Q1 STEM General Chemistry 1

GENERAL
CHEMISTRY 1
QUARTER 1
Learning Area General Chemistry 1 Grade Level Grade 12
W1
Quarter First Quarter Date
I. LESSON TITLE Matter and Its Properties

II. MOST ESSENTIAL 1. Recognize the properties of matter to identify and to separate them
LEARNING 2. Recognize the formulas of common chemical substance
COMPETENCIES (MELCs) 3. Compare consumer products on the basis of their components for use,
safety, quality, and cost
4. Describe various simple separation techniques such as distillation,
chromatography
III. CONTENT/CORE  Describing Matter and Its Properties
CONTENT  Formulas of Common Compound
 Use, Safety, Quality, and Cost of Consumer Products
 Separation Techniques
IV. LEARNING PHASES/LEARNING ACTIVITIES
I. Introduction
This module deals with matter and its properties. Matter can be defined as anything that takes up space
and has mass, and it is composed of miniscule particles called atoms. It must display the two properties of
mass and inertia. All matter is characterized based on its properties. The science of chemistry developed from
observations made about the nature and behavior of different kinds of matter, which we refer to collectively
as the properties of matter.
D. Development
Lesson 1: Describing Matter and Its Properties
Great work researcher! You can still recall your previous lessons about matter. This time, you are going
to identify some of its properties and how they are used in identifying substances and to classify them.
 Physical Property this property is simple because it does not involve chemical reaction. Example of this
are change in stare of matter (solid, liquid, and gas), melting point, Boiling point, Density, Thermal
Conductivity, Solubility, Magnetic property and etc. for as long as the composition does not change.
 Density is the amount of mass in a given volume. This property can help you determine if a
substance will sink or float.
 Thermal Conductivity is the ability of matter to transfer energy from one to another. Iron and
Aluminum are good conductors of heat that is why they are often used in making pans and pots,
while those materials used for insulation are poor conductor of heat. Therefore, these insulators
are used in an electric wire to make us safe.
 Solubility is the measure of how much of a substance dissolves in a given volume of liquid.
 Magnetic Properties pertains to how substances are attracted to magnet. The elements iron, cobalt,
and nickel are magnetic – meaning it will react to magnet, but copper, aluminum, and zinc will not.
Physical Property of Matter can also be classified according to its dependence in the amount of matter. These
are called Extensive and Intensive property of matter (Rob & Evans 2006, 19).
 Extensive Property is a property that depends so much on the amount of matter. Examples are
volume, mass, length, and area.
 Intensive Property is not dependent on the amount of matter. Rather they are dependent on the
kind of matter. Texture, color, odor, hardness, boiling points, luster, and density are some
examples of intensive properties.
 Chemical Property this property usually produces a new substance hence involves a chemical
reaction. If chemical reaction occurs, the total mass of the reactants and the total mass of products is
the same. This is the Law of Conservation of Mass.
 Flammability – burning of woods
 Combustibility – explosion of fireworks
 Reactivity – Iron oxidizes (rust)
 Corrosiveness and Reactivity to acids
How can understanding properties help you separate matter from a mixture of different substances?
 Suppose you have a sack of cans that you want to sell to junk centers, but you know that some of your
cans contain steel. You would find it hard to identify aluminum cans from steel cans by just looking at
them. They may look similar, but they have different magnetic properties. You can use magnets to test
your cans, if the can responds to the magnets meaning the can contains steel. Many Recycling centers
and junk center use this method to separate and classify different types of matter.
Learning Task 1
Directions: Below are examples of properties. Identify whether the trait is Physical Property, Chemical
Property, Extensive Property or Intensive Property. There can be two possible answer.
1. Some metals may become dull when exposed to air.

2. Metals are typically ductile or can be drawn into wires.
3. Mercury’s high density and liquid state at room temperature make it useful in barometers.
4. Archeologists uncover ancient gold artifacts that are untarnished, while iron artifacts are often
corroded.
5. The high melting point of tungsten makes it useful for light bulb filaments.
Lesson 2: Formulas of Common Chemical Compound
Food, medicine and other product labels may sometime confuse you on the ingredients or materials that
contain them because these are written in their chemical formula form. These formulas are often alien to us
because of our lack of understanding or idea about chemical formula. Most of the time, we associate chemical
formulas for scientists or chemists only. That is why some people tend to lose interest on trying to understand
the meaning of a chemical formula because to them as ordinary persons, this thing is not important and just a
waste of time if they will study it.
But because of the changing society coupled with information explosion, it is important to us to grasp an
idea on how to interpret a chemical formula, and become acquainted with common formulas which we usually
encounter every day. This module will discuss the meaning of a given chemical formula as well as the formula
of some common chemical substances.
Chemical Formula
 If we are to study the meaning of chemical formula, two words are involved namely chemical and
formula. Chemical refers to a compound or substance while formula refers to the symbolic
expression. Thus, a chemical formula is a symbolic expression of a compound or substance.
 It is also described as shorthand of expressing the types and the number of atoms in a substance.
What is the Meaning of a Given Chemical Formula?

• For example, CO2 is the chemical formula of a substance known as carbon dioxide. In this
substance based from its formula of CO2, the said substance is made up of two types of atoms,
these are carbon and oxygen. This is because the formula has two different letters that are
written in capital form; C and O. The capital letter is known as chemical symbol that represents
a certain substance known as element.
• The chemical formula also tells the number of each type of atom and the central atom of the
molecule specifically if it is not a diatomic molecule. The first chemical symbol written at the
right side of the formula tells us that it is the central atom, or the atom located at the center of
the molecule. So, for CO2, since C is the first letter of the chemical formula, the C which is the
carbon atom is the central atom.
• If the letter is the chemical symbol that represents an element, the subscript represents the
number of atom in the chemical formula.
Common Chemical Formulas
Common Name Or Use Chemical Name Formula No. of Atoms
Water Water H2O H= 2; O=1
Ammonia, Window Cleaner Ammonia NH3(aq) N=1; H=3
Baking Soda Sodium bicarbonate CaHCO3 Ca= 1; H=1; C=1; O=3
Vinegar Acetic acid (5% solution) CH3COOH C=2; H=4; O=2
Natural Gas Methane CH4 C= 1; H= 4
Muriatic Acid Hydrochloric acid HCl(aq) H= 1; Cl=1
Did you understand what you have read about chemical formula? If yes, let us proceed to learning task
2. Read and follow the procedure carefully. Good luck!
Learning Task 2
Directions: Supply the common name of substance and its chemical formula that you think is the most
appropriate substance that you must use in the given situation.
Ex. I want to erase the nail polish in my fingernails using Nail polish remover (H3COCH3).
After a long night of sleep, it’s time to get up and enjoy your day by first brushing your teeth with
toothpaste and rinse it with ____________________. Next is, we’ll try to cook for your breakfast. Since we are
Filipino, we love to have rice in our plate which is a good source of carbohydrate. And to have a healthy
lifestyle, instead of using MSG, we’ll only be using __________________ to season our “ginataang monggo” as our
viand. After eating, since you are a good son and daughter of your parents you will help in washing all your
dirty clothes using _____________________. After working, I think you deserve to be treated with snack. So here are
pineapple, orange, and mango fresh fruits that is rich in ______________________, and pancake made with flour and
________________________. After a long day, it’s time to sleep now, but before that, here’s your favorite yogurt which
is rich in __________________. Have a good night!
Lesson 3: Use, Safety, Quality, and Cost of Consumer Products
Consumer products, also referred to as final goods, are products that are bought by individuals or
households for personal use. In other words, consumer products are goods that are bought for consumption
by the average consumer.
Try to recall your previous lesson about compounds by doing this simple activity.
Learning Task 3
Directions: Provide what is asked in the table below.
How you choose the product to
Active Compounds/Chemical
Products buy? (based on Quality, Safety,
Present
Cost?)
1. Shampoo
2. Toilet Paper
3. Deodorant
4. Detergent
5. Toothpaste
Great work scientist! You can still recall your previous lessons. This time, you will enumerate consumer
products and its examples by trying to answer the prepared activities for you.
Consumer products are products purchased for personal, family, or household use. There are four (4)
types of consumer products: Convenience, Shopping, Specialty, and Unsought Products. In buying products,
there are things we need to consider, its uses, safety, quality, and cost.
Consumer’s
Use Safety Quality Cost
Product
1. Convenience Products are Approved by Non-Durable, since Low-priced
Product mostly for responsible agencies, most of them are point
convenience but quite not good for disposable kinds of (ex. Snacks,
purposes and more health like fast foods. products. Shampoo, Milk
on personal usage. etc.)
Safe but consumers
Products here are
need to be careful to
mostly of good Durable, it can last Medium-priced
use and should have
2. Shopping style, color, and longer compared to point
knowledge on how to
Product most likely used convenience (ex. Laptops,
use this product to
inside our home product. TVs)
avoid problems and
display.
accidents.
Products here are
Durable, mostly High-priced
mostly used for Safe consumers seek
3. Specialty branded products point (ex.
special occasions this because of their
Product or specialized by Designer’s
and for display unique characteristics
certain producers Clothes)
purposes also
Depends on the
Not really harmful to Varies to the
Products here are product you choose.
4. Unsought consumers, it’s quite product (ex.
useful for future But it’s quite useful
Product helpful but beware of Life
references. for future
scammers. insurances)
references.
What are the things we need to consider in buying consumer products?

 Uses. In buying things, consumer should think, “What’s the use of this product? Do I really need to buy
this? Is this really necessary?” If not, then don’t spend your money on products that will not be useful
enough.
 Safety. Consumers look for the seals, make sure that it is proven and tested by responsible agencies
like Food and Drug Administration (FDA), Department of Health (DOH), Department of Trade and
Industry (DTI) and etc.
 Quality. This is usually varying through consumer’s perception. It’s not the same for everyone,
consumers have their own definition of quality, and it can be through the market-perceived quality and
performance quality which can only be attained through experience.
 Cost. This is one of the important components in buying products. Does it have a low price or high
price? But cost does not guarantee the quality of the product. As consumer, go with the product that is
affordable but quality is already been tested and proven to be good.
Excellent work scientist! Now that you already know the different types of consumer products, you can
easily do the next activity. Use a separate sheet of paper.
Learning Task 4
Directions: Below are examples of Consumer Product. Identify whether the product/s is/are Convenience,
Shopping, Specialty or Unsought products.
Products Consumer Product
1. Furniture
2. Fruits and Vegetables
3. Computers
4. Exotic perfumes
5. Fire extinguisher
Lesson 4: Simple Separation Technique
We are surrounded by mixtures, both in the laboratories and in our everyday lives. The air we breathe
is a mixture of nitrogen, oxygen, and small amounts of other gases. Our soft drinks are complex mixtures of
water, sugar, carbon dioxide, and various organic compounds that provide color and flavor. The foods we eat
are complex mixtures of organic and inorganic compounds.
Paints, inks, dyes and food colorings are often mixtures of substances that have different colors. You
can separate a mixture of different colors using chromatography. Let us investigate chalk chromatography!
Learning Task 5
Procedure:
1. Make a single band of color with your ink (marker/highlighter) around a piece of chalk, about one
centimeter from the end.
2. Pour about half a centimeter of rubbing alcohol into the cup so that the level of the alcohol is below the
band of color on your chalk.
3. Place your chalk in the cup with the color band side closest to the alcohol (but should not be submerged,
or under the liquid) or make sure the alcohol level is below the line of color on your chalk.
4. Cover the cup with plastic wrap to keep the alcohol from evaporating.
5. Observe what happens. (Note: Submit pictures of your activity)
Guide Questions:
1. What happens to the color band after a few minutes?
2. What happens if you leave the chalk in for a longer period of time?
If we are to study the meaning of method of separating components of mixtures and compound, we
need to determine first the meaning of important concepts. First is method which is describe as procedure,
process, way or technique. Second is the separate which means to move, segregate or keep apart. Third is
component which means constituent, section or a part of a larger whole. And lastly is the word mixture which
means a substance produced when two or more pure substances are put together in any proportion without a
chemical union. Thus, method of separating components of mixtures is a procedure or process of segregating
or moving the constituent or part of a substance which is made up of two or more pure substances.
Let us find out the different separating methods.
Method Description Application

Filtration Use of filtering medium e.g., filter paper or Mixtures consisting of insoluble solid
cloth and liquid
Decantation The supernatant liquid (liquid on top) is Mixtures that consist of insoluble solid
poured off into another container so that the component that settles down
solid remains behind
Scooping Use of spoon and other ladle like utensils Mixtures that consist of large insoluble
solid
Floatation Consist of blowing air into the mixture, the Mixtures whose components have
light components float with air bubbles and different densities
are scooped out
Centrifugation Use of a centrifuge that is used for the Mixtures whose components have
separation of fluids, gas or liquid, based on different densities
density. Separation is achieved by spinning a
vessel containing material at high speed; the
centrifugal force pushes heavier materials to
the outside of the vessel.
Distillation Consist of vaporizing a liquid component of a Liquid mixtures whose components
mixture and then condensing it for recovery. have different boiling points. Mixtures
It uses various boiling points of various with one component volatile, the other
substances to separate the mixtures. non-volatile.
Fractional Soluble components crystallize out of a hot Mixtures whose components have
Crystallization solution by cooling varying solubility in a given solvent,
usually water.
Paper Used to separate mixtures of substances into A qualitative method for identifying
Chromatography their components. They all have a stationary the components in a mixture. It is used
phase (a solid, or a liquid supported on a as an analytical chemistry technique
solid) and a mobile phase (a liquid or a gas). for identifying and separating colored
The mobile phase flows through the mixtures like pigments.
stationary phase and carries the components
of the mixture with it. Different components
travel at different rates.
Magnetic Use of magnet; takes advantage of magnetic Mixtures with one magnetic
Separation property component, other components are
nonmagnetic.
Evaporation Used of heat to separate soluble solid from Mixtures with soluble solid and solvent
solvent in a solution
Mechanical This involves the use of forceps, sieves, and Mixtures that consist of large insoluble
Separation other similar tools to separates components solid
of mixtures
E. Engagement
Job well done! You are close completing your work. Now is the time you apply what you have
learned in this module.
Learning Task 6
1. Choose one product (Filipino Product) that you are using at home and indicate
what the common name and chemical formula of the consumer product. What
can you say about the product in terms of use, safety, quality and cost? Present
your output in a digital advertising poster. You can use Canva, Adobe and ect. in
creating your output. (The teacher will send the link where you can upload your
output.)
Criteria:
Content 25 points
Creativity 15 points
Originality 10 points
2. Design and build a water-filtering device. You can use different materials that you
can find in your home to see how good they are at filtering water. Present how
your DIY Filtering Device works through video presentation. (The teacher will
send the link where you can upload your output.)
Criteria:
Plan and Design 25 points
Filtering System 25 points
Presentation 25 points
A. Assimilation
Learning Task 7
Direction: Summarize what you have learned from by answering this activity.
1. Do you wonder what Physical and Chemical Property or changes happened in you? Write possible
physical changes you observed in your body and write also chemical changes that can occur in your
body.
2. In what way can naming and writing formula help scientists develop new drugs, cosmetics, fabrics and
dyes?
3. What are the things we need to consider in buying consumer products?
4. A person is allergic to the yellow dying agent used in manufacturing certain candy coatings. Although
the coatings appear as one color, the colors are often made from a combination of dyes. What
separation method can be used to determine if a yellow dying agent was used? What do you think is
the importance of learning simple separation technique of substance?
V. ASSESSMENT
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.
1. The following are examples of physical property, EXCEPT __________.

a. Combustion b. Change in shape c. Melting point
2. Which of the following is not an example of chemical property?
a. Boiling of water b. Burning of paper c. Corrosion of metal
3. Which of the following do you think the best reason why chemical formula was invented?
a. To give information about chemical proportion of atoms.
b. To give a design to chemical compounds or substances.
c. To know if the substance is made of 2 or more element.
4. Methane or natural gas has a formula of ____________.
a. CH4 b. HClO c. NaOH
5. What products are purchased for personal or household use?
a. Consumer product b. Business product c. Convenience product
6. Cleaning product belongs to which type of consumer product?
a. Convenience product b. Shopping product c. Specialty product
7. In preparing coffee using the Barako coffee beans, you may pour the boiled coffee mixture into a piece of
cloth. Which method is being illustrated?
a. Filtration b. Chromatography c. Decantation
8. Which method uses the boiling point differences by gradually heated a mixture? The substance that
vaporize the easiest will separate first.
a. Distillation b. Mechanical Separation c. Evaporation
VI. REFLECTION
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the
column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/
lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target
content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to
do/perform this task.
Learning Task LP Learning Task LP Learning LP Learning LP
Task Task
Number 1 Number 3 Number 5 Number 7

W 2-3
I. LESSON TITLE Atoms, Molecules, and Ions

II. MOST ESSENTIAL 1. Recognize common isotopes and their uses
LEARNING 2. represent compounds using chemical formulas, structural formulas and
COMPETENCIES (MELCs) models
3. name compounds given their formula and write formula given the name
of the compound
III. CONTENT/CORE  Isotopes
CONTENT  Chemical Names and Formula
I. Introduction
This module was intended and written dealing with atoms, molecules and ions. One of the key problems
for students learning about atoms, is that atoms are small. Really, really small. This makes it difficult for
students to conceptualize atoms as they cannot be seen, or touched, or investigated directly.
A good starting point is to introduce and illustrate atoms based on its concepts. The concepts of this
foundation include the atomic theory, the composition and mass of an atom, the variability of the composition
of isotopes and the naming and writing of compounds.
It is here to help you acquire knowledge on isotopes and their extensive application. The scope of this
module permits it to be used in many different learning situations. In this chapter, you will learn how
compounds are named. Moreover, ways of visualizing molecules will also be discussed.
D. Development
Lesson 1: Isotopes
 Isotopes are atoms with the same number of protons but different numbers of neutron. So, in other
words they have the same atomic number but different mass numbers.
 The mass number identifies each isotope of an element and is the sum of the atomic number (or
number of protons) and neutrons in the nucleus.
 Isotopic Notation/symbol uses a symbol to convey information about an isotope of a particular
element.
 There are 250 isotopes of the 90 naturally occurring elements and there are over 3,200 radioactive
isotopes, some of which are natural and some synthetic.
For Example: Carbon-12 and Carbon-13

In this symbol, 𝟏𝟑𝟔C the superscript 13 is the number of mass (#mass); and the subscript 6 is the
number of protons (#p) and the number of electrons (#e).
To summarize, both isotopes of Carbon have the same electrons and protons which is 6, meaning
number of Proton equals number of Electron (#p = #e), but atoms of carbon-13 is heavier compare to carbon-
12 because there is an extra neutron.
Remember that getting the mass you need to add the number of proton and the number of neutron
(Mass = #p + #n). To determine the number of neutrons, you need to subtract the number of protons from the
given mass (#n = #mass - #p). Please refer to your periodic table of elements.
To identify a specific isotope of an element, write the name of the element followed by a hyphen
and the mass number of the isotope. Isotopes of carbon are presented below.
Carbon-12 for the isotope with mass number of 12

Carbon-13 for the isotope with mass number of 13
Due to the variations of the mass number of the isotopes like Carbon-12, carbon-13 and Carbon-14, the
relative atomic mass should be computed as indicated in the periodic table. The atomic mass of oxygen
indicated in the periodic table is 12.0107. How this figure obtained?
To calculate the atomic mass of an element, you have to multiply the mass number of each isotope by
its percentage abundance in decimal form. Then add these amounts together to find the relative atomic mass.
For example, Chlorine-35 makes up 75.53 percent of all the chlorine in nature, and Chlorine-37 makes
up the other 24.47 percent. The relative atomic mass of chlorine is calculated as follows;
Mass Percentage Relative Atomic

Isotope Proton Electron Neutron Atomic Mass Unit
number Abundance Mass
Chlorine-35 17 17 18 35 34.97 76%

35.4
Chlorine-37 17 17 20 37 36.97 24%
When we talk about the chemical properties of isotopes of a given element they are almost the same
or identical. Different isotopes exhibit nearly identical chemical behaviors. However, when it comes to
physical properties of isotopes like the mass, melting point, melting point, density and freezing point they
are all different. Some isotopes of an element have unique properties because they are unstable. An unstable
atom is an atom whose nucleus can change its composition. This type of isotope is called radioisotope.
Radioisotopes are radioactive isotope because they produce radiation as they breakdown in the process.
Important Isotopes
Isotope Use/s
Sodium-24 Injected into limb to detect blood cloth
Cobalt-60 Detect and Treat Cancer/ use to kill bacteria
Iodine-131 Detect functions of Thyroid Gland
Phosphorous-32 Added to fertilizer to study plant processes
Nitrogen-15 Added to fertilizer to study plant processes
Cesium-137 Use to kill bacteria
Flourine-18 Use for diagnosis and treatment of diseases
Gallium-67 Use for diagnosis and treatment of diseases
Carbon-14 Carbon dating Process/ use to trace back the age of fossil
Learning Task 1
Direction: Answer the following question.
A. Boron has two isotopes, Boron-10 and Boron-11, whose percentage abundances are 19.8% and 80.2%
respectively. The atomic masses of Boron-10 and Boron-11 are 10.0129 amu and 11.0093 amu respectively.
Write the symbols for the two isotopes of boron and determine the relative atomic mass.
Isotopic Mass Atomic Mass Percentage Relative
Isotope Proton Electron Neutron
Notation number Unit (amu) Abundance Atomic Mass
Boron-10 10 10.0129 19.8%
Boron-11 11 11.0093 80.2%
B. Matching Type. Match the isotopes to its application

Isotope Uses
___1. Sodium-24 a. Carbon dating Process
___2. Cobalt-60 b. Use for diagnosis and treatment of diseases
___3. Iodine-131 c. Use to kill bacteria
___4. Nitrogen-15 d. Added to fertilizer to study plant processes
___5. Cesium-137 e. Detect functions of Thyroid Gland
___6. Flourine-18 f. Detect and Treat Cancer
___7. Carbon-14 g. Injected into limb to detect blood cloth
Lesson 2: Chemical Names and Formula
In Chemistry, chemical formula is used to represent the element in a compound. It plays a vital role
since through this, we can learn how compounds proceed to chemical reactions.
Let’s Recall!
Ions: An ion is an atom, or group of atoms, that has a net positive or negative charge.
Types of Ions
 Positive Ions (Cations/metals). They are formed by loss of an electron (and have a positive charge)
 Negative Ions (Anions/nonmetals). They are formed by gain of an electrons (and have a negative
charge)
 Monoatomic Ions are ions with only one element.
o For cations, the name of the element is unchanged. If an element can form two ions of different
charges, the name, which is usually derived from its Latin name, is modified by the suffix –ic for
the ion with the higher charge, and –ous for that with the lower charge.
Example: Mg2+ – magnesium ion
Fe2+ – ferrous ion or iron (II) ion and Fe3+ – ferric ion or iron(III) ion
o For anions, the name of the element is modified by the suffix –ide.
Example: O2- – oxide ion
 Polyatomic Ions are ions with more than one element. (Refer to your periodic table of elements.)
o A number of polyatomic anions containing oxygen atoms are named based on the root word of
the central (or non-oxygen) atom and the suffix –ate for the one with more oxygen atoms and
–ite for the one with less oxygen atom.
Example: PO43- – phosphate ion
Chemical Nomenclature
Chemical nomenclature is defined as a set of rules or instructions that are used to generate or
create name for the chemical compounds. Normally, chemical compounds have a common name and
a systematic name. Nomenclature for chemical compounds that are used most often is the name given
by the International Union of Pure and Applied Chemistry (IUPAC).
I. Binary of Two Non-Metals

 Greek prefixes are used to signify the number of subscript of each kind of atom in the formula.
 Give first the full name of the nonmetal closest to being a metal, followed by the second nonmetal ending
in “-ide”.
 Nearly all binary molecular compounds involve two nonmetals bonded together. Although many
nonmetals can exhibit different oxidation numbers, their oxidation numbers are not properly indicated
by Roman numerals or suffixes. Instead, elemental proportions in binary covalent compounds are
indicated by using a prefix system for both elements. The final “a” in a prefix is omitted when the
nonmetal stem begins with the letter “o”; we write “heptoxide,” not “heptaoxide.”
II. Binary of a Metal (with fixed oxidation no.) and a Nonmetal
 Do not use Greek prefixes for the subscript.
 Give first the full name of the metal followed by the non-metal ending in “-ide”.
 Binary ionic compounds contain metal cations and nonmetal anions. The cation is named first and the
anion second.
III. Binary of a Metal (with variable oxidation no.) and a Nonmetal

 Give first the full name of the metal followed by the nonmetal ending in “-ide”.
 For classical name, a metal forms variable oxidation no. , the higher valence or oxidation no. is indicated
by the suffix “-ic”; the lower valence or oxidation no. is indicated by the suffix “-ous”.
 For stock name, a metal forms variable oxidation no., their oxidation no. must be written in a Roman
numeral enclosed within the parentheses.
The preceding method is sufficient for naming binary ionic compounds containing metals that exhibit
only one oxidation number other than zero. Most transition metals and the metals of Group 3A (except Al), 4A,
and 5A exhibit more than one oxidation number. These metals may form two or more binary compounds with
the same nonmetal. To distinguish among all the possibilities, the oxidation number of the metal is indicated
by a Roman numeral in parentheses following its name. This method can be applied to any binary compound
of a metal and a nonmetal. Notice that prefixes are not used to indicate the number of ions in the formula.
Roman numerals are not necessary for metals that commonly exhibit only one oxidation number in their
compounds.
The advantage of the IUPAC system (Stock system) is that if you know the formula, you can
write the exact and unambiguous name; if you are given the name, you can write the formula at once.
An older method, still in use but not recommended by the IUPAC, uses “-ous” and “-ic” suffixes to
indicate lower and higher oxidation numbers, respectively. This system can distinguish between only
two different oxidation numbers for a metal. It is therefore not as useful as the Roman numeral
system.
Some compounds contain polyatomic ions that behave much like monoatomic anions. Compounds
that contain these ions are called pseudobinary ionic compounds. The prefix “pseudo-” means “false”; these
compounds are named as though they were binary compounds. The common examples of such polyatomic
anions are the hydroxide ion (OH-), and the cyanide ion (CN-). The ammonium ion (NH4+) is the common
cation that behaves like a simple metal cation. A list of common cations and anions appear in Table. It will
enable you to name many of the ionic compounds you encounter.
IV. Binary Acids (aqueous solution)

 Use the prefix “hydro-” to the name of the nonmetal ending in “-ic”.
 Add the word acid at the end.
 Binary acids are compounds in which H is bonded to a Group 6A element other than O or to a Group
7A element; they act as acids when dissolved in water. The pure compounds are named as typical
binary compounds. Their aqueous solutions are named by modifying the characteristic stem of the
non-metal with the prefix “hydro-” and the suffix “-ic” followed by the word “acid”.
V. Ternary Acids (Oxoacids)

 Do not use the prefix “hydro-”.
 Change the ending “-ate” of the radicals to “-ic acid”.
 Change the ending “-ite” of the radicals to “-ous acid”.
 A ternary compound consist of three elements. Ternary acids (oxoacids) are compounds of hydrogen,
oxygen, and (usually) a nonmetal. Nonmetals that exhibit more than one oxidation state form more
than one ternary acid. These ternary acids differ in the number of oxygen atoms they contain. The
suffixes “-ous” and “-ic” following the stem name of the central element indicate lower and higher
oxidation numbers.
VI. Ternary Salts
 Give the first full name of the metal, followed by the radical ending in “-ate” means more oxygen, and
ending “-ite” means less oxygen.
 Ternary salts are compounds that result from replacing hydrogen in a ternary acid with
another ion. They usually contain metal cations or the ammonium ion. As with binary
compounds, the cation is named first. The name of the anion is based on the name of the
ternary acid from which it is derived.
 An anion derived from a ternary acid with an “-ic” ending is named by dropping the “-ic acid”
and replacing it with “-ate”. An anion derived from an “-ous acid” is named by replacing the
suffix “-ous acid” with “-ite”. The “per-” and “hypo-” prefixes are retained.
Acidic salts contain anions derived from ternary polyprotic acids in which one or more acidic
hydrogen atoms remain. These salts are named as if they were the unusual type of ternary salt, with
the word “hydrogen” or “dihydrogen” inserted after the name of the cation to show the number of
acidic hydrogen atoms.
An older, commonly used method (which is not recommended by the IUPAC, but which is
widely used in commerce) involves the use of the prefix “bi-” attached to the name of the anion to
indicate the presence of an acidic hydrogen. According to this system, NaHSO4 is called sodium
bisulfate and NaHCO3 is called sodium bicarbonate.
VII. Hydrates
 The number of water molecules present as H2O on crystallization is indicated by certain
Greek prefixes.
Chemical formulas
 are used to express the composition of molecules and ionic compounds in terms of chemical symbols.
1. The Criss-Cross Method

 An alternative way to find the chemical formulas (easier way) is to use the criss-cross rule.
 You can use valences to write chemical formulas. As well, you can use this method for both ionic and
covalent compounds. In order to write a chemical formula using valences/charge, you need to know
which elements (or polyatomic ions) are in the compound, and their valences.
 You also need to know how to use the zero sum rule: For neutral chemical formulas containing ions,
the sum of positive valences plus negative valences of the atoms in a compound must equal zero.
This crisscross rule generally works very well. In one situation, though, you have to be careful.
Suppose you want to write the compound formed when magnesium reacts with oxygen. Magnesium, an
alkaline earth metal in group 2 forms a +2 cation, and oxygen forms a -2 anion. You would predict its formula
be Mg2O2, but this is incorrect. After you do the crisscrossing (unless you know that the compound actually
exists, like H2O2), you need to reduce all the subscripts by a common factor. In this example, you can divide all
the subscripts by 2 to get the correct formula for magnesium oxide, MgO.
When you attempt to write a formula, you should know whether the substance actually exists. For
example, you could easily write the formula for carbon nitrate, but no chemist has ever prepared this
compound.
2. Structural Formula identify the location of chemical bonds between the

atoms of a molecule. A structural formula consists of symbols for the atoms
connected by short lines that represent chemical bonds—one, two, or three
lines standing for single, double, or triple bonds, respectively.
3. Ball-and-stick models are easy to construct and clearly

show the 3D arrangement of atoms in a molecule. However,
the balls that represent the atoms are not proportional to the
actual sizes of the atoms.
4. Space-filling models are more accurate in depicting the sizes of atoms.

However, they are more time-consuming to construct. In addition, the 3D
positions of atoms are not well shown because of the sizes of the balls.
Learning Task 2
Direction: Give the name or formula of the following chemical compounds:
1. NaC2H3O2 - __________________________________
2. FeI3 - __________________________________
3. NO - __________________________________
4. Iodine trichloride - __________________________________
5. Cesium sulfide - __________________________________
6. Diphosphorus pentoxide- __________________________________
E. Engagement
Learning Task 3
I AM INNOVATOR!
Imagine you are a Filipino Scientist, you are tasked to choose an isotope
and use it to your proposed invention or innovation. Draw your plan and explain the
details.
Criteria:
Content 25 points
Learning Task 4
LET’S GET ROLLING!
Given on the table are the formula and name of the chemical. There are 1 – 6 numbers in
row and column. There are two dices, roll the first dice to indicate the row and the second
dice for column (i.e. if you roll 1 (first dice) and 3 (second dice), write the formula of
potassium nitrate). Roll the dice 10 times and write your answer on the space provided.
A. Assimilation
Learning Task 5
5. How can we benefit from isotopes? Cite 3 examples.
6. Explain why it was important for chemists worldwide to decide on a system for naming compounds
and writing chemical formulas.
V. ASSESSMENT
1. What is the difference between carbon-13 and carbon-14?

a. The number of electrons b. The number of neutrons c. The number of nuclei
2. Which of the following isotopes has 17 neutrons and 13 electrons?
a. Bromine-79 b. Aluminum-30 c. Chlorine-36
3. Which of the following is the correct name of FeCl3?
a. Ferrous chloride b. Iron(III) chloride c. Ferric ion
4. Dinitrogen tetroxide has a formula of ____________.
a. Na2O4 b. N2O4 c. Ni2O4
5. Which is true about chemical formula?
a. It used to represent the element in a compound.
b. It gives you the actual number of atoms of each element in a compound.
c. All of the above.
VI. REFLECTION
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP

W 4.1
I. LESSON TITLE Stoichiometry 1.1

II. MOST ESSENTIAL 1. Calculate the empirical composition from percent composition
LEARNING 2. Calculate molecular formula given molar mass
COMPETENCIES (MELCs)
III. CONTENT/CORE  Percent composition and chemical formulas
CONTENT
I. Introduction
Look at the tag of your shirt. Is it 100% cotton, or is its fabric a combination of two or more fibers? These
are fabrics that are combinations of cotton and nylon, cotton and spandex, rayon and linen, etc. one tag may
read 66% cotton and 34% nylon. This is the percent composition of the shirt’s fabric. In this section, you will
learn that the percent composition of compounds is important in chemistry. You will also learn how to
determine the empirical and molecular formulas of compounds.
D. Development
Learning Task 1
TIME TO INVESTIGATE!
Every compound has a specific ratio of atoms bonded together. This ratio of atoms can be written
as its CHEMICAL FORMULA. In this activity, we are going to use a package of Nips® and consider each pack
as a specific compound. You will be counting each atom (different color candy) to determine its chemical
formula. From this information, you will calculate the formula mass and chemical composition of your
“compound”.
Materials: Nips®, Plate, Plastic gloves
Procedure:
1. Obtain a package of Nips® and count the number of each color in your pack. Enter in data table.
2. Use the data entered to determine the “compound’s” CHEMICAL FORMULA. (Use the first letter of the
color as its element symbol & be sure to use the proper subscripts.) Ex. W 5Y3G2 etc…
3. If your package does not contain a particular color, DO NOT put it into the chemical formula.
4. Determine the total masses for each color for the compound. (so if you have 3 atoms of green times
the molar mass given which is 7g the total mass would be 21g)
5. Use the formula for % composition to determine the percentage composition of each “atom” (color) in
the compound (candy pack). You must show the math equation for each and remember to round to
the hundreds place!
6. Now “dispose” of your Nips! Remember to Share
Data Table:
Percentage Composition
# of Mass Total Mass of
Color of Atom Total Mass of atom x 100 Formula
Atoms Number Atom
Mass of comp.
Red (R)
Orange (O)
Yellow (Y)
Blue (B)
Purple (P)
Green (G)
CHEMICAL FORMULA= ____________________________________

Guide Questions:
1. How can you find the percent composition of each color candy in a Nips package?
2. How can you find the correct masses for the Nips compound?
3. How can the correct molecular formula be found for the Nips compound?
Lesson1: Percent composition and chemical formulas
The percentage composition of a compound refers to the relative mass of each element in the
compound. In other words, percentage composition is a statement of the values for mass percent of every
element in the compound.
The percentages of each element in a compound may be expressed as follows:
Example: What is the percentage composition of sodium carbonate, Na 2CO3?
Determining the Formula from Percentage Composition

At times, a chemist is faced with a problem of what compound is present in a plant. A report from
an analytical laboratory on the percent composition of the compound provides data that can be used to
determine its formula. Here, we reverse the process learned earlier in percentage composition.
 Empirical formula (also known as the simplest formula) of a compound shows the lowest whole
number ratio of the elements in the compound.
 Molecular formula (also known as the actual formula) describes the number of atoms of each element
that make up a molecule or formula unit. However, many compounds have molecular formulas that are
the same as their empirical formulas.
Example: An insect repellent (dibutyl succinate) is found to contain 63.16% C, 8.77% H, and 28.07% O. Its
molecular mass is experimentally found to be 228 g. What is the empirical formula? Molecular formula?
E. Engagement
Learning Task 2
Direction: Answer the following question.
3. Propane, C3H8, is the fuel used in gas grills. Calculate the percentages of carbon and hydrogen in propane.
4. A 0.545 g sample of aluminum burns completely in oxygen, producing 1.030 g of aluminum oxide. Find
the empirical formula of the oxide.
5. Cholesterol, which has a molar mass of 386 g/mol, is composed of 84.0% C, 11.85% H, and 4.15% O by
mass. Find its molecular formula.
A. Assimilation
Learning Task 3
Imagine that you are a lawyer. You are representing a client charged with possession of a controlled
substance. The prosecutor introduces, as forensic evidence, the empirical formula of the substance that was
found in your client’s possession. How would you deal with this evidence as a lawyer for the defense?
V. ASSESSMENT
1. The molecular formula for vitamin C is C6H8O6. What is the empirical formula?
a. CHO b. CH2O c. C3H4O3
2. What is the molecular formula if the empirical formula is CH2O and the molecular molar mass is 180.18?
a. C4H8O4 b. C2H4O2 c. C6H12O6
3. Find the percent composition of N2S2.
a. N:69.6%; S:30.4% b. N:96.6%; S:3.4% c. N:30.4%; S:69.6%
4. Which of the following formula shows the lowest whole number ratio of the elements in the compound?
a. Molecular b. Structural c. Empirical
5. It describes the number of atoms of each element that make up a molecule or formula unit.
a. Empirical b. Chemical c. Molecular
VI. REFLECTION
Using the symbols below, choose one which best describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be guided by the descriptions below:
✰ - I was able to do/perform the task without any difficulty. The task helped me in understanding the target
content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the
target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to
be able to do/perform this task.
Learning LP Learning LP Learning LP Learning LP
Task Task Task Task

W 4.2

II. MOST ESSENTIAL 1. Write and balance chemical equations
LEARNING
COMPETENCIES (MELCs)
III. CONTENT/CORE  Chemical Reaction and Equation
CONTENT
I. Introduction
This module was written to guide you on writing and balancing chemical equations properly and
correctly. Gaining the skill on writing and balancing chemical equations, you can predict the product when
two or more substances react to one another as well as the correct number of atoms that will combine or
breakdown. The scope of this module covers many different learning situations where students could relate
their personal experiences on chemical reactions and chemical equations.
D. Development
Learning Task 1
Let’s investigate! Let’s balance it!
__H2(g) + __O2(g) → __H2O(l)
In the chemical equation given above, is the number of oxygen atoms
the same in the reactants’ side and the products side? Is the number of atoms
for each element involved in the reaction the same. If there is even one
element whose number of atoms in the reactants and products side is not
equal, we say that the chemical equation is NOT balanced. But why is it
important for a chemical equation to be balanced? To give you an idea how
to balance equations and later on understand the need to balance equations,
do the following activity.
A. Construct a Balancer
1. Label two caps, Reactant (left side) and Product (Right Side)
2. Measure two pieces of string two feet long and cut.
3. Attach the string to the cups.
4. Attach the hanger to the wall, using a cup hook, doorknob or a level bar for hanging clothes or towels.
5. Tie the string to each side of the cup and let it sit in the notch of the hanger. The string should support
the cup like the handle of a bucket.
6. Steady the hanger to make sure the cups are hanging at the same level. If they are not; adjust the string
until they are even.
B. Representing Elements and Chemical Formula
1. Each element must be represented by different types of safety pins or paper clips. The relative mass of
pins used is a crucial factor for this tool. Each element must be represented by identical safety pins or
paper clips.
a. Hydrogen (H) – Smaller in size paper clips/safety pin, Color blue
b. Oxygen (O)- Bigger in size paper clips/ safety pin, Color red
2. To represent a chemical formula, the combined elements must be linked to each other.
C. Balancing Chemical Equations
1. Use the paper clips/safety pins to represent each reactant and product.
2. Hang the reactants at one side of the balancer and the product at the other side.
Note: Picture your work/output.

Guide Questions:
1. Is the balancer balanced? Is the current number of reactants and product balanced?
2. If not, how do you balance the balancer? Which set of pins should you add to the balancer and to which
side should you add the pins in order for the balancer to be balanced?
3. In the balanced balancer, how many molecules of hydrogen are at the reactant side? How many
molecules of oxygen are there?
4. In the balanced balancer, how many molecules of water are at the product side?
5. How do you relate the balanced balancer to the chemical equation given?
Lesson 2: Write and balance chemical equations
Word Equation
Chemical Reaction is a process in which one or more substances are changed into new substance with
different physical and chemical properties. While Chemical Equation is the shorthand for describing the
course of chemical reaction wherein the reactants are always written before the reaction or on the right side
of the equation while the product is on the left side of the equation. A Word Equation describes a chemical
change using the names of the reactants and products.
How to Write Chemical Equation?

In writing and balancing the chemical equations, important symbols must be remembered. Below are
the common symbols used in writing and balancing chemical equations.
In writing and balancing the chemical equations, do the following steps below. We will use the sample
problem as an example.
Note that there is subscript written after the chemical symbol of Nitrogen at the reactant side of the
equation is 2 while the hydrogen is 2 as well. This is because both nitrogen gas and hydrogen gas are diatomic
substance. Carbon, Hydrogen, Oxygen, Nitrogen and other elements are diatomic substance. At the product
side, the chemical formula of ammonia is NH3.
How to Balance Chemical Equation?
Dalton’s atomic theory explains the law of conservation of mass, which states that in a chemical change,
mass is conserved. The atoms are neither created nor destroyed. The atoms in the reactants and products are
the same; they are just rearranged. They just rearrange themselves to form new substances. In other words,
the mass of the reactants equals the mass of the products. Therefore, the balanced equation reflects the law of
conservation of mass.
Going back to the activity, the balanced equation is:
2H2(g) + O2(g) → 2H2O(l)

Take note that coefficients were placed before the chemical
formula of hydrogen and water. Check whether the number of atoms of
hydrogen and oxygen on both sides of the equation is equal. Thus, to
balance a chemical equation, use coefficients so that the equation obeys
the law of conservation of mass.
Steps in Balancing Equations
Most chemical equations can be balanced using the following steps.

Balancing chemical
equations “by inspection”
is a trial-and-error
approach. It requires a
great deal practice, but it is
very important! Remember
that we use the smallest
whole-number coefficients.
Evidence of a Chemical Reaction
Chemical changes involve a change in the chemical composition of the original substances. This means
that products have different composition of the original substances. This means that products have different
composition and properties as compared to the reactants. Here are the evidences of a chemical change:
 Production of light,
 Evolution of gas,
 Change in temperature,
 Change in color, and
 Formation of a precipitate.
Types of Chemical Reaction
There are five types of chemical reactions: combustion, combination, decomposition, double
replacement, and single replacement. However, some reactions may fit equally well into more than one of these
types.
1. Combustion Reaction
In a combustion reaction, a substance reacts with oxygen and releases energy in the form of heat
and light. The reaction of hydrogen gas with oxygen gas in the previous activity is another example of a
combustion reaction. A large amount of energy is released in the process.
2. Synthesis/Combination Reaction
It is a chemical change in which two or more substances react to form a single new substance. The
product is a compound. You can tell this reaction has occurred because on the reactant side, there are two or
more substances, while there is only one product on the product side.
3. Decomposition Reaction
Some reactions are the opposite of combination reactions. Such reactions are classified as
decomposition reactions, in which one single compound breaks down into two or more simpler
substances.
4. Double Displacement
Two compounds are involved in double-displacement or ionic reaction. The positive ion of one compound
exchanges with the positive cation of another compound. This reaction may also be called metathesis or
double-replacement reaction. Note that in this reaction, there are four separate species, namely, A, B, C, and D.
The general equation is:
5. Single displacement Reaction

In a single-displacement (also known as substitution or replacement) reaction, one element reacts by
replacing another element in a compound.
This reaction can be represented by the general equation:
To determine which element will be displaced or substituted, you need to know the electromotive or
activity series.
E. Engagement
Learning Task 2
Direction: An easy way to predict what reaction will take place when two chemicals are mixed is to identify
the type of reaction that’s likely to occur when the chemicals are combined. Refer to the templates
that contain formulas and symbols of compounds or element found on the below and types of
reaction. Write on the space provided for the products. Make sure to place them correctly. Then do
the same for the reaction type. Good luck!
A. Assimilation
Did you understand what you have read about writing and balancing the chemical equations? If yes,
let us proceed to the mini-performance task. You are about to perform the procedure as instructed in the mini-
performance task. Read and follow the procedure carefully. Goodluck!
Learning Task 3
CHEMICAL EQUATION COMIC STRIP
Procedure
1. Prepare short bond paper, pen, coloring materials and ruler.
2. Given a set of problem on chemical reactions (or you may choose chemical equations from other learning
resources), choose 1 that you want to present, make a comic strip that will explain how to solve your
chosen problem on chemical reaction. Show the word equation, chemical equation and the balance
equation in your comic strip. Be creative as you are.
SET OF PROBLEMS
1. Magnesium reacts with Nitrogen gas to produce Magnesium nitride.
2. Chlorine gas reacts with Lithium bromide to produce Lithium chloride and bromine
gas.
Criteria:
Content : 25 points
Creativity : 15 points
Originality : 10 points
V. ASSESSMENT
____1. __ HClO4 + __ P4O10 → __ H3PO4 + __ Cl2O7

a. 12, 4, 1, 6 b. 12, 6, 4, 1 c. 12, 1, 4, 6
____2. __ As + __ NaOH → __ Na3AsO3 + __ H2

a. 2, 3, 6, 2 b. 3, 6, 2, 2 c. 2, 6, 2, 3
____3. __ Hg(OH)2 + __ H3PO4 → __ Hg3(PO4)2 + __ H2O

a. 2, 3, 6, 1 b. 3, 1, 2, 6 c. 3, 2, 1, 6
____4. __ CaCl2 + __ Na3PO4 → __ Ca3(PO4)2 + __ NaCl

a. 2, 1, 6, 3 b. 6, 3, 1, 2 c. 3, 2, 1, 6
VI. REFLECTION
lesson.
content/lesson.
Task Task

W5

II. MOST ESSENTIAL 1. construct mole or mass ratios for a reaction in order to calculate the
LEARNING amount of reactant needed or amount of product formed in terms of
COMPETENCIES (MELCs) moles or mass
2. Calculate percent yield and theoretical yield of the reaction
3. explain the concept of limiting reagent in a chemical reaction; identify
the excess reagent(s)
4. (LAB) Determine mass relationship in a chemical reaction
III. CONTENT/CORE  Mass relationships in chemical reactions
CONTENT
I. Introduction
Have you assembled a model airplane or baked a cake? What do you need to assemble a model airplane?
What do you need to bake a cake? How many or how much of the parts or ingredients do you need? In
everyday activities, from the confinement of your kitchen to the assembly line of automobiles, to the chemical
facilities, components, or parts, are put together to form a product. For example, in baking, you mix different
ingredients to prepare a cake. Can any amount of flour be mixed with any amount of butter? In all these
instances, the number or amount of components is very important to the number or amount of product. In
this chapter, you will see how the concept of ratio and proportion is used to determine amounts of reactants
and products in a chemical reaction.
D. Development
Learning Task 1
TIME TO INVESTIGATE!
BREAKING NEWS: Reagents must be limited. They're out of control
Is there enough of each chemical reactant to make a desired amount of product? In this activity, imagine
that you are in the business of producing cars. A simplified “equation” for making a car is:
1 car body + 4 wheels + 2 wipers blades →1 car
Question:
1. Assume that you have 35 car bodies, 120 wheels, and 150 wiper blades in your factory. How many
complete cars can you make?
2. Which item “limits” the number of complete cars that you can make? Stated another way, which item will
“run out” first?
3. Which items are present in excess amounts? How much of each “excess” item remains after the
“reaction”?
4. Does the amount that an item is in excess/limit affect the quantity of the product that is made? Explain.
Lesson 3: Mass relationships in chemical reactions
ZZ
E. Engagement
Learning Task 2
To understand further the lesson let us perform the activity below:
LET’S REACT!
Objective: To determine the effects of the amount of reactants used in the amount of products produced in the
reaction.
Materials: Baking soda, Teaspoon, Vinegar, 3 Identical clear bottles, 3 same size balloons
Procedures:
1. Fit the funnel into the opening of the balloon and carefully put 1 tablespoon of baking soda into each
balloon. (Note: You may roll a piece of paper into a funnel to easily place the soda inside the balloons.)
2. Label the bottles A, B, and C. Pour 5 tablespoons vinegar into bottle A, 10 tablespoons into bottle B and
15 tablespoons into bottle C.
3. Place each balloon over each of the bottle openings.
4. Turn each balloon over so that all the baking soda drops into the bottle. Shake or swirl the mixture then
observe what happens.
5. The baking soda will react with vinegar as shown in the equation:
6. Clean your work area and dispose the materials properly.
Questions:
1. Which balloon has the least/most amount of air inside?
2. Which of the two reactants is left in each of the three bottles after the reaction stops?
3. Which of the two reactants “limited” the amount of gas formed from the reaction?
4. What do you think will happen if you used the same amount of baking soda in each bottle and then add
varying amounts of vinegar? Will the result be the same as that you observed in this experiment? Why?
(Note: Take a Picture of your work)
Learning Task 3
Direction: Answer this practice exercise:
Silver metal reacts with sulfur to form silver sulfide according to the following reaction:
2Ag (s) + S(s) Ag2S (s)
1. Identify the limiting reagent if 50.0 g Ag reacts with 10.0 g S.
2. What is the theoretical yield in g of Ag2S produced from the reaction?
3. What is the amount in g of the excess reactant expected to remain after the reaction?
4. When the reaction occurred, the amount of Ag2S obtained was 45.0 g. What is the percent yield of the
reaction?
A. Assimilation
Learning Task 4
Let’s Go Online…
Direction: Refer to the following site/links for further discussions on how to
calculate the limiting and excess reagent, theoretical and percent yield. Give your
comprehensive summary and personal reflection on what you have learn from
the videos. Write your answers on a separate paper.
https://www.youtube.com/watch?v=OqlMFEuDews
V. ASSESSMENT
1. It is the reactant that produces a lesser amount of product.
a. Theoretical b. Excess c. Limiting
2. It is the maximum amount of product you would expect from a reaction based on the amount of limiting
reagent
a. Product b. Actual c. Excess
3. Which of the following equations best represent the law of conservation of mass?
a. 2𝐴𝐵3 → 2𝐴 +2𝐵 b. 6𝐴2𝐵 → 12𝐴 +𝐵 c. 2𝐴2+ 8𝐵 → 4𝐴𝐵2
4. What is the expected value for percent yield?
a. Below 100 b. Above 100 c. 0-100
5. In a chemical reaction, stoichiometry refers to:
a. Activation energy
b. Rate of Reaction
c. Amount of materials consumed and products formed.
W 6-7
I. LESSON TITLE Gases

II. MOST ESSENTIAL 1. Define pressure and give the common units of pressure
LEARNING 2. Use the gas laws to determine pressure, volume, or temperature of a
COMPETENCIES (MELCs) gas under certain conditions of change
3. Use the ideal gas equation to calculate pressure, volume, temperature,
or number of moles of a gas
4. Use Dalton’s law of partial pressures to relate mole fraction and partial
pressure of gases in a mixture
III. CONTENT/CORE  Pressure of a Gas
CONTENT  The Gas Law, Ideal Gas Equation, Dalton’s Law of Partial Pressure
I. Introduction
Get a ball or an inflated balloon. Feel the ball. Is it too hard? Too soft? Or does it feel just right? a
basketball player knows the right feel of the ball, they say the “pressure” is just right. In the same way a
jeepney driver can tell right away if the tire’s pressure is just right, too high, or too low. Everyone knows the
important of pressure, but not all have an idea what is pressure. So, what does pressure mean? Why does the
air inside the tire or a basketball exert pressure? Aside from it what are other variables that constitutes to
the properties of gas?
Learning Task 1
Look at the picture (a). What do you think is the role of the pressure of the gas inside the balloon?
For picture (b) Imagine the tire of a vehicle and the need to pump air into the tire up to a given pressure.
Question:
1. What will happen if the pressure is much lower than what it should be?
2. What will happen if the pressure is much greater than what it should be?
D. Development
Lesson 1: Pressure of Gas
The first step to understanding gases is to spell out what exactly a gas is. Gases have two properties
that set them apart from solids and liquids. First, gases spontaneously expand to fill the container they occupy,
no matter its size. In other words, a gas has no fixed volume or shape. Secondly, gases are easily compressible.
You can imagine a gas as a busy swarm of molecules. Each molecule moves randomly and travels great
distances before bouncing off another molecule. As the molecule of a gas strike the sides of their container,
they cause a pressure on the container. When water boils in a covered pan, the collisions of the molecules of
steam lit up the lid. The gas molecules exert pressure. Gas particles in the atmosphere have mass and are pulled
toward the earth by gravity where they exert an atmospheric pressure. Gases in the atmospheric (Nitrogen
(78%); Oxygen (21%); and trace of Carbon Dioxide and Argon also exert a pressure.
The following measurable properties can be used to describe the behavior of gases.
Properties Gas
Particle arrangement Widely separated
movement Very freely(increase with temperature)
Diffusion Easily
Shape and volume Fits container; no volume of its own
compressibility Easily
Density Low
Mixability Readily
Pressure is defined as force acting on a specific area.

Pressure (P) = force
area
 The pressure exerted by the atmosphere at sea level under “normal” weather conditions; that
is, this value is used as a standard and called 1 atm.
 One method of measuring the pressure of the atmosphere is with a barometer.
Units of Pressure
Unit Unit Equivalent to 1 atm
Atmosphere 1 atm
Millimetres of Hg 760 mm Hg
Torr 760 torr
Pascal 101325 Pa (1.01 x 105 Pa)
Inches of Hg 29.39 in Hg
Pounds per square inch 14.7 psi
Kilo Pascal 101.325 KPa
Example:
1. What is the pressure (in atmospheres) of a gas that has a pressure of 600 torr?
Solution: there is 1 atm in every 760 torr, thus
600 torr X 1 atm = 0.7895 atm

760 torr
2. A sample of hydrogen gas has a pressure of 0.75 atm. Give the pressure of hydrogen in torr.
Solution: there is 1 atm in every 760 torr, thus
0.75 atm X 760 torr = 570 torr H 2

1 atm
3. The pressure of a gas is measured as 50 mm Hg. Express this pressure in Pascals

Solution: there is 1 atm in every 760 mm Hg, thus
50 mm Hg X 1 atm X 1.01 x 105 Pa = 6644.7 Pa

760 mm Hg 1 atm
4. The pressure of the air in tire is measured to be 32 psi. Convert this pressure in atm?
Solution: 1 atm = 14.7 psi; 1 atm = 760 torr
32 psi X 1 atm x 760 torr = 1654.4 torr
14.7 psi 1 atm
Learning Task 2
Direction: Try to convert the following. Show your solution.
1. 400 mmHg = _________ atm 3. 1100 torr = _________ psi
2. 4.5 atm = _________ torr 4. 2.7 atm = _________ mmH
Lesson 2: The Gas Law, Ideal Gas Equation and Dalton’s Law
In lesson 1, you have learned about the definition of pressure, and the different units that can be used
to measure and express pressure which are the atmospheric pressure (atm), millimeter of mercury (mmHg),
pounds per square inch (psi), Pascal (Pa), and kilopascal (kPa). Moreover, you have also learned one unit to
another unit of pressure, and able to show the solution for correct conversion.
Pressure is one of the variables that describes the properties of gases, so in continuation, the next
topic will help you learn about the other variables which are the Volume, Temperature , amount in moles that
describes the behavior of gases under certain condition and the laws that governs how it behaves.
The volume of a gas is simply the space occupied by the sample. Due to the low densities of gas, volume
is usually expressed in liters but any volume units can be used.
When considering the amount of gas in a sample, the main factor is the number of particles
(molecules) present. Therefore, amount of gas is expressed in moles and abbreviated (n).
In making quantitative calculations involving gas, the temperature must be expressed on the kelvin
(absolute) temperature scale.
The pressure of a gas is the force exerted when the molecules strike the sides of the container. There
are several units can be used to express pressure, with atmosphere, millimetres of Hg, or torr being the most
common.
Standard temperature and pressure (STP) is taken as 0 oC (273 K) and 1 atm (760 torr).
We now need to consider the relationship among volume, temperature, and pressure of gases. In order
to do this, we shall consider the relationship between two variables when the third one is constant.
Example, we shall first consider how pressure changes as the volume of a gas is changed, at constant
temperature. Then we shall consider how volume and temperature are related at constant pressure. Finally,
we shall consider the relationship between temperature and pressure, at constant volume. In all cases, we shall
be considering the variation for a given amount of gas. We shall consider how volume, pressure and
temperature are related to the amount of gas present, measured in moles.
A. Relationship between Volume and Pressure, at constant Temperature (Boyle’s Law)

o The law is named after its proponent, who is a British chemist, Robert Boyle.
o He emphasized the law correctly and stated that “The volume of a given amount
of gas is inversely proportional to its pressure at constant temperature”. It
means, as the volume increases, the pressure of the gas decreases, and vice versa,
provided that the temperature remains the same.
o Thus, it is evident that the relationship between the two variables, volume and
pressure is inversely proportional.
Boyle’s Law is expressed in this mathematical equation:
Where;
P1 = initial pressure
V1 = initial volume
P2 = Final pressure
V2 = Final volume
Boyle’s Law in Action
Breathing is a good example of Boyle’s law in operation. Air is the gas we are most familiar with. The
average adult requires 8,500 liters of air each for normal breathing. Breathing is an involuntary process in
the body. We seldom ask how we do it, except when we find it difficult to breathe like when we have colds.
Boyle’s law helps us understand the process of breathing.
Another application is in the operation of medical syringes. The volume is increased when the
plunger is drawn back. This increase in volume lowers the pressure within the syringe – causing the flow of
liquid into the chamber.
B. Relationship between Volume and Temperature, at constant Pressure (Charles’ Law)

o It is one of the gas laws and named after the French scientist Jacques Charles
who formulated the law in 1897. This law states that “The volume of a given
amount of gas is directly proportional to its absolute temperature and
constant pressure.” It means that as the volume increases, the temperature
also increases, and vice versa, provided that the amount of gas and the
pressure is constant. The temperature should be expressed in Kelvin (K).
Charles’ Law is expressed in this mathematical equation:

In terms of proportion: V α T (at constant amount and pressure)
In terms of equation: V = kT (at constant amount and pressure)
Where;
V1 = initial volume V2 = Final volume
T1 = initial Temperature T2 = Final Temperature
Remember that temperature used in gas law calculations must be in Kelvin(K). The standard
temperature is 0oC or 273K.
Charles’ Law in Action
The capacity of the human lungs is reduced in colder weather. This is why athletes who come from
countries with warm climates like the Philippines may find it difficult to perform well in countries with
severely cold weather due to difficulty in breathing. For the same reason, asthmatic people usually
experience asthma attacks when there is a sudden change in temperature.
Charles’ law, along with other gas laws, can explain the process of leavening for the rising of bread
and other baked goods during baking. Small pockets of carbon dioxide gas produced by the action of yeast
or leavening ingredients expand when heated. This causes the dough to rise (expand) which results in lighter
finished baked goods.
C. Avogadro’s Law
o The proponent of this law is named after Amedeo Avogadro, who is a
notable Italian mathematical physicist. This law state that “The volume
of a gas at a given temperature and pressure is directly
proportional to the number of moles contained in the volume”.
o This law is based on Avogadro’s hypothesis that the same volume of two
gases at constant temperature and pressure contain the same number of
molecules. It means as the volume increases the amount of substance or
the moles also increases, so the relationship is directly proportional.
o Keep in mind that a mole is related to the quantity of molecules in a
substance. Avogadro’s Law is expressed in this mathematical equation:
In terms of proportion: V α n (at constant temperature and pressure)
In terms of equation: V = k n (at constant temperature and pressure)
Where;
V1 = initial volume
n1 = initial number of moles of the gas
V2 = Final volume
n2 = Final number of moles of the gas
The volume occupied by a mole of gas at standard temperature and pressure, STP, is referred to as
the standard molar volume. It is nearly constant for all gases.
D. Ideal Gas Law

It is a single equation that sums up and combines the mathematical expression of Boyle’s Law,
Charles’ Law, and Avogadro’s Law.
The three gas laws can be combined into a single equation known as the Ideal Gas Equation: P V = n R T
P is pressure measured in atmospheres
V is volume measured in Liters
n is moles of gas present
R is a constant that converts the units. It’s value is 0.0821 atm.L/ mol.K
T is temperature measured in Kelvin
Simple algebra can be used to solve for any of these values.
E. Dalton’s Law of Partial Pressures
Many gas samples, including our atmosphere, are mixtures that consist of different kinds of gases. The total
number of moles in a mixture of gases is
As you may recall, the term nRT/V is equal to P which means that the terms in the right hand side of the
equation equates to the pressure exerted by each individual component.
Pressures PA, PB, and PC are called the partial pressure of each gas. Combining all the equations, it can be
concluded that the pressure exerted by the mixture is the sum of the pressures exerted by each component.
This is known as the Dalton’s Law of Partial Pressure.
Ptotal = PA + PB + PC+ …
The application of Dalton’s Law of Partial Pressure can help us learn

about the composition of each component in terms of mole fraction of the
component. The mole fraction, XA, of component A in a mixture is defined
as...
Learning Task 3
Direction: Solve for the following problems. Write your complete solution inside each box.
1. Boyle’s Law
A sample of gas occupies a volume of 225ml at a pressure of 720 torr and temperature of 20 oC. Calculate
the new pressure if the volume is increased to 350 ml, at constant temperature.
2. Charles’ Law
A sample of gas occupies a volume of 225 ml at 20 oC and 1atm pressure, Calculate the volume of the gas at
0 oC and 1 atm pressure.
3. Avogadro’s Law
The volume of a gas sample at 0 oC and 1.0 atm is 10.0 L. How many moles of gas are contained in the
sample?
4. Ideal Gas Law

Use the Ideal Gas law to complete the table.
P V n T
1.01 atm 1.15 L 0.105 mol 1. _______
1 atm 2. ______ 0.251 mol 306 K
3. ______ 29.1 ml 1.68 x 10 -3 mol 24.9 oC
0.565 atm 0.433 L 4. ______ 252 K
5. Dalton’s Partial Pressure

A steel cylinder contains a mixture of nitrogen gas at 410 torr, oxygen gas at 110 torr, and helium gas at 230
torr. What is the total pressure of the gas mixture?
E. Engagement
Job well done! You are close completing your work!
Learning Task 4
Gas Law Simulator
1. Go to Phet.colorado.edu (Gas Law)
https://phet.colorado.edu/sims/html/gases-intro/latest/gases-intro_en.html
2. Explore the different icons (pump, temperature, hold constant etc.)
3. Observe what happens on gas molecules when you adjust the temperature, pressure and when you click
the different hold constant)
4. Write your observation (number of gas molecules, temperature, pressure and volume) on your answer
sheet.
A. Assimilation
Learning Task 5
Reflect and make an essay about “Pressure in Everyday Life”. You may use some facts, based in your
daily experiences or relate it in the emotional aspects. You may use an extra sheet of paper for this activity.
Learning Task 6
In your most creative way, discuss the concept and application of Gas Law, Ideal Gas Equation and
Dalton’s Law of Partial Pressure. It can be through a song, video experiment, poem, poster, etc. Your output
will be evaluated using a common criterion to be given by teacher. (The teacher will send the link where you
can upload your output.)
Criteria:
Content 40 points
Product/Output 20 points
Presentation 10 points
V. ASSESSMENT
1. Due to the gas molecules bombarding the walls of the container, the gases can exert ___?
a. Pressure b. Power c. Heat
2. 1 atm is equivalent to the value of ____ Pascal?
a. 1.01 x 105 b. 76 c. 760
3. Which of the following is the ideal gas equation?
a. PV=nRT b. Pv=nrt c. PV=NRT
4. The volume of a given amount of gas is inversely proportional to its pressure at constant temperature is stated by what
law?
a. Boyle’s Law b. Charles’ Law c. Dalton’s Law
5. Which of the following gas laws describes the relationship of volume and moles?
a. Avogadro’s Law b. Ideal Gas Law c. Guy-Lussac Law
W8
I. LESSON TITLE Gas Stoichiometry

II. MOST ESSENTIAL 1. apply the principles of stoichiometry to determine the amounts
LEARNING (volume, number of moles, or mass) of gaseous reactants and
COMPETENCIES (MELCs) products)
2. Relate the rate of gas effusion with molar mass
III. CONTENT/CORE  Gas Stoichiometry

CONTENT  Kinetic Molecular Theory
I. Introduction
In stoichiometry, while the quantity of a solid or liquid may be expressed in terms of mass, the quantity
of a gas is best expressed in terms of volume. This requires a knowledge of the gas laws to allow us to have a
definite relationship based on the condition at which the volume of the gas was measured.
The behavior of gases as well as the different gas laws can be best explained in terms of the kinetic
molecular theory. This chapter will discuss how to deal with gases in stoichiometry and the kinetic molecular
theory.
D. Development
Lesson 1: Gas Stoichiometry
Stoichiometry is the quantitative study of the relative amounts of reactants and products in
chemical reactions; gas stoichiometry involves chemical reactions that produces gases.
STP – 1 mole of any gas at standard temperature ( 273K) and pressure (1 atm) occupies a volume of 22.4 L.
Mole – Volume Stoichiometry

 You are given the moles of one component and needed to find the volume of another gaseous component.
 The temperature and pressure must be stated in a problem such as this.
The following steps are applied:
1. Convert moles of given substance to moles of required substance using the coefficients of the balanced
chemical equation.
2. Using the ideal gas law equation, compute the volume using the number of moles of the required substance.
Example:
Mass – Volume Stoichiometry
 Here are the steps that one would take:
1. Convert mass of given of the given substance to moles of given by dividing by the molar mass of the given
substance.
2. Convert moles of given substance to moles of the required substance using the balanced equation.
3. Using PV = nRT, find the volume of the required substance.
Example:
Volume – Volume Stoichiometry
 The volume-volume problems are the easiest, since according to the Law of Combining Gas Volumes, gases
combine at the same temperature and pressure in a simple whole number of volumes.
 What this means is that we can use the coefficients in the balanced equation to form volume relationships
just as we did in the earlier stoichiometry problems, when we used the coefficients to form mole
relationships.
For example: 2 H2(g) + O2(g) → 2 H2O(g)
2 L H2 = 1 L O2
2 L H2 = 2 L H2O
1 L O2 = 2 L H2O
Example:
Did you enjoy your learning experience on this lesson? It’s now time to show how much you’ve
learned from it.
Learning Task 1
Direction: Solve the following problems
2 C2H6(g) + 7 O2(g) 4 CO2(g) + 6 H2O(g)
1. Mass-Volume Stoichiometry
Calculate the volume in liters of CO2 at STP, that could be produced from 7.25 g C2H6.
2. Volume – Volume Stoichiometry
Calculate the volume of C2H6 that will react with 1.35 L of O2 (at the same temperature and pressure).
3. Mole – Volume / Volume – Mass
Calculate the volume of CO2, at 20 oC and 750 torr that could be produced from 3.75 moles of O2.
Lesson 2: Kinetic Molecular
One of the properties of gases is its ability to diffuse easily. This property can be explained by the
motion of the gas molecules and the absence of intermolecular forces of attraction. As a result of this property,
a gas spreads easily in the air and fills up all available space.
Learning Task 2
The question is “Why we can smell the odor of a fruit (such as durian) or a flower (such as sampaguita)
from a distance?” Explain your answer.
The Postulates of the Kinetic Molecular Theory

The intermolecular distance accounts for the difference in compressibility and density of the different
states, while intermolecular attractive forces and molecular motion account for shape and volume.
For gases, however, the following points, often times referred to as postulates, are emphasized.
1. A gas consists of molecules whose size is very much smaller than the distances between them. As a
consequence, the volume of the gas molecules is negligible compared to the total volume of the container.
2. Gas molecules are in constant, random motion and they collide against other molecules or the container
walls.
3. At low pressures when intermolecular distances are much larger than molecular diameter, the
intermolecular forces between gas molecules are negligible.
4. The absolute temperature of the gas is a measure of the average kinetic energy of molecules. This means that
molecular motion is greater at higher temperatures, that is, molecules move faster.
From what we know of the kinetic energy, it is defined as the energy possessed by the object in
motion. When things are in motion, they have velocity. Gases in particular are very mobile particles and since
these particles move independently from one another and move randomly, it is hard to pinpoint the velocity
at which each molecule moves. In order to determine its kinetic energy, the root-mean-square velocity of
the gas is used and is defined by the equation:
…where vrms is the root-mean-square velocity of the gas, R is the ideal gas constant, T is the absolute
temperature in K, and M is the molar mass of the gas in g/mol.
As you can observe in the previous equation, the velocity is directly dependent on its absolute
temperature. This means that the hotter the gas, the more mobile the gas molecules are.
We can express the previous equation in a proportionality equation by factoring out the constants
together to form this equation:
…where k is equal to the square root of 3R.
Just like the gas laws, we can make use of this proportionality to compare the velocities of two
different gases of different molar masses at the same absolute temperature. Let’s take compound 1 and 2 as
an example with molar masses M1 and M2, respectively.
Since both are of the same temperature, we can factor out the square root of the temperature. This
will yield this expression:
Rearranging the expression, we get:
Since both expressions are equal to k multiplied to the square root of T, we can equate both equations
and rearrange them again to get this expression:
This expression is known as Graham’s Law of Diffusion which states that relationship between the
diffusion rate, or the rate at which the gas moves, is inversely proportional to the square root of its molar
mass.
Let’s take the diffusion of helium gas (He, molar mass = 4 g/mol) and oxygen gas (O 2, molar mass = 16
g/mol). How much faster would helium gas diffuse than oxygen gas? Let us use the Graham’s Law of Diffusion
to determine this.
According to our calculations, the ratio of the diffusion rates of helium to oxygen gas is 4:2, which
means that helium diffuses two times faster than oxygen at the same temperature.
Learning Task 3
Direction: Problem Solving.
1. How many times faster can Ne atoms travel than Xe?
2. How many times faster can CO atoms travel than SO2?
E. Engagement
Learning Task 4
3. Use the equation: Na3N(s) 6 Na(s) + N2(g). If 85.0 g of Na3N decomposes at 75 oC and 2.30 atm, what
volume of N2 will be made?
4. Which gas has a higher rate of effusion CH4 or H2S?
A. Assimilation
Learning Task 5
REFLECTIVE JOURNAL
7. Look up some cases where gas stoichiometry can be used in our modern day. In your own words, write
about what you discovered and how it is related to the topic.
8. Write an essay about how gas diffusion affects your day to day life. If possible, cite examples and explain
its connection to your day to day life.
V. ASSESSMENT
Mr. Dela Cruz burned 50 L of acetylene (C2H2) at STP in a constant pressure piston. The piston expanded until
the reaction was over. The reaction proceeds:
2 C2H2 (g) + 5 O2 (g)  4 CO2 (g) + 2 H2 (g)
1. How many moles of acetylene is available for reaction?

a. 2.23 mol b. 3.22 mol c. 3.23 mol
2. Assuming that all of the acetylene reacted, how many moles of CO 2 was formed?
a. 4.46 mol b. 6.46 mol c. 6.44 mol
3. What volume is occupied by the CO2 at STP?
a. 0.10 L b. 1.00 L c. 10.0 L
4. Which of the following gases is the fastest: He, O2, CO2, NH3?
a. He b. CO2 c. NH3
5. Which of the following postulates of the Kinetic Molecular Theory for gases explains why gases exhibit
pressure?
a. The molecules collide with the walls of the vessel.
b. The molecules are in constant random motion.
c. The distance between the molecules is great.
VI. REFLECTION
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GENERAL

I. LESSON TITLE Matter and Its Properties

IV. LEARNING PHASES/LEARNING ACTIVITIES

1. Some metals may become dull when exposed to air.

Lesson 2: Formulas of Common Chemical Compound

What is the Meaning of a Given Chemical Formula?

Lesson 3: Use, Safety, Quality, and Cost of Consumer Products

What are the things we need to consider in buying consumer products?

Lesson 4: Simple Separation Technique

Let us find out the different separating methods.

Method Description Application

1. The following are examples of physical property, EXCEPT __________.

Number 1 Number 3 Number 5 Number 7

Number 2 Number 4 Number 6 Number 8

I. LESSON TITLE Atoms, Molecules, and Ions

IV. LEARNING PHASES/LEARNING ACTIVITIES

For Example: Carbon-12 and Carbon-13

Carbon-12 for the isotope with mass number of 12

Mass Percentage Relative Atomic

Chlorine-35 17 17 18 35 34.97 76%

B. Matching Type. Match the isotopes to its application

Lesson 2: Chemical Names and Formula

I. Binary of Two Non-Metals

III. Binary of a Metal (with variable oxidation no.) and a Nonmetal

IV. Binary Acids (aqueous solution)

V. Ternary Acids (Oxoacids)

1. The Criss-Cross Method

2. Structural Formula identify the location of chemical bonds between the

3. Ball-and-stick models are easy to construct and clearly

4. Space-filling models are more accurate in depicting the sizes of atoms.

1. What is the difference between carbon-13 and carbon-14?

Learning Task LP Learning Task LP Learning Task LP Learning Task LP

Number 1 Number 3 Number 5 Number 7

Number 2 Number 4 Number 6 Number 8

I. LESSON TITLE Stoichiometry 1.1

IV. LEARNING PHASES/LEARNING ACTIVITIES

CHEMICAL FORMULA= ____________________________________

Lesson1: Percent composition and chemical formulas

The percentages of each element in a compound may be expressed as follows:

Example: What is the percentage composition of sodium carbonate, Na 2CO3?

Determining the Formula from Percentage Composition

Number 1 Number 3 Number 5 Number 7

Number 2 Number 4 Number 6 Number 8

I. LESSON TITLE Stoichiometry 1.2

IV. LEARNING PHASES/LEARNING ACTIVITIES

Note: Picture your work/output.

Lesson 2: Write and balance chemical equations

How to Write Chemical Equation?

Going back to the activity, the balanced equation is:

2H2(g) + O2(g) → 2H2O(l)

Steps in Balancing Equations

Most chemical equations can be balanced using the following steps.

Types of Chemical Reaction

5. Single displacement Reaction

____1. __ HClO4 + __ P4O10 → __ H3PO4 + __ Cl2O7

____2. __ As + __ NaOH → __ Na3AsO3 + __ H2

____3. __ Hg(OH)2 + __ H3PO4 → __ Hg3(PO4)2 + __ H2O

____4. __ CaCl2 + __ Na3PO4 → __ Ca3(PO4)2 + __ NaCl

Number 1 Number 3 Number 5 Number 7

1. HClO4 + P4O10 → H3PO4 + Cl2O7

2. As + NaOH → Na3AsO3 + H2

3. Hg(OH)2 + H3PO4 → Hg3(PO4)2 + H2O

4. CaCl2 + Na3PO4 → Ca3(PO4)2 + NaCl