2) nitrogen trichloride OR oxygen dichloride

oxygen dichloride : both are polar, but oxygen dichloride is less symmetric than nitrogen trichloride,
making it more polar.
3) boron trihydride OR ammonia

ammonia : boron trihydride is nonpolar.
4) chlorine OR phosphorus trichloride

phosphorus trichloride : chlorine is nonpolar
5) silicon dioxide OR carbon dioxide

None, because both are nonpolar
6) methane OR CH2Cl2
CH2Cl2: methane is nonpolar
7) silicon tetrabromide OR HCN

HCN : silicon tetrabromide is nonpolar
8) nitrogen trifluoride OR phosphorus trifluoride

phosphorus trifluoride: Both are polar and equally symmetric, but the difference in electronegativity
between N-F is less than that between P-F
GRADED QUIZ
A. Directions: Referring to the periodic table, arrange the following sets of elements in the order of increasing
electronegativity
1. P, Bi, N : Bi, P, N
2. As, Br, Ca : Ca, As, Br
3. Se, O, As : As, Se, O


B. Directions: Calculate the electronegativity difference and give the kind of bond that exists between the
atoms in each pair below.
Atoms EN Difference Kind of Bond

1. Ca and O 2.4 Ionic
2. Si and H 0.2 Nonpolar covalent
3. C and F 1.5 Polar covalent
4. Br and H 0.9 Polar covalent
5. C and H 0.4 Nonpolar covalent
C. Directions: The bond between the elements in each pair below is covalent. Calculate the electronegativity
difference and arrange the pairs in the order of increasing bond polarity.
H- Cl H- O S- Cl H- H
H- H (0) S- Cl (0.6) H- O (0.6) H- Cl (0.8)
C. LESSON WRAP-UP
1. What makes a molecule polar?

2. What makes another molecule nonpolar?
Answer:
1. Polar bonds happen when two atoms form a molecule using a covalent bond. When the two atoms
share electrons, there is also a change of electron density. If the electrons are not shared equally, then
there will be a partial ionic charge. This happens most often in atoms with a large difference in their
electronegativity. This charge creates a polarity in the molecule, with one side being more positively
charged and the other side more negatively charged.
2. Non-polar molecules occur when the electron sharing during a covalent bond is equal. This will occur
among atoms that have similar electronegativity.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________


Answer Key
1) sulfur difluoride : carbon disulfide is nonpolar
2) dichloride : both are polar, but oxygen dichloride is less symmetric than nitrogen trichloride,
making it more polar.
3) ammonia : boron trihydride is nonpolar.
4) phosphorus trichloride : chlorine is nonpolar
5) None, because both are nonpolar
6) CH2Cl2: methane is nonpolar
7) HCN : silicon tetrabromide is nonpolar
8) phosphorus trifluoride: Both are polar and equally symmetric, but the difference in
electronegativity between N-F is less than that between P-F
A.
1. P, Bi, N : Bi, P, N
2. As, Br, Ca : Ca, As, Br
3. Se, O, As : As, Se, O
B.
Atoms EN Difference Kind of Bond

1. Ca and O 2.4 Ionic
2. Si and H 0.2 Nonpolar covalent
3. C and F 1.5 Polar covalent
4. Br and H 0.9 Polar covalent
5. C and H 0.4 Nonpolar covalent
C.
H- Cl H- O S- Cl H- H
H- H (0) S- Cl (0.6) H- O (0.6) H- Cl (0.8)


Lesson Title: Comparing Some Properties of Organic and Inorganic Materials:

Compounds SAS
References:
1. Identify what makes a compound organic. 2010 by Vibal Publishing House,
2. Distinguish between organic and inorganic compounds. Inc.
3. https://prezi.com/j4zybz32l2od/ignit
ion-test/
Introduction
Carbon is essential element of organic matter, and today, organic chemistry is defined as the
study of compounds in which carbon is the principal element, whether the compound was formed by
living things or not. The study of all other elements and compounds is called inorganic chemistry. An
inorganic compound is thus a compound in which carbon is the principal element, and an inorganic
compound is any other compound.
B. MAIN LESSON
General Properties of Organic and Inorganic Compounds
Inorganic Compounds Organic Compounds

High melting and boiling points Low melting and boiling points
Generally soluble in water and rarely soluble in Generally soluble in nonpolar solvents and most
nonpolar solvents are not soluble in water
Conduct electric current (electrolyte) Do not conduct electric current (nonelectrolyte)
Generally nonflammable and noncombustible Usually flammable and combustible
Presence of ionic bond Presence of covalent bond
The main concern of Organic Chemistry is to study the general characteristics of organic compounds
which include both physical and chemical behavior. Although basic principles of chemistry are applicable to
both organic and inorganic substances, there are striking differences that can be established between these
two compounds.
Since organic compounds contain the element carbon and their atoms are held together by covalent bonds,


the following properties can be observed:

1. Organic compounds are flammable
2. Organic compounds are practically soluble in nonpolar solvents; and
3. Organic compounds are non- conductors of electricity
Other properties which are only true to organic compounds are their ability to exhibit isomerism and
catenation. Lastly, chemical reactions among organic compounds are slow. There are chief differences
between organic and inorganic compounds. While both types of compounds make up the basis of chemistry,
the two types are rather different. The main difference is in the presence of a carbon atom; organic compounds
will contain a carbon atom (and often a hydrogen atom, to form hydrocarbons), while almost all inorganic
compounds do not contain either of those two atoms.
During the 18th century, classifying compounds was easy. The vital Force Theory, which was widely
accepted at that time, provided a clear distinction between organic and inorganic compounds. Based on this
theory, substances from living or once living organisms were organic. Compounds that came from minerals or
were synthesized in the laboratory on the other hand were classified as inorganic.
However, after Friedrich Wohler reported that he synthesized urea, an organic compound, in his laboratory in
1828, chemists began to look for a new way to classify compounds. Wohler’s experiment proved that the Vital
Force Theory was baseless and therefore, the classification of compounds based on it was wrong.
Today, organic compounds are classified not according to its source but by its properties and elemental
composition.
Direction: Classify whether the given substance is organic or inorganic.
1. Methanol, CH3OH :
2. Sulfuric acid, H2SO4 :
3. Glucose, C6H12O6 :
4. Methane, CH4 :
5. Limestone, CaCO3 :
6. Baking soda, NaHCO3 :
Directions: Identify whether the following general properties refer to Organic or Inorganic compounds.
____________________1. High melting and boiling point

____________________2. Conduct electric current
____________________3. Flammable and combustible
____________________4. Generally soluble in nonpolar solvents and most are not soluble in water
____________________5. Presence of covalent bond


C. LESSON WRAP-UP
What is the main difference between organic and inorganic compounds?
The main difference is in the presence of a carbon atom; organic compounds will contain a carbon atom
(and often a hydrogen atom, to form hydrocarbons), while almost all inorganic compounds do not contain either
of those two atoms.

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
1. Methanol, CH3OH : Organic

2. Sulfuric acid, H2SO4 : Inorganic
3. Glucose, C6H12O6 : Organic
4. Methane, CH4 : Organic
5. Limestone, CaCO3 : Inorganic
6. Baking soda, NaHCO3 : Inorganic
1. Inorganic compound
2. Inorganic compound
3. Organic compound
4. Organic compound
5. Organic compound


Lesson Title: Investigating Properties of Hydrocarbons Materials:

SAS
At the end of this module the learners should be able to: Chang, R. &Goldsby, K. (2016).
Chemistry. (12th ed.). New York:
1. Use the Valence Bond Theory to explain the hybridization of McGraw Hill
atomic orbitals and bonding in covalent compounds.
2. Relate the molecular geometries and bond angles to the
hybridization of atomic orbitals used in bonding.
Introduction
A hydrocarbon is an organic compound consisting of only two elements. As the name implies,
these elements are hydrogen and carbon. The simplest hydrocarbon has one carbon atom and four
hydrogen atoms, but since carbon atoms can combine with one another, there are thousands of
possible structures and arrangements.
B. MAIN LESSON
ORGANIC COMPOUNDS: HYDROCARBONS
A major group of organic compounds is

the hydrocarbons. Hydrocarbons are
made up of only carbon and hydrogen
atoms. Hydrocarbons are further
classified into aliphatic hydrocarbons
(those that do not contain a benzene
ring) and aromatic hydrocarbons (those
that contain a benzene ring).


1. Alkanes
Alkanes have the general formula CnH2n+2where n=1, 2, 3 and so on. Alkanes only have single
bonds. They are also known as saturated hydrocarbons because they contain the maximum number of
hydrogen atoms that can bond to the carbon atoms present; that is, they are saturated with hydrogen atoms. In
naming alkanes, the –ane suffix (ending) is used. The name of the parent compound is determined by the
number of carbon atoms in the longest chain. Examples are ethane, propane, butane.
Prefixes Used in Naming Hydrocarbons

Structural Isomers
Isomers are different compounds that have the same chemical formula. There are two ways of writing
the structure of butane: n-butane (where n stands for normal) and isobutene. These are called structural
isomers. Structural isomers are molecules that have the same molecular formula but different structures.
Alkanes are described as having straight chains (such as n-butane) or branched chains (such as isobutane).
For alkanes, the number of isomers increases as the number of carbon atoms increases. While butane
has only 2 isomers, decane has 75 isomers and the alkane C30H62 has over 400 million possible isomers.
While many of these do not exist in nature, this illustrates how carbon forms more compounds than any other
element.
Alkanes whose carbon atoms are joined in rings are called cycloalkanes. They have the general
formula CnH2n. The simplest cycloalkane is cyclopropane.
2. Alkenes
Alkenes are hydrocarbons that contain at least one carbon-carbon double bond. They are also called
olefins. Their formula is CnH2nwhere n = 2, 3 and so on. Alkenes are classified as unsaturated hydrocarbons
as opposed to the alkanes which are saturated hydrocarbons. In naming alkenes, the – ene suffix (ending) is
used. The name of the parent compound is determined by the number of carbon atoms in the longest chain.
Examples are ethene, propene, butene. Note that in butene, there are two molecules: one with the double
bond in the first carbon, and the other with the double bond in the second carbon. The numbers in the names
refer to the lowest numbered carbon atoms in the chain that is part of the CC double bond.
Geometric Isomers of Alkenes

Alkanes have single bonds. The CC single bonds are free to rotate with relatively small energies.
However, this is not true for CC double bonds which are restricted and cannot rotate without breaking the
bonds. Therefore, the placement of substituents is crucial to the properties of the molecules and alkenes
exhibit geometric isomers. In the cis isomer, two particular atoms or group of atoms are adjacent to each other
(same side of the double bond). In the trans isomer, the two groups are across from each other.
3. Alkynes
Alkynes contain at least one CC triple bond. They have the general formula CnH2n-2 where n = 2, 3,…
In naming alkenes, the –yne suffix (ending) is used. The name of the parent compound is determined by the


number of carbon atoms in the longest chain. Like the alkenes, the names of alkynes indicate the position of
the carbon-carbon triple bond. Examples are ethyne, propyne, butyne.
4. Aromatic Hydrocarbons
Aromatic hydrocarbons are a class of hydrocarbons whose molecules contain a ring of six carbon atoms
(benzyl ring) attached.Its simplest member is benzene, C6H6
A. Write the name of each of the following organic compounds:
______________________________
______________________________
______________________________


B. Write the structures for the following organic molecules:
1) methylcyclopentane 2) 2-ethyl-2-pentene 3) diethylamine
C. LESSON WRAP-UP
How can I list all the isomers of an alkane?
Structural isomers are compounds with the same molecular formula but different molecular structures.
To generate a complete list of isomers for a particular molecular formula, a systematic approach is useful. If
the compound is part of a series or family of related compounds (as your examples are) it's useful to start with
a simpler compound in the series and add to it. Be careful to recognize and discard isomers that may appear
different but are actually identical.
Pentane is C5H12. Starting with the two isomers of butane, you can generate all possible isomers by
attaching a carbon atom at every unique position.



1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer key
1. 2.
3. 4.
5.
A.
1. 3-methylpentane
2. cyclohexanol
3. 3-ethylhexane
B.
1) 2) 3)


Lesson Title: Describing Biomolecules Materials:

SAS
1. Discuss the structure of biomolecules: carbohydrates, lipids, Padolina, Ph.D.Et.Al., Copyright
proteins and nucleic acid.. 2010 by Vibal Publishing House,
2. Identify the elements present in biomolecules. Inc.
3. http://www.lincolnschool.org/upload
ed/faculty/
chibbitt/Ap_Bio_Summer_Work/04
_-_
summer_worksheet.pdf
Introduction
The chemical processes regulated by living organisms begin with relatively small organic
molecules and water. The organism uses energy and matter from the surroundings to build large
molecules. A macromolecule is a very large molecule that is a combination of many smaller, similar
molecules joined together in a chainlike structure. Macromolecules have molecular weights of
thousands or millions of atomic mass units.
B. MAIN LESSON
The Significance of Carbon
A compound found mainly in living things is known as an organic compound. Organic compounds
makeup the cells and other structures of organisms and carry out life processes. Carbon is the main element
inorganic compounds, so carbon is essential to life on Earth. Without carbon, life as we know it could not exist.
Why is carbon so basic to life? The reason is carbon’s ability to form stable bonds with many elements,
including it. This property allows carbon to form a huge variety of very large and complex molecules. In fact,
there are nearly 10 million carbon-based compounds in living things! However, the millions of organic
compounds can be grouped into just four major types: carbohydrates, lipids, proteins, and nucleic acids. You
can compare the four types in Table below. Each type is also described below.


Carbohydrates are the most common type of organic compound. A carbohydrate is an organic
compound such as sugar or starch, and is used to store energy. Like most organic compounds,
carbohydrates are built of small, repeating units that form bonds with each other to make a larger molecule.
In the case of carbohydrates, the small, repeating units are called monosaccharides.
A lipid is an organic compound such as fat or oil. Organisms use lipids to store energy, but lipids
have other important roles as well. Lipids consist of repeating units called fatty acids. There are two types of
fatty acids: saturated fatty acids and unsaturated fatty acids.
A protein is an organic compound made up of small molecules called amino acids. There are 20
different amino acids commonly found in the proteins of living things. Small proteins may contain just a few
hundred amino acids, whereas large proteins may contain thousands of amino acids.
A nucleic acid is an organic compound, such as DNA or RNA that is built of small units called
nucleotides. Many nucleotides bind together to form a chain called a polynucleotide. The nucleic acid DNA
(deoxyribonucleic acid) consists of two polynucleotide chains. The nucleic acid RNA (ribonucleic acid)
consists of just one polynucleotide chain.


Direction: Investigate models of each of the biomolecules and answer the following questions.
1. Identify the name of each structure.

2. Which elements are found in each of the biomolecules?
Carbohydrate:
Lipids/ Fat:
Protein:
Nucleic acid:
3. Which of these molecules contains an element not found in the others? Identify which macromolecules is
represented by the formula below.
________________________________________________________________________________________
________________________________________________________________________________________
A. _____________________ B. _____________________________
C._________________________ D. ____________________________


Direction: Write the letter of the correct answer before the number.
1. Water H2O is a(n)
a. Element c. atom
b. Compound d. carbohydrate
2. A process that changes some chemical substances into others is a
a. Chemical bond c. chemical reaction
b. Chemical equation d. chemical formula
3. The main difference between saturated and unsaturated fatty acid is
a. The amount of energy found in the fatty acid
b. Saturated fatty acids are liquid
c. Unsaturated fatty acids can be packed together very tightly
d. The number of hydrogen atoms bonded to the carbon atoms
4. The function of proteins can include
a. Helping cells keep their shape
b. Helping to destroy foreign substances
c. Speeding up biochemical reactions
d. All of the above
5. The characteristics of DNA include which of the following?
a. DNA is made of nucleotides consisting of a sugar, a phosphate group, and a carbon base
b. DNA is made of single polynucleotide chain, which winds into a double helix
c. DNA is how inherited characteristics are passed from one generation to the next
d. All of the above
6. Which category of organic compound is the major component of cell membranes?
a. Carbohydrate c. lipid
b. Protein d. nucleic acid
C. LESSON WRAP-UP
1. List two functions of organic compounds.

2. Which two categories of organic compounds store energy? Which of these organic compounds is more
common?
3. What is a main difference between DNA and RNA?
4. Describe a difference between large and small proteins.
5. Why is carbon considered the essential element of life?
Answers:
1. Organic compounds makeup the cells and other structures of organisms and carry out life
processes.
2. A carbohydrate is an organic compound such as sugar or starch, and is used to store energy.
3. Carbohydrates are the most common type of organic compound.


4. The nucleic acid DNA (deoxyribonucleic acid) consists of two polynucleotide chains while the
nucleic acid RNA (ribonucleic acid) consists of just one polynucleotide chain.
5. Small proteins may contain just a few hundred amino acids, whereas large proteins may contain
thousands of amino acids.
6. Carbon is the main element inorganic compounds, so carbon is essential to life on Earth. Without
carbon, life as we know it could not exist. The reason is carbon’s ability to form stable bonds with
many elements, including it. This property allows carbon to form a huge variety of very large and
complex molecules. In fact, there are nearly 10 million carbon-based compounds in living things!

1.________________________________________________________________________________
_________________________________________________________________________________
2.________________________________________________________________________________
_________________________________________________________________________________
Answer Key
2. Which elements are found in each of the biomolecules?
Carbohydrate: Carbon, Hydrogen, Oxygen

Lipids/ Fat: Carbon, Hydrogen, Oxygen
Protein: Carbon, Hydrogen, Oxygen, Nitrogen
Nucleic acid: Carbon, Hydrogen, Oxygen, Nitrogen, Phosphorus
3. Which of these molecules contains an element not found in the others? Which element is it?
Protein contains Nitrogen absent in carbohydrate and lipid

Nucleic acid contains Phosphorus absent in carbohydrate, lipid and protein
A. Carbohydrate
B. Lipid
C. Protein
D. Nucleic Acid
1. b 2.c 3. d 4. d 5. d 6.c

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PHINMA Education

PEN Code: STM 005 Prerequisite: <None>

At the end of the course, you should be able to:

C. Subject Outline and Time Allotment:

Main Topic # Topics/Activities Day #

Recognizing the Particle Nature of Matter 1

2ND PERIODICAL EXAM 28

Written Work – 20%

a. The Periodical Grade is computed as follows:

b. The Final Grade is computed as follows:

First Year and Second Year Board Subjects

Third Year and Fourth Year Board Subjects

Name: _________________________________________________ Class number: _____________

Lesson Title: Recognizing the Particle Nature of Matter Materials:

Content and Skill Building

Matter is All Around You

The Particle Theory of Matter postulates the following:

Spaces between the individual particles are very large compared

 Particles of matter have spaces between them

This document is the property of PHINMA EDUCATION 1

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Together close, attract the most

 Particles attract each other

Each pure substance is made of just

Matter is made up of tiny particles

 Particles are always in motion. The temperature of the

Sample Matter Non- Matter Not Sure

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1. How did you categorize the items?

Check for Understanding

Direction: Encircle the letter of the correct answer

1. Everything is made of matter. Matter is 4. When you increase the temperature,

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Summary / Frequently Asked Questions

Thinking about Learning

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Skill Building Activity

Activity 5: Check for Understanding

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Lesson Title: Identifying States of Matter and Phase Changes Materials:

Content and Skill Building

What Are the States of Matter?

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SUPER ATOM ICE WATER STEAM IONIZED GAS

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(a) Coin inside a beaker

(b) Colored liquid in a beaker

(c) Yellow gas contained in a

(A) (B) (C)

SHAPE – the external form or

VOLUME – the amount of space

DENSITY – the degree of

DIFFUSION – the ability of matter

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