General Chemistry 2
General Chemistry 2
General Chemistry 2
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
Editors:
Regional Team Relyn D. Raza
Engr. Raul Galleros
Delia P. Alcantara
Edgardo B. Tupas
Lilibeth S. Apat
Management Team Romeo O. Aprovechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudario, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS - Science
Bernie Pamplona, LRMDS Manager - OIC
Junel M. Anino, Librarian II
Bernie Pamplona, PDO II
Use the kinetic molecular model to explain the properties of liquids and solids.
STEM_GC11IMFIIIa-c-99
Key Concepts
❖ Phases of Matter
Gases, liquids, and solids are made up of representative particles (atoms, molecules, and ions),
but those particles' behaviors differ within the three phases.
Slideplayer.com
❖ Kinetic Molecular Theory (KMT): The thought that particles of matter are always in
motion, which this motion has significant effects.
1. A theory developed within the late 19th century to account for the behavior of the atoms
and molecules that structure matter.
2. It supported the thought that particles of matter are always in motion, which has
consequences.
3. It is often used to describe the properties of solids, liquids, and gases in terms of particles'
energy and the forces that act between them.
When the temperature decreases, the particle speed also decreases. (i.e., a decrease in
kinetic energy)
When the temperature increases, the particle speed rises too. (i.e., a rise in KE)
According to the kinetic theory of gases, liquid particles' motion is often described as a kind of
matter that features a definite volume and takes the form of its container.
1.Particles in a liquid are in constant motion; however, the particles in a liquid are closer together
than those in a gas.
2. Therefore, the attractive forces between particles in a liquid are stronger than those between
particles in a gas.
3.This attraction is caused by intermolecular forces.
4.According to the kinetic-molecular theory of liquids, the particles aren't bound together in fixed
positions.
According to the kinetic theory, solid particles' motion is often described as lower K.E., less motion,
more packed particles, and stronger intermolecular forces (IMF).
1. Intermolecular forces between particles are therefore far more effective in solids.
2. These hold particles of a solid in relatively fixed positions, with only vibrational movement.
3. Solids are more ordered than liquids and gases.
Learning Objective: Describe the characteristic properties that differentiate liquids and
solids.
What to do: Complete the table below in comparing the properties of liquids and solids.
Learning Objective: Apply the kinetic molecular theory to describe liquids and solids.
What to do:
Part A. Illustrate the molecular representation of solid and liquid using any shape of your choice
in the boxes below and briefly discuss each illustration. Use another sheet of paper for your
answer.
Solid Liquid
Discussion: _________________________ Discussion: _________________________________
_________________________ _________________________________
_________________________ _________________________________
_________________________ _________________________________
_________________________ _________________________________
_________________________ _________________________________
Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.
Reflection
Direction: Answer the question below in five sentences on a separate sheet of paper.
An explosion aboard a power barge off the Philippine island of Guimaras has spilled up to a quarter
million liters of fuel oil, threatening local communities, mangrove and seagrass habitats.
Explain the effects of an oil spill in bodies of water by applying the concept of Kinetic molecular
theory.
Rubrics:
5 –Explanation is scientifically consistent with the concepts and has no misconception.
4 - Explanation is scientifically consistent with the concepts but with minimal misconception.
3 –Explanation is consistent with the concepts but with misconceptions.
2- Explanation is not consistent with the concepts.
0 - No discussion.
COHASSET PUBLIC SCHOOLS. “Kinetic Molecular Theory Worksheet”. Accessed January 12,
2021.https://www.cohassetk12.org/cms/lib010/MA01907530/Centricity/Domain/34
5/Intro%20Chem%20A/Unit%203%20-%20States%20of%20Matter/3-3%20KMT%
West Linn-Wilsonville School District.”Kinetic Molecular Theory” Accessed January 12, 2021.
https://www.wlwv.k12.or.us/cms/lib8/OR01001812/Centricity/Domain/1638/Unit%20
7%20HW%20Packet.pdf
Answer Key
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from the respective
copyright owners. The authors do not represent nor claim ownership over them.
Management Team Romeo O. Aprovechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudario, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS - Science
Bernie Pamplona, LRMDS Manager - OIC
Junel M. Anino, Librarian II
Bernie Pamplona, PDO II
INTERMOLECULAR FORCES
Learning Objectives:
Key Concepts:
• Intermolecular forces
- attractive forces that hold molecules together, and influence their melting and
boiling point.
- weaker forces because they result from smaller charges, or partial charges,
interacting over much larger distances. The stronger the intermolecular forces
between the molecules of a liquid, the greater is the energy required to separate the
molecules to turn into gas with à higher boiling point. Decreasing the temperature
decreases the kinetic energy of the particles. Increasing the pressure squeezes them closer
together.
- play large roles in determining the physical properties of liquids. Solids have
relatively stronger intermolecular forces than liquids do. The stronger the IMFs in the
sample of molecules, the stronger they interact, which means they stick together more.
_ _ _ _ __ _ _ _ _ _ _
BOND: Between
ATOMS INTERMOLECULAR FORCE:
Between MOLECULES
The intermolecular attractions resulting from the constant motion of electrons and the
creation of instantaneous dipoles are called Dispersion Force or London Force.
This intermolecular force was named after Fritz London, who first proposed its
existence in 1930. Dispersion forces act between all atoms and molecules. But they are
the only intermolecular forces acting among noble–gas atoms and nonpolar molecules.
This fact is reflected in the low boiling points of the noble gases and nonpolar molecular
compounds.
London forces are dependent on the motion of electrons, their strength increases with
the number of electrons in the interacting atoms or molecules. In other words, it increases
with increasing atomic mass or molar mass.
It is the weakest of all intermolecular forces, since the bigger the number of electrons,
the more it diffused the electron cloud in the atom or molecule, the greater its
polarisability.
Polarisability of the atom or molecule refers to the ease with which the electron
distribution can be distorted.
Source: https://www.masterorganicchemistry.com
A dipole is created by equal but opposite charges that are separated by a short
distance. This force of attraction was named after a Dutch Physicist Johannes Dedirek
Van der Waals, who in 1873 first postulated these intermolecular forces in developing a
theory to account for the properties of real gases.
The direction of a dipole is from the dipole’s positive pole to its negative pole. A dipole
is represented by an arrow with a head pointing toward the negative pole and a crossed tail
situated at the positive pole. The dipole created by a hydrogen chloride molecule, which has
its negative end at the more electronegative chlorine atom, is indicated as follows.
H Cl
Source: Image from www.en.wikipedia.org.
The negative region in one polar molecule attracts the positive region in adjacent
molecules, and so on throughout a liquid or solid. The forces of attraction between polar
molecules are known as dipole-dipole forces. In this force, the larger the dipole moment, the
stronger the attraction. A molecule of water, for example, has two hydrogen-bonded with one
oxygen in which the more electronegative oxygen atom is the negative pole of each bond. Since
the molecule is bent, the polarities of these two bonds combine to make the molecule highly
polar as shown in figure 2.
Source: https://www.masterorganicchemistry.com
3. Hydrogen bonding
Hydrogen bonding
Learning Objectives:
1. Identify each type of intermolecular force.
2. Describe the different types of intermolecular forces.
What to do: Determine which types of intermolecular forces are most prevalent in the following
molecules. Write your answer in the space provided below.
1.
Cl N Cl
Cl
Answer: _________________
2.
H N H
H
Answer: ___________________
3. I I
Answer: _____________________
4. H F
Answer: _____________________
5. Ne
Answer: _______________________
What to do: Fill in the table below by marking a (√) check whether the following characteristics
represent a Dispersion or London Force, Dipole-Dipole or Van Der Waals, and Hydrogen
bonding.
Guide Question:
Which boils faster water or alcohol? Why? Explain your answer in three (3) sentences
only.
_______________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Rubric for scoring:
Points Description
3 Practical application is scientifically explained consistent with the concept and
has no misconception.
2 Practical application is scientifically explained consistently with the concepts, but
with minimal misconception.
1 Practical application is explained consistently with the concepts, but with
misconception.
0 No discussion.
Reflection
What to do:
Why plastic grocery bag stretch when placed with heavy loads?
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
Rubric for scoring:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.
Jane C. Basul
Delia P. Alcantara
Division Team Edgardo B. Tupas
Jesuza C. Olayon
Lilibeth S. Apat
1
WEEKLY LEARNING ACTIVITY SHEETS
Science 11, Quarter 3, Week 1C
Learning Objectives:
After going through this learning activity sheet, you are expected to:
Key Concepts
Properties of Liquid:
1. Surface tension
A property of the surface of a liquid that permits it to resist an external force
because of the cohesive nature of the water molecules. It is manifested as some kind
of skin on the surface of a liquid or during a drop of liquid. It is the force that
causes the molecules on the surface of a liquid to “tighten their hold to at least
one another”, creating the effect of a skinny membrane on the surface. The
molecules occupy the smallest amount area possible, which pulls the surface into
a spherical shape when a little amount is dropped. High surface tensions are
existing to substances with strong attractive forces between the molecules.
Surface tension is temperature-dependent; it increases as temperature
decreases. Therefore, surface tension is indirectly proportional to temperature.
2. Viscosity
A measure of a fluid’s resistance to flow. Polar molecules and molecules
with complex structures (with “branches”) tend to possess higher viscosity being
less ready to slip and slide over each other than those with simple structures and
less polarity. A liquid with high viscosity is claimed to be viscous or simply
“thick”. When the viscosity is so high that it cannot flow any more, the matter is
claimed to be glassy or vitreous. The opposite of viscosity is fluidity. Highly fluid
is said to be free-flowing, mobile, or “thin”. Viscosity is expressed in units of
centipoise.
Fluid is a gas or a liquid; a substance that will flow.
2
3. Vapor pressure of a liquid
The equilibrium pressure of a vapor above its liquid is the pressure exerted
by the vapor above the surface of the liquid in a closed container. This may be
considered as a measure of the “escaping” tendency of molecules to go from the
liquid to the vapor state. When a liquid vaporizes in a closed container, the space
above the liquid becomes saturated with vapor and an equilibrium state exists
between the liquid and therefore the vapor. The equilibrium equation is:
evaporation
liquid vapor
condensation
4. Boiling point
The temperature at which a liquid boils wherein the vapor pressure of a
liquid is equal to the external pressure (atmospheric pressure above the liquid).
The normal boiling point of a liquid is reached when the external pressure is 1
atm.
3
Activity 1. Properties of Liquids
Learning Objectives:
1. Describe the properties of liquids: surface tension, viscosity, vapor pressure,
boiling point, and molar heat of vaporization.
2. Explain the effects of intermolecular forces on the given properties of liquids.
What to do:
A. Surface Tension
Study and analyze the images below. Identify the properties of liquids being
exhibited by each image and mark check (/) the property being referred to. Number
1 is done for you as your guide.
2.
4
B. Viscosity of a Liquid
Read the situation below and analyze the data given in table 1, then answer
the guide questions on a separate sheet of paper.
A group of students wanted to compare the viscosity of four (4) liquids. Refer
to figure 1. They used water, corn syrup, oil, and honey as liquid samples. They
measured the time it took the marble in moving from the top to the bottom of the
liquids. The results of their experiment are shown in Table 1.
Table 1. The Time it Takes for the Marble to Settle Down in Different Liquids
No. Liquids Viscosity The average time it takes for the
(cps) marble to settle down (seconds)
1 water 1 1.56
2 corn syrup 2000-3000 1.74
3 oil 1000 1.62
4 honey 10,000 1.98
Guide Questions:
5
C. Vapor Pressure, Boiling Point and Molar Heat of Vaporization of a Liquid
Consider the vapor pressures, molar heat of vaporization, and boiling point of
the following substances shown in table 2 and answer the guide questions below in
a separate sheet of paper.
Table 2. Vapor Pressure, Molar Heat of Vaporization and Boiling Point of Some
Substances
Vapor Type of (ΔH) Heat of Boiling
No. Substance Pressure Intermolecular Vaporization Point
(atm) Forces (kJ/mol) (OC)
1 Pentane 0.71 London dispersion 26.5 36.1
2 Acetone 0.28 Dipole-dipole 30.3 56.5
3 Ethyl alcohol 0.08 Hydrogen bonding 39.3 78.3
4 Water 0.03 Hydrogen bonding 40.79 100
Guide Question:
How does the strength of intermolecular forces affect vapor pressure, molar
heat of vaporization, and boiling point of liquids?
Reflection
What to do: Read and understand the question below. Write your answer in a
separate answer sheet.
Rubrics:
Points Description
3 Practical application is scientifically explained consistent
with the concepts and has no misconception
2 Practical application is scientifically explained consistently
with the concepts, but with a minimal misconception
1 Practical application is explained consistently with the
concepts, but with misconceptions
0 No discussion
Barrameda, Ma. Corazon B. et.al. Teaching Guide for Senior High School General
Chemistry 2, pp 32-56. Published by the Commission on Higher Education,
2016.
Ilao, Luciana V., Loctoc, Betty M., and Paderna-Gayon, EdEdwehna Elinore S. “
General Chemistry 2”: K to 12, STEM. 1st ed., edited by Josefina G. Belen, 10-
14. 856 Nicanor Reyes Sr. St. Sampaloc, Manila, Philippines: rex Bookstyore,
Inc., 2016.
6
Website:
https://www.google.com/search?q=water+drops
https://www.google.com/search?q=boiling+water
https://www.google.com/search=liquid + in + a +closed
https://www.google.com/search?q=bubbles
https://www.google.com/search=dew +drops
https://www.google.com/search? q=honey drops
https://www.google.com/search?q=floating+paper
https://www.google.com/search?q=drops+of+water&rlz+clip
https://www.google.com/search=pouring +of +water
https://www.google.com/search=pouring +oil +from + a +flask
https://www.google.com/search?q=viscosity+of+liquids
Answer Key:
Image 10
Image 9
Image 8
Image 7
Image 6
Image 5
Image 4
Image 3
Image 2
Image 1
Vaporization Point Pressure Tension
Molar Heat of Boiling Vapor Viscosity Surface Images
7
COPYRIGHT PAGE FOR UNIFIED LEARNING ACTIVITY SHEETS
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
Delia P. Alcantara
Division Team Edgardo Tupas
Jesuza C. Olayon
Lilibeth S. Apat
Jane C. Basul
Properties of Water
Explain the properties of water with its molecular structure and intermolecular forces.
(GC11IMFIIIa-c-103)
Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. identify the properties of water; and
2. discuss the properties of water in relation to molecular structure and intermolecular
forces.
Key Concepts
The water molecule ( figure 1) is composed of two (2) hydrogen (H) atoms and one (1) oxygen (O) atom.
The oxygen atom has 8 electrons, and each hydrogen atom has 1 electron. The covalent bond is formed
when atoms of hydrogen share electrons with an oxygen atom.
Water (H2O) molecule is polar with strong intermolecular forces. It forms a special dipole
bond called a hydrogen bond. Four hydrogen bonds can be formed in a water molecule (figure
2). These bonds are strong, however, it is constantly breaking, shifting and re-forming giving the
water its unusual properties.
PROPERTIES OF WATER
Capillary Action
Intermolecular forces also cause a polar liquid like water to rise against gravity into a small-
diameter tube (a capillary), as shown in figure 7. This is also because the molecules of water are
attracted to the substance in the tube (figure 8). This phenomenon is called capillary action. When
a glass tube is placed in water, the water rises into the tube. Water rises higher in a tube with a
smaller diameter.
Figure 7. Capillary action of water Figure 8. Water molecules have strong adhesive forces toward glass
in different glass tubes molecules and form a concave meniscus.
Source: Dr. Clay Robinson, PhD, West Texas A&M University.
Source: https:/ /www.slideshare.net/
Viscosity
Water has a viscosity of 1 centipoise or 0.001 Pa/s at 20 oC. Polar water is more viscous
than nonpolar liquids like liquid nitrogen. But compared to long-chain molecules, water is less
viscous.
a) (b)
Figure 10. Molecules of water in (a) sealed bottle and (b) opened bottle
Source: https://slideplayer.com/
1. Universal Solvent
Water is a universal solvent. Water has a unique ability to dissolve many chemical
substances. It can dissolve salts and other ionic compounds, polar covalent compounds like
alcohols, and gases like oxygen and carbon dioxide. Nutrients needed by plants are dissolved in
water and are absorbed by plants. Water can also absorb pollutants from farming and industrial
plants resulting in water pollution.
2. Specific Heat
Water has high specific heat. Specific heat is the amount of heat needed to increase the
temperature of one gram of a substance by 1 oC. Water has a very high specific heat with 1
calorie/g-oC (4.18 J/g-oC). This is the reason that water can absorb a greater amount of heat even
the temperature rises very slightly.
For example, at the beach on a sunny day, we observe that the sand is usually quite hot to
walk on. The water on the other hand always feels cool. This is due to the fact that the sand has
a lower specific heat capacity compared with water. The sand takes less energy to raise the
temperature by one degree while water with a high heat capacity, requires more heat energy to
increase its temperature by one degree. The sun heats sand more quickly but the water more
slowly.
3. Boiling Point
The boiling point of water is unusually high. Water boils at 100 oC. Due to intermolecular
forces, the water stays to be in a liquid state at a large range of temperatures. During summer
days, a pond does not dry quickly because the amount of energy required to evaporate the water
is so high.
4. Density
Solid water is less dense and floats on liquid water. The molecules in solid water are
different than they are in liquid water. In solid water, the hydrogen bonds have an open
structure with unoccupied spaces, resulting in a larger volume. This makes solid water or ice
becomes less dense causing ice to float on water. In temperate countries, water bodies freeze. Ice
will float, causing the aquatic organisms to still live and survive under the surface which
remains liquid.
Learning Objectives:
1. Identify the properties of water.
2. Discuss the properties of water in relation to molecular structure and intermolecular forces.
What to do: Complete the table below by writing in column 2 the property of water illustrated in
column 1 and give a brief discussion about each property in column 3. Number 1 is answered as
your guide.
What to do: Perform the following activities. Take picture of your observations or illustrate your
observations and answer the guide questions in a separate sheet of paper.
Guide Question:
Why did the needle float on water? Explain in 1 or 2 sentence/s.
Reflection
What to do: Answer the question below on a separate sheet of paper. Write 3 sentences.
Rubrics:
Ansell, Dave. 2007. “Floating a Needle.” Penny” Accessed January 13, 2021, from
https://www.thenakedscientists.com/get-naked/experiments/floating-
needle#:~:text=If%20you%20get%20it%20right,the%20surface%20it%20will%20sink.
Earth Science Teaching Guide for Senior High School, Published by the Commission on Higher
Education, 2016
Healing Earth. “The Structure of Water.” Accessed January 13, 2021, from
https://healingearth.ijep.net/water/structure-
water#:~:text=The%20water%20molecule%20is%20comprised,is%20called%20a%20covale
nt%20bond.
Author: Charlyn M. Campado
School/Station: Kitcharao National High School
Division: Agusan del Norte
email address:[email protected]
6
Markgraf, Bert. 2018. “What Intermolecular Forces are Present in Water?” Accessed January
13, 2021, from https://sciencing.com/three-ways-polarity-water-molecules-affect-
behavior-water-10036437.html
Slideshare. “Intermolecular Forces and Physical Properties” Accessed January 13, 2021, from
https://www.slideshare.net/clwatson12/47-intermolecularforces
Slideplayer. “Physical Properties of Liquids” Accessed January 13, 2021, from
https://slideplayer.com/slide/4181999/
Steve Spangler Science. “Drops on a Penny” Accessed January 13, 2021, from
https://www.stevespanglerscience.com/lab/experiments/penny-drops/
Water Science School. “Vapor Pressure and Water” Accessed January 13, 2021, from
https://www.usgs.gov/special-topic/water-science-school/science/vapor-pressure-and-
water?qt-science_center_objects=0#qt-science_center_objects
Water Science School. “Surface Tension and Water.” Accessed January 13, 2021, from
https://www.usgs.gov/special-topic/water-science-school/science/surface-tension-and-
water?qt-science_center_objects=0#qt-science_center_objects
Answer Key
Activity 1
Activity 2
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from the respective
copyright owners. The authors do not represent nor claim ownership over them.
Editors:
Regional Team Engr. Raul Galleros
Relyn D. Raza
Delia P. Alcantara
Edgardo Tupas
Lilibeth S. Apat
Figure 2 A Figure 2 B
Figure 1. Molecules of Solid Figure 2A. Molecules of Crystalline Solids
Source: http://Www.Differencebetween.Net/Science/Difference- Figure 2B. Molecules of Amorphous Solids
Between-Crystalline-And-Amorphous/ Source: https://www.toppr.com/guides/chemistry/the-solid-state/crystalline-and-amorphous-solids/
Crystalline Solids
Crystalline solids are the type of solids that have particles that are orderly arranged in
a 3-dimensional pattern called the crystal lattice (a regular repeating structure). When cut
anywhere, it shows a clear cleavage in the structure. For its internal structure, it has a distinct
geometric shape.
In a 3-dimensional pattern, the particles have equal intermolecular forces. This solid has
a sharp melting point and is anisotropic (property of a material which allows it to change or
assume different properties in different directions). They are called true solids. To detect the
difference between a crystalline and non-crystalline solid is not easy, especially by only
touching it. Both solids are holding a definite and fixed shape, rigid, firm, and incompressible.
Also, both generally have geometric shapes and flat faces but differ from each other in many
aspects including the chemical and the physical attributes or properties.
Examples are benzoic acid, diamond, metals, and salts (figure 3).
Amorphous Solids
The word amorphous is a Greek word that means “shapeless”. Irregular and disordered
arrangement of the constituent particles of a solid. Structures are rigid and they lack a well-
defined shape.
Figure 3A. Molecules of crystalline solids Figure 4A. Molecules of amorphous solids
Figure 3B. Salt, example of crystalline solid Figure 4B. Cotton candy, example of amorphous solid
Source: https://www.toppr.com/guides/chemistry/the-solid- Source: https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-
state/crystalline-and-amorphous-solids/ science-flexbook-2.0/section/2.12/primary/lesson/solids-ms-ps
Reflection
What to do: Answer the question below on a separate sheet of paper.
Cotton candy is an example of amorphous solid and is very common during fiestas.
Kids are attracted to this because of its color and sweetness. Is it good to eat too much
cotton candy? Why or Why not?
_________________________________________________________________________________
_____________________________________________________________________.
Rubrics:
Score Description
Explanation is scientifically consistent with the concepts and has no
5
misconception.
Explanation is scientifically consistent with the concepts but with minimal
4
misconception.
3 Explanation is consistent with the concepts but with misconceptions.
2 Explanation is not consistent with the concepts but with misconceptions.
0 No discussion.
References:
Books:
BYJU’S The Learning App. “Difference between Crystalline and Amorphous”. Accessed
January 08, 2021.
https://byjus.com/chemistry/difference-between-crystalline-and-amorphous/
Chang, Raymond, and Cruickshank, Brandon. Chemistry, Eighth Edition. Mc Graw Hill Higher
Education. Copyright © 2005, 2002, 1998, 1994, 1991, 1988, 1984, 1981 by the
McGraw-Hill Companies, Inc. ISBN 0-07-251264-4(hc: alk. paper)
Online references:
Bagley, Mary. Live Science. “Properties of Matter: Solids”. Accessed January 09, 2021.
https://www.livescience.com/46946-solids.html
Dahl, Jeff. Britannica.com. “X-ray diffraction, Physics”. Accessed January 09, 2021.
https://www.britannica.com/science/X-ray-diffraction
Flexbooks. “CK-12 Physical Science for Middle School – Soilds”. Flexbooks
v2.9.4.20201228233419| © CK-!@ Foundation 2021. Accessed January 10, 2021.
https://flexbooks.ck12.org/cbook/ck-12-middle-school-physical-science-flexbook
2.0/section/2.12/primary/lesson/solids-ms-ps
Juers, Douglas. Whitman College, Department of Physics. “X-ray Diffraction – Lab 7”.
Accessed January 07, 2021.
https://www.whitman.edu/Documents/Academics/Powder_diffraction_metals.pdf
Kochitty, Joe. Toppr.com. “The solid-state: Crystalline and Amorphous solids”. Accessed
January 07, 2021.
https://www.toppr.com/guides/chemistry/the-solid-state/crystalline-and-amorphous-
solids/
Macromoltek. “What is x-ray crystallography?”. Macromoltek. Inc. Accessed January 10,
2021.
https://medium.com/@macromoltek/what-is-x-ray-crystallography-1e186bc3d180
Madisha, Lusi. DB Difference between.net. “Difference between crystalline and amorphous”.
Accessed January 08, 2021.
http://www.differencebetween.net/science/difference-between-crystalline-and-
amorphous/
Socratic Q&A. “Chemistry- What are the properties of solids?”. Accessed January 07, 2021.
https://socratic.org/questions/what-are-the-properties-of-solids
SlideShare. “Free rubrics for essay”. Accessed January 18, 2021.
https://www.slideshare.net/pjlynch/essay-assessment-rubric
The Libre Texts. “11.7: Structure of Crystalline Solids”. Accessed January 10, 2021.
https://chem.libretexts.org/Courses/Heartland_Community_College/HCC%3A_Chem_161
/11%3A_Liquids_and_Solids/11.7%3A_Structures_of_Crystalline_Solids#:~:text=Crystallin
e%20solids%20have%20well%2Ddefined,a%20wide%20range%20of%20temperatures.
Answer Key
15. CRYSTAL
14. CRYSTAL
13. AMORPHOUS
12. AMORPHOUS crystal.
11. AMORPHOUS crystals. Pepper doesn’t look like
10. CRYSTAL ANS. Sugar and salt look like
9. CRYSTAL appears to be made crystals?
8. AMORPHOUS 2. Which of the substances
7. AMORPHOUS Both are crystals.
6. AMORPHOUS and salt are almost the same.
5. CRYSTAL ANS. No, the granules of sugar
4. CRYSTAL and salt?
3. AMORPHOUS between the granules of sugar
2. AMORPHOUS 1. Can you see the difference
1. CRYSTAL Guiding questions:
Activity 1. Crystal or Amor? Activity 2. Are these crystal?
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this activity sheets are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from their respective
copyright owners. The authors do not represent nor claim ownership over them.
Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. describe the components/ features of a phase diagram;
2. describe how changes in temperature and pressure can change
the state of matter;
3. analyze the phase diagram of water and carbon dioxide;
4. interpret phase diagrams of pure substances to determine their phase at the given
temperature and pressure; and
5. construct a phase equilibria of a substance through a phase diagram
from the data given.
Time Allotment: 2 hours
Key Concepts
Have you ever wonder how temperature and pressure can influence the identity of a sample matter,
how matter changes from one phase to the other, and what limiting conditions will solid, liquid,
and gas be considered. In this lesson, you will uncover and learn about the phase equilibria
through phase diagrams of substances, like water and carbon dioxide.
Unlocking of Terms:
❖ Phase Diagram- a graphical plot that indicates the summary of the physical state
movement between pressure and temperature in a closed system concerning phase
changes of a substance.
❖ Plateau- a graphic representation that shows a stable period.
❖ Pressure- Force per unit area; expressed in many units, such as millimeters of mercury (mm
Hg), atmosphere (atm.), pound per inches squared (lb/in 2), torr, Pascal.
❖ Heat- is the resulting flow of energy from the movement of particles, ions, atoms, or
molecules in solids, liquids, and gases.
❖ Temperature- a measure of the intensity of heat or of how hot or cold a system is.
❖ Equilibrium- a term coined to describe a dynamic state in which two or more opposing
processes are taking place simultaneously at the same rate.
❖ Triple Point- a point or location where three phases (solid, liquid, gas) of matter can coexist.
❖ Critical Point- a point or location where temperature and pressure record the highest rate
with signifying phase boundary between gas and liquid.
Author: Rexjhan A. Capuyan
School/Station: Manoligao National High School/Carmen 1
Division: Agusan del Norte
E-mail Address: [email protected]
1
What’s in the Phase Diagram?
A phase diagram consists of discrete areas that signify the different phases exhibited
by a substance (Figure 1). Each of the regions corresponds to a range of combinations of
Temperature and Pressure over which that phase is stable.
http://chem.libretext.org
Figure1. SEQ
Figure PhaseFigure \* ARABIC
Diagrams 1. Phaseshowing
of a substance Diagrams of aLiquid,
Solid, substance
and Gas
showing Solid, Liquid, and Gas
1. Three Regions (Solid, Liquid, Gas)
▪ Solid Region –the combination of high pressure and low temperature, only a
solid is stable (( ) upper left of Fig. 1) (a liquid or gas would spontaneously
convert to a solid).
▪ Liquid Region – the combination of high temperature and high pressure,
only a liquid is stable, but when it exceeds the critical point, a supercritical
fluid exists. (( ) upper right of Fig. 1), (a solid would spontaneously melt
and gas condense).
▪ Gaseous Region – the range of combinations of high temperature and low
pressure, the only vapor is stable (( ) lower right of Fig. 1) (solids and
liquids would spontaneously convert to a gas (vapor)).
2. Three Curves
▪ Solid/Gas Two-Phase Line (a line connecting point C to A) - both solid and
gas can coexist in equilibrium at these range of Temperature & Pressure;
adding heat causes sublimation (solid gas; e.g. dry ice), removing it causes
deposition (gas solid; e.g. frosting)
▪ Solid/Liquid Two-Phase Line (line connecting point A to D) - both solid and
liquid can coexist in equilibrium at these range of Temperature & Pressure;
adding heat causes melting (solidliquid), removing it causes freezing
(liquidsolid)
▪ Liquid/Gas Two-Phase Line (line connecting point A to B) - both liquid and
gas can coexist in equilibrium at this range of Temperature & Pressure;
adding heat causes vaporization (liquidgas), removing it causes
condensation (gasliquid).
http://courses.lumenlearning.com
Figure SEQ Figure \* ARABIC 2. The two important
Figure 2. The two important points of Phase Diagram
points of Phase Diagram
3.1 Triple Point
● Triple Point (point A) - the pressure and temperature at which all three
phases can coexist where no energy is added or diminished. The triple
point is the exact point that can be reproduced in the laboratory. With
this, the SI unit of temperature, the Kelvin, is defined as 1/273.16, the
triple temperature of water (P= 0.0060373 atm., T=273.16 K).
● It also represents the lowest pressure at which a liquid phase can exist
in equilibrium with solid or vapor.
● At P < 0.00604 atm., ice will not melt into a liquid form as the
temperature increases; the ice will directly sublime to water vapor.
almost vertical
http://chem.libretext.org
(A) (B)
Figure 4. Phase Diagram of Water
Graph A has a linear temperature and pressure, the boundary between the ice and
liquid water is almost vertical. While Graph B, with an expanded scale, signifies the decrease
in melting point, corresponds with an increase in pressure. The Triple point of water is
within the limit of 0.010C and 0.00604 atm. (4.58 torr), which indicates that ICE will melt
(solid to liquid) at P > 0.00604 atm.; and sublime (solid to gas) at P < 0.00604 atm.
The water reaches the critical point at 373.99 0C, having a pressure of 217.7 atm.
http://chem.libretext.org
Figure SEQ Figure \* ARABIC 5.Phase Diagram of Carbon Dioxide
Figure 5.Phase Diagram of Carbon Dioxide
This graph indicates that it has a more typical melting curve, sloping up and to the
right. The triple point of Carbon dioxide is within the limit of −56.6°C (T) and 5.11 atm.
(P), which means that CO2 in a liquid state cannot exist if P < 5.11 atm. Consequently,
solid CO2 (dry ice) does not melt but sublimes at 1 atm. Thus, it has no normal melting
point but a normal sublimation point at -78.5 °C. The critical point of CO2 is within the
range of 30.98 0C (T) and 72.79 atm.
Learning Objectives:
1. Describe the components/ features of a phase diagram;
2. Analyze the phase diagram of water and carbon dioxide; and
3. Interpret phase diagrams of pure substances to determine their phase at the given
temperature and pressure.
150 1 (1)________________
-1.5 1 (2)________________
-0.5 100 (3________________
-2 0.001 (4)________________
30 0.8 (5)________________
0.00 < T < ____ (6) 1 Liquid
200 P< ___ (7) Vapor
Guide Question:
Guide Question:
What happens when the following changes are made in a CO 2 sample, which initially records
at 1 atm. and -60°C?
________________________________________________________________________________
________________________________________________________________________________
---------------------------------------------------------------------------------------------------------------------------------------------------------------
Learning Objectives:
1. Describe how changes in temperature and pressure can change the state of
matter; and
2. Construct a phase equilibria of a substance through a phase diagram from the
data.
What you need: Graphing paper, marker, ruler, and colored pen
What to do: Construct the phase diagram for a substance on your graphing paper based on
the following data: (It need not be scaled)
T (0K) P (atm.)
Triple point 55 K 0.50 atm.
Normal melting point 68 K 1 atm.
Normal boiling point 183 K 1 atm.
Critical point 218 K 50 atm.
*Label: S (solid), L (liquid), G (gas)
*Curves/Lines of equilibrium between solid-gas, liquid-gas, and solid-liquid.
Temperature (K)
Pressure (atm.)
Guide Question:
1. What phase change will occur if this substance is slowly compressed at a constant
temperature from 0.5 atm to 45 atm.? Please refer to the phase diagram you have created.
Pressure (atm.) 0.5 atm. 45 atm. Observation on
Temperature (K) Phase Changes
ex. 30 K Solid Solid No change
a. 60 K
b. 120 K
c. 400 K
2. What are the necessary conditions for this material to sublime? How are these conditions
___________________________________________________________________________________________
___________________________________________________________________________________________
CATEGORY 4 3 2 1
The neatness All straight All straight Most straight Many lines,
of Color and lines are ruler- lines are ruler- lines are ruler- corrections of
Lines drawn, all drawn, most drawn, most errors, and/or
errors have errors have errors have features are not
been neatly been neatly been neatly neatly done.
corrected and corrected and corrected and
all features are most features most features
colored are colored are colored
completely. completely. completely.
Labels - At least 90% of 80-89% of the 79-70% of the Less than 70%
Accuracy the items are items are items are of the items are
labeled and labeled and labeled and labeled and
located located located located
correctly. correctly. correctly. correctly.
Labels & 90-100% of the 89-80% of the 79-70% of the Less than 70%
Features - labels/features labels/features labels/features of the
Neatness can be read can be read can be read labels/features
easily. easily. easily. can be read
easily.
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplateDemoChoice&
Reflection:
1. How an increase in surface temperature affects the environment, and how these changes
contribute to the current climate that we are facing?
2. Why carbonated drink or soda has more biting-taste when stored in the refrigerator? How
will carbon dioxide influence the taste and our health?
Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.
Author: Rexjhan A. Capuyan
School/Station: Manoligao National High School/Carmen 1
Division: Agusan del Norte
E-mail Address: [email protected]
8
References for learners:
Ilao, Luciana V. et.al, (2017). General Chemistry 2. Manila, Philippines. Rex Bookstore.
Chapter 4 pp. 34-35.
Bodner Research Web. PDF. Accessed on January 14, 2021, Retrieved from;
http://chemed.chem.purdue.edu/genchem/topicreview/bp/ch14/phase.php
Unknown Author. Microsoft Word, Accessed on January 14, 2021, Retrieved from;
https://wps.prenhall.com/wps/media/objects/3311/3391416/blb1106.html
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from the respective
copyright owners. The authors do not represent nor claim ownership over them.
Management Team Romeo O. Aprovechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudarion, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS - Science
Bernie Pamplona, LRMDS Manager - OIC
Junel M. Anino, Librarian II
Bernie Pamplona, PDO II
Use different ways of expressing concentration of solutions: mole fraction, molarity, molality,
percent by volume, percent by mass, ppm (STEM_GC11PPIIId-f-111).
Learning Objectives:
Key Concepts
A supply of clean drinking water is important for all communities. What constitutes clean water?
The government has set standards limiting the amount of contaminants allowed in drinking
water. These contaminants include metals, pesticides, bacteria, and even the byproducts of
water treatment. Water must be tested continuously to ensure that the concentrations of these
contaminants do not exceed established limits. Concentration is the measure of how much of a
given substance is mixed with another substance. Solutions are said to be either dilute or
concentrated.
Figure 1A Figure 1B
Illustrated by Alfonz Lexie John Basul
Figure 1A shows greater concentration than Figure 1B because there is a greater ratio of solute
(triangle) to solvent (black balls).
How is the concentration of a solute in a solvent calculated? These are the different ways to
express the amount of solute present in a solution:
Percent by mass
Is the amount of solute in a given mass of solvent expressed as grams solute per 100 grams of
solution. Mass percentage is calculated as the mass of a component divided by the total mass of
the mixture, multiplied by 100%.
General Formula:
% by mass = mass of solute X 100
mass of solvent + mass solute
Derived formula:
mass of solute = (% by mass) (mass of solution)
100
Percent by volume
Is the amount of solute in a given volume of solution expressed as milliliter of solute per 100
milliliter of solution. Wine has a typical alcohol content (v/v percent) of 12 percent. This means
that there is 12 mL of C2H5OH(Ethanol) in every 100 mL of wine.
General Formula:
% by volume = volume of solute x 100
volume of solution
Derived formula:
(% volume) (volume of solution)
volume of solute =
100
Example: A solution is prepared by dissolving 90 mL of H2O2 (Hydrogen Peroxide) in enough
water to make 3000 mL of solution. Determine the concentration of Hydrogen Peroxide solution.
Solution:
Molarity (M)
Is one way to express the concentration of a solution in moles of solute present in one (1) liter, L,
of solution. It can be used to convert between moles of solutes and volumes of their solutions.
General Formula:
moles of solute mol solute
Molarity= or M=
liters of solution L solution
Derived Formula:
mole solute = molarity x liters of solution
In problems involving molarity, additional formulas are sometimes used to get the final answer.
One very useful formula are that for molar mass and number of moles:
molar mass = total molar mass of the components where; molar mass = g/mol
moles of solute = mass of solute
molar mass
Sample problem: A solution is made by dissolving 2.355 g of H2SO4(Sulfuric acid) in water. The
total volume of the solution is 0.05 L. What is the molarity?
mole of solute = 2.355 g H2SO4 1 mol of H2SO4 = 2.355 mol H2SO4 = 0.02401 mol H2SO4
98.08 g H2SO4 98.08
Molality (m)
Is the ratio of the number of moles of solute per kilogram of solvent. It is not the same as
molarity, even if their names are very similar.
General Formula:
moles of solute
Molality = or m = mol
kg of solvent kg
Derived formula:
mol solute = Molality x kg of solvent
In problems involving molality, additional formulas are sometimes used to get the final answer.
One very useful formula is that for density:
ρ = m/v where; ρ = density
m= mass
v= volume
Sample problem: What is the molality of a solution containing 0.75 moles of NaOH (Sodium
hydroxide) in 500 milliliters of water at 25 oC? The density of water at 25 oC is 1.0 gram per
milliliter.
Given:
ρ H2O = 1.0 g/mL
V H2O = 500 mL
Molar mass of H2O = 18 g/mol
Mole of solute = 0.75 mol NaOH
Required: Molality of NaOH = ? (mol/kg)
Solution:
Compute the mass of water in kilograms.
ρ= m
v
m H2O= ρ x v 500 g 1 kg = 0.50 kg
m H2O= 1 g/mL x 500 mL 1000 g
m H2O= 500 g
Hence, m is,
moles of solute
m= = 0.75 mol NaOH = 1.5 m or 1.5 mol/kg
kg of solvent 0.5 kg of solvent
Mole Fraction
Is a way of describing solution composition. It is the ratio of the number of moles of one
component of a mixture to the total number of moles of all components.
General Formula:
mole component
Mole fraction of component =
moles of all component
Derived Formula:
mole component = mole fraction component x moles of all component
Sample Problem: What is the mole fraction of the solute in a 40% by mass ethanol (C2H5OH)
solution in water?
Author: Alfonz Lexie John C. Basul
School/Station: Nasipit National High School - Annex 5
Division: Agusan del Norte
email address: [email protected]
Given: % mass of ethanol = 40%
Mole
60 g = 3.33 mol H O
water= 2
18 g/mol
Compute for the mole fraction each component
What you do: Identify the different ways in expressing concentration of solutions. Write your
answers on a separate sheet of paper.
_______________1. It is the ratio of the number of moles of one component of a mixture to the
total number of moles of all components.
_______________2. It is calculated as the mass of a component divided by the total mass of the
mixture, multiplied by 100%.
mol solute
_______________3. It is computed using the formula M= .
L solution
_______________4. This is a way of expressing very dilute concentrations of substances.
_______________5. It is computed using the formula m= mol.
kg
Activity 2. Mass & Volume to Percentage!
Learning objective: Determine the percentage concentration (by mass and volume) of a
solution.
What You Need: Pen, Paper and calculator
What you do: Given the result of Percentage Concentration experiment below, analyze and
answer the following questions. Show your solution.
Table 1. Shows the results of the percentage by mass experiment.
Substance Mass
Sugar 2.0 g
Salt 3.0 g
Author: Alfonz Lexie John C. Basul Water 20 g
School/Station: Nasipit National High School - Annex
6
Division: Agusan del Norte
email address: [email protected]
Guide Questions:
1. What is the total mass of the solution? _______________
2. What is the percentage by mass of sugar solute in the solution? ______________
3. What is the percentage by mass of salt solute in the solution? ________________
4. What is the ppm of salt solute in the solution? ___________________
Guide Questions:
1. What is the percent volume of ispropyl alcohol? _____________________
2. What is the percent volume of ethyl alcohol? ________________________
What you do: Calculate the concentration of solutions in molality, molarity and mole fraction of
the problem below. Write your answer on a separate sheet of paper. Show your solution.
Problem 1: How many grams of K2CO3 (Potassium Carbonate) are needed to make 200 mL of a
2.5 M solution?
Reflection
Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
0 - No discussion.
Author: Alfonz Lexie John C. Basul
School/Station: Nasipit National High School - Annex
Division: Agusan del Norte
7
email address: [email protected]
References for learners:
Books:
Patalinghug, Wyona C., Camacho, Vic Marie I., Sevilla, Fortunato B. III, Singson, Maria Cristina
D. General Chemistry 1 Specialized Subject | Academic Stem: Teaching Guide for Senior
High School C.P. Garcia Ave., Diliman, Quezon City: Commission on Higher Education,
2016. https://studylib.net/doc/25269748/general-chemistry-1
Online References:
https://www.varsitytutors.com/college_chemistry-help/molarity-molality-normality
https://chem.libretexts.org/Courses/Los_Angeles_Trade_Technical_College/Chem_51/15%3A_S
olutions/15.03%3A_Solution_Concentration_-_Molality_Mass_Percent_ppm_and_ppb
https://www.khanacademy.org/science/ap-chemistry/states-of-matter-and-intermolecular-
forces-ap/mixtures-and-solutions-ap/a/molarity
Answer Key
Activity 1. Know me well Activity 2. Mass & Volume to Percentage!
5. Molality
= 40%
4. Parts per million (ppm)
3. Molarity = 0.4 x 100
2. Percentage by Mass 100mL solution
1. Mole Fraction = 40mL ethyl x 100
Activity 1. Who AM I? volume of solution
2. % vol ethyl = volume of solute x 100
= 70%
Activity 2. Mass & Volume to Percentage! = 0.7 x 100
= 120,000 ppm 100mL solution
= 0.12 x 106 = 70mL isopropyl x 100
25g solution volume of solution
= 3.0g salt x 106 1. % vol isopropyl = volume of solute x 100
Table 2.
amount of solution
4. ppm salt = amount of solute x 106
= 12%
= 0.12 x 100
25g solution
= 3.0g salt x 100
mass of solution
3. % mass salt = mass of solute x 100
= 8%
= 0.08 x 100
25g solution
= 2.0g sugar x 100
mass of solution
2. % mass sugar = mass of solute x 100
= 25g
= 20g + 2.0g + 3.0g
1. Mass solution = mass solvent + mass solute
Table 1.
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
1
WEEKLY LEARNING ACTIVITY SHEET
General Chemistry 2 & Grade 12, Quarter 3, Week 2D
Stoichiometric Calculations
Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. determine the concentration of acid-base titrations in a solution;
2. perform stoichiometric calculations for reactions in solution;
3. appreciate the importance of stoichiometric calculations for reactions in a solution.
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
2
Example:
Suppose 25.66 mL (or 0.02566 L) of 0.1078 M HCl was used to titrate an
unknown sample of NaOH. What mass of NaOH was in the sample? We can calculate the
number of moles of HCl reacted:
We also have the balanced chemical reaction between HCl and NaOH:
Then we convert this amount to mass, using the molar mass of NaOH (40.00 g/mol):
●In an acid-base titration. the standard solution can be strong base, or strong acid
depending on the nature of the unknown solution.A pH indicator is used to signal the
completion of the acid-reaction. The pH indicator changes color to indicate completion of
the reaction, which is the end point of the titration. If an indicator is a weak acid, its
ionization would be very much low in acids due to common H+ ions while it is fairly
ionized in alkalies. In the same way, if the indicator is a weak base, its ionization is high
in acid, and low in base.
●In an acid-base neutralization reaction, it is important to note the relationship
between the number of moles of the acid and the base at the completion of the
reaction.This is called the equivalence point.
Neutralization Reactions:
This is the general formula for a neutralization reaction:
Acid + Base → Salt + Water
A strong acid and a strong base, such as hydrochloric acid (HCl) (aqeous) and sodium
hydroxide ( NaOH) (aqeous ) will react to form a neutral solution since the conjugate
partners produced are of negligible strength:
● Monoprotic acids- acids that can release only one proton and have one equivalence
point.
Number of Hydrogen Name Example
atoms
1 monoprotic acid (HA) HCl- hydrochloric acid
1 Monoprotic acid (HA) HNO3- nitric acid
●Monobasic base- a base that has only one hydrogen ion to donate to a base in an acid-
base reaction.
Example:
NaOH is monobasic, it ionizes to produce one OH¯ ion
NaOH → Na+ + OH¯
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
3
Let us consider the reaction between a monoprotic acid and a monobasic base, like HCl
and NaOH.
HCl (aq) + NaOH (s)→NaCl (s ) + H2O(l)
reactants products
At the equivalence point, the reaction is complete, when the moles of acid are equal to
the moles of the base. nacid = n base
We can express the number of moles, n, of the standard solution as the product of its
concentration expressed in terms of molarity, (M) and the volume, V, used in titration,
Choosing the base as the standard solution for this example,
nacid = Mstd sol Vstd sol
We can also express the number of moles of the unknown solution as the product of its
concentration and volume.
M 1V 1 = M2V2
Where: M1 = initial molarity of the unknown ( moles/liter )
V1 = initial volume of the unknown (ml)
M2 = final molarity of solution
V2 =final volume of standard solution (liters)
Then deriving the equation, we get : M2= M 1 V1
V2
Sample Problem:
In a titration, you found out that 50.00ml HCl solution requires 25.00ml of 1.00M
NaOH.What is the concentration of the hydrochloric acid solution?
Based on the balanced equation, you can see that the stoichiometric ratio between
HCl and NaOH is 1:1 Hence, the molar ratio indicates that at the equivalence point,
moles HCl = moles NaOH
MHCl VHCl = MNaOHV NaOH
VHCl
M1 = M 2V 1
V2
MHCl= 25.00 ml x 1.00M
50.00 ml
MHCl= 0.50M the concentration of the hydrochloric acid
solution
●Dilution
Often ,solutions need to be diluted to conserve samples. In the dilution process, we
take a measured volume of a solution of known high concentration and mix it with a
measured volume of the solvent to yield another solution of lower concentration that we
refer to as a dilute solution. Take note that the number of moles of the solute in the
concentrated solution equals the number of moles of the solute in the dilute solution since
only more solvent was added to the concentrated solution. This condition can be described
by the equation:
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
4
Moles of solute in concentrated solution= moles of solute in dilute solution
From the original formula of molarity we can derived the equation to compute for the
volume in dilution problem. Thus,
M1V1= M2 V2
V2= M1 V1
M2
● Example, we might say that a glass of iced tea becomes increasingly diluted as the ice
melts. The water from the melting ice increases the volume of the solvent (water) and the
overall volume of the solution (iced tea), thereby reducing the relative concentrations of
the solutes that give the beverage its taste (Figure 2).
Cylinder A (Tea with Ice) Cylinder B (Tea when ice has melted)
Figure 2. Dilution of Ice Tea
Source: Adobe Stock stock.adobe.com
Sample Problem: A 0.15 M potassium chloride (KCl) has a volume of 100ml. What is its
volume when the concentration is increased to 10M ?
Solution: V2 = M1V1/ M2
=15/10ml
V2 = 1.5 ml
___________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apatemail
address:[email protected]
5
●Dilution can also be used in commercial pesticides that are typically sold as solutions in
which the active ingredients are far more concentrated than is appropriate for their application.
Before they can be used on crops, the pesticides must be diluted. This is also a very common
practice for the preparation of a number of common laboratory reagents.
Sample Problem:
If you have 300ml of 1.5M NaCl, what is the final volume in ml of a 0.25M
NaCl ?
Given:
M1 = 1.5M
V1 = 300ml
M2 = 0.25M
Find : V2 = ? (ml)
Solution: nconc= ndilute
M1 V1= M2V2
V2= M1 V1
M2
= 1.5M x 300ml
0.25M
= 1800ml or 1.8L
Activity 1
Solving time!
Learning Objective: Determine the concentration of acid-base titrations in a solution
What you need: Pen , paper and calculator
What to do:
Solve the following problems. Show your solutions and observe the proper process in
solving the problem.
Problem:
1. A volume of 33.0ml of 1.0 M Hydrochloric acid (HCl) neutralizes a 28.0ml sample of KOH
solution. What is the concentration of Potasium hydroxide (KOH)?
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
6
Activity 2
Please answer me!
Problem:
1. A 10ml of 6M HCl (Hydrochloric acid) solution needs to be diluted to 3M HCl solution.
How much water is needed to dilute the solution?
2. What volume should you dilute 133ml of a 7.90M CuCl2 (Copper(II)Chloride) solution so
that 51.5 ml of the diluted solution contains 4.49g CuCl2?
Rubrics:
3- Explanation is scientifically consistent with the concepts and has no misconception.
2- Explanation is scientifically consistent with the concepts but with minimal misconception
1-Explanation is consistent with the concepts but with misconceptions
0-No discussion
7
References for learners:
Ilao, Luciana V., Lontoc, Betty M., and Paderna- Gayon, Edwehna Elinoe S. “ General
Chemistry
2”: Kto12, STEM.1st ed., edited by Josefina G. Belen, 70-74.856 Nicanor Reyes Sr.St.
Sampaloc,
Licuanan, Patricia B. et.al Ph.D. General Chemistry 2,. Commission on Higher Education
Kto 12
2016 Office Address: 4th floor, Commission on Higher Education, C.P. Garcia Ave. Diliman,
Quezon City
Website:
www.google.com.chem.Libretexts.org.Chemistry2 Stoichiometric problems
www.google.com.chem.libretexts.org/Bookshelves/Introductory_chemistry/Mao%3A_Intr
oductory_Chemistry_(Tro)14%3A_Acids_and Bases/14.10%/3A_AcidBase_Titration
www.google.com.YPRC/PHA/UNIT II.Pharmaceutical Analysis.
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
8
___________________________________________________________________________________________________________________
Author: Sarah Mae B.Sumanoy Validators:
School/Station: Senior High School in Carmen 1.Delia P. Alcantara 3. Jesusa C. Olayon 5.Jane C. Basul
Division: Agusan del Norte 2. Edgardo B. Tupas 4.Lilibeth S. Apat
email address:[email protected]
9
COPYRIGHT PAGE FOR UNIFIED LEARNING ACTIVITY SHEETS
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
Key Concepts
• Colligative Properties are properties of solutions that depend only on the number of
solute particles and not on the identity of the solute. The colligative properties of
solutions are boiling point elevation, freezing point depression, vapor pressure
lowering and osmotic pressure.
• Electrolytes are particles that ionize in a solution. Ionic compounds (e.g., NaCl),
strong acids (e.g., HCl) and strong bases (e.g., NaOH) are strong electrolytes. Strong
electrolytes conduct electricity because the solute dissociates completely into ions as it
dissolves.
• Nonelectrolytes are particles that do not ionize in solution. As a result, they do not
conduct electricity. Polar covalent compounds like table sugar dissolved as a molecule
and not as ions, thus, they are considered as nonelectrolytes.
• Boiling point is the temperature at which the vapor pressure of the liquid equals the
atmospheric pressure.
• Boiling point is also affected by the presence of solute. Addition of nonvolatile solute,
• Boiling Point Elevation (∆Tb) is the difference in temperature between the boiling
point of the solution and the boiling point of the pure solvent. The boiling point of a
solution is always greater than the boiling point of the pure solvent. In mathematical
terms,
∆Tb=Kbm
• The boiling point of the solution can be computed by adding the computed ∆Tb to the
boiling point of pure solvent.
Tb, solution = Tb, solvent + ∆Tb
Tb, solution = Tb, solvent + Kbm
Sample Problem:
When sugar is added to water it will boil at a higher temperature than pure
water. What is the boiling point of the solution if 500 g of sucrose (C12H22O11) is added
to 1000g of water. For water, Kb is 0.52 C˚/m.
Solution:
Given:
mass of solute 500 g C12H22O11
mass of solvent 1000 g H2O
Kb 0.52 C˚/m
Steps in solving the problem:
The boiling point of the solution would be 0.76 C˚ higher than the boiling point
of pure water. Thus, the boiling point of the solution would be 100.76 C˚
• Freezing point of a substance is the temperature at which vapor pressure of the solid
and liquid phase are the same.
• Freezing Point Depression (∆Tf) is the difference in temperature between the freezing
point of a solution and the freezing point of the pure solvent. The freezing point of a
solution is always lower than the freezing point of the pure solvent.
• The figure above shows that a solution has a lower freezing point as compared to a
pure solvent. Addition of a solute lowers the vapor pressure of the pure solvent. In
mathematical terms, it is expressed as
• Since the freezing point of the solution is lower than that of a pure solvent, the
equation can be written as:
Tf, solution = Tf, solvent - ∆Tf
Tf, solution = Tf, solvent – Kfm
Sample Problem:
While antifreeze protects a car from freezing (as its name implies), it also
protects it from overheating. Calculate the freezing point of a solution of 200 g ethylene
glycol (C2H6O2) antifreeze in 750 g of water. Kf for water is 1.86 C˚/m.
Solution:
Given:
mass of solute 200 g C2H6O2
mass of solvent 750 g H2O
Kf 1.86 C˚/m
1. Convert the mass of solute to the number of moles
1 mol C2 H6 O2
200 g C2H6O2 x = 3.23 mol C2H6O2
62.0 g C2 H6 O2
Addition of antifreeze lowers the freezing point of water by 8.00 C˚. Thus, the
freezing point of the solution is -8.00 C˚.
Electrolytic Solutions
• The examples presented earlier on boiling point elevation and freezing point depression
deal with solutions of nonelectrolyte solute. Calculations of electrolytic solutions are
almost similar except that the dissociation of electrolytic solute is included in the
equation.
∆Tb = iKbm ; ∆Tf = iKfm
where i (van’t Hoff factor) denotes the number of ions in one formula unit
• The first equation shows that NaCl, an ionic compound, will dissociate into 2 ions
while the second equation shows that C6H12O6 will not dissociate into ions. In
electrolytic solutions the van’t Hoff factor (i) is being considered which is equal to the
number of ions in one formula unit. This means that NaCl will have i equal to 2 (Na+
and Cl-). NaCl will have twice as many dissolved particles than C6H12O6 which implies
that the boiling point elevation and freezing point depression of the solvent in NaCl
solution (electrolyte) will be twice as much as that of the solvent in the glucose
solution.
Sample Problem:
Solution:
Given:
mass of solute 100 g NaCH3COO
volume solvent 400 mL H2O
molar mass 82.034 g/mol
Kb 0.52 C˚/m
4. Determine i,
Osmotic Pressure
Time Time
Figure 4. Osmosis
Source: Zumdahl, Steven S., and Susan A. Zumdahl. 2014. Chemistry. (Belmont, CA: Brooks/Cole, Cengage
Learning),531.
- Ethylene glycol (C2H6O2), a major ingredient in car antifreeze lowers the freezing point
of water in winter and raises its boiling point in summer.
- Glycerol (C3H8O3), structurally similar to ethylene glycol allows some fish, insects,
housefly to survive during winter by lowering the freezing point of their blood.
- Ice creams sold by street vendors use a mixture of ice and salt. Addition of salt lowers
the freezing point of ice which makes the ice cream colder and faster.
- Some food preparations like atsara, papaya soaked in solution of vinegar, sugar, salt
and water is an example of an osmosis. The high concentration of solute prevents the
growth of bacteria. The bacteria on the food tend to shrivel and die.
- The movement of water from soil into plant roots and then into the upper portions of
the plant is also due in part to osmosis.
Sample Problem:
moles of solute
molality =
kilogram of solvent
Given:
molality 0.83 mol/kg
mass of solvent 0.050 kg H2O
mole of solute ?
The number of moles of a substance can also be calculated from the mass of
the solute divided by the molar mass of the substance.
mass of solute
moles of solute =
molar mass of solute
4. From this, we can rearrange the equation to get the molar mass of the
unknown substance.
mass of solute
molar mass of solute =
moles of solute
5.00 g
molar mass of solute =
0.0415 mol
= 120 g/mol
Acid-Base Titration
- In Figure 6a, the flask contains the acid solution with a small of phenolphthalein while
the burette contains the titrant which is a base. In Figure 6b, a base is gradually added
(drop by drop) to the acid solution during titration. The indicator changes color but it
disappears during mixing. Figure 6c shows that the equivalence point is reached when
there is a permanent change in color of the solution. The volume of base added is the
difference between the final and initial burette readings.
Sample Titration
Burette
Flask
Objectives:
1. Identify electrolyte from nonelectrolyte.
2. Describe the colligative properties of electrolyte and nonelectrolyte solutions.
What you need: Pen, Paper and Periodic Table of Elements
What to do: Identify which of the following substances are electrolyte or nonelectrolyte
when mixed with water. Answer the guide questions that follows.
Electrolyte/Nonelectrolyte
Ex: HCl Electrolyte
1. C12H22O11
Sucrose
2. H2SO4
Sulfuric acid
3. HF
Hydrogen fluoride
4. Ba(OH)2
Barium Hydroxide
5. CH3OH
methanol
Guide Questions
1. Which of the following substances are strong electrolytes? weak electrolytes?
2. Which of the following substances listed above will greatly affect the boiling point
of water?
3. Which would decrease more the freezing point of water: salt or sugar? Why?
1. What is the color of the indicator when the equivalence point is reached?
_______________________________________________________________________
4. What does this tell you about the pH of the solution in the flask?
_______________________________________________________________________
5. The balanced equation for the reaction of H2SO4 and KOH is given at bottom right. Based
on this equation, how many moles of KOH react with 1 mole of H2SO4?
_______________________________________________________________________
What to do: A sample titration is given. Complete the table with the necessary
information.
Titrant Analyte
Titrant
Analyte Indicator volume concentration
(M)
(mL) (M)
Activity 3. Solve Me
Objectives:
1. Carry out calculations involving boiling point elevation and freezing point
depression.
2. Use colligative properties to determine molar mass of compounds;
What you need: Pen, Paper, Periodic Table of Elements and Calculator.
What to do: Solve the following problems. Write your solutions in a separate sheet of
paper.
Part A
1. Calculate the freezing point and boiling point of the solution when you add 1.00 kg of
ethylene glycol (C2H6O2) antifreeze to 4450 g of water in your car’s radiator.
Kb = 0.512C°/m; Kf = 1.86C°/m
2. Calculate the freezing point of a solution containing 50.0 g of NaCl in 5000 mL of
water. Kf for water is 1.86 C˚/m
3. Calculate the molar mass of sucrose in a solution prepared by dissolving 4.27 grams
glucose in 50.0 grams water. The solution boils at 100.13 °C which is above the
normal boiling point of pure water. Kb = 0.512C°/m
Author: Pamela Lou C. Suazo
School/Station: Unidad National High School
Division: Surigao del Sur Division
email address: [email protected]
14
Part B
What to do: Identify the ions present and determine the i in each of the following
compounds.
Reflection
When are colligative properties considered beneficial to life? Write your answers in
a separate sheet of paper. Be guided on the following rubrics.
RUBRICS
3 2 1 0
High level of Moderate level of Low level of science No explanation at
science concept science concept concept all.
understanding is understanding is understanding is
apparent in the apparent in the apparent
explanation with explanation with with
no misconceptions. minimal misconceptions.
misconceptions.
Bayquen, Aristea V., and Gardee T. Peña. 2016. General Chemistry 1. Quezon City: Phoenix
Publishing House, Inc.
Patalinghug, Wyona C., Vic Marie I. Camacho, Fortunato B. Sevilla III, and Maria Cristina
D. Singson. 2016. Teaching Guide for Senior High School General Chemistry 1.
Quezon City: Commission on Higher Education.
Silberberg, Martin S., and Amateis, Patricia. 2018. Chemistry: the Molecular Nature of Matter and
Change: Advanced Topics. New York, NY: McGraw-Hill Education.
Zumdahl, Steven S., and Susan A. Zumdahl. 2014. Chemistry. Belmont, CA: Brooks/Cole,
Cengage Learning.
Answer Key
Activity 1.
Electrolyte/Nonelectrolyte
1. C12H22O11 Nonelectrolyte
Sucrose
2. H2SO4 Electrolyte
Sulfuric acid
3. HF Electrolyte
Hydrogen fluoride
4. Ba(OH)2 Electrolyte
Barium Hydroxide
5. CH3OH Nonelectrolyte
methanol
Activity 2.
Part A
1. Blue
2. 0.70 M KOH
3. 100 mL H2SO4
4. The pH is below 6.0.
The initial pH of the solution is 0.9
5. 2 moles of KOH will react with 1 mole of H2SO4
Part B
Titrant Analyte
Titrant
Analyte Indicator volume concentration
(M)
(mL) (M)
Bromothymol
0.70 M KOH H2SO4 30.9 mL 0.108 M
Blue
Part A
1. Tb,solution = 101.85°C ; Tf,solution = −6.73°C
2. -1.02 °C
3. 342 g/mol
Part B
Compounds Ions van’t Hoff factor (i)
1. Ca(NO3)2
2Ca2+ , NO3- 3
Calcium nitrate
2. MgSO4
Mg2+ , SO42- 2
Magnesium sulfate
3. NaOH
Na+ , OH- 2
Sodium hydroxide
4. KBr
K+ , Br- 2
Potassium Bromide
5. AgCl
Ag+ , Cl- 2
Silver Chloride
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
THERMOCHEMISTRY
Learning Objectives:
1. Distinguish exothermic or endothermic reactions associated with chemical changes and their
corresponding energy change;
2. Calculate heat, work and energy change using the first law of thermodynamics;
3. Use the thermochemical equation to interpret reactions and calculate the heat evolved or
absorbed when a given amount of reactant is converted to products;
4. Calculate the heat evolved or absorbed when an object or substance undergoes a known
temperature change; and
5. Calculate the change in enthalpy of a reaction using Hess’s Law.
Key Concepts
❖ Thermodynamics deals with the study of energy and its transformations. (Greek: thérme-,
“heat”; dy’namis, “power”)
❖ Thermochemistry is the branch of thermodynamics that deals with the energy changes
involved in physical and chemical processes.
❖ Energy is the capacity to do work or transfer heat.
❖ Work is the energy that causes an object to move when a force is applied, and heat is the energy
used to cause the temperature of an object to increase.
Forms of Energy
1
A. Kinetic energy – the energy of motion; 𝐾𝐸 = 𝑚𝑣 2 , 𝑤ℎ𝑒𝑟𝑒 𝑚 = 𝑚𝑎𝑠𝑠 𝑎𝑛𝑑 𝑣 = 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦.
2
1. Thermal energy – energy formed as a result of collision of atoms or molecules
2. Electrical energy – energy associated with the flow of electrons
B. Potential energy – the stored energy or energy possessed by an object due to position
relative to other objects; 𝑃𝐸 = 𝑚𝑔ℎ, 𝑤ℎ𝑒𝑟𝑒 𝑚 = 𝑚𝑎𝑠𝑠, 𝑔 = 𝑎𝑐𝑐𝑒𝑙𝑒𝑟𝑎𝑡𝑖𝑜𝑛 𝑑𝑢𝑒 𝑡𝑜 𝑔𝑟𝑎𝑣𝑖𝑡𝑦, 𝑎𝑛𝑑 ℎ =
ℎ𝑒𝑖𝑔ℎ𝑡.
1. Radiant energy or solar energy – energy that comes from the sun and the Earth’s
primary source of energy
2. Chemical energy – energy stored within the molecules as a result of attraction between
electrons and atomic nuclei
3. Nuclear energy – energy stored within the collection of neutrons and protons in an atom
➢ The SI unit for energy is the unit joule (pronounced as “jool”), J, in honor of James Joule
(1818-1889), a British scientist who investigated work and heat.
1 J = 1 kg·m2/s2; 1 kJ = 1,000 J
➢ Nutritional Calorie (note the capital C), Cal, is a unit of energy used in nutrition.
❖ The first law of thermodynamics states that energy can neither be created nor destroyed. It can
only be transformed from one form to another. This is also called the law of conservation of
energy.
➢ The total energy of the universe is constant but energy can be transferred between system
and its surroundings.
Universe = System + Surroundings
❖ System refers to the portion of the universe that we are interested in or is being studied, like
the reactants and products in a chemical reaction. Everything else that is not part of the system
is called surroundings, like the container and the environment around the chemicals in a
chemical reaction. A boundary layer separates the system from its surroundings.
Types of system
❖ Internal energy (E) of the system is the sum of all the kinetic and potential energies of the
components of the system; it is the total energy stored in a system.
ΔE = Efinal – Einitial
(+) ΔE: Efinal > Einitial, indicates that the system gains energy from its surroundings
(-) ΔE: Efinal < Einitial, indicates that the system loses energy to its surroundings
*Note that any increase in the energy of the system is accompanied by a decrease in the
energy of its surroundings, and vice versa.
➢ Generally, actual values of Efinal & Einitial cannot be measured because several interactions are
involved, but changes in internal energy can be measured experimentally applying the 1 st law
of thermodynamics.
where q is the heat “added to” or “liberated from” the system, and w is the work done “into” or “by”
the system.
❖ Heat, q, is the energy transferred between system and its surroundings as a result of a
difference in their temperatures only. Heat always flows from hotter to cooler objects.
❖ Work, w, is the energy involved when a body is moved through a distance, d, against some
force, f: 𝑤 = 𝑓 × 𝑑.
𝑤 = −𝑃∆𝑉
where P = pressure (constant) and ΔV = Vfinal – Vinitial is the change in volume of the system.
➢ The units for work obtained using the above equation will be those of pressure (usually atm,
short for “atmosphere”) multiplied by those of volume (usually L). The relationship between
L-atm and J is given by:
1 L-atm = 101.325 J
For q: (+) means the system gains heat; (-) means the system loses heat
For w: (+) means work is done on the system; (-) means work is done by the system
For ΔE: (+) means net gain of energy by the system; (-) means net loss of energy by the system
Strategy and Answer: The problem asks ΔE, given q and w. Heat is released by the system to the
surroundings, and work is done on the system by the surroundings, so q is negative and w is
positive: q = -1,150 J and w = 480 J. Thus,
The negative value of ΔE tells us that a net quantity of 670 J has been transferred from the system
to the surroundings.
Sample Problem 2: A gas is allowed to expand at constant temperature from a volume of 10.0 L
to 20.0 L against external pressure of 1.0 atm. If the gas also absorbs 250 J of heat from the
surroundings, what are the values of q, w, and ΔE?
❖ Exothermic – a process where heat is released from the system to the surroundings; q < 0
Examples: Freezing of water, combustion of gasoline
❖ Endothermic – a process where heat is absorbed by the system from the surroundings; q > 0
Examples: Melting of ice, boiling of water
Figure 2. Exothermic and endothermic process.
(a) During an exothermic reaction the reaction
mixture and surroundings warm up. (b) During an
endothermic reaction the reaction mixture and
surroundings cool down.
Image source: Loquere, Christina Y. 2016.
Teaching Guide for Senior High School General
Chemistry 2. Ampayon, Butuan City: Caraga State
University. Chemistry Division. p. 4
(a) (b)
State Function
❖ A state function depends only on the current state of the system, not on the path taken
by the system to arrive at that state.
❖ Internal energy, for example, is a state function; a property of a system that is determined
by specifying the system’s condition, or state (in terms of temperature, pressure, and so
Figure 3. Internal energy, E, as a state function. Cool water that cools down and ice
cubes that warm up, both arriving at the same state, depict E as a state function.
Image source: Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C. J., & Woodward,
P. M. (2012). Chemistry: The Central Science. (13th ed.) Pearson Prentice Hall. p. 174
❖ Enthalpy, H, is defined as the internal energy plus the product of pressure, P, and volume, V,
of the system. (From the Greek enthalpein, “to warm”). It is the amount of energy in the system
capable of doing mechanical work.
𝐻 = 𝐸 + 𝑃𝑉
➢ Like E, both P and V are state functions – they depend only on the current state of the system
and not on the path taken to that state. Because of that, H is also a state function.
❖ When the change occurs at constant pressure, enthalpy change, ΔH, is given by the
relationship
∆𝐻 = ∆(𝐸 + 𝑃𝑉) = ∆𝐸 + 𝑃∆𝑉 (constant pressure)
➢ Recall that ∆E = q + w and that the work involved in the expansion or compression of a gas
is w = -P∆V (at constant pressure). Substituting q + w for ∆E and -P∆V for w into the equation
above, we have
∆𝐻 = ∆𝐸 + 𝑃∆𝑉 = (𝑞𝑃 + 𝑤) + 𝑃∆𝑉 = 𝑞𝑃 − 𝑃∆𝑉 + 𝑃∆𝑉 = 𝑞𝑃
∆𝐻 = 𝑞𝑃
The subscript P on q means “pressure,” indicating that the process occurs at constant
pressure. Thus, the change in enthalpy is equal to the heat qP , either gained or lost, at constant
pressure.
For ΔH:
(+) (that is, when qP is positive) means the system has gained heat from the surroundings; the
process is said to be endothermic.
(-) (that is, when qP is negative) means the system has released heat to the surroundings; the
process is said to be exothermic.
❖ The enthalpy change that accompanies a chemical reaction is called either the enthalpy of
reaction or the heat of reaction and is sometimes written ΔHrxn, where “rxn” is a commonly
used abbreviation for “reaction.” Because ΔH = Hfinal – Hinitial, the enthalpy change for a chemical
reaction is given by
∆𝐻 = 𝐻𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠 − 𝐻𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠
➢ In giving numerical value for ΔHrxn, the reaction involved must be specified. For example,
when 2 mol of H2(g) burns to form 2 mol of H2O(g) at a constant pressure, the system releases
483.6 kJ of heat. This information can be summarized as
Balanced chemical equations that show the associated enthalpy of reaction in this way are
called thermochemical equations.
The combustion of 2 mol of CH4(g) with 4 mol of O2(g) releases twice as much heat, 1,780
kJ.
2 CH4(g) + 4 O2(g) → 2 CO2(g) + 4 H2O(g) ΔH = -1,780 kJ
2. The enthalpy change for a reaction is equal in magnitude, but opposite in sign, to ΔH for
the reverse reaction.
3. The enthalpy change for a reaction depends on the states of the reactants and products.
Less heat would be available for transfer to the surroundings because the enthalpy of
H2O(g) is greater than that of H2O(l). One way to see this is to imagine that the product is
initially liquid water. The liquid water must be converted to water vapor, and the
conversion of 2 mol H2O(l) to 2 mol H2O(g) is an endothermic process that absorbs 88 kJ:
Sample Problem 1: The complete combustion of acetic acid, CH3COOH(l), to form H2O(l) and
CO2(g) at constant pressure releases 871.7 kJ of heat per mole of CH3COOH. Write a balanced
thermochemical equation for this reaction.
Strategy and Answer: Write the chemical equation. We know that the reactants are CH 3COOH
and O2 (since the reaction is combustion) and the products are H 2O and CO2. Then balance the
equation and indicate the heat released. Since heat is released, ΔH is negative. So, the answer is
Which has the higher enthalpy under these conditions, 2Cl(g) or Cl2(g)?
Strategy and Answer: With negative ΔH, we can say that it is exothermic. For exothermic reaction,
the Hreactants is greater than the Hproducts. So, 2Cl has the higher enthalpy.
Sample Problem 3: The thermochemical equation for the combustion of propane is:
a. How many kJ of heat (q) are released when 0.50 mole of propane reacts?
b. How much heat is released when 88.2 g of propane reacts?
Strategy and Answer: The heat released by an exothermic reaction is an extensive property.
Therefore, q depends on the amount of propane consumed. The equation indicates that 2220 kJ
of heat is evolved per mole of propane burned. The conversion factor is:
−2220 kJ
1 mol C3 H8
Calculations
kJ −2220 kJ
(a) q = mol C3H8 × = 0.50 mol C3H8 × = -1,110 kJ
mol C3 H8 1 mol C3 H8
(b) Since we know the heat of reaction per mole, we should first convert the number of grams
of C3H8 to moles.
1 mol C3 H8 −2220 kJ
q = 88.2 g C3H8 × × = -4,440 kJ
44.1 g C3 H8 1 mol C3 H8
C. CALORIMETRY
❖ Calorimetry is an experimental technique that determines the energy change associated with
a physical or chemical process; temperature change is observed when a system absorbs or
releases energy in the form of heat. Simply, calorimetry is the measurement of heat flow.
❖ Calorimeter is a device for measuring the heat absorbed or released by a physical or chemical
process.
Heat capacity, C, of an object is the amount of heat required to raise its temperature by 1K (or
1°C). The greater the heat capacity of an object, the greater the heat is required to increase its
temperature. Units for C: J/K or J/°C
For pure substances the heat capacity is usually given for a specified amount of substance, in
mole or in gram.
Molar heat capacity, Cm, is the heat capacity of one mole of a substance. Units for Cm: J/mol·K
or J/mol·°C
Specific heat capacity (or simply specific heat), Cs, is the heat capacity of one gram of a
substance. Units of Cs: J/g·K or J/g·°C
𝑞 = 𝐶∆𝑇
𝑞 = 𝑚𝐶𝑠 ∆𝑇
where m = mass of the substance, Cs = specific heat capacity, and ΔT = Tfinal – Tinitial = change in
temperature.
Image source: Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C. J., &
Woodward, P. M. (2012). Chemistry: The Central Science. (13th ed.) Pearson
Prentice Hall. p. 183
In finding the specific heat of a substance, the following relationship can be used:
qlost + qgained = 0
qlost = -qgained
Sample Problem 1: A 150.0 g of metal is heated to 78.4 °C. The metal is placed in 100.0 g H2O at
25.0 °C. The final temperature of the mixture is 33.43 °C. What is the specific heat of the metal?
For H2O, Cs = 4.184 J/g·°C.
𝐽
𝐶𝑚𝑒𝑡𝑎𝑙 = 0.523
𝑔∙℃
➢ A reaction that involves solutes occurs in the solution and liberates heat that is absorbed by
the solution (which is mostly water), the stirrer, the thermometer, and the container walls.
These later three parts constitute the calorimeter, and so
Sample Problem 2: When a student mixes 50 mL of 1.0 M HCl and 50 mL of 1.0 M NaOH in a
coffee-cup calorimeter, the temperature of the resultant solution increases from 21.0°C to 27.5°C.
Calculate the enthalpy change for the reaction in kJ/mol HCl, assuming that the calorimeter loses
only a negligible quantity of heat, that the total volume of the solution is 100 mL, that its density
is 1.0 g/mL, and that its specific heat is 4.184 J/g.K.
Strategy and Answer: Because the total volume of the solution is 100 mL, its mass is
Because the process occurs at constant pressure, ΔH = q p = -2.7 kJ. To put the enthalpy change
on a molar basis, we use the fact that the number of moles of HCl is given by the product of the
respective solution volumes (50 mL = 0.050 L) and concentrations:
𝑞𝑠𝑜𝑙𝑛 = 𝛥𝐻 = − 𝑞𝑟𝑥𝑛
Image source: Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C. J., &
Woodward, P. M. (2012). Chemistry: The Central Science. (13th ed.) Pearson
Prentice Hall. p. 83
➢ To calculate the heat of combustion from the measured temperature increase in the bomb
calorimeter, it is necessary to know the heat capacity of the calorimeter, C cal. Once we know
the value of Ccal, we can measure the temperature changes produced by other reactions, and
from these we can calculate the heat evolved in the reaction, q rxn:
𝑞𝑟𝑥𝑛 = − 𝐶𝑐𝑎𝑙 × 𝛥𝑇
Sample Problem 3: A chemist places one serving of dessert in a bomb calorimeter and burns it in
O2 (heat capacity of the calorimeter = 8.151 kJ/K). The temperature increases by 4.937 K.
Calculate the heat gained by the calorimeter.
Answer:
𝑘𝐽
𝑞𝑐𝑎𝑙 = 𝐶𝑐𝑎𝑙 × ∆𝑇 = 8.151 (4.937 𝐾) = 40.24 𝑘𝐽
𝐾
Sample Problem 4: Methylhydrazine, CH6N2, is commonly used as a liquid rocket fuel. The
combustion of methylhydrazine with oxygen produces N 2(g), CO2(g), and H2O(g):
Strategy and Answer: We will first calculate the heat evolved for the combustion of the 4.00 g
sample. We will then convert this heat to a molar quantity. For combustion of the 4.00 g sample
of methylhydrazine, the temperature change of the calorimeter is
∆𝑇 = (39.50℃ − 25.00℃) = 14.50℃
We can use this value and the value for C cal to calculate the heat of reaction:
𝑘𝐽
𝑞𝑟𝑥𝑛 = −𝐶𝑐𝑎𝑙 × ∆𝑇 = −7.794 (14.50℃) = −113.0 𝑘𝐽
℃
We can readily convert this value to the heat of reaction for a mole of CH6N2:
D. Hess’s Law
It is often possible to calculate the ∆H for a reaction from the tabulated ∆H values of other
reactions. Thus, it is not necessary to make calorimetric measurements for all reactions.
As an example, combustion of methane gas, CH 4(g), to form CO2(g) and H2O(l) can be thought of
as occurring in two steps: (1) combustion of CH4(g) to form CO2(g) and H2O(g) and (2) condensation
of H2O(g) to form H2O(l). The enthalpy change for the overall process is the sum of the enthalpy
changes for these two steps:
❖ Hess’s law states that if a reaction is carried out in a series of steps, then the ∆H for the overall
reaction must be the sum of the enthalpy changes for the individual steps.
➢ The overall enthalpy change for the process is independent of the number of steps and
independent of the path by which the reaction is carried out. This law is a consequence of
the fact that enthalpy is a state function. Therefore, ∆H for any process can be calculated as
long as we find a way for which ∆H is known for each step.
Strategy and Answer: The reaction enthalpies of the following reactions involving sulfur and
hydrogen are known from combustion bomb calorimetry:
These equations can be arranged so that their sum is the formation reaction of hydrogen sulfide.
We must reverse the sign of the enthalpy change of the third reaction before summing the enthalpy
changes.
Sample Problem 2: The standard enthalpy change for the combustion of 1 mole of ethanol is:
What is ΔH for the following reaction in which H2O is formed as a gas, rather than as a liquid?
Strategy and Answer: We can imagine a two-step path for this reaction. In the first step, ethanol
undergoes combustion to form liquid H2O, followed by the second step in which H2O(l) is vaporized.
In the second step, the value of ΔHvap is tripled since the stoichiometric coefficient is tripled. The
sum of the two steps gives the desired overall reaction, and according to Hess’s law the sum of the
ΔH’s gives the overall ΔH.
Learning objectives:
1. Distinguish exothermic or endothermic reactions associated with chemical changes and their
corresponding energy change;
2. Use the thermochemical equation to interpret reactions and calculate the heat evolved or
absorbed when a given amount of reactant is converted to products;
3. Calculate the heat evolved or absorbed when an object or substance undergoes a known
temperature change; and
4. Calculate the change in enthalpy of a reaction using Hess’s Law.
1. A chemical reaction that gives off heat to its surroundings is said to be ____________ and has
a ____________ value of ΔH.
a. endothermic, positive c. exothermic, positive
b. endothermic, negative d. exothermic, negative
3. A 500—g iron rod is cooled from 90°C to 30°C. How much is the amount of heat released
by the metal? Specific heat of iron = 0.451 J/g·C°
a. 1.35 kJ b. 75.1 kJ c. 13.5 kJ d. 751 kJ
4. The thermochemical equation showing the formation of ammonia (NH 3) from its elements
is:
N2 (g) + 3 H2 (g) —> 2 NH3 (g) ΔH = -92 kJ
5. An oxyacetylene torch is a tool that mixes and burns oxygen and acetylene to produce an
extremely hot flame. This tool is used to cut steel or weld iron and other metals. The
temperature of the film can reach 3,480°C. The burning of acetylene is given by the
thermochemical equation:
a. ΔH = 1301.1 kJ c. ΔH = 2602.2 kJ
b. ΔH = - 1301.1 kJ d. ΔH = - 2602.2 kJ
Learning objectives:
1. Calculate heat, work and energy change using the first law of thermodynamics;
2. Use the thermochemical equation to calculate the heat evolved or absorbed when a given
amount of reactant is converted to products;
3. Calculate the change in enthalpy of a reaction using Hess’s Law.
1. A gas is confined to a cylinder under constant atmospheric pressure. When 0.49 kJ of heat
is added to the gas, it expands and does 214 J of work on the surroundings. What are the
values of ΔH and ΔE for this process?
2. Calcium carbide, CaC2, is the raw material for the production of acetylene (used in welding
torches). Calcium carbide is produced by reacting calcium oxide with carbon. Carbon
monoxide is also produced in this reaction. When one mole of calcium carbide is formed,
464.8 kJ is absorbed.
3. Calculate ΔH for the decomposition of one mole of acetylene to its elements in their stable
state at 25°C and 1 atm:
C2H2(g) → 2C(s) + H2(g)
Reflection: Cite at least three situations relating to thermodynamics and thermochemistry in the
context of your real-life day-to-day living. Write your responses on a separate sheet. Be guided
with the following rubric:
Reflection Rubric
3 Practical application is scientifically explained consistent to the
concepts, and has no misconception.
2 Practical application is scientifically explained consistent to the
concept, but with minimal misconception.
1 Practical application is explained consistent to the concepts, but
with misconceptions.
0 No discussion provided.
Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C. J., & Woodward, P. M. (2012). Chemistry:
The Central Science. (13th ed.) Pearson Prentice Hall.
Loquere, Christina Y. 2016. Teaching Guide for Senior High School General Chemistry 2. Ampayon,
Butuan City: Caraga State University. Chemistry Division.
Answer Key
Activity 1
1. d; 2. d; 3. c; 4. d; 5. c
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
CHEMICAL KINETICS
Key Concepts
A. Rate of Reaction
Chemical kinetics is the study of the rate of chemical reactions, as well as the mechanism
by which a reaction occurs and the different factors that influence it.
Several chemical reactions occur in daily life --- fruits ripen, leaves change colors from green
to brown, food gets spoiled, gasoline burns, iron rusts, among others. These chemical
reactions proceed in a given amount of time. The reactants disappear and new
substances/products are formed. The change from reactants to products takes place at
different length of time depending on the reaction. It could be slow, moderately fast, or a
very fast reaction.
The rate of a reaction can be defined as the change in the concentration of reactant or
mol/L
product per change in time. It is expressed in molar per second or M/s (It can also be ).
s
The concentration of a reactant or product is represented in square brackets [ ]. For this
hypothetical chemical equation
aA + bB cC + dD
the rate of reaction can be expressed as
1 ∆[A] 1 ∆[B] 1 ∆[C] 1 ∆[D]
rate = −
( )= − ( ) = ( ) = ( )
𝑎 ∆t 𝑏 ∆t 𝑐 ∆t 𝑑 ∆t
By convention, a negative sign is attached on the change in the concentration of the
reactants considering that the concentration of the reactants decreases as the reaction
proceeds. With this convention, the positive sign for the rate is maintained.
In figure 3A, the energy of the products is greater than the energy of the reactants,
∆E is positive which indicates endothermic reaction. This type of reaction absorbs
energy for the reaction to occur.
Temperature
An increase in temperature leads to an increase in the rate of reaction. With high
temperature, reactant particles move faster and have more energy. An increase in the
movement of reactant particles results to more frequent collisions. An increase in the
energy of reactant particles entails greater proportion of successful collisions – that is,
Concentration
The reaction rate was earlier defined as the change in the concentration of reactants or
products per unit time. For this reason, concentration has great effect on the reaction
rate. Consider this reaction:
A2 + B2 A2B2 2AB
If the concentration of A2 or B2 is increased, there will be greater number of particles for
a given space. Since the distances between the particles will be decreased due to the
increased number of particles, there will be greater chances for more frequent collisions
among the particles. Consequently, this will increase the rate of reaction.
Catalyst
Usually, the presence of catalyst will lead to an increase in rate of reaction.
Catalysts are substances that lower the activation energy (energy required to break
bonds), by orienting reactant particles in a way that makes bonds easier to break. The
following figure compares the activation energy of chemical reactions with and without
catalyst:
Lower activation energy (just as in the graph with catalyst) indicates greater proportion
of successful collisions between reactant particles. Consequently, this will increase the
rate of reaction.
Initial Rate of
Initial [NO] Initial [O3] Reaction
Experiment
(M) (M) (Δ[NO2]/Δt)
(M/s)
1 1.00 × 10−6 3.00 × 10−6 6.60 × 10−5
2 1.00 × 10−6 6.00 × 10−6 1.32 × 10−4
3 1.00 × 10−6 9.00 × 10−6 1.98 × 10−4
4 2.00 × 10−6 9.00 × 10−6 3.96 × 10−4
5 3.00 × 10−6 9.00 × 10−6 5.94 × 10−4
Determine the rate law as well as the rate constant for the given chemical
reaction at 25°C.
Solution
The rate law would be:
rate = k[NO]x[O3]y
The values of x, y, and k can be determined from the experimental data following
this three-part process:
1. Determine the value of x from the given data in which [NO] varies and [O 3] is
constant.
Notice that in the last three experiments, [NO] varies while [O3] stayed constant.
From experiment 3 to 4, when [NO] doubles, the rate doubles, and when [NO]
triples from experiment 3 to 5, the rate also triples. The rate is directly
proportional to [NO]. The rate increases in the same order as the concentration
Slow Stirring
Fast Stirring
B. Catalyze It
1. Prepare two watch glasses---glass A and glass B. If you don’t have watch glass,
you can use small clear container or clear glass.
2. Cut a small piece of fresh chicken liver and place it in watch glass B (or container
B). If chicken liver is not available, a small amount of saliva will be a good
substitute.
3. Place a few drops of the hydrogen peroxide solution into the liver (or saliva) in
glass B/container B. Simultaneously, place a few drops of the hydrogen peroxide
solution in glass A/container A (There should be no other thing in glass A except
for the hydrogen peroxide; the amount of hydrogen peroxide in glass A and glass
B must be the same). Observe what happens.
4. Record your observations.
Observations:
Glass A or
Container A (without
chicken liver/ saliva)
Glass B or
Container B (with
chicken liver/saliva)
Documentation
Take pictures of your experiment. Attach the pictures on this activity sheet.
Alternatively, if you don’t have printers at home or cannot possibly print
outside, you may send the pictures to your General Chemistry class group chat
instead.
- Guide Questions:
1. How does stirring affect the rate of a reaction? Will shaking the beaker with
hydrogen peroxide produce a similar affect? Why or why not?
2. How will you explain your observations on the chicken liver (or saliva) with
hydrogen peroxide?
3. Study the product label of the hydrogen peroxide solution. What is the
recommended storage temperature for the product? Many manufacturers
recommend storage temperature of less than or equal to 30⁰C, why do you think is
this so?
Reflection
Give practical applications of chemical kinetics-related concepts in real life. Write your
responses on a separate sheet of paper. Be guided with the following rubrics:
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
Answer Key
Activity 2: Answers vary
1. a. False; b. False; c. False; d. True; e. True; f. False; g. True; h. True; i. False; j. False
Activity 1:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
Development Team of Learner’s Activity Sheets
Editors:
Regional Team Relyn D. Raza
Ace Michael B. Magalso
Edgardo Tupaz
Lilibeth S. Apat
Delia P. Alcantara
Key Concepts
SPONTANEOUS PROCESS
• A reaction that does occur under the given set of conditions is called a spontaneous
reaction. If a reaction does not occur under specified conditions, it is said to be
nonspontaneous. We observe spontaneous physical and chemical processes every day,
including many of the following examples:
❖ A waterfall runs downhill, but never up, spontaneously.
❖ A lump of sugar spontaneously dissolves in a cup of coffee, but dissolved sugar
does not spontaneously reappear in its original form.
❖ Water freezes spontaneously below 0°C, and ice melts spontaneously above 0°C
(at 1 atm).
❖ Heat flows from a hotter object to a colder one, but the reverse never happens
spontaneously.
❖ A piece of sodium metal reacts violently with water to form sodium hydroxide and
hydrogen gas. However, hydrogen gas does not react with sodium hydroxide to
form water and sodium.
❖ Iron exposed to water and oxygen forms rust, but rust does not spontaneously
change back to iron.
• These examples show that processes that occur spontaneously in one direction cannot,
under the same conditions, also take place spontaneously in the opposite direction.
ENTROPY
• Like enthalpy, entropy is a state function. Consider a certain process in a system. The
entropy change for the process, ∆S, is:
∆S = Sf - Si [eqn. 2]
where Si and Sf are the entropies of the system in the initial and final states,
respectively.
• From the Equation above we can write
∆S = klnWf – klnWi [eqn. 3]
𝑊𝑓
= kln
𝑊𝑖
where Wi and Wf are the corresponding numbers of microstates in the initial and
final state. Thus, if Wf < Wi, ∆S < 0 and the entropy of the system increases.
• Equation 3 shows the direct relationship between entropy, a macroscopic property of
matter, and the arrangement of atoms or molecules, a microscopic state (or microstate)
of matter: entropy increases with the number of microstates of the system.
• For simplicity, the quantitative concept of the number of microstates can be defined
qualitatively as the ‘disorder’ and ‘the dispersal of matter and energy’. A more ‘disorderly’
distribution of energy and matter corresponds to a greater number of microstates
associated with the same total. With this simplified definition, the entropies of the
phases of a given substance follow the same order with its degree of disorder as shown
in Figure 2 below.
Figure 2. The relationship between the entropies of the phases and the degree of disorder.
(source: Chemistry Raymond Chang 10th edition, page 803)
The 𝒒rev and T in equation 4 are the heat released or absorbed in a reversible process
and at the Kelvin temperature at which the heat transfer occurred, respectively.
Example 1
The melting of an ice cube in your palm is an irreversible process since the
temperature of the system (the ice cube) and the immediate surroundings (your hand) is
different. The melting requires 6.01 × 103 J/mol of heat. Calculate the entropy change of
the system, surroundings and universe.
Using equation 4 and taking T of the system as 0℃ (273 K), we can solve the entropy
change of the system as follows:
Given: T = 0℃
= 0 + 273 = 273 K
𝑞
∆𝑆𝑠𝑦𝑠𝑡𝑒𝑚 ≥ 𝑟𝑒𝑣
𝑇
𝑞𝑟𝑒𝑣
∆𝑆𝑠𝑦𝑠𝑡𝑒𝑚 =
𝑇
(1 𝑚𝑜𝑙)(6.01 𝑥 103 𝐽/𝑚𝑜𝑙)
∆𝑆𝑠𝑦𝑠𝑡𝑒𝑚 =
273 𝐾
∆𝑺𝒔𝒚𝒔𝒕𝒆𝒎 = 𝟐𝟐. 𝟎 𝑱/𝑲
The entropy change of the system is positive as expected since melting is an ‘order
to disorder’ process.
For the entropy change of the surrounding, we use the same equation but this
time we will use the temperature of your hand and the heat it lost. We assume that the
temperature of your hand is the same as the normal body temperature, 37. 0℃ (310 K).
Because the heat lost by your hand is the heat gained by the ice, the heat lost by
your hand is equal in magnitude to the heat gained by the ice but has opposite sign, −6.01
× 103 J/mol. So the entropy change of the surroundings is:
𝑞
∆𝑆𝑠𝑢𝑟𝑟𝑜𝑢𝑛𝑑𝑖𝑛𝑔𝑠 = 𝑟𝑒𝑣
𝑇
The universe is composed of the system and the surroundings. Therefore, the
entropy change of the universe is the sum of the entropy change of the system and the
surroundings.
∆𝑆𝑢𝑛𝑖𝑣𝑒𝑟𝑠𝑒 = ∆𝑆𝑠𝑦𝑠𝑡𝑒𝑚 + ∆𝑆𝑠𝑢𝑟𝑟𝑜𝑢𝑛𝑑𝑖𝑛𝑔𝑠 [eqn. 5]
Thus, the entropy change of the universe is
[22.0+(−19.4)]𝐽
∆𝑆𝑢𝑛𝑖𝑣𝑒𝑟𝑠𝑒 = = 𝟐. 𝟔 𝑱/𝑲
𝐾
If the melting of the ice cube in your hand were a reversible process, that is the
temperature of the surroundings is infinitesimally above 273 K, the entropy change of the
surroundings would equal to -22.0 J/K and ∆𝑺universe would be zero.
• In summary,
Reversible process ∆𝑺universe = ∆𝑺system + ∆𝑺surroundings = 0
Irreversible process ∆𝑺universe = ∆𝑺system + ∆𝑺surroundings > 0
Thus, the second law of thermodynamics can also be stated the entropy of the
universe increases in any spontaneous process.
• For a spontaneous process, the second law says that ∆S univ must be greater than zero,
but it does not place a restriction on either ∆Ssys or ∆Ssurr. Thus, it is possible for either
∆Ssys or ∆Ssurr to be negative, as long as the sum of these two quantities is greater than
zero. For an equilibrium process, ∆Suniv is zero. In this case, ∆Ssys and ∆Ssurr must be equal
in magnitude, but opposite in sign.
• If for some hypothetical process we find that ∆Suniv is negative, this means that the process
is not spontaneous in the direction described. Rather, it is spontaneous in the opposite
direction.
°
∆𝑆𝑟𝑥𝑛 : ∆𝑆𝑟𝑥𝑛
°
= ∑ 𝑛𝑆° (𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠) − ∑ 𝑚𝑆° (𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠) [eqn. 6]
Example 2
Suppose you are asked to determine the ∆𝑆𝑟𝑥𝑛°
of methanation, reaction of
producing methane from CO2.
CO2 (g) + 4 H2(g) → CH4(g) + 2 H2O(g)
The 𝑺 ° in J/mol∙K of reactants and products are as follows:
Table 1. Supplied thermodynamic data for the standard entropy change of the
following substances at 1 atm and 25°C.
Substance CO2(g) CH4 (g) H2(g) H2O(g)
°
∆𝑆𝑟𝑥𝑛 = ∑ 𝑛𝑆° (𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠) − ∑ 𝑚𝑆° (𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠)
°
𝐽
∆𝑆𝑟𝑥𝑛 = [(1 𝑚𝑜𝑙 𝑥 186.2) + ( 2 𝑚𝑜𝑙 𝑥 188.7)]
𝑚𝑜𝑙 ∙ 𝐾
𝐽
− [(1 𝑚𝑜𝑙 𝑥 213.6) + (4 𝑚𝑜𝑙 𝑥 130.6)]
𝑚𝑜𝑙 ∙ 𝐾
𝑱
∆𝑺°𝒓𝒙𝒏 = −𝟏𝟕𝟐. 𝟒
𝑲
Take note that the standard molar entropy of H2 is not zero. Unlike the
standard molar enthalpies of formation, the standard molar enthalpies of elements
at the reference temperature of 298 K is not zero.
𝑞𝑟𝑒𝑣
∆𝑆𝑠𝑢𝑟𝑟𝑜𝑢𝑛𝑑𝑖𝑛𝑔𝑠 =
𝑇
And that the 𝑞sys of the surroundings is equal to the ∆𝑯system at constant pressure but
has opposite sign, therefore this equation becomes,
∆𝐻𝑠𝑦𝑠𝑡𝑒𝑚
∆𝑆𝑠𝑢𝑟𝑟𝑜𝑢𝑛𝑑𝑖𝑛𝑔𝑠 = − [eqn. 7]
𝑇
This equation is the criterion for a spontaneous process at constant pressure and
temperature that is expressed only in terms of the properties of the system (∆𝑯system and
∆𝑺system). The term ∆𝑺surroundings is eliminated in the equation.
• A new state function was proposed by Josiah Willard Gibbs in order to express the
spontaneity of a reaction more directly. It is called Gibbs free energy (G), or simply free
energy which is defined as
𝑮 = 𝑯 − 𝑻𝑺 [eqn. 9]
where T is the absolute temperature. The change in the free energy of a system at constant
temperature and pressure is
∆𝑮system = ∆𝑯system –𝑻∆𝑺system [eqn. 10]
• Comparing equation 10 with equation 8, the change in the free energy of a system at
constant temperature and pressure, ∆𝑮, is equal to –𝑻∆𝑺universe:
∆𝑮sys = – 𝑻∆𝑺univ = ∆𝑯sys –𝑻∆𝑺sys < 0 [eqn. 11]
Since the sign of ∆𝑮system is negative, the melting of an ice cube in the palm is a
spontaneous reaction.
Example 4
Calculate the standard free energy change of the reaction at 298 K.
4 PCl3(g) → P4(g) + 6 Cl2(g)
using the following standard free energies of formation in kJ/mol:
Table 2. Supplied thermodynamic data for the standard free energies of the
following substances at 1 atm and 25°C.
Substituting the above data to equation 8, the free energy change of the reaction is
∆𝐺°𝑟𝑥𝑛 = ∑ 𝑛∆𝐺𝑓° (𝑝𝑟𝑜𝑑𝑢𝑐𝑡𝑠) − ∑ 𝑛∆𝐺𝑓° (𝑟𝑒𝑎𝑐𝑡𝑎𝑛𝑡𝑠)
𝑘𝐽 𝑘𝐽
∆𝐺°𝑟𝑥𝑛 = [(1𝑚𝑜𝑙) (24.4 )] − [(4 𝑚𝑜𝑙) (−269.6 )]
𝑚𝑜𝑙 𝑚𝑜𝑙
∆𝑮°𝒓𝒙𝒏 = 𝟏. 𝟏𝟎 𝒙 𝟏𝟎𝟑 𝒌𝑱
Table 4. Supplied thermodynamic data of the following substances at 1 atm and 25°C.
CaO CO2 CaCO3
𝑘𝐽
∆𝐻𝑓° ( ) −635.6 -393.5 −1206.9
𝑚𝑜𝑙
𝐽
𝑆° ( ) 39.8 213.6 92.9
𝐾∙𝑚𝑜𝑙
(Source: Chemistry Raymond Chang 10 edition, Appendix 3: Thermodynamic Data at 1 atm and 25°C)
th
Because ∆G° is a large positive quantity, we conclude that the reaction is not favored for
product formation at 25°C (or 298 K). Indeed, the pressure of CO2 is so low at room
temperature that it cannot be measured.
To find the temperature at which the system is at its equilibrium, i.e., the ∆G° = 0, we set
∆G° of equation 10 equal to 0 and solve for the value of T.
Observe that in equation 10, ∆G° will become negative (∆G° < 0) if the term ∆H° < T∆S°. To
achieve this condition, temperature must be higher than 1,108 K (or 835°C). This means
that, at temperature T > 835°C, the reaction favors the formation of CaO and CO 2.
To show that ∆G° < 0 when T > 835°C, we solve for ∆G° at T = 840°C, or 1113 K.
PART A
What to do: Determine whether the entropy change is greater or lesser than zero for
each of the following processes. Write your answers in a separate sheet of paper.
1. Freezing ethanol
2. evaporating a beaker of liquid bromine at room temperature
3. dissolving sucrose in water
4. cooling nitrogen gas from 80°C to 20°C
PART B
What to do: Compute for the total entropy change (∆𝑆𝑢𝑛𝑖𝑣 ) in the oxidation of metallic iron
into ferric oxide (Fe2O3) under standard conditions. Determine the spontaneity of the
process at these conditions. (the ∆𝐻𝑓° for elemental substance is zero and that for Fe2O3 is -
824.2 kJ/mol)
Learning Objectives:
1. Calculate the standard entropy changes of a reaction.
2. Identify the spontaneity of a process based on entropy.
Substance 𝑆° (
𝐽
)
𝐾∙𝑚𝑜𝑙
What you need: Pen and paper. Fe 27.3
PART A O2 205
Fe2O3 87.4
What to do: From the table of the standard entropy values, CaO 39.8
calculate the standard entropy changes for the following CO2 213.6
reactions at 25°C. Write your answers in a separate sheet of
CaCO3 92.9
paper.
NH3 193
1. CaCO3(s) → CaO(s) + CO2(g) N2 192
2. N2(g) + 3H2(g) → 2NH3(g) H2 131
3. H2(g) + Cl2(g) → 2HCl(g) HCl 187
Cl2 223
PART B
What to do: Identify whether the entropy change of the system in each of the following
reactions is positive or negative. Write your answers in a separate sheet of paper.
1. 2H2(g) + O2(g) → 2H2O(l)
2. NH4Cl(s) → NH3(g) + HCl(g)
3. H2(g) + Br2(g) → 2HBr(g)
Author: Myra Joy B. Montero
School/Station: Lianga National Comprehensive High School
Division: Surigao del Sur Division
email address: [email protected]
10
Activity 3. Gibbs Free Energy
Learning Objective: Solve problems involving the standard Gibbs free energy.
What you need: Pen, Paper, Periodic Table of Elements and Calculator.
Substance 𝑘𝐽
∆𝐺𝑓° ( )
What to do: Calculate the standard free-energy changes for 𝑚𝑜𝑙
the following reactions at 25°C and interpret the values CH4 -50.8
obtained from the calculations. Write your answers in a O2 0
separate sheet of paper. CO2 -394.4
H2O -237.2
1. CH4(g) + 2O2(g) → CO2(g) + 2H2O(l)
MgO -569.6
2. 2MgO(s) → 2Mg(s) + O2(g)
Mg 0
Reflection
All things trend toward disorder. When cups of hot milk are left on the table for a
long period of time, the drinks cool to the temperature of their surroundings by losing their
heat. The cooling process occurs naturally without any external aid and is unidirectional.
The flow of heat is brought about by the temperature difference. How can you relate the
second law of thermodynamics in this process?
Your answer should consist at most five (5) sentences. Write your response on a separate
sheet of paper. Be guided with the following rubric:
Reflection Rubric
5 Practical application is scientifically explained consistent to the concepts, and
has no misconception.
4 Practical application is scientifically explained consistent to the concept, but
with minimal misconception.
3 Practical application is explained consistent to the concepts, but with
misconceptions.
2 Practical application is explained but not consistent to the concepts.
0 No discussion provided.
Silberberg, M. S. (2006). Chemistry: The molecular nature of matter and change (4th ed.). NY,
USA: McGraw Hill.
Brown, T., LeMay H. E., Bursten, B., Murphy, C., & Woodward, P. (2009). Chemistry: The
Central Science (11th ed.). USA: Pearson Prentice Hall.
Chang, R., & Goldsby, K. A. (2010). Chemistry (10th ed.). NY, USA: McGraw Hill.
Mcquarrie, D. A., Rock, P. A., & Gallogly, E. B. (2011). General Chemistry (4th ed.). Canada:
University Science Books.
Atkins, P. & De Paula, J. (2010). Physical Chemistry (9th ed.). Great Britain: Oxford University
Press.
Brady, J. E., & Senese, F. (2004). Chemistry: Matter and its Changes (4th ed.). USA: John Wiley
& Sons
Zumdahl, Steven S., and Susan A. Zumdahl. 2014. Chemistry. Belmont, CA: Brooks/Cole,
Cengage Learning.
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
1. Explain chemical equilibrium in terms of the reaction rates of the forward and the reverse
reaction. STEM_GC11CEIVb-e-145
2. Calculate equilibrium constant and the pressure or concentration of reactants or products
in an equilibrium mixture. STEM_GC11CEIVb-e-148
3. State the Le Chatelier’s principle and apply it qualitatively to describe the effect of changes
in pressure, concentration and temperature on a system at equilibrium.
STEM_GC11CEIVb-e-149
1. write equilibrium constant expression for a given balanced chemical equation for
homogeneous and heterogeneous equilibria;
2. solve problems involving equilibrium constant; and
3. predict the effects of change in concentration, pressure and temperature on a system in
equilibrium.
Key Concepts
• Chemical Equilibrium
When pure N2O4 gas is placed initially in a glass container at room temperature, a
brown color will be observed indicating the formation of NO2. The change in color intensifies
as more N2O4 is converted to NO2. Beyond that point, no further change in color is observed
because the concentrations of N2O4 and NO2 remain constant. When this happens, the
system has already reached equilibrium, a condition at which the rate of formation of N2O4
from NO2 is equal to the rate of the decomposition of N2O4 to NO2.
Similarly, if we placed NO2 initially in a glass container, the brown color of NO2 will
get lighter indicating the formation of N2O4. When this happens, the system has reached
the state of equilibrium when there is no observable change in color. Thus, equilibrium
exists in both cases.
where A, B, C and D represent chemical species while a, b, c and d are their coefficients in
the balanced equation. The law of mass action is represented by the following equilibrium
expression:
[C]c [D]d
K =
[A]a [B]b
The square brackets indicate molar concentrations of chemical species at equilibrium while
K represents the equilibrium constant. The value of the equilibrium constant at a given
temperature can be calculated if we know the equilibrium concentrations of the reaction
components. If the value of K is greater than 1 (K>1), the equilibrium will lie to right and
favors the product. Conversely, if the value of K is less than 1 (K<1), the equilibrium will lie
to the left and favors the reactant.
• Homogeneous Equilibria
In a homogeneous equilibrium, the reactants and products are in the same phase.
Sample Problem. Write the equilibrium constant expression for the following reactions:
Answer:
[CO2 ][H2 ]
1. K = [CO][H2 O]
[N2 O]
2. K =
[N2 ][𝑂2 ]2
where R is the universal constant (0.0821 L ∙ atm/mol ∙ K), T is the absolute temperature
expressed in K, and ∆n is the difference between the number of moles of gaseous products
and that of gaseous reactants.
• Heterogeneous Equilibria
• Converting Kp to Kc
Solution:
Kp = Kc(RT)∆n
Kp
Rearranging the equation : Kc = (RT)∆n
Kp
Kc =
(RT)∆n
0.19
Kc =
(0.0821)(491 )2
Kc = 1.2 x 10-4
Author: Pamela Lou C. Suazo
School/Station: Unidad National High School
Division: Surigao del Sur Division
email address: [email protected]
4
• Calculating Equilibrium Constant when equilibrium concentrations/partial pressures
are known
Sample Problem 2. The following equilibrium concentrations were observed for the Haber
process for synthesis of ammonia at 127°C:
N2 (g) + 3H2 (g) ⇋ 2NH3 (g)
[NH3 ]2
Solution: K =
[N2 ][H2 ]3
(3.1 x 10-2 )2
=
(8.5 x 10-1 )(3.1 x 10-3 )3
K = 3.8 x 10-4
Sample Problem 3. The reaction for the formation of nitrosyl chloride gas
2NO (g) + Cl2 (g) ⇋ 2NOCl (g)
studied at 25°C. The pressures at equilibrium were found to be
(1.2)2
Kp =
(5.0 x 10-2 )2 (3.0 x 10-1 )
Kp = 1.9 x 103
Strategy: Using the ICE table, tabulate the given initial and equilibrium concentration.
Denote the changes in concentration using a variable as guided by
stoichiometric coefficients in the balanced chemical equation. Solve for the
ICE Table
Sample Problem 5. For the equilibrium Br2(g) + Cl2(g) ⇌ 2BrCl(g), the equilibrium constant
K is 7.00 at 400 K. If a cylinder is charged with BrCl (g) at an initial pressure of 1.00 atm
and the system is allowed to come to equilibrium, what is the equilibrium partial pressure
of BrCl?
ICE Table
Br2(g) + Cl2(g) ⇌ 2BrCl(g)
Initial 0 0 1.00 atm
Change +x +x - 2x
Equilibrium x x 1.00 atm - 2x
[PBrCl ]2
K =
[PBr2 ][PCl2 ]
[1.00 - 2x]2
7.00 =
[x][x]
Author: Pamela Lou C. Suazo
School/Station: Unidad National High School
Division: Surigao del Sur Division
email address: [email protected]
6
1.00 atm-2x
√7.00 = √
x2
1.00-2x
2.65 =
x
2.65x = 1.00 – 2x
4.65x = 1.00
1.00
x =
4.65
x = 0.215
Answer:
(PBrCl)eq = 1.00 atm – 2x
(PBrCl)eq = 1.00 atm – 2 (0.215 atm)
(PBrCl)eq = 0.570 atm
• Le Chatelier’s Principle
We can qualitatively predict the effects of changes in concentration, pressure, and
temperature on a system at equilibrium by using Le Chatelier’s principle, which states when
stress is introduced into a system in equilibrium, the system will shift in order to relieve the
stress and regain equilibrium.
Change in Concentration
When the concentration of either a reactant or a product is increased, the equilibrium shifts
into the direction that would consume that added component. If the concentration is
decreased, then the equilibrium shifts into the direction that replenishes the lost
component.
Change in Temperature
When the temperature is increased, the reaction which consumes the applied heat
is favored i.e. the reaction which is endothermic. When the temperature is decreased, the
reaction which produces heat is favored i.e. the reaction which is exothermic.
Another way of interpreting the results is to treat heat as either a reactant or product.
When heat is added, equilibrium shifts to the reaction that consumes it. The same
generalization on the effect of changes in concentration is applied.
Addition of a Catalyst
Catalyst can speed up the rate of a chemical reaction but they cannot affect the
system in equilibrium. If the catalyst can increase the rate of the forward reaction, it can
also increase the rate of the reverse reaction. Therefore, the catalyst only shortens the time
it takes to reach equilibrium but it has no effect on the equilibrium position.
Sample Problem. The Haber process for the synthesis of ammonia from nitrogen and
hydrogen gas is an exothermic process.
N2 (g) + 3 H2 (g) ⇋ 2 NH3 (g) ∆Hrxn = -92.4 kJ
What will be the effect of the following condition on the equilibrium of the system?
A. Adding more H2
B. Removing N2
C. Removing NH3
D. Increasing the pressure in the reaction vessel
E. Decreasing the temperature of the system
Solution:
A. Adding H2 will favor the forward reaction.
B. Removing N2 will favor the reverse reaction.
C. Removing NH3 will favor the forward reaction.
D. Four moles of gas will produce two moles of NH3. An increase in pressure will shift
towards lesser number of gas particles. Thus, it will favor the formation of NH3.
E. The production of NH3 is an exothermic process, it will favor the forward reaction.
Homogeneous/
Reversible Reaction Kc Kp
Heterogeneous
2. At a particular temperature, a 3.0-L flask contains 2.4 moles of Cl2, 1.0 mole of NOCl, and
4.5 x 10-3 mole of NO. Calculate K at this temperature for the following reaction:
2 NOCl (g) ⇋ 2NO (g) + Cl2 (g)
3. The following equilibrium pressures at a certain temperature were observed for the reaction
2 NO2 (g) ⇋ 2NO (g) + O2 (g)
4. The atmospheric oxidation of nitrogen monoxide, 2 NO (g) + O2 (g) ⇋ 2NO2 (g), was studied
at 184°C with initial pressures of 1.00 atm of NO and 1.000 atm of O2. At equilibrium
PO2 = 0.56 atm. Calculate Kp.
Activity 3. Predict!
Learning Objectives: Predict the effects of change in concentration, pressure and temperature on
a system in equilibrium.
What you need: Pen and paper.
What to do: Predict how will the following conditions affect the equilibrium of the system.
1. Consider the equilibrium
Reflection
Oceans absorb large amount of CO2 from the atmosphere. This may sound like a good thing,
but it is not. Emissions from vehicles and industries contribute high amount of carbon dioxide in
the air causing the ocean to be more acidic. Marine organisms also contribute to the CO 2
concentration through respiration. Let’s analyze the chemical reaction below.
More CO2 shifts the equilibrium towards producing more carbonic acid, H2CO. The low
temperature in the colder regions of the globe also favors the dissolution.
Ocean acidification is quite complex. Phytoplankton cannot survive the acidic condition.
Organisms that depend on plankton for food will also be affected. Acidification can also lead to
coral bleaching and destruction. Moreover, calcium carbonate which makes up shells of marine
organisms is soluble in acidic conditions.
Despite all these, note that the dissolution of CO2 in water is a reversible process. Thus,
reducing the amount of CO2 in the air should reverse and minimize its adverse effect.
With that in mind, what can you contribute as a SHS student to reduce the adverse
effects of too much CO2? Make a short essay. Your answer should consist of at most five (5)
sentences. Write your essay on a separate sheet of paper. Be guided with the following rubric:
Author: Pamela Lou C. Suazo
School/Station: Unidad National High School
Division: Surigao del Sur Division
email address: [email protected]
10
Reflection Rubric
Bayquen, Aristea V., and Gardee T. Peña. 2016. General Chemistry 1. Quezon City: Phoenix
Publishing House, Inc.
Patalinghug, Wyona C., Vic Marie I. Camacho, Fortunato B. Sevilla III, and Maria Cristina D.
Singson. 2016. Teaching Guide for Senior High School General Chemistry 1. Quezon
City: Commission on Higher Education.
Silberberg, Martin S., and Amateis, Patricia. 2018. Chemistry: the Molecular Nature of Matter and
Change: Advanced Topics. New York, NY: McGraw-Hill Education.
Zumdahl, Steven S., and Susan A. Zumdahl. 2014. Chemistry. Belmont, CA: Brooks/Cole,
Cengage Learning.
Answer Key
5. 3.69 x 10-8
e. left
4. 1.3 x 10-4
d. right d. left
3. 6.3 x 10-13 c. no shift c. right
2. 1.7 x 10-5 b. right b. left
1. 4.07 x 10-2 2. a. right 1. a. right
Activity 2. Activity 3. Activity 3.
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g. songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
ACID-BASE EQUILIBRIA
Key Concepts
A. Bronsted-Lowry Acids and Bases
Substances may be acidic, basic or neutral. To differentiate acids and bases, Arrhenius,
Bronsted-Lowry, and Lewis definitions can be used. The Arrhenius definition can be stated
as “Arrhenius acids form hydrogen ions (H+) in aqueous solution while Arrhenius bases
form hydroxide ions (OH-)”. The Lewis’ theory uses structure and bonding to describe
acids and bases and specifically stated that “an acid accepts an electron pair while a
base donates an electron pair”.
In 1923, Johannes Nicolaus Bronsted and Thomas Martin Lowry independently
developed the definition of acids and bases based on the substance’s ability to either donate
or accept protons (Hydrogen ions).
Bronsted-Lowry acid is any substance that can donate a proton (H+) and a Bronsted-
Lowry base is a substance that can accept a proton (H+). A substance that can function
as both a Bronsted-Lowry acid and Bronsted-Lowry base is called amphoteric.
Notice that hydrogen ion (H+) is referred to as proton. Recall that a hydrogen ion (H+) is a
hydrogen atom that has lost an electron. Since hydrogen has only one electron, a
hydrogen atom that has lost an electron is simply a particle that contains 1 proton in the
nucleus. Thus, a hydrogen ion is a proton.
Consider the equation below.
HCl(aq) + NH3(aq) ⟶ NH4+ (aq) + Cl-(aq)
The Bronsted-Lowry definition of acids and bases states that the acid donates a proton (H+)
and the base accepts a proton (H+). In the equation above, the hydrochloric acid (HCl) in the
reactant becomes a negatively charged chloride ion (Cl-) in the product. It donated the H+
and is therefore the proton donor. On the other hand, ammonia (NH3) becomes a positively
The equation above shows that one water molecule acts as an acid and another molecule
as a base. Therefore, the conjugate acid-base pairs are H2O(acid)/OH- and H3O+/H2O(base).
It does not make any difference which of the equations above is used to explain the
ionization of water. Even though the second equation is more appropriate, the first equation
offers the simplistic view of the ionization. Also, these equations show that the [H3O+] is the
same as [H+]. Therefore, we can use these interchangeably.
Both H+ and H3O+ are utilized interchangeably in chemistry notation. They are considered
equivalent notations in acid/base chemistry. The H3O+ ion is considered to be the same as
H+ ion as it is the H+ ion joined to a water molecule. The proton (H+) cannot exist solitarily
in aqueous solution, due to its positive charge it is attracted to the electrons in water
molecules and the symbol H3O+ is used to represent this transfer.
In pure water and dilute solutions and at constant temperature, the concentration of water
is constant. So we can rearrange the equation by collecting the constant terms on one side,
the Keq expression becomes:
Keq[H2O] = [H+][OH-]
Since Keq and water concentration are both constant, then it is replaced by:
Kw = [H+][OH-]
Kw is known as the ion-product of water; it is the product of molar concentrations of
hydrogen ion (H+) and hydroxide ion (OH-) at a particular temperature.
In pure water at 25⁰C, the concentrations of H+ and OH- are equal and were found to be
[H+] = [OH-] = 1.0 x 10-7M
Substituting these values into the equation for the ion-product of water, we have Kw at 25⁰C
as
Kw = [H+][OH-] = (1.0 x 10-7) (1.0 x 10-7) = 1.0 x 10-14
Even when the concentrations of hydrogen ion and hydroxide ions are not the same, the
value of Kw being constant holds true for all aqueous solutions at 25⁰C.
Since Kw is always equal to 1.0 x 10-14 at 25⁰C, this equation is very useful in calculating
the [H+] or [OH-] when either of the two is given, through the following equations:
Kw 1.0x10-14 Kw 1.0x10-14
[H+] = = and [OH-] = =
[OH-] [OH-] [H+] [H+]
Remember:
If [H+] or [H3O+] = [OH-], it is a neutral solution.
If [H+] or [H3O+] > [OH-], it is an acidic solution.
If [H+] or [H3O+] < [OH-], it is a basic solution.
Sample Problem:
What is the hydroxide ion concentration in an aqueous solution if [H+] is 2.5x10-3M? Is the
solution acidic, basic or neutral?
Kw 1.0x10-14
[OH-] = = = 4.0x10-12 M
[H+] 2.5x10-3
The solution is acidic since [H+] = 2.5x10-3M is greater than [OH-] = 4.0x10-12M.
Figure 1. pH Scale
Source: Ophardt, C. (2003). pH Scale. Retrieved April 10, 2021, from
http://chemistry.elmhurst.edu/vchembook/184ph.html
A solution with more H+ ions than OH- ion is acidic. For aqueous solutions at 25⁰C, that
matches to pH less than 7.
A solution with more OH- ions than H+ ion is basic. For aqueous solutions at 25⁰C, that
corresponds to pH greater than 7.
A solution with the same concentration of H+ and OH- ions is neutral. For aqueous solutions
at 25⁰C, that corresponds to pH = 7.
Soren Sorenson, a Danish biochemist, proposed the term pH to refer to the “potential of
hydrogen ion”. He defined the “p” as the negative of the logarithm (-log) of [H+]. That is, pH
is the negative logarithm of the molarity of hydrogen ion. The pOH is the negative logarithm
of the molarity of OH-, and pKw is the negative logarithm of the ion-product constant of water.
These definitions give the following equations:
pH = -log[H+] or pH = -log[H3O+]
pOH = -log[OH-]
pKw = -log[Kw]
Based on the discussion in section B (The Acid-Base Properties of Water), Kw = [H+][OH−]. If
this is expressed in terms of logarithms, then:
\
pKw = pH + pOH
Since at room temperature (25⁰C),
Kw = 1.0×10−14, then
pKw = -log(1.0×10−14) = 14, so
14 = pH + pOH
Sample problem:
What is the pH of the blood if its [H+] is 3.50 x 10-8 M? Is the blood acidic or basic? What is
the
What to do: Read each item carefully. Write your answers on a separate sheet of paper. For
calculations, show all steps leading to the final answer.
1. Write True if the statement is correct and False if it is not:
a. A Bronsted-Lowry acid accepts hydrogen ions.
b. Conjugate acid is created when a base donates a proton.
c. When water molecule undergoes autoionization, a proton is transferred from one water
molecule to another to produce hydroxide ion and hydronium ion.
d. Water is considered amphoteric because it always acts as acid during a reaction.
e. It is impossible to have pH beyond 14 and below 0 since the pH scale ranges from 0-14
only.
f. In the pH scale, two unit change in pH represents a twentyfold change in the hydrogen
ion concentration.
g. The value of Kw being constant holds true for all aqueous solutions at 25⁰C.
h. Basic solutions have more OH- ions than H+ ions.
i. H+ and H3O+ are considered equivalent notations in acid-base chemistry.
j. At 25⁰C, neutral solutions have the same concentration of H+ and OH- ions.
3. The pH of normal rain water is 5.80. What will be the pH of rainwater that falls near a coal-
burning power plant if its [H+] is 5.98 x 10-4 M? Compare the pH values of the normal
rainwater and the rainwater that falls near a coal-burning power plant.
4. The following table summarizes the [H+], [OH-], pH, pOH, and type of solution of some
common household items. Fill out the missing information based on the available data.
Type of solution
Solution [H+] [OH-] pH pOH
(acid, base, neutral)
Lemon juice 2.0x10-3 M
Shampoo 1.5x10-9 M
Vinegar 2.5
Soap 3.5
What to do: Read each item carefully. Write your answers on a separate sheet of paper.
Part A. Identify the Bronsted-Lowry acids and bases and its conjugated acids and bases in each
of the following chemical equations.
Part B
Reflection
The pH level of the human blood must be maintained at a pH within 7.35-7.45. Excess
acidity or basicity in the blood, brought about by the food we take, would lead to disorder in the
metabolic processes; at times, the right amount of oxygen will not be circulated to the tissues. Our
natural filter, the kidneys, help preserve the normal pH level of the body. In at most five (5)
sentences, discuss ways that we can do so as not to overwork our kidneys in order to maintain
the pH balance of our body.
Write your responses on a separate sheet of paper. Be guided with the following rubrics:
Reflection Rubric
5 Practical application is scientifically explained consistent to the
concepts, and has no misconception.
4 Practical application is scientifically explained consistent to the
concepts, but with minimal misconception.
3 Practical application is explained consistent to the concepts, but
with misconceptions.
2 Practical application is explained but not consistent to the
concepts and has many misconceptions.
0 No discussion
Answer Key
and the pH at which [H+] = [OH-] changes.
concentrations of H+ and OH-. As the temperature of water changes, the value of Kw changes,
3. No. In pure water, the only source of H+ is the autoionization reaction, which produces equal
considered a pure liquid and is eliminated from the equilibrium expression.
2. Kw = [H3O+] [OH-]. Because the concentration of H2O remains essentially constant, it is
1. H2O (l) + H2O (l) ⇋ H3O+ (aq) + OH- (aq)
Part B
**Since pOH=-log[OH-], to determine the [OH-] given the pOH, you may use this: 10-pOH = [OH-]
*Since pH=-log[H+], to determine the [H+] given the pH, you may use this: 10-pH = [H+]
base 3.5 10.5 3.2x10-4 M** 3.1x10-11 M Soap
acid 11.5 2.5 3.13x10-12 M 3.2x10-3 M* Vinegar
acid 8.8 5.2 1.5x10-9 M 6.7x10-6 M Shampoo
acid 11.3 2.7 5.0x10-12 M 2.0x10-3 M Lemon juice
(acid, base, neutral)
pOH pH [OH-] [H+] Solution
Type of solution
4. Answer to item 4:
burning power plant is lower than the pH of normal rainwater indicating acidic rainfall.
3. pH = -log[H+]= -log (5.98 x 10-4) = 3.22; The pH of the rainwater that falls near a coal-
2. [H+] = [OHw -] = 0.075 = 1.3x10-13 M
K 1.0x10-14
1. a. False; b. False; c. True; d. False; e. False; f. True; g. True; h. True; i. True; j. True
Activity 1:
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
ACID-BASE EQUILIBRIA
Learning Objectives:
1. Explain the common-ion effect;
2. Describe how a buffer solution functions;
3. Calculate the pH of a buffer solution using Henderson-Hasselbalch equation; and
4. Appreciate the importance of buffer solutions in real-life.
Key Concepts
Consider solutions that contain a weak acid, such as acetic acid (CH3COOH), and a soluble
salt of that acid, such as sodium acetate (CH3COONa). Notice that such solutions contain two
substances that has a common ion, which in this case is an acetate ion (CH3COO‾ ).
Sodium acetate, being a soluble ionic compound and a strong electrolyte, dissociates
completely in aqueous solution into its component ions, Na+ and CH3COO‾:
In contrast, acetic acid is a weak electrolyte and ionizes partially in aqueous solution as
represented by its dynamic equilibrium:
The presence of a common ion suppresses the ionization of a weak acid or a weak base. The
addition of CH3COO‾ ions from CH3COONa to a solution of CH3COOH in water will suppress the
ionization of CH3COOH and consequently causes the equilibrium concentrations of the substances
in Equation 2 to shift from right to left, thereby decreasing the equilibrium concentration of
hydrogen ion (H+). Thus, a solution containing both CH3COOH and CH3COONa will be less acidic
than a solution containing only CH3COOH at the same concentration. In other words, the addition
of acetate ions causes the acetic acid to ionize less than it normally would.
The common-ion effect is the shift in equilibrium caused by the addition of a compound
having a common ion with the dissolved substance.
BUFFERS
A buffer solution (or simply buffer) is a solution of (1) a weak acid or a weak base and
(2) its salt; both components must be present. The solution has the ability to resist changes in
pH upon the addition of small amounts of either strong acid or strong base.
A buffer contains high concentrations (10-3 M or more) of a weak conjugate acid-base pair.
It resists changes in pH because it contains (1) relatively large amount of acid to neutralize any
added OH‾ ions from a small amount of strong base and (2) a relatively large amount of base to
neutralize any added H+ ions from a small amount of strong acid. However, the acid and the base
composing the buffer must not consume each other through a neutralization reaction. To satisfy
these requirements, a buffer must contain a weak acid and its conjugate base (supplied by a salt)
or a weak base and its conjugate acid (supplied by a salt).
When we add a base to the solution, the OH‾ ions will be neutralized by the acid in the buffer as
shown by the equation
The effectiveness of a buffer solution is called its buffering capacity. It depends on the amount of
acid and base from which the buffer is made. The larger the amount, the greater the buffering
capacity.
Consider a general formula of an acid, HA. Its conjugate base, A‾, can be supplied from one
of its salts, MA, where M+ could be Na+, K+, or any other cation that does not react with water. The
acid-dissociation equilibrium can be represented by the equation
[𝐻 + ][𝐴− ]
𝐾𝑎 = [4]
[𝐻𝐴]
where [H+], [A‾], and [HA] represent concentrations of H+ ions, the conjugate base, A‾, and the
acid, HA, respectively.
𝐾𝑎 [𝐻𝐴]
[𝐻 + ] = [5]
[𝐴− ]
From Equation [5], we can say that the [H+] and, thus, the pH depend on two factors: (1) the value
of Ka for the weak acid component of the buffer and (2) the ratio of the concentrations of the
conjugate acid-base pair, [HA]/[A‾].
[𝐻𝐴] [𝐴− ]
𝑝𝐻 = 𝑝𝐾𝑎 − log = 𝑝𝐾𝑎 + log [7]
[𝐴− ] [𝐻𝐴]
[𝑏𝑎𝑠𝑒]
𝑝𝐻 = 𝑝𝐾𝑎 + log [8]
[𝑎𝑐𝑖𝑑]
Equation [7] or [8] is called the Henderson-Hasselbalch equation. If we know the Ka and
concentrations of the acid and the salt of the acid, we can calculate the pH of the buffer solution.
1. Concentrations of the conjugate acid-base pair are both reasonably high (≥ 0.1 M).
2. If both concentrations of the conjugate acid-base pair are less than 0.1 M, at least they are
a thousand times larger than Ka.
Therefore, we can usually use the initial concentrations of the acid and base components of the
buffer directly in the Henderson-Hasselbalch equation. Note that the H-H equation is just an
approximation, and a more detailed calculation may need to be performed to obtain equilibrium
concentrations.
SAMPLE PROBLEM 1: What is the pH of a buffer that is 0.12 M in lactic acid, CH3CH(OH)COOH
and 0.10 M in sodium lactate, CH3CH(OH)COONa? For lactic acid, Ka = 1.4 x 10-4.
Since we already know the values of pKa, [base], and [acid], we can now calculate the pH of the
buffer solution using the Henderson-Hasselbalch equation:
[𝑏𝑎𝑠𝑒] 0.10 𝑀
𝑝𝐻 = 𝑝𝐾𝑎 + log = 3.85 + log ( ) = 3.77
[𝑎𝑐𝑖𝑑] 0.12 𝑀
SAMPLE PROBLEM 2: Calculate the pH of a 0.30 M NH3/0.36 M NH4Cl buffer system. Ka for NH4+
= 5.6 x 10-10.
STRATEGY AND ANSWER: The conjugate acid-base pair is NH3/NH4+. The concentration of the
base, [base] or [NH3] = 0.30 M and the concentration of the acid, [acid] or [NH 4+] = 0.36 M. From
the given value of Ka, we can calculate pKa as
[𝑏𝑎𝑠𝑒] 0.30 𝑀
𝑝𝐻 = 𝑝𝐾𝑎 + log = 9.25 + log ( ) = 9.17
[𝑎𝑐𝑖𝑑] 0.36 𝑀
SAMPLE PROBLEM 3: Calculate the pH of a buffer system containing 0.10 M CH3COOH and 0.10
M CH3COONa. Ka = 1.8 x 10-5
[𝑏𝑎𝑠𝑒] 0.10 𝑀
𝑝𝐻 = 𝑝𝐾𝑎 + log = 4.74 + log ( ) = 4.74
[𝑎𝑐𝑖𝑑] 0.10 𝑀
In this problem, pH = pKa. This happens when [base] = [acid]. Recall that log (1) = 0.
Objectives:
1. Explain the common-ion effect; and
2. Describe how a buffer solution functions.
1. For a generic equilibrium 𝐻𝐴(𝑎𝑞) ⇌ 𝐻 + (𝑎𝑞) + 𝐴− (𝑎𝑞), which of these statements is true?
3. Perchloric acid, HClO4, is a strong acid and its conjugate base perchlorate ion, ClO4‾ is an
extremely weak base. What can we infer from this statement?
A. The solution cannot act as a buffer system since perchlorate ion, ClO4‾, readily combines
with a H+ ion in solution to form HClO4.
B. The solution can act as a buffer system since perchlorate ion, ClO4‾, readily combines
with a H+ ion in solution to form HClO4.
C. Perchlorate ion, ClO4‾, will not combine with a H+ ion in solution to form HClO4. Thus,
the solution cannot act as a buffer system.
D. Perchlorate ion, ClO4‾, will not combine with a H+ ion in solution to form HClO4. Thus,
the solution can absolutely act as a buffer system.
5. A buffer contains a weak acid, HA, and its conjugate base, A‾. The weak acid has a pKa of
4.5, and the buffer has a pH of 4.3. Without doing a calculation, which of these possibilities
is correct?
A. [HA] = [A‾]
B. [HA] > [A‾]
C. [HA] < [A‾]
D. [HA] ≥ [A‾]
Objective:
1. Calculate the pH of a buffer solution using Henderson-Hasselbalch equation.
1. To mimic a blood buffer, a scientist prepared 1.00 L buffer containing 0.0025 mol carbonic
acid, H2CO3, and 0.025 mol hydrogen carbonate ion, HCO3‾. Calculate the pH of the buffer.
The Ka of carbonic acid is 4.3 x 10-7.
Seawater is a weak basic solution, with pH values typically between 8.0 and 8.3. This pH
range is maintained through a carbonic acid buffer system similar to the one in blood. Just as in
our bodies, the carbonic acid buffer system can be perturbed by removing or adding CO2(g). The
concentration of dissolved CO2 in the ocean is sensitive to changes in atmospheric CO 2 levels.
According to studies, the atmospheric CO2 concentration has risen by approximately 30%
over the past three centuries. Human activity has played a prominent role in this increase.
Scientists estimate that one-third to one-half of the CO2 emissions resulting from human activity
have been absorbed by Earth’s oceans. While this absorption helps mitigate the greenhouse
gas effects of CO2, the extra CO2 in the ocean produces carbonic acid (H2CO3), which lowers
the pH.
If the amount of atmospheric CO2 continues to increase at the present rate, scientists
estimate that seawater pH will fall to 7.9 sometime over the next 50 years. While this change
might sound small, it has dramatic ramifications for oceanic ecosystems. Ocean acidification
Reflection: As a concerned individual, this calls for an act to mitigate the problem on ocean
acidification caused by anthropogenic emissions of CO2. In consideration to this perennial
challenge, we are left to answer a very important question: What can we do to help solve this
problem?
Your answer should consist at most five (5) sentences. Write your response on a separate sheet.
Be guided with the following rubric:
Reflection Rubric
5 Practical application is scientifically explained consistent to the
concepts, and has no misconception.
4 Practical application is scientifically explained consistent to the
concept, but with minimal misconception.
3 Practical application is explained consistent to the concepts, but
with misconceptions.
2 Practical application is explained but not consistent to the
concepts.
0 No discussion provided.
Barrameda, Ma. Corazon B., Jusayan, Shirley R., Macale, Aphrodite M., Sabularse, Veronica C.,
and San Pascual, Joseph Carmelo K. 2016. Teaching Guide for Senior High School General
Chemistry 2. Quezon City: Commission on Higher Education.
Brown, T. L., LeMay, H. E., Bursten, B. E., Murphy, C. J., & Woodward, P. M. (2012). Chemistry:
The Central Science. (13th ed.) Pearson Prentice Hall.
Chang, R. & Goldsby, K. 2016. Chemistry. (12th ed.). New York: McGraw-Hill
Answer Key
Activity 1 – 1. B; 2. D; 3. C; 4. C; 5. B
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from the
respective copyright owners. The authors do not represent nor claim ownership over them.
Editors:
Regional Team Kevin Hope Z. Salvaña
Engr. Raul B. Galleros
Jesusa C. Olayon
Archie G. Layaog, PhD
Romeo A. Villarin
Key Concepts
Example 1: Consider the reaction between magnesium (Mg) metal and oxygen (O2) gas. The
equation for the reaction is given below.
2Mg(s) + O2(g) —> 2MgO(s)
The product of the reaction of the two elements, Mg metal, and O2 gas, is a white solid,
magnesium oxide, MgO. MgO is an ionic compound and is made up of Mg 2+ and O2- ions.
In the reaction between Mg and O2, the electrons lost by Mg were gained by O.
Electrons from Mg transferred to O.
A helpful mnemonic:
Example 2. The reaction of hydrogen gas, H2, and fluorine gas F2 yields hydrogen fluoride,
HF, a covalent compound. No ions were formed, but the reaction is a redox reaction.
Was there electron transfer?
In H2, the electrons in each of the hydrogen atoms are evenly distributed between the
atoms since the two atoms attract the bonding electrons equally. That is also true in
F2.
However, the H – F bond is a polar bond, with the partially negative end of the dipole
at the fluorine end of the bond. This is because F is very electronegative and can pull
the bonding electrons towards itself and away from H, as shown in the next page.
In the H – F bond, the bonding electrons are found closer to F atom, making it appear
that the electrons being shared have moved closer to F atom than to H atom. It is as
if H atom “lost” its electron and was “gained,” although just partially, by F atom.
1. HCOOH
3. CO32−
(Answer: H = +1; O = -2; C = +2)
(Answer: C = +4; O = -2;)
2(H) +1(C) +2(O) =0 1(C) +3(O) =-2
2(+1) +1(+2) +2(-2) =0 1(+4) +3(-2) =-2
(+2) + (+2) + (-4) =0 (+4) + (-6) =-2
(+4) +(-4) =0
2. Ba (OH)2 4. NH4+
(Answer: N = -3; H = +1)
(Answer: H = +1; O = -2; Ba = +2)
1(N)+ 4(H)= +1
1(Ba)+2(O)+2(H)=0 1(-3) +4(+1) = +1
1(+2) +2(-2) +2(+1) =0 (-3) + (+4) = +1
(+2) +(-4) +(+2) =0
(+4) +(-4) =0
Sample Activity 2: Assign oxidation numbers above each atom of a compound in the
reactants and products:
+1+5-2 +4 -2 +1 +6 -2 4. -2
+4 polyatomic ion
HNO3(aq) + SO2(aq) —> H2SO4(aq) + NO2(l)
Use the equation in sample activity 2 above to show if a reaction is a redox reaction.
a. Are there atoms that changed in oxidation numbers from the reactant side to the
product side? Which are these?
The elements that changed in ON are: +1+5-2 +4-2 +1+6 -2 +4 -2
HNO3(aq) + SO2(aq) —> H2SO4(aq) + NO2(l)
N from +5 to +4; S from +4 to +6
The presence of elements that change in oxidation number in the equation is an
indication that the reaction is indeed redox. However, there should always be one that
Author: Emely M. Tragua
School/Station: Kitcharao National High School
Division: Agusan del Norte
email address: [email protected]
4
will show an increase in ON (or the ON becoming more positive) and a decrease in ON
(or the ON becoming less positive).
b. For the elements that changed in ON, which lost electrons? Which gained electrons?
S was oxidized (change in ON from +4 to +6): lost of electrons
N was reduced (change in ON from +5 to +4): gained of electrons
(H and O did not change in ON and were neither reduced nor oxidized)
Are there reactions that are not redox? An example of a non-redox reaction is the
neutralization reaction between HCl and NaOH. No change in ON can be seen from the
reactant side to the product side for all the elements involved.
+1-1 +1-2+1 +1-2 +1-1
HCl(aq) + NaOH(aq) —> H2O(aq) + NaCl(l)
Sample Activity 3: Assign oxidation numbers to each of the atoms in the equation and
determine if the reaction is redox:
+3 -2 +2-2 0 +4-2
1. Fe2O3(s) + CO (g) —> Fe(s) + CO2 (g) (redox; Fe and C changed ON)
+2 -2 0 +2.5-2 -1
4. 2S2O32- (aq) + I2 (aq) —> S4O62- (aq) + 2I- (aq) (redox; S and I changed ON)
Even without going through the details above to show the change in oxidation number
and electron transfer, some redox reactions are easy to recognize.
If in the reaction, a reactant or product is an element (neutral, independent form
consisting of only one element), and the same element is in combined or in ion form on the
other side of the equation, the reaction is definitely redox.
1. Al(S) + H2SO4(aq) —> Al2(SO4)3(s)+ H2(g) (Al is uncombined or in element state in the
reactant side.)
2. SO2(g) + O2(g) —> SO3(g) (Oxygen is in element form on the reactant side.)
3. FeO(s) + CO(g) —> Fe(s) + CO2(g) (Fe is obtained as the element on the product side.)
The main reactants in a redox reaction are the oxidizing agent and the reducing agent.
The reactant that carries the atom or element oxidized is called REDUCING AGENT
(RA). The reactant that carries the atom or element reduced is called OXIDIZING
AGENT (OA). In this case, Mg is the reducing agent. While it is said that O is reduced,
it is O2, and not just O, that is the oxidizing agent.
The reducing agent and the oxidizing agent are reactants, not just the atoms oxidized
or reduced. It is also important to remember that RA and OA cannot be any of the
products of the reaction.
Consider the following examples, the ON of each element has been placed above their
respective symbols.
0 +2 -1 +2 -1 0
Example 1: Zn(s) + CuCl2(aq) ZnCl2(aq) + Cu(s)
Zn is oxidized; Zn is the reducing agent.
Cu is reduced; CuCl2 is the oxidizing agent.
Example 2: +3 -2 +2 -2 0 +4 -2
Fe2O3(s) + CO(g) — Fe(s) + CO2 (g)
Atom oxidized: C
Atom reduced: Fe
Reducing agent: CO
Oxidizing agent: Fe2O3
Points to remember:
LEORA – Lose Electrons – Oxidation – Reducing Agent (the reactant that loses electrons
undergoes oxidation and is the reducing agent).
GEROA– Gain Electrons – Reduction – Oxidizing Agent (the reactant that gains electron
undergoes reduction and is the oxidizing agent).
If there is no change in oxidation numbers, it is not a redox reaction!
Redox equations are balanced based on the same conservation principles used in
balancing any chemical equation. In previous lessons, the students have balanced many
redox equations without being told that those were redox reactions. However, some redox
reactions may not be easy to balance, and the additional knowledge that the reaction involves
electron transfer is a useful one. In redox reactions, the reduction of an atom cannot happen
without another being oxidized. More importantly, the total number of electrons lost by
the reducing agent is equal to the number of electrons gained by the oxidizing agent.
One way to balance redox reactions is by keeping track of the electron transfer
using each of the atoms' oxidation numbers. For the oxidation-number-change method,
start with the unbalanced skeleton equation. The example below is for the reaction of iron
Author: Emely M. Tragua
School/Station: Kitcharao National High School
Division: Agusan del Norte
email address: [email protected]
6
(III) oxide with carbon monoxide. This reaction takes place in a blast furnace during the
processing of iron ore into metallic iron.
+3 -2 +2-2 0 +4 -2
Fe2O3 (s) + CO (g) Fe (s) + CO2 (g)
Step 2: Identify the atoms that are oxidized and those that are reduced. The carbon atom is
being oxidized in the above equation since its oxidation increases from +2 to +4. The
iron atom is being reduced since its oxidation number decreases from +3 to 0.
Step 3: Use a line to connect the atoms that are changing oxidation numbers. On the line,
write the oxidation-number change.
The carbon atom’s oxidation number increases by 2, while the iron atom’s oxidation
number decreases by 3. As written, the number of electrons lost does not equal the number
of electrons gained. In a balanced redox equation, these must be equal. So, the increase in
the oxidation number of one atom must be made equal to the decrease in the other's oxidation
number.
Step 4: Use coefficients to make the total increase in oxidation number equal to the total
decrease in oxidation number. In this case, the least common multiple of 2 and 3 is
6. The oxidation-number increase should be multiplied by 3, while the oxidation-
number decrease should be multiplied by 2. The coefficient is also applied to the
formulas in the equation. So, a 3 is placed in front of the CO and front of the CO2. A 2
is placed in front of the Fe on the right side of the equation. The Fe2O3 does not require
a coefficient because the subscript of 2 after the Fe indicates that there are already
two iron atoms.
Some redox equations are given in net ionic forms, and at times, there are oxygen or
hydrogen atoms on one side of the equation but none on the other side. These are not easy
to balance by inspection or by the change in oxidation number method but can be balanced
by the half-reaction method or the ion-electron method.
This method makes use of another conservation principle, that of balancing charges:
the sum of the charges of all substances on the reactant side should be equal to the sum of
the charges of all substances on the product side. Apply this method in balancing the
equation for the reaction between MnO2 and HCl. The reaction occurs in acid conditions. The
equation to be balanced is given in a net ionic form.
MnO2(s) + Cl-(aq) —> Mn2+(aq) + Cl2(g)
In this method, a redox reaction is seen as a pair of half-reactions that occur
simultaneously: the oxidation and reduction half-reactions. The half-reactions are balanced
separately and then added to each other to arrive at the balanced equation.
1. Split the equation into half-reactions. It is unnecessary to assign oxidation numbers, nor
to identify which is the oxidation half-reaction or the reduction half-reaction at this
point.
Half-reaction 1: MnO2(s) —> Mn2+(aq)
Half-reaction 2: Cl-(aq) —> Cl2(g)
For each half-reaction,
2. Balance elements other than O and H.
Half-reaction 1 Half-reaction 2
MnO2(s) —> Mn2+(aq) 2Cl-(aq) —> Cl2(g)
(there is one(1) Mn on both sides, so no (a coefficient of two (2) is placed for Cl- since
change made) there are two(2) Cl atoms in Cl2)
(add two(2) molecules of H2O to the product (no change made since there are no O
side to balance the 2 O atoms in the reactant atoms on either side of the equation)
side)
(add four (4) H+ to the reactant side to (no change made since there are no H
balance the H atoms at the product side) atoms on either side of the equation)
In half-reaction 2, the electrons are on the product side. This means that it has to
give up or lose electrons for the reactant to be transformed into the product. This half-reaction
is the oxidation half-reaction (OHR), and Cl- is the reducing agent.
6. Make the number of electrons lost equal to the number of electrons gained by multiplying
the half-reaction with the appropriate factor.
If the redox reaction occurs in basic or alkaline conditions, the half-reactions are
balanced as in acid conditions, but an additional step to convert to basic condition is done
before the balanced half-reactions are added to form the whole equation. An example is
worked on below.
HS-(aq) + ClO3-(aq) —> S(s) + Cl-(aq)
Learning Objectives:
1. Balance redox equations using change in oxidation number method.
2. Write the oxidation and reduction half reactions for a given redox reaction.
3. Balance a redox reaction using the half-reaction method.
What to do:
Part A. Identify if the following equations are balanced. If not, balance them using the
change in oxidation number method. Write your answer in a separate sheet of paper.
Part B. Balance the following redox equations using the half-reaction method:
Guide Questions:
1. When balancing redox reaction in a basic solution, how many OH- should be added to
each side?
2. When does the oxidation-number approach and the half-reaction method work best?
Select one of the following redox reactions that is beneficial to humans. Explain.
A. Photosynthesis
B. Combustion
C. Galvanization of steel
D. Electroplating
Answer Key
1.
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency
or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from the respective copyright
owners. The authors do not represent nor claim ownership over them.
Editors:
Regional Team Kevin Hope Salvaña
Romeo A. Villarin
Jesusa C. Olayon
Archie G. Layago, PhD
Engr. Raul B. Galleros
Management Team:
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Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. identify the reaction occurring in the different parts of the cell; and
2. define reduction potential, oxidation potential, and cell potential.
Key Concepts
Galvanic cell, also called a voltaic cell, is a type of electrochemical cell that uses chemical
reactions to generate electrical energy. It consists of at least two half cells, a reduction cell
and an oxidation cell. It acts as a device in which simultaneous oxidation and reduction
reactions take place to convert the chemical energy into electrical energy, which can be used
for any commercial purposes.
Galvanic cell separates the flow of electrons through the process of oxidation and reduction.
As a result, a half reaction occurs and connecting each with a wire creating a path for the
flow of electrons through the wire. This flow of electrons is called a current. Current can be
made to flow through a wire completing a circuit and obtaining its output in any device
such as a watch or a television.
A positive charge is developed on the metal rod as metal ions are deposited on the metal
surface. Oxidation is the reverse of reduction so reduction potential can be obtained from
oxidation potential by changing the sign. In general for an electrode:
Oxidation potential = – Reduction potential
Example, in a zinc electrode, the standard oxidation potential is represented as
Eo (Zn/Zn2+) = 0.76V and standard reduction potential as Eo (Zn2+/Zn) = -0.76V.
Source: https://www.pinterest.ph
Author: Charlyn M. Campado
School/Station: Kitcharao National High School
Division: Agusan del Norte
email address:[email protected]
2
Cell Potential refers to the potential difference between the electrodes corresponding to an
external electron flow from anode to cathode. Cell potential is the combination of reduction
potential at the cathode and oxidation potential at the anode.
ECell = EOx,Anode + ERed,Cathode
Learning Objective:
Identify the reaction occurring in the different parts of the cell.
What to do: Analyze the figure below and answer the guide question correctly. Use a separate
sheet of paper for your answer.
Guide Question:
What reaction takes place in (a) an electrode made of zinc and (b) an electrode made
of copper? Describe the reaction that occurs in each part.
Rubrics:
3 – Answers are scientifically consistent with the concepts and has no misconception.
2 - Answers are scientifically consistent with the concepts but with minimal misconception.
1 – Answers are consistent with the concepts but with misconceptions.
Learning Objective:
Define electrode potential, reduction potential, oxidation potential, and cell potential.
Reflection
Rubrics:
Digital Kemistry. 2020. “What is the |Difference between Oxidation potential and Reduction
potential | Electrode potential”. Accessed April15, 2021.
https://www.youtube.com/watch?v=StWm-a_j65U
Ekeeda. 2018. “Electrode Potential and Cell Potential - Electrochemistry - Chemistry Class 12.”
Accessed April15, 2021.https://www.youtube.com/watch?v=axgRTKiu30o
Answer Key
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office wherein
the work is created shall be necessary for the exploitation of such work for a profit. Such agency or
office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in the activity sheets are owned by their respective copyright holders. Every effort has been
exerted to locate and seek permission to use these materials from the respective copyright owners.
The authors do not represent nor claim ownership over them.
Editors:
Regional Team Kevin Hope Z. Salvana
Romeo A. Villarin
Jesusa C. Olayon
Archie G. Layaog, PhD
Engr. Raul B. Galleros
Management Team Romeo O. Aprovechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudario, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS - Science
Bernie Pamplona, LRMDS Manager - OIC
Junel M. Anino, Librarian II
Bernie Pamplona, PDO II
Key Concepts
❖ Standard Cell Potential
Galvanic cell or voltaic cell is a device that uses redox reaction to create electricity. A battery
is an example of a galvanic or voltaic cell. The chemicals present inside a battery react together in an
oxidation-reduction reaction that makes electricity. Galvanic or voltaic cells allow the redox activity
to be quantified by an easily measured property called potential. This property is more commonly
called voltage in terms of electrical applications. It is a measure of energy accompanying the transfer
of charge. Potentials are measured in volt unit, V=J/C or 1 volt = 1 Joule of energy/1 Coulomb of
charge.
When measured for purposes of electrochemistry, a potential reflects the driving force for a
specific type of charge transfer process, namely, the transfer of electrons between redox reactants.
Considering the nature of potential in this context, it is clear that the potential of a single half-cell or
a single electrode can’t be measured; “transfer” of electrons requires both a donor and recipient, in
this case a reducing agent and an oxidizing agent, respectively. Instead, a half-cell potential may only
be assessed relative to that of another half-cell. It is only the difference in potential between two half-
cells that may be measured, and these measured potentials are called cell potentials, Ecell, defined
as
Ecell = Ecathode − Eanode
where Ecathode and Eanode are the potentials of two different half-cells functioning as specified in the
subscripts. As for other thermodynamic quantities, the standard cell potential, E°cell, is a cell
potential measured when both half-cells are under standard-state conditions (1 M concentrations, 1
atm, 298 K):
E0cell = E0cathode − E0anode
in which reduction reaction takes place in the cathode while oxidation reaction takes place in the
anode.
To simplify the collection and sharing of potential data for half-reactions, the scientific
community has designated one particular half-cell to serve as a universal reference for cell potential
measurements, assigning it a potential of exactly 0 V. This half-cell is the standard hydrogen
electrode (SHE) and it is based on half-reaction below:
2H+(aq) + 2e− → H2(g)
A typical SHE contains an inert platinum electrode immersed in precisely 1 M aqueous H+ and
a stream of bubbling H2 gas at 1 bar pressure, all maintained at a temperature of 298 K as shown in
Figure 1.
Author: Jay N. Bernat
School/Station: Agay National High School
Division: Agusan del Norte
email address: [email protected]
1
Figure 1. A Standard Hydrogen Electrode (SHE) showing a stream of bubbling H2 gas
Retrieved from: https://openstax.org/resources/a05122bd8eb816d073b80f8bfd82a27003021417
The assigned potential of the SHE permits the definition of a conveniently measured potential
for a single half-cell. The electrode potential (EX) for a half-cell X is defined as the potential
measured for a cell comprised of X acting as cathode and the SHE acting as anode:
Ecell = EX − ESHE
ESHE = 0 V(defined)
Ecell = EX
When the half-cell X is under standard-state conditions, its potential is the standard
electrode potential, E°X. Since the definition of cell potential requires the half-cells function as
cathodes, these potentials are sometimes called standard reduction potentials.
This approach to measuring electrode potentials is illustrated in Figure 2, which depicts a cell
comprised of an SHE connected to a copper(II)/copper(0) half-cell under standard-state conditions.
A voltmeter in the external circuit allows measurement of the potential difference between the
two half-cells. Since the Cu half-cell is designated as the cathode in the definition of cell potential, it
is connected to the positive input of the voltmeter, while the designated SHE anode is connected to
the negative input. These connections is consistent with the sign conventions of electrochemistry as
described above. A cell potential of +0.337 V is measured, and so
A table of E° values can be used to determine the reactions that will occur spontaneously and
the standard cell potential for any combination of two half-cells without actually constructing the
cell.
The half-cell with the higher reduction potential according to the table will undergo reduction
within the cell. The half-cell with the lower reduction potential will undergo oxidation within the cell.
If those specifications are followed, the overall cell potential will be a positive value. The cell
potential must be positive in order for redox reaction of the cell to be spontaneous. If a negative cell
potential were to be calculated, that reaction would be spontaneous in the reverse direction.
Sample Problem:
Find the standard cell potential for an electrochemical cell with the following cell reaction.
Zn(s) + Cu2+(aq) → Zn2+(aq) + Cu(s)
1. Write the (a) oxidation and (b) reduction half-reactions for the cell.
Oxidation: Zn (s) → Zn2+(aq) + 2e-
Reduction: Cu2+(aq) + 2e- → Cu(s)
2. Look up the reduction potential, E⁰red, for the reduction half-reaction in a table of reduction
potentials (Table 1).
Cu2+(aq) + 2e- → Cu(s) E0red = +0.34 V
3. Look up the reduction potential for the reverse of the oxidation half-reaction and reverse the
sign to obtain the oxidation potential. For the oxidation half-reaction,
E⁰ ox = -E⁰red
Zn (s) → Zn (aq)
2+ + 2e - E0red = -0.76 V
Zn (s) → Zn (aq)
2+ + 2e - E0ox = +0.76 V
Since Zn has lower reduction potential than Cu, Zn will undergo oxidation reaction.
4. Add the two half-cell potentials to get the overall standard cell potential.
E⁰ cell = E⁰red + E⁰ ox
Cu (aq) + 2e → Cu(s)
2+ - E0red = +0.34 V
Zn (s) → Zn (aq + 2e
2+ - E0ox = +0.76 V
E⁰ cell = E⁰red + E⁰ ox
E⁰ cell = (+0.34 V) + (+0.76 V)
E⁰ cell = +1.10 V
Since the standard cell potential is positive, so the reaction is spontaneous as written.
Learning Objective:
Identify spontaneous and non-spontaneous in the given redox reactions.
What you need: pen and paper
What to do: Using the Standard Reduction Potential Table, use half-reaction potentials to identify
whether the following redox reactions are spontaneous or non-spontaneous. All the reactants
and products are in their standard states. The first one is done for you.
Guide Questions:
1.What is the relationship between the E0 value of the half-cell reaction and the possibility of
spontaneous redox reaction?
2. What sign must the overall cell potential be in order for a reaction to be spontaneous?
Sample Problem:
What is the standard cell potential, E0 of the reaction: Zn(s) + Pb2+(aq) → Zn2+(aq) + Pb(s)?
a. Zn2+(aq) + 2e– → Zn(s)
Pb2+(aq) + 2e– → Pb(s)
b. Reduction: Pb2+(aq) + 2e– → Pb(s) E0 = -0.13 V
Oxidation: Zn aq) + 2e → Zn(s)
2+( – E0 = -0.76 V
c. E redox = E reduction + E oxidation
0 0 0
Reflection
When a car is not used for 4-5 days, usually the battery is discharged. What will you do to prevent
this situation to happen?
Socratic.org. “How do you calculate electrochemical cell potential?”. Accessed April 13, 2021.
https://socratic.org/questions/how-do-you-calculate-electrochemical-cell-potential
Answer Key
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for the exploitation
of such work for a profit. Such agency or office may, among other things, impose as
a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in the activity sheets are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to use
these materials from the respective copyright owners. The authors do not represent
nor claim ownership over them.
Editors:
Regional Team
Kevin Hope Z. Salvaña
Romeo A. Villarin
Engr. Raul B. Galleros
Jesusa C. Olayon
Archie G. Layaog, PhD
Division Team
Jane C. Basul, PhD
Delia P. Alcantara
Edgardo B. Tupas
Jesusa C. Olayon
Lilibeth S. Apat
Management Team
Romeo O. Approvechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudarion, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS – Science
Bernie Pamplona, LRMDS Manager – OIC
Junel M. Anino, Librarian II
Key Concepts:
Electrochemistry
It is a field of chemistry which deals with the interconversion of chemical
energy and electrical energy that has many familiar applications in daily life. All
kinds of batteries, from those utilized to power a flashlight to a calculator to an
automobile, rely on chemical reactions to produce electricity. Redox chemistry,
electron transfer, is behind all electrochemical processes.
Electrochemical Cell
It is any device that converts chemical energy from the reactions that occur in
the cells and in turn convert the chemical energy to electrical energy.
Electrochemical reactions produce the current obtained from cells and batteries.
Corrosion of Metals
Corrosion is a common term used for the deterioration of metals through an
electrochemical process. Although this process is usually described in terms of the
metal iron, it is not limited to iron but can happen to any metal that has lower
reduction potential than that of hydrogen. Tarnish in silver, green patina in copper
and brass are the examples of metal corrosion and the most common which is the
rust in iron.
Figure 1. (a) tarnish in silver; (b) green patina in brass/copper; (c) rust in iron
Source: https://www.wholeheartedmen.com/wp content/uploads/2014/09/silver.jpg
Silverwares slowly form a layer of silver sulfide (Ag2S) when it comes into
contact with foodstuffs in a period of time. This is known to as the tarnish in silver.
Silver tends to be oxidized to Ag+. The negative oxidation potential implies that the
process takes place gradually.
Ag(s) → Ag+(aq) + e–
Copper is also prone to corrosion. When exposed in air, copper forms a coating
of green patina called copper (II) carbonate (CuCO3). It appears when Cu metal
oxidized into Cu2+ which also occurs in a relatively slow pace as suggested by the
negative oxidation potential:
Cu(s) → Cu2+(aq) + 2e–
The anode reaction happens in one region of the metal where the oxidation of
iron occurs:
Fe(s) → Fe2+(aq) + 2e– (E°oxidation = +0.44 V)
On another side of the metal, the electrons given up at the anode are used to
reduce O2 to H2O. This region serves as the cathode.
O2(g) + 4H+(aq) + 4e– → 2H2O(l) (E°reduction = +1.23 V)
Note that the reaction potential is positive which means that the reaction is
spontaneous. The reaction also shows that the oxidation of iron is favored by acidic
conditions indicated by the presence of hydrogen ions at the cathode.
The Fe2+(aq) produced at the anode is oxidized by the O2(g) in air to Fe3+ which
forms iron (III) oxide in the hydrated form. This hydrated iron (III) oxide is what we
call rust.
4Fe2+(aq) + O2(g) + 4H2O(l) + 2H2O(l) → 2Fe2O3.H2O(s) + 8H+(aq)
To prevent corrosion of iron, the metal can be coated with a substance that
cannot be oxidized like a coat of paint or with a metal that is easier to oxidized than
iron. This is the basis of galvanization of iron where iron is coated with zinc metal to
protect the iron from corrosion. The reduction potentials of Fe2+ and Zn2+ is more
easily reduced than Zn2+ which means that Zn is more easily oxidized than Fe and
will therefore act as the anode; Fe, in turn, will act as the cathode at which O 2(g) is
reduced.
Learning Objective:
Describe electrochemistry involved in Leclanche’ dry cell, button
batteries, fuel cells and lead storage battery.
What you need: Pen and paper
What to do: Given the diagrams below, identify what battery or cell being shown and
write the half reactions for oxidation and reduction reactions in a separate
sheet of paper. Number 1 is done for you.
Name of Oxidation Reduction
No. Battery or Cell battery or Reaction Reaction
cell
Source: https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry
Guide Questions:
1. Based on the half reactions of the four (4) types of batteries/cells, identify the
electrode where oxidation and reduction reaction occur?
2. In oxidation reaction, the electrons are _________while in a reduction reaction,
the electrons are ________.
3. Describe the reactions that play a critical role in the cells within batteries.
Refer to rubrics on page 7 for scoring the guide questions.
Learning Objectives:
1. Explain corrosion in terms of the electrochemical reactions involved.
2. Enumerate some measures by which metals can be protected from corrosion.
What you need: Pen and paper
What to do: Given the reactivity series of metals, determine if the following scenario
allows corrosion to take place or not. Write CP if corrosion is possible otherwise
write CN if corrosion is not possible in a separate answer sheet.
What to do: Match Column A to Column B. Write your answer in a separate answer
sheet.
Column A Column B
1. Rusting of
Iron A. 2Ag(s) + H2S(g) → Ag2S(s) + H2(g)
2. Formation of
green patina B. 4Fe2+(aq) + O2(gas) + 6H2O(l) → 2Fe2O3.H2O(s)+ 8H+(aq)
3. Tarnishing of
silver C. 2CuO(s) + CO2(g) + H2O(l) → Cu2CO3(OH)2(s)
Why is it that from nails and bolts to bridges, to roofing and framing
components, countless items are made of galvanized iron and not from pure iron?
Points Description
3 Practical application is scientifically explained consistent to
the concepts, and has no misconception
2 Practical application is scientifically explained consistent to
the concepts, but with minimal misconception
1 Practical application is explained consistent to the concepts,
but with misconceptions
Barrameda, Ma. Corazon B. et.al. Teaching Guide for Senior High School General
Chemistry 2, pp 574-580. Published by the Commission on Higher Education,
2016.
Ilao, Luciana V., Loctoc, Betty M., and Paderna-Gayon, EdEdwehna Elinore S. “
General Chemistry 2”: K to 12, STEM. 1st ed., edited by Josefina G. Belen, 217-
220. 856 Nicanor Reyes Sr. St. Sampaloc, Manila, Philippines: rex
Bookstyore, Inc., 2016.
Website:
Chemistry Libretexts. 2021. “ Battery and Fuel Cells”. Accessed April 15, 2021.
https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry__The_
Central_Science_(Brown_et_al.)/20%3A_Electrochemistry/20.7%3A_Batteries_and_Fuel_Cells
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the
Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for the exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (e.g., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in the activity sheets are owned by their respective copyright holders. Every effort
has been exerted to locate and seek permission to use these materials from the respective
copyright owners. The authors do not represent nor claim ownership over them.
Editors:
Regional Team Kevin Hope Z. Salvaña
Archie G. Layaog, PhD
Jesusa C. Olayon
Romeo Villarin
Engr. Raul Galleros
Management Team Romeo O. Aprovechar, PhD, CESO IV, Schools Division Superintendent
Love Emma B. Sudario, Assistant Schools Division Superintendent
Rayfrocina Abao, CID Chief
Jane C. Basul, EPS - Science
Bernie Pamplona, LRMDS Manager - OIC
Junel M. Anino, Librarian II
Bernie Pamplona, PDO II
Learning Objectives:
After going through this learning activity sheet, you are expected to:
1. trace the movement of electrons during electrolysis;
2. write the reaction that occurs in the cathode and the anode and;
3. describe the reactions in some commercial electrolytic processes.
Key Concepts
Definition of Terms:
What is electrolysis?
Scientists have learned how to utilize the power of
electricity to split elements and compounds. This process is
called electrolysis. It would be easier for the term 'electrolysis'
to remember if you break the word into its parts, “electro”
refers to electric and “lysis” is the scientist's way of saying that
something is splitting. Therefore, electrolysis is “electric
splitting”.
Figure 1. Essential parts of electrolytic cell
Source:https://knowledgebank.nie.edu.sg/projects/Chemistry.pdf
Parts of an electrolytic cell
An electrolytic cell consists of two electrodes namely; cathode and anode. They are
immersed either in a molten salt or in a solution. A battery or some other source of electrical
energy acts as an electron pump, which will push electrons into one electrode and pulling them
from the other. Same with voltaic cells, the electrode at which reduction occurs is called the
cathode (negative electrode), and the electrode at which oxidation occurs is called the anode
(positive electrode).
a. b.
Figure 2. (a) Electrolysis of molten Sodium chloride(NaCl), (b) Movement of electrons in
the molten Sodium chloride(NaCl) electrolysis
Source: (a) Central Chemistry 12ed. by Brown, Le May et. al (b) http://www.chemunlimited.com/Electrolysis.pdf
Electrolysis of molten salts requires very high temperatures because ionic substances has
high melting points. Do we obtain the same products if we electrolyze the aqueous solution of a
salt instead of the molten salt? Frequently the answer is NO because water itself might be
oxidized to form O2 and or reduced to form H2 rather than the ions of the salt.
In the electrolysis of NaCl, the electrodes are inert. It means that they do not react but merely
serve as the surface where oxidation and reduction occur. Several practical applications of
electrochemistry, however, are based on active electrodes—electrodes that participate in the
electrolysis process.
Figure 4 shows an electrolytic cell for electroplating nickel
onto a piece of steel. The anode is a strip of nickel metal,
and the cathode is the steel. The electrodes are immersed in
a solution of NiSO4(aq). When an external voltage is applied,
reduction occurs at the cathode. The standard reduction
potential of Ni2+ (Eored = -0.28 V) is less negative than that
of H2O (Eored = -0.83 V), so Ni2+ is favorably reduced, placing
a layer of nickel metal on the steel cathode.
At the anode, the nickel metal is oxidized. To explain this
behavior, we need to compare the substances in contact
with the anode, H2O and NiSO4(aq), with the anode material,
Ni. For the NiSO4(aq) solution, neither Ni2+ nor SO42- can be
Figure 3. Electrolytic cell with an oxidized (because both already have their elements in their
active metal electrode highest possible oxidation state). The H2O solvent and Ni
Source:General Chemistry, 12th ed.-Brown.pdf
atoms in the anode, however, can both undergo oxidation.
The strongest reducing agents, which are the substances oxidized most readily, have the most
negative E°red values. Thus, it is the Ni(s), with its Eored = -0.28 V, that is oxidized at the anode
rather than the H2O. If we look at the overall reaction, it appears as if nothing has been
accomplished. However, this is not true because Ni atoms are transferred from the Ni anode to
the steel cathode, plating the steel with a thin layer of nickel atoms. The standard emf
(electromotive force) for the overall reaction is:
Eocell = Eored (cathode) - Eored (anode) = (-0.28 V) – (-0.28 V) = 0
Because the standard emf is zero, only a small emf is needed to cause the transfer of nickel
atoms from one electrode to the other.
Learning Objectives:
1. Trace the movement of electrons during electrolysis.
2. Write the reactions that occurs in the cathode and anode.
Learning Objective:
Describe the reactions in some commercial electrolytic processes.
Reflection
Electrolysis of water or water splitting uses electric current to split water (H2O) to
hydrogen gas (H2) and oxygen gas (O2). Although oxygen dissolves naturally when water comes in
contact with air, it becomes a problem with polluted waters because dissolved oxygen is depleted
there. This is the time where supply of dissolved oxygen from electrolysis would be of great help.
On the other hand, hydrogen gas obtained from water splitting can be used as an alternative
source of clean fuel. Since electrolysis uses electricity, do you think the extraction of hydrogen
gas from water can be sustained? Yes or no? Why?
Rubrics:
3 – Explanation is scientifically consistent with the concepts and has no misconception.
2 - Explanation is scientifically consistent with the concepts but with minimal misconception.
1 – Explanation is consistent with the concepts but with misconceptions.
Brown, T., LeMay, H.E., Bursten, B., Murphy, C. & Woodward, P. (2009).Chemistry the Central
Science (12th ed., pp.860-870). Philippines: Pearson Education South Asia PTE. LTD.
Chang, Raymond. (2007). Chemistry (9th ed., pp. 434-485). New York: McGraw-Hill.
Hein, M., Pattison, S., Arena, S.,(2012). Introduction to General Organic and Biochemistry (10th
ed., pp. 64-66). USA. John Wiley & Sons Inc.
Science.uwaterloo.ca. (2016). Electrolysis. Retrieved 15 April 2021, from
http://www.science.uwaterloo.ca/~cchieh/cact/c123/heating.html
Whitten, K. (2007). Chemistry (8th ed., pp. 124-128). Belmont, CA: Thomson Brooks/Cole.
Answer Key