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GENERAL
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Table of Contents
DepEd Curriculum Guide i Lesson
18: Emission Spectrum of Hydrogen, and Dual 144
Lesson 8: The Mole Concept and Molar Mass (Lecture) 6
0 Lesson
24: Ionic Bonds 208
Produce all forms of texts (written, oral, visual, digital) based on:
1. Solid grounding on Philippine experience and culture;
2. An understanding of the self, community, and nation;
Visual and information literacies, media literacy, critical thinking
3. Application of critical and creative thinking and doing processes;
and problem solving skills, creativity, initiative and self-direction
4. Competency in formulating ideas/arguments logically, scientifically, and
creatively; and
5. Clear appreciation of one’s responsibility as a citizen of a multicultural
Philippines and a
diverse world;
v
K to 12 BASIC EDUCATION
CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
Grade: 11
Semester: 1st and 2nd
Subject Title: General Chemistry 1 & 2
No. of Hours/ Semester: 80 hours per semester
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
Quarter 1 – General Chemistry 1
Matter and its properties The learners The learners:
The learners:
1. the particulate nature of demonstrate an
1. recognize that substances are made up STEM_GC11MP-Ia-b-1
matter understanding of: design using
multimedia, of smaller particles
2. states of matter demonstrations,
or models, 2. describe and/or make a representation of
a. the macroscopic the properties of matter a representation
or the arrangement, relative spacing, and
STEM_GC11MP-Ia-b-2
b. microscopic view and its various forms simulation of any
of the relative motion of the particles in each of
3. Physical and chemical following:
the three phases of matter
properties a. atomic
structure 3. distinguish between physical and
4. Extensive and intensive b. gas
behavior STEM_GC11MP-
Ia-b-3
compounds
mixtures
8. differentiate between homogenous and
6
. Methods of separating
STEM_GC11MP-Ia-b-8
heterogenous mixtures
mixtures into their
9. recognize the formulas of common
component substances
STEM_GC11MP-Ia-b-9
chemical substances
STEM_GC11MP-Ia-b-10
STEM_GC11MP-Ia-b-12
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
Measurements 1. the difference
accuracy
2. Significant figures in and precision
calculations 2. different sources of
3. Density measurement errors in
2. (LAB) Determine the density of liquids &
STEM_GC11MT-Ib-14
measurements
solids
STEM_GC11AM-Ic-e-19
uses.
6
. differentiate among atoms, molecules,
STEM_GC11AM-Ic-e-20
STEM_GC11AM-Ic-e-21
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
compound
STEM_GC11AM-Ic-e-24
from formulas
Stoichiometry 1. the mole concept in
1. explain relative atomic mass and average
1. Atomic mass relation to
STEM_GC11S-Ie-25
atomic mass
2. Avogadro’s number Avogadro’s number
3. The mole concept and mass
STEM_GC11S-Ie-27
examples
STEM_GC11S-Ie-28
and compounds
versa
6
. calculate the mass of a given number of
vice versa
4. Percent composition and 2. the relationship of
chemical formulas percent composition
1. calculate the percent composition of a
STEM_GC11PC-If-31
and chemical
compound from its formula
formula
STEM_GC11PC-If-32
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
STEM_GC11PC-If-33
mass
STEM_GC11CR-If-g-34
6
. Types of chemical represent chemical
balance the equations
reactions in aqueous reactions
solutions
5. interpret the meaning of a balanced
STEM_GC11CR-If-g-35
conservation of mass
STEM_GC11CR-If-g-37
STEM_GC11MR-Ig-h-38
reactants and
of reactant needed or amount of product
products in a
formed in terms of moles or mass
chemical reaction
2. Calculate percent yield and theoretical
STEM_GC11MR-Ig-h-39
reagent(s)
STEM_GC11MR-Ig-h-41
reagent is present
STEM_GC11MR-Ig-h-42
chemical reaction
Gases 5. the mathematical
1. define pressure and give the common
STEM_GC11G-Ih-i-43
1. Pressure of a gas relationship between
units of pressure
a. Units of pressure pressure, volume,
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
a. Boyle’s Law a gas
3. use the gas laws to determine pressure,
b. Charles’ Law
volume, or temperature of a gas under STEM_GC11G-Ih-i-45
c. Avogadro’s Law
certain conditions of change
3. Ideal Gas Equation
4. use the ideal gas equation to calculate
gases in a mixture
7. quantitative
and products
gaseous reaction
STEM_GC11KMT-Ij-49
STEM_GC11KMT-Ij-50
gases at the molecular
mass
level
9. (LAB) Demonstrate Graham’s law of
STEM_GC11KMT-Ij-51
effusion in an experiment
Quarter 2 – General Chemistry 1
Electronic Structure of the quantum mechanical illustrate the
reactions at 1. describe the quantum mechanical model
STEM_GC11ES-IIa-b-52
Atoms description of the atom the molecular
level in any of the atom
1. Quantum mechanical and its electronic of the following:
2. describe the electronic structure of atoms
description of the atom structure 1. enzyme
action in terms of main energy levels, sublevels, STEM_GC11ES-IIa-
b-53
2. Schrodinger’s model of the 2. protein
denaturation and orbitals, and relate this to energy
hydrogen atom and wave 3. separation
of 3. use quantum numbers to describe an
functions components
in STEM_GC11ES-IIa-b-54
electron in an atom
3. Main energy levels, sublevels coconut
milk 4. (LAB) Perform exercises on quantum
and orbitals
STEM_GC11ES-IIa-b-55
numbers
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
4. Quantum numbers
electronic configuration
Electronic Structure and the arrangement of
1. explain the periodic recurrence of similar
Periodicity elements in the periodic
properties among elements in the periodic STEM_GC11ESP-IIc-d-6
0
1. The Electron Configuration table and trends in the
table in terms of electronic structure
and the Periodic Table properties of the
2. relate the number of valence electrons of
2. Periodic Variation in Atomic elements in terms of
elements to their group number in the STEM_GC11ESP-IIc-d-6
1
Properties electronic structure
periodic table
a. Atomic Radius and
3. compare the properties of families of
effective nuclear charge;
STEM_GC11ESP-IIc-d-6
2
elements
the shielding effect in
4. predict the properties of individual
many-electron atoms
elements based on their position in the STEM_GC11ESP-IIc-d-6
3
b. Ionic radius
periodic table
c. Ionization energy
5. describe and explain the trends in atomic
d. Electron affinity
STEM_GC11ESP-IIc-d-6
4
STEM_GC11ESP-IIc-d-6 5
STEM_GC11ESP-IIc-d-6 6
electron configuration
1. The stability of noble gases properties
2. Forming ions 2. the properties of ionic
2. state the octet rule STEM_GC11CB-IId-g-6
8
3. Ionic bonding compounds in relation
3. determine the charge of the ions formed
4. Ionic compounds to their structure
by the representative elements and relate
5. Formulas
this to their ionization energy or electron STEM_GC11CB-IId-g-6
9
6
. Structure
affinity, valence electron configuration
7. Properties
and position in the periodic table
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
December 2013 Page 6
of
17
K to 12 BASIC
EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
structure
molecules
Covalent Bonds 1. covalent bond
9. describe covalent bonding in terms of
STEM_GC11CB-IId-g-75
1. Formation of covalent bonds formation in terms of
electron sharing
2. Formulas of molecular atomic properties
10. apply the octet rule in the formation of
STEM_GC11CB-IId-g-76
compounds 2. the properties of
molecular covalent compounds
3. Lewis structure of molecules molecular covalent
11. write the formula of molecular compounds
4. Molecules of elements compounds in
formed by the nonmetallic elements of the STEM_GC11CB-IId-g-77
5. Molecules of compounds relation to their
representative block
6
. Structure and properties of structure
12. draw Lewis structure of molecular
molecular compounds
STEM_GC11CB-IId-g-78
covalent compounds
7. Strength of covalent bonds
13. explain the properties of covalent
8. Electronegativity and bond
molecular compounds in terms of their STEM_GC11CB-IId-g-79
polarity
structure.
9. Geometry of molecules
14. determine the polarity of a bond based on
10. Polarity of compounds
the electronegativities of the atoms STEM_GC11CB-IId-g-80
STEM_GC11CB-IId-g-81
compounds
STEM_GC11CB-IId-g-83
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
Organic compounds the properties of organic
1. The carbon atom compounds and
1. describe the special nature of carbon STEM_GC11OC-IIg-j-84
2. Bonding patterns in polymers in terms of
compounds
3. Properties and reactivities
of common functional
3. describe the bonding in ethane,
groups
ethene(ethylene) and
4. Polymers
ethyne(acetylene) and explain their STEM_GC11OC-IIg-j-86
5. Biomolecules
geometry in terms of hybridization and
STEM_GC11OC-IIg-j-87
groups
functional groups
STEM_GC11OC-IIg-j-89
examples
STEM_GC11OC-IIg-j-90
STEM_GC11OC-IIg-j-91
polymers
STEM_GC11OC-IIg-j-93
STEM_GC11OC-IIg-j-94
STEM_GC11OC-IIg-j-95
their function
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
of models
properties
STEM_GC11OC-IIg-j-98
milk
Third Quarter – General Chemistry 2
Intermolecular Forces and 1. the properties of design a simple
STEM_GC11IMF-IIIa-c-
12. Structure and Properties of
molecular structure and intermolecular
103
Water
forces
13. Types and properties of
6
. describe the difference in structure of STEM_GC11IMF-IIIa-c-
solids
crystalline and amorphous solids 104
14. Crystalline and amorphous
solids
7. describe the different types of crystals
STEM_GC11IMF-IIIa-c-
15. Types of Crystals – ionic,
and their properties: ionic, covalent,
105
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
covalent, molecular,
8. describe the nature of the following
metallic
phase changes in terms of energy
STEM_GC11IMF-IIIa-c-
16
. Phase Changes
change and the increase or decrease in
106
- phase diagrams of water
molecular order: solid-liquid, liquid-
and carbon dioxide
vapor, and solid-vapor
STEM_GC11IMF-IIIa-c-
108
liquids
STEM_GC11IMF-IIIa-c-
109
substance
Physical Properties of properties of solutions,
1. describe the different types of
Solutions solubility, and the
STEM_GC11PP-IIId-f-110
solutions
1. Types of Solutions stoichiometry of
ppm
concentration units
a. percent by mass, by
3. perform stoichiometric calculations for
STEM_GC11PP-IIId-f-112
volume
reactions in solution
b. mole fraction
solubility of a gas
4. Solution stoichiometry
5. Factors affecting Solubility
6
. describe the effect of concentration on
STEM_GC11PP-IIId-f-115
6
. Colligative Properties of
the colligative properties of solutions
Nonelectrolyte and
7. differentiate the colligative properties
electrolyte solutions
of nonelectrolyte solutions and of STEM_GC11PP-IIId-f-116
electrolyte solutions
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
December 2013 Page 10 of
17
K to 12 BASIC EDUCATION
CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
STEM_GC11PP-IIId-f-118
property data
STEM_GC11PP-IIId-f-119
different temperatures
STEM_GC11TC-IIIg-i-122
1. Energy Changes in chemical reactions
chemical reactions
Chemical Reactions:
2. distinguish between exothermic and
STEM_GC11TC-IIIg-i-123
exothermic and
endothermic processes
endothermic processes
3. explain the first law of
STEM_GC11TC-IIIg-i-124
2. First Law of
thermodynamics
Thermodynamics
STEM_GC11TC-IIIg-i-126
- thermochemical equations
a chemical reaction
4. Calorimetry
6
. Calculate the change in enthalpy of a
STEM_GC11TC-IIIg-i-127
5. Standard Enthalpy of
given reaction using Hess Law
Formation and Reaction
7. (LAB) Do exercises on
Hess’ Law
STEM_GC11TC-IIIg-i-128
thermochemical calculations
STEM_GC11TC-IIIg-i-129
neutralization of an acid
Chemical Kinetics 1. The rate of a
1. describe how various factors influence
STEM_GC11CK-IIIi-j-130
1. The Rate of a Reaction reaction and the
the rate of a reaction
2. Factors that influence various factors that
2. write the mathematical relationship
reaction rate influence it
between the rate of a reaction, rate STEM_GC11CK-IIIi-j-131
3. The Rate Law and its 2. the collision theory
constant, and concentration of the
K to 12 Senior High School STEM Specialized Subject – General Chemistry 1 and 2
December 2013 Page 11 of
17
K to 12 BASIC EDUCATION
CURRICULUM
SENIOR HIGH SCHOOL – SCIENCE, TECHNOLOGY, ENGINEERING
AND MATHEMATICS (STEM) SPECIALIZED SUBJECT
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
components
reactants
4. Collision theory
3. differentiate zero, first-, and second-
5. Catalysis
STEM_GC11CK-IIIi-j-132
order reactions
STEM_GC11CK-IIIi-j-133
reaction
first-order reaction
STEM_GC11CK-IIIi-j-135
STEM_GC11CK-IIIi-j-136
of molecular collisions
STEM_GC11CK-IIIi-j-137
STEM_GC11CK-IIIi-j-138
catalysts
STEM_GC11CK-IIIi-j-139
factors on the rate of a reaction
Fourth Quarter – General Chemistry 2
Chemical Thermodynamics spontaneous change, prepare a poster
on a 1. predict the spontaneity of a process based
1. Spontaneous processes entropy, and free energy specific
application of one
STEM_GC11CT-IVa-b-140
on entropy
2. Entropy of the following:
STEM_GC11CT-IVa-b-142
Include in the
poster the thermodynamics and its significance
concepts,
principles, and 4. use Gibbs’ free energy to determine the
chemical
reactions involved,
STEM_GC11CT-IVa-b-143
direction of a reaction
and diagrams of
processes
Chemical Equilibrium Chemical equilibrium and other
relevant
1. The equilibrium condition and Le Chatelier’s
1. describe reversible reactions STEM_GC11CE-IVb-e-144
materials
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
2. Writing the reaction Principle
2. explain chemical equilibrium in terms of
quotient/equilibrium
the reaction rates of the forward and the STEM_GC11CE-IVb-e-145
constant expression
reverse reaction
3. Predicting the direction of a
3. write expressions for the reaction
reaction
STEM_GC11CE-IVb-e-146
quotient/equilibrium constants
4. Significance of the
equilibrium constant
4. explain the significance of the value of the
STEM_GC11CE-IVb-e-147
5. Le Chatelier’s Principle
equilibrium constant.
STEM_GC11CE-IVb-e-149
STEM_GC11CE-IVb-e-150
reactions
or products
b. change in temperature
STEM_GC11CE-IVb-e-152
aqueous solutions
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
ionization constants
5. determine the relative strength of an acid
6
. Relationship between the
or a base, from the value of the ionization STEM_GC11AB-IVf-g-157
ionization constants of acids
constant of a weak acid or base
and their conjugate bases
6
. determine the pH of a solution of weak
STEM_GC11AB-IVf-g-158
7. The Common Ion Effect
acid or weak base
8. Buffer solutions
STEM_GC11AB-IVf-g-16 0
its pH
STEM_GC11AB-IVf-g-16 1
STEM_GC11AB-IVf-g-16 4
STEM_GC11AB-IVf-g-16 5
solubility of a precipitate
STEM_GC11AB-IVf-g-16 6
of a precipitate
STEM_GC11AB-IVf-g-16
9
1. Redox reactions applied to galvanic and
2. Galvanic cells electrolytic cells
2. balance redox reactions using the change
3. Standard reduction
in oxidation number method STEM_GC11AB-IVf-g-170
potentials
4. Spontaneity of redox
3. draw the structure of a galvanic cell and
reactions
label the parts STEM_GC11AB-IVf-g-171
5. Batteries
6
. Corrosion
7. Electrolysis
4. identify the reaction occurring in the
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
STEM_GC11AB-IVf-g-174
STEM_GC11AB-IVf-g-175
STEM_GC11AB-IVf-g-177
STEM_GC11AB-IVf-g-178
STEM_GC11AB-IVf-g-179
electric current
c. fuel cells
corrosion STEM_GC11AB-IVf-g-181
electrolysis STEM_GC11AB-IVf-g-182
PERFORMANCE
CONTENT CONTENT STANDARD
LEARNING COMPETENCIES CODE
STANDARD
STEM_GC11AB-IVf-g-184
conclusion
Sample: STEM_GC11AB-IVf-g-183
Gases G
Uppercase Domain/Content/ Acid-Base Equilibria and Salt
Dalton’s Law of partial pressures DL
Letter/s Component/ Topic Equilibria
Gas stoichiometry GS
Organic compounds OC
*Put a hyphen (-) in
between letters to
Week Weeks six to seven
f-g Intermolecular Forces and Liquids and Solids MF
indicate more than a
Chemical Kinetics CK
describe the reactions in
Arabic Number Competency some commercial electrolytic
183 Chemical Thermodynamics CT
processes
Chemical Equilibrium CE
Important Keywords
Performance Standards
Motivation Application of the Particulate State of Matter 15
The learners shall be able to:
through Syringe Test
1. Make a representation of the particulate nature of the three
Instruction Matter and its Properties 6
0
phases of matter;
2. Discuss the difference between:
Enrichment Demonstration on the Visualization of Matter 30
a. Pure substances and mixtures
Resources
b. Intensive or extensive; and
(1)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York: McGraw-Hill.
4. Perform simple separation procedures.
Learning Competencies
At the end of the lesson, the learners: 6
.
Differentiate between pure substances and mixtures
1. Recognize that substances are made of smaller particles
(STEM_GGC11-MP-Ia-b-6
);
(STEM_GGC11-MP-Ia-b-1); 7.
Differentiate between elements and compounds
2. Describe and make a representation of the arrangements,
(STEM_GGC11-MP-Ia-b-7);
relative spacing, and relative motion of the particles in the three 8.
Differentiate between homogenous and heterogeneous
phases of matter (STEM_GGC11-MP-Ia-b-2);
mixtures (STEM_GGC11-MP-Ia-b-8);
3. Distinguish between physical and chemical properties and give 9.
Recognize the formula of common chemical substances
examples (STEM_GGC11-MP-Ia-b-3);
(STEM_GGC11-MP-Ia-b-9);
4. Distinguish between extensive and intensive properties and give 10.
Describe separation techniques for mixtures and compounds
examples (STEM_GGC11-MP-Ia-b-4);
(STEM_GGC11-MP-Ia-b-10); and
5. Use properties of matter to identify substances and to separate 11.
Compare consumer products on the basis of their components
them (STEM_GGC11-MP-Ia-b-5);
for use, safety, quality, and cost (STEM_GGC11-MP-Ia-b-11).
1
INTRODUCTION (5 minutes)
Teacher Tip
1. Introduce the learning objectives by using the suggested protocol (Read-aloud):
Display the objectives prominently on the
Teacher Tip
2. Present the keywords for the concepts to be learned:
this list.
d. Distillation
e. Elements
Another approach is to write these keywords
f. Extensive properties
in meta cards of different colors.
g. Filtration
h. Gas
i. Heterogeneous mixtures
j. Homogeneous mixtures
k. Intensive properties
l. Ions
m. Liquid
n. Magnetic separation
o. Mixtures
p. Molecules
q. Physical properties
r. Pure substances
s. Solid
2
MOTIVATION (15 minutes)
Teacher Tip
1. Present two 6
0-mL plastic syringes with the needle removed and replaced by a
seal. One syringe This demonstration is meant to make them
Teacher Tip
paper.
Answer for Number 1
molecules.
3
3. Construct the following block diagram and make them fill it up using the
keywords listed in the Answer for Number 3
board.
The block diagram can be presented through
or on manila paper.
4. For the bottom layer of boxes, ask them to illustrate how the particles are
distributed or arranged
in each state of matter using circles.
5. Ask them to answer the following questions:
Answer for Number 5
a. How separated are the particles in each state of matter?
• Solid: closely packed; restricted motion
b. How free are the particles to move in each state of matter?
• Liquid: far apart; free movement
movement
6
. Ask them to classify the following substances according to the three states of
matter:
a. Iron nail
Answer for Number 6
b. Sugar
a. Solid
c. Syrup
b. Solid
c. Liquid
d. Air
d. Gas
e. Ice
e. Solid
f. Alcohol
f. Liquid
4
7. Construct the following block diagram and make them fill it up using the
keywords listed in the Answer for Number 7
board.
The block diagram can be presented through
or on manila paper.
properties.
c. Chemical property
c. Rusting
d. Chemical property
d. Digestion
5
10. Ask them to classify the following examples as intensive or extensive
properties: Answer for Number 10
a. Boiling point
a. Intensive property
b. Extensive property
b. Weight
c. Extensive property
c. Volume
d. Intensive property
d. Density
or on manila paper.
cluster).
several components.
b. Pure substance
a. Table sugar
c. Mixture
b. Table salt
d. Mixture
e. Pure substance
c. Iodized salt
f. Mixture
d. Brown sugar
g. Pure substance
h. Mixture
e. Distilled water
f. Soft drinks
g. Oxygen gas (in tank)
h. Human breath
Chemistry).
15. Ask them to answer the question: What is the difference between homogeneous and
heterogeneous mixtures?
Answer for Number 15
Chemistry).
7
16
. Present the following mixtures (or pictures of these mixtures), and ask them
the question: Which of Answer for Number 16
the following are homogeneous mixtures? Which are heterogeneous mixtures?
a. Homogeneous mixture
b. Heterogeneous mixture
a. Rubbing alcohol
c. Heterogeneous mixture
b. Mixture of water and oil
d. Homogeneous mixture
e. Homogeneous mixture
c. Mixture of salt and pepper
d. Carbonated soft drink
e. Human breath
or on manila paper.
decantation; sublimation.
homogeneous mixture
mixture
19. Ask them to answer the question: When can each method be used in separating the
components
on gravity
8
ENRICHMENT (30 minutes)
Teacher Tip
1. Present a demonstration for the visualization of matter. This will reinforce the
concept on the This activity can be done at the end of the
differences between pure substances, mixtures, elements, and compounds. See
attached sheet. lecture session.
Teacher Tip
1. Make them do an activity wherein they will apply the visualization of matter to
classify pure
laboratory session.
pure substances or mixtures; elements or compounds; and homogeneous or
heterogeneous
mixture.
EVALUATION
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS
NEEDS IMPROVEMENT NOT VISIBLE
The learner classified six or more The learner classified four to five
The learner classified less than The learner did not do the
substances in Part 1 correctly, and substances in Part 1 correctly, and
four substances in Part 1 correctly, assigned tasks.
ten or more substances in their six to nine substances in their list
and less than five substances in
list in Part 2. for Part 2.
their list for Part 2.
9
VISUALIZATION AND CLASSIFICATION OF MATTER
Introduction
In this activity, physical models, such as balls or beads, will be used to
illustrate that matter is made up of particles. A ball or a bead will
represent an atom of an element, and a combination of balls or bead will represent
a compound. A collection of single balls and/or combined
balls will be used to show the difference between pure substances and mixtures.
This activity was adapted from Chemistry with Charisma, published by Terrific
Science Press.
Materials
a. A set of balls or beads of two or more colors
b. Zip lock bags
Procedure
1. Assemble the following sets of balls and place them in 4. Ask
them the following questions:
unlabelled zip lock bags. a.
Are the balls the same or different?
b.
Do the balls represent a pure substance of a mixture?
c.
Do the balls represent an element or a compound?
5.
Repeat Step 3 with the mixture set.
6
.
Repeat Step 3 with the compound set.
7.
Repeat Step 3 with the diatomic set. Highlight and discuss the
will be assigned a letter (e.g. A for the white, B for the black,
2. Show the bags to the learners and tell them that their task is to and
C for another color).
find out if the bag contains a pure substance or a mixture. If the 9. Ask
them for a possible formula for:
content is a pure substance, they have to determine if it is a a.
the monoatomic element (Answer: A)
monoatomic element, a diatomic element, or a compound. b.
the diatomic element (Answer: A2)
3. Show them the bag with monoatomic elements, and ask them if c.
the compound (Answer: AB)
it is a pure substance or a mixture. Take out the contents from
the bag one by one, and show them to the learners.
10
LEARNER WORKSHEET
PURE SUBSTANCE or ELEMENT(S) or FORMULA FOR EACH
BAG LABEL
MIXTURE COMPOUND(S) SUBSTANCE IN THE BAG
11
LEARNER’S ACTIVITY: TEACHER’S GUIDE
Introduction
In this activity, physical models, such as balls or beads, will be used to
illustrate that matter is made up of particles. A ball or a bead will
represent an atom of an element, and a combination of balls or bead will represent
a compound. A collection of single balls and/or combined
balls will be used to show the difference between pure substances and mixtures.
This activity was adapted from Chemistry with Charisma, published by Terrific
Science Press.
Materials
• A set of balls or beads of two or more colors
• Zip lock bags
Procedure
1. Assemble the following sets of balls and place them in zip lock 2.
Distribute the set of bags and ask the learners to fill up the
bags labeled only with the letters.
provided worksheet (see below) using the bags labeled A to H.
3. Ask
them to compare their results.
4. For
the bags containing models of compounds, ask them to
12
LEARNER’S ACTIVITY: LEARNER WORKSHEET:
VISUALIZATION AND CLASSIFICATION OF MATTER
Introduction
In this activity, physical models, such as balls or beads, will be used to
illustrate that matter is made up of particles. A ball or a bead will
represent an atom of an element, and a combination of balls or bead will represent
a compound. A collection of single balls and/or combined
balls will be used to show the difference between pure substances and mixtures.
This activity was adapted from Chemistry with Charisma,
published by Terrific Science Press.
Materials
1. A set of balls or beads of two or more colors
2. Zip lock bags
Procedure
1. Obtain a set of bags with physical models of the particles of different
substances from your teacher.
2. Examine the particles in each bag and classify them as pure substances or
mixtures, monoatomic elements, or diatomic elements. Fill up
the worksheet provided below using the bags labeled A to H.
3. For the bags with models of compounds, write the formula of the compound
represented by the model.
IN THE BAG
H
13
General Chemistry 1
120 MINS
Motivation Inquiry 5
Performance Standard
The learners shall be able to
Instruction Experiment 90
1. Perform simple separation procedures.
Enrichment Discussion of Alternative Procedures for 15
the Separation
Learning Competency
Resources
(1)
Separation of a mixture [PDF file]. Retrieved from Princeton High
Chem%201/Labs/C2-SepMixtureLab.pdf
(2)
Solar still challenge [PDF file]. Retrieved from American Chemical
iyc2011/global-water-experiment-purification.pdf
14
INTRODUCTION (10 minutes)
Teacher Tip
1. This introduction can serve as a pre-laboratory discussion prior to the
experiment proper. A laboratory experiment sheet has to be prepared
Teacher Tip
MOTIVATION (5 minutes)
This could be given as an assignment before the
1. Ask them how table salt is obtained from seawater.
carried out.
Teacher Tip
INSTRUCTION (90 minutes)
Low-cost (or zero-cost materials) can be used in
1. Provide each group with a prepared mixture of salt, sand, and iron filings.
place of the materials described in the experiment
sheet:
2. Ask them to follow the procedure in the experiment sheet.
the vial.
a beaker.
procedure.
If desired, the experiment can be performed as a
15
ENRICHMENT (15 minutes)
Teacher Tip
1. In the post-laboratory discussion, ask them what properties of the components
were used to The volatile nature of naphthalene enabled its
water.
2. They could be provided with a worksheet that they have to fill up, which could
include some b. Sodium chloride dissolves in water, but not in
questions.
alcohol.
water.
EVALUATION
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS
NEEDS IMPROVEMENT NOT VISIBLE
16
SEPARATION OF THE COMPONENTS IN A MIXTURE
Introduction
Several components, which retain their identity and characteristic properties, are
present in a mixture. No chemical reactions occur between
the components of a mixture. Many of the materials surrounding us are mixtures,
such as soil, cement, soft drinks, and pharmaceuticals. In this
experiment, the components of a mixture will be separated from each other. The
techniques applied for this separation does not involve a
chemical reaction, so that the isolated components will retain their identity.
Materials
1. A mixture containing the following: 4.
Funnel
a. Sodium chloride, NaCl 5.
Watch glass
b. Naphthalene 6
.
Masking tape
c. Silicon dioxide, SiO2 (sand) 7.
Evaporating dish
2. Digital balance 8.
Filter paper
3. Beaker 9.
Hot plate
Procedure
1. Weigh 0.50 to 0.6
0 g of the mixture on the digital balance.
2. Place the mixture on an evaporating dish and cover it with the pre-weighed watch
glass.
3. Seal the sides with masking tape.
4. Place a moist tissue paper over the watch glass, and gently heat the evaporating
dish until white vapors are emitted.
5. Cool the setup and carefully remove the watch glass. Describe the solid adhering
to the watch glass.
6
. Pour distilled water into the mixture remaining in the evaporating dish and stir
it carefully.
7. Filter the mixture and collect the filtrate in the pre-weighed beaker. Wash the
residual solid in the filter paper with a small amount of water,
combining the washing with the filtrate.
8. Gently heat to evaporate the water in the filtrate.
9. Cool the beaker. Describe the solid remaining in it
10. Dry the filter paper with the sand in an oven at 100oC. Describe the solid
remaining in the filter paper.
17
Treatment of Results
1. Record the description of the substances isolated in the experiment. Tabulate
your data below:
DESCRIPTION
2. Knowing the substances present in the mixture, identify the isolated solids.
IDENTITY
3. Devise another procedure to separate the components of the mixture used in the
experiment.
18
General Chemistry 1
6
0 MINS
Lesson 3: Measurements
Content Standard
The learners demonstrate an understanding of measurement and the
Lesson Outline
difference between accuracy and precision.
Instruction Demonstration 30
Materials
Resources
At the end of the lesson, the learners:
(1)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
1. Explain the need for measurements;
McGraw-Hill.
2. Describe how to carry out measurements of length, mass, and volume; and
3. Dfferentiate between precision and accuracy (STEM_GC11MT-Ib-13).
19
INTRODUCTION (3 minutes)
Teacher Tip
1. Introduce the following learning objectives using the suggested protocol (Read-
aloud): The lesson is essentially a review of some concepts
Teacher Tip
2. Present the keywords for the concepts to be learned:
List these keywords on the board or through
a. Measurements
PowerPoint slides. Alternatively, you can write
MOTIVATION (7 minutes)
Teacher Tip
1. Present to two plastic bottles containing different amounts of water, and ask
the learners to Alternatively, a small and a big ball of the same
describe and differentiate the two objects. Make them realize the need to use a
number (the color and material can be used. Another option is
volume of the water content or the weight of the bottles and their contents) to
describe the to use a small and a long plastic ruler.
objects more clearly and to differentiate them.
Sample Responses
2. Make them realize the need for a quantitative or a numerical description of some
properties of a. Measuring the ingredients during cooking (or
matter, and how this is applied in their daily lives. Ask them to cite some
situations in daily life baking)
where a measurement is important.
b. Measuring the weight of salt being purchased
science.
PROPERTY SI Units
Teacher Tip
Length
The table can be presented through PowerPoint
high school.
Time
Temperature
PROPERTY SI Units
Length
7. Ask them to cite some examples where these units of measurements are used in
real life.
Mass
Sample responses:
Volume
• Length – in measuring the height of a person; distances; the size of cloths
Time
• Mass – in measuring the weight of a person; the amount of salt or sugar
being bought
Temperature
• Volume – in measuring the amount of a liquid (e.g. soft drinks)
• Time – in measuring the duration of an event (e.g. to run through a
distance) In case they fail to recall the correct units of
measurement, a short discussion might be
• Temperature – in measuring the body temperature of a person or of the
atmosphere. necessary. Also, refer them to read Chapter 1 of
Chemistry).
8. Ask them to group into pairs. Tell them to measure the length, width, and
thickness of a
book, and record their results on the following table (to be shown on the
board).
21
MEASUREMENTS TRIAL 1 TRIAL 2
TRIAL 3
Length
Mass
Volume
Teacher Tip
Time
The correct results will include two decimal units.
Temperature
The concept of significant figures has been
Chemistry).
10. Explain that based on the calibration of the ruler, the measurement is certain
until the first Let them examine the ruler they used.
decimal unit and that the result can include one insignificant or uncertain
figure.
(or Statistics).
a. Are the results of each measurement (length, width or thickness) close to
each other?
b. Were the measurements accurate or precise?
12. Write the actual length, width, and thickness of the book on the board, and ask
them to
compare their results with this value.
22
Ask them to answer the following questions:
Answer Key
It is likely that:
a. Are the results of each measurement (length, width, or thickness) close to
the true value?
14. Evaluating the accuracy of a measurement will require the true value. However,
the true value
for the dimensions of the book is not available. Point out that if twenty or
more
measurements were done, the mean value can be taken as the true value. This is
an
assumption in statistics.
15. Draw the following dot plots on the board, and explain that each dot is the
result of a
measurement whose value is indicated in the horizontal (or x-) axis. Tell them
that the plot Teacher Tip
presents the results of six measurements of the weight of a pebble whose true
weight is 8.0 g. The dot plot can be drawn on a manila paper
slide.
imprecise.
Answer Key
Teacher Tip
EVALUATION (5 minutes)
1. Assign them to read the labels of some canned or bottled goods in the kitchen,
and report
the mass or volume of the contents.
2. Let them classify the following measurement data as high precision or low
precision:
a. Volume of a liquid: 11.0 cm3, 11.3 cm3, 10.9 cm3, 11.1 cm3
b. Mass of a solid: 25.0 g, 23.0 g, 20.0 g, 28.0 g
24
General Chemistry 1
120 MINS
Graph
At the end of the lesson, the learners:
Evaluation Report
1. determine the density of a liquid (STEM_GC11MT-Ib-14).
Materials
Simple
laboratory glassware or low-cost alternatives
Resources
(1)
Laboratory experiment in Annex 1
25
Teacher Tip
INTRODUCTION (5 minutes)
A laboratory experiment sheet has to be prepared
1. State the objective of the experiment that the learners will be performing.
and distributed to the learners. The experiment
2. Ask them to recall the definition of density and the formula for calculating it.
found in the Annex makes use of low-cost
3. Review the methods for measuring weight and volume.
materials.
concentration of a solution.
MOTIVATION (5 minutes)
1. Point out some application of density data in industry.
Introduction
Density is an important property of matter. It expresses the weight of a unit
volume of a substance, is used to characterize substances, and can
provide a means for the identification of a solid, a liquid, or a gas.
Materials
1. NaCl solution, in 5%, 10%, 15%, and 20% concentrations
2. Digital balance
3. Syringe, 1 mL
4. Plastic mini tray
Procedure
1. Place the plastic mini tray on the stage of the digital balance and measure its
weight.
2. Measure 1 mL of the test solution into the syringe, making sure that no air
bubbles are trapped.
3. Slowly transfer the liquid in the syringe onto the mini tray. Measure the weight
of the tray with the solution in it.
4. Repeat Steps 1 to 3 to provide a duplicate measurement. This will be used to
check the repeatability of the results.
5. Repeat the whole procedure using 2 mL and 3 mL of the solution.
27
Treatment of results
1. Record the weight of the mini tray at the beginning of the experiment. Record
the weight after each addition of 1 mL, 2 mL, and 3 mL of
the sample solution.
MEASUREMENTS TRIAL 1
TRIAL 2
2. From the data above, calculate the weight of each of the different volumes that
you have added to the plastic mini tray by subtracting the
weight before the addition from the weight after the addition. Calculate the
average value of the measured weights.
MEASUREMENTS TRIAL 1
TRIAL 2
Weight of 1 mL solution
Weight of 2 mL solution
Weight of 3 mL solution
28
3. From the data in the previous table, calculate the density of the solution.
Calculate the average value of the density.
MEASUREMENTS
DENSITY OF SOLUTION
Based on 1 mL solution
Based on 2 mL solution
Based on 3 mL solution
AVERAGE
4. Obtain the results from the other groups who used different concentrations of
the solution. Tabulate the density of the various solutions
studied.
CONCENTRATION 5% 10%
15% 20%%
Density, g/mL
5. Plot the concentration of the solution (in the x-axis) against its density (in
the y-axis). Infer how the density varies based on the concentration
of the solution.
29
General Chemistry 1
16
0 MINS
Important Keywords
Performance Standards
Motivation The Particles that Make Up an Atom 5
The learners shall be able to:
Materials
At the end of the lesson, the learners:
Projector, Computer, Flip charts
1. Explain how the basic laws of matter (Law of Conservation of
Resources
Mass, Law of Constant Composition, and Law of Multiple
(1)
Chang, R. & Goldsby, K. (2016
). Chemistry (12th ed.). New York:
Proportion) led to the formulation of Dalton’s Atomic Theory
McGraw-Hill.
(STEM_GC11AM-Ic-e-15);
2. Describe Dalton’s Atomic Theory (STEM_GC11AM-Ic-e-16
);
3. Differentiate among atomic number, mass number, and
isotopes, and which of these distinguishes one element from 7.
Represent compounds using chemical formulas, structural
another (STEM_GC11AM-Ic-e-17);
formulas, and models (STEM_GC11AM-Ic-e-21);
4. Write isotopic symbols (STEM_GC11AM-Ic-e-18); 8. Give
the similarities and differences between the empirical
5. Recognize common isotopes and their uses (STEM_GC11AM- formula
and molecular formula of a compound
Ic-e-19);
(STEM_GC11AM-Ic-e-22); and
6
. Differentiate among atoms, molecules, ions, and give examples 9. Name
compounds given their formula and write formulas given
(STEM_GC11AM-Ic-e-20); the
name of the compound (STEM_GC11AM-Ic-e-23).
30
Teacher Tip
INTRODUCTION (5 minutes)
Display the objectives prominently on the board,
1. Introduce the following learning objectives using the suggested protocol (Read-
aloud):
b. I will be able to discuss how Dalton’s Atomic Theory could explain the basic
laws of
chemical changes
c. I will be able to give the information provided by the atomic number and mass
number of
an atom and its isotopes
d. I will be able to differentiate atoms, molecules, and ions
e. I will be able to write the chemical formula of some molecules
f. I will be able to differentiate a molecular formula and an empirical
formula
g. I will be able to give the name of a compound, given its chemical formula
Teacher Tip
2. Present the keywords for the concepts to be learned:
on this list.
b. Law of Definite Proportion
c. Law of Multiple Proportion
d. Dalton’s Atomic Theory
e. Atomic number
f. Mass number
g. Isotope
h. Atom
i. Molecule
j. Ion
k. Chemical formula
l. Molecular formula
m. Empirical formula
31
Teacher Tip
MOTIVATION (5 minutes)
The law might have been presented in the Science
1. Call one of the learners to the front and give him/her a piece of paper. Ask
him/her to cut the
2. Ask him/her the question: Can you go on cutting the paper into half?
3. Tell him/her that though the cutting can go on and on mentally, there is a
physical limit to this
process. It is impossible to cut the paper into half forever. There is a limit –
a point where the
piece can no longer be divided.
4. Highlight that the limit is an indivisible piece, which was called by the Greek
philosopher
Democritus as the atom.
5. However, beginning in the late 1800s, experiments have indicated that atoms are
made up of
smaller particles.
6
. Ask them the question: What are these particles that make up the atom?
7. Point out that the science of chemistry is based on the concept of the atom and
molecules.
Knowledge of the atoms and molecules in the environment and in biological
systems has
provided an understanding of the changes occurring in them. It has also allowed
the
prediction of their behavior and the solution to any problem observed in their
behavior.
32
He weighed the system, and then subjected it to high temperature. During the
heating, the red Teacher Tip
solid turned into a silvery liquid. This observation indicated that a chemical
reaction took place. The law might have been presented in the Science
Illustrate an application of this law through the following problems. Ask them to
solve the
problems in their seats, and ask one learner to write his/her solution on the
board:
a. How many grams of water will be formed if 1.00 g hydrogen gas reacts with
8.00 g
oxygen? The reaction can be represented by the following word equation:
b. 5.58 g iron reacted with 3.21 g sulfur. How many grams of iron (II) sulfide
were produced?
The reaction involved was:
When 2.43 g magnesium was burned, 4.03 g magnesium oxide was produced. How
many
grams of oxygen reacted with the magnesium?
33
How many grams of nitrogen combined with 50.0 g hydrogen is needed to yield
283.3 g Teacher Tip
ammonia?
The law might have been presented in the Science
5. Illustrate the application of this law using the previous example of magnesium
reacting with
oxygen:
a. Describe an experiment wherein different amounts of magnesium powder are
heated
in air.
b. Magnesium burns brightly in air and reacts with oxygen. During the
reaction, the gray
powder turns into a white substance. The reaction causes the weight of
the solid to
increase.
c. The following data were collected:
WEIGHT OF RATIO
OF MASS Magnesium Product Oxygen Ratio
WEIGHTS OF WEIGHT OF OXYGEN OF
OXYGEN TO 3.00 7.56
4.56
1.52
MAGNESIUM PRODUCT COMBINED WITH MASS
OF
MAGNESIUM
MAGNESIUM 5.00 12.6
0 7.6
0 1.52
Mass
Volume
Time
Temperature
34
d. Ask them to complete the third column by applying the Law of Conservation
of Mass.
e. Ask them to fill up the fourth column by dividing the mass of oxygen
(third column) by
the mass of the magnesium (first column).
Solution:
sulfur.
2. 139 g
Solution:
7. Present the Law of Multiple Proportions: If two elements can combine to form
more than
one compound, the masses of one element that will combine with a fixed mass of
the other
element are in a ratio of small whole numbers.
8. Illustrate the application of this law using the example of carbon which reacts
with oxygen to The law might have been presented in the Science
form carbon monoxide and carbon dioxide.
course in junior high school. In this case, ask a
of actual substances.
9. Remind them that laws are derived from experimental results. A theory is
formulated to
provide an explanation to the laws.
35
Dalton’s Atomic Theory, proposed by John Dalton, can be used to explain the laws of
chemical Teacher Tip
change. This theory is based on the following set of postulates:
Draw atoms to clarify each postulate, particularly
Postulates 2, 3, and 4.
1. Elements are made up of very small particles known as atoms.
2. All the atoms of an element are identical in mass and size, and are different
from the atoms Drawing the Dalton symbols for the element will
•
Oxygen Hydrogen Carbon Nitrogen Sulfur
Phosphorus
3. Compounds are composed of atoms of more than one element, combined in definite
ratios
with whole number values.
+""""2
Carbon Oxygen Carbon
dioxide
a. Postulate 4
a. Law of Conservation of Mass
b. Postulate 3
b. Law of Definite Proportion
6
. Remind them that during the time of Dalton, the atom was believed to be the
smallest
particle comprising substances. However, before the end of the 19th century,
experiments
provided proof of the existence of smaller particles within the atom.
36
7. Ask them to recall the particles contained in an atom (or the subatomic
particles) and Teacher Tip
differentiate the particles in terms of location, charge, and relative mass by
filling up the This has been presented in the Science course in
RELATIVE
MASS
PROTON Nucleus +1 1
Outside
ELECTRON -1 0.0006
nucleus
NEUTRON Nucleus 0 1
Ask them to recall the information about the composition of an atom provided by
the
following:
As enrichment, assign them to read and make a
14 28 14 14 14
14 28
8 7 8 8 9
8
9
11 23 11 11 12
11
12
24 52 24 24 28
52 24
19 39 19 19 20
19
20
37
9. Introduce the concept of isotopes – atoms of an element having the same atomic
number Teacher Tip
but different mass number. The existence of isotopes was shown by mass
spectroscopy For better understanding of the concept of
afterwards:
Atomic Number 1 1 1
1 1 1
Number
Number of protons
Mass
Number of electrons
1 2 3
number
Number of neutrons
Number of
1 1 0
protons
The common hydrogen atom is protium, while deuterium is found in heavy water.
Number of
1 1 1
electrons
Ask them to recall the difference between the following particles:
Number of
a. Atom
1 1 2
neutrons
b. Molecule
c. Ion
38
Let them complete the following concept map showing the relationship of these
particles: Assign them to find information from the internet
Gain of Loss of
Answer Key:
electrons electrons
? ?
electrons electrons
Call five or more learners to write some elements and their names and symbol on
the board. CATIONS ANIONS
Let them complete the following concept map showing the relationship of these
particles: An alternative diagram could be:
Ions can be made up of only one atom (monoatomic) or more than one type of atom
(polyatomic).
39
12. Monoatomic ions are named based on the element.
Teacher Tip
c. K+ – potassium ion
b. Mg2+
d. Fe2+ – ferrous ion or iron (II) ion
c. K+
e. Fe3+ – ferric ion or iron(III) ion
d. Fe2+
Answers for Number 14
e. Fe3+
a. Br- – bromide ion
a. Br-
Teacher Tip
b. S2-
Provide them with a list of the common anions,
Several anions are polyatomic and are named based on the atomic constituents and
the
suffix – ide.
40
16
. 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.
a. NO3- – nitrate ion
b. NO2- – nitrite ion
c. SO32- – sulfite ion
d. SO42- – sulfate ion
e. PO43- – phosphate ion
17. Some anions have common names ending with the suffix –ate.
a. C2H3O2- – acetate ion
b. C2O42- – oxalate ion
Teacher Tip
a. O2 – oxygen gas
b. H2O – water
c. NaOH – sodium hydroxide (liquid Sosa)
d. HCl – hydrochloric acid (muriatic acid)
41
b. Empirical formula – gives the composition of the molecule, in terms of the
smallest ratio
of the number of atoms present. Examples are the following:
i. CH2O
ii. NaCO2
a. Ionic compounds – made up of a cation and an anion. They are named by giving
the
name of the cation first, followed by the name of the anion. Ask them to name
the
following compounds:
i. NaI
ii. MgCl2
iii. FeS
iv. K2O
20. After they have learned how to name binary compounds, discuss the rules for
naming
ternary compounds – made up of three elements. The naming of ternary compounds
follows the same rule as that of the binary ionic compound: the name of the
cation is given
first, followed by the name of the anion.
42
Answers for Number 20
ii. BaCrO4
iii. K2SO4
43
Answers for Number 22
Ask them to write the formula of the following compounds, given the name of the
compound:
i. Silver nitrate
ii. Potassium iodide
iii. Nitrogen dioxide
iv. Barium chloride
v. Hydrobromic acid
Teacher Tip
2. When 24.3 g magnesium reacts completely with 16
.0 g oxygen, exactly 40.3 g
magnesium
oxide is formed. Which of the following laws is illustrated by this observation?
A. Law of Definite Proportion C. Law of Conservation of Mass
B. Law of Multiple Proportion D. Law of Conservation of Energy
44
3. Which of the following statements is consistent with Dalton’s Atomic Theory?
A. The atoms of element A are identical with the atoms of another element D.
B. The atoms of element A have the same mass as the atoms of another element D.
C. The atoms of element A are different from the atoms of another element D.
D. The atoms of element A have the same properties as the atoms of another
element D.
6
. In which of the following quantities will two isotopes of an element have
different values?
A. Atomic number C. Number of protons
B. Mass number D. Number of electrons
7. Which of the following information on the number of protons (p), electrons (e)
and neutrons
(n) is correct for 92 U238?
A. 92 p, 92 n, 92 e C. 238 p, 146
n, 238 e
B. 92 p, 146
n, 92 e D. 146
p, 82 n, 92 e
8. What is the mass number of an atom which has 11 protons, 11 electrons, and 12
neutrons?
A. 11 C. 22
B. 12 D. 23
45
9. Which of the following data is correct for the Mg2+ ion (atomic number = 12)?
A. 12 protons and 13 electrons C. 14 protons and 12 electrons
B. 12 protons and 10 electrons D. 12 protons and 14 electron
11. Which of the following takes place when a monovalent cation is formed from an
atom?
A. One electron is gained. C. Two electrons are gained.
B. One electron is lost. D. Two electrons are shared.
13. Which of the following is the correct formula of copper (II) nitrate?
A. CuNO3 C. Cu(NO3)2
B. Cu2NO3 D. Cu2(NO3)2
46
General Chemistry 1
90 MINS
Introduction Review 15
Content Standard
The learners demonstrate an understanding of the formula and the name of
Motivation Names and Formulas of Compounds 5
compounds.
Practice
Activity 70
Performance Standard
Enrichment Discussion of Answers
The learners shall be able to:
Materials
1. Write the formula and give the name of simple compounds. Exercise
sheets
Learning Competency
Resources
(1)
Chang, R. & Goldsby, K. (2016
). Chemistry (12th ed.). New York:
At the end of the lesson, the learners:
McGraw-Hill.
1. Write the chemical formulas of ionic compounds and name ionic
compounds from their formulas (STEM_GC11AM-Ic-e-24).
47
Teacher Tip
name.
Teacher Tip
MOTIVATION (5 minutes)
The exercise worksheet given in Annex 1 could be
1. Point out that the names and formulas of compounds will be needed in the
succeeding adopted or revised.
lessons, particularly in writing chemical equations.
EVALUATION
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS
NEEDS IMPROVEMENT NOT VISIBLE
The learner answered more than The learner answered 70% to 89% The
learner answered less than The learner did not answer any
90% of the items correctly. of the items correctly. 70% of
the items correctly. item correctly.
48
FORMULA WRITING AND NAMING OF COMPOUNDS
Na+ KCl
Ca2+ Ba(NO3)2
Fe3+ Na2O
Ba2+ Al(OH)3
Cl-
NO3-
phosphate ion
OH-
chromate ion
C2O42-
permanganate ion
49
Section 3: Writing formulas from chemical names Section 4:
Chemical names from formulas
Write the formula of the ions expected from the following Write the
chemical name of the ions expected from the following
compounds. compounds.
POSITIVE NEGATIVE
POSITIVE NEGATIVE
COMPOUND FORMULA FORMULA
NAME
ION ION
ION ION
Calcium ZnCl2
sulfate
K3PO4
Potassium
Cu(NO3)2
chloride
Na2CrO4
Tin (IV) oxide
Ni(OH)2
Lead iodide BaO
Bismuth (NH4)2C2O4
nitrate
Sodium
carbonate
Strontium
chromate
50
Section 5: Binary covalent compounds Section 6
:
Acids and bases
Complete the table below by filling up the missing formula or Complete the
table below by filling up the missing formula or
chemical name. chemical name.
NO2
hydroiodic acid
phosphorus trichloride
potassium hydroxide
SbBr5 H2S
sulfur tetraiodide
perchloric acid
P2O5 H3PO4
silicon dioxide
nickel(II) hydroxide
nitrogen trifluoride
sulfuric acid
CI4 HNO2
Mg(OH)2
carbonic acid
51
General Chemistry 1
6
0 MINS
Lesson Outline
The learners demonstrate an understanding of the mole concept in relation to
Avogadro’s number and mass.
Introduction Communicating Learning Objectives 5
Performance Standards
Motivation Activity: Counting by Weighing 10
The learners shall be able to design, using multimedia, demonstrations, or
Learning Competency
Resources
(1)
Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York:
At the end of the lesson, the learners:
McGraw-Hill.
1. Explain relative atomic mass and average atomic mass (STEM_GC11S- (2)
Chang, R. &Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
Ie-25).
McGraw-Hill.
(3)
Isotopes and atomic mass [Simulation]. Retrieved from Phet Interactive
52
INTRODUCTION (5 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim,
Own Words, or Read-aloud):
a. Define atomic mass unit
b. Calculate the average atomic mass of elements
c. Determine the average molecular mass of molecules
d. Determine the average formula mass of ionic compounds
2. Present the keywords for the concepts to be learned:
a. Atomic mass unit (amu)
b. Average atomic mass
c. Molecular mass
d. Formula mass
e. Avogadro’s number
f. Mole
neutrons.)
b. Give examples of isotopes.
b. Here are some examples of isotopes:
c. What is the similarity between Mg-24 and Mg-25? What is their difference?
i. U-235 and U-238
has 13 neutrons.
1. Ask the learners if they can count objects by weighing them. Present to them
this situation:
Ms. Lilia sells shelled peanuts in a store. But she meets customers asking for
150 peanuts,
another for 750 peanuts, and another for 2,000 peanuts. Obviously, it will take
Ms. Lilia a very
long time to count the peanuts. What would be another way to count them?
53
Ms. Lilia takes 20 peanuts and weighs them. She finds out that 20 peanuts weigh 32
g. How Teacher Tip
much then will each peanut weigh?
Display the question clearly. Present the problem
to the class.
will have the same mass of 1.6 g. They are not all
beans, etc.
54
INSTRUCTION (35 minutes)
Teacher Tip
Filipino.
Relate the exercise on counting peanuts by weighing to counting atoms. Ask them if
it is possible
to use the same procedure to count atoms. Why or why not?
Briefly, relative, when used as an adjective, means
Additional information:
Answer key
a silicon atom is twice the mass of a nitrogen atom. It is
6
.410 x 12 amu = 76
.92 amu
possible to make a relative scale if one atom is chosen as the
reference or standard atom against which the masses of the
other atoms are measured.
By international agreement, the reference atom chosen is the C-12 isotope which
contains six
protons and six neutrons. By definition, one atom of C-12 has a mass of exactly 12
atomic mass
units (amu). One amu, therefore, is one-twelfth (1/12) the mass of a C-12 atom.
The atomic mass of Cu-6
3 is 6
2.93 amu. This means that relative to C-12, one atom
of Cu-6
3 is
6
2.93/12 or 5.244 times the mass of a C-12 atom.
Ask them to answer this example:
One atom of Se-77 is 6
.410 times as heavy as an atom of C-12. What is the atomic
mass of
Se-77?
55
Average Atomic Mass
Teacher Tip
Now, ask them to look up the atomic mass for carbon in the periodic table. The
expected answer They should all have the same version of the
figures.
If C has six protons and six neutrons, why is the relative atomic mass of carbon
given as 12.01
amu and not 12 amu? There are no individual atoms of carbon with a mass of 12.01
amu.
For the class in Chem 345, the teacher informs the class that the final grade will
be based on
Exam 1 (15%), Exam 2 (15%), Problem Sets (30%), and Final Exam (40%). To pass the
course, the
learner must get a final grade of 75% or higher. Calculate the final grade of
learner Ms. Julita if
she got the following scores:
SCORES OF
COMPONENTS OF FINAL GRADE WEIGHT
simple average and weighted average using the
Exam 1 15.0%
83%
number.
Cl-37. Magnesium, on the other hand, has three isotopes with varying abundances:
Mg-24,
Mg-25, and Mg-26
, 11.01 have 78.99%, 10.00%, and 11.01% abundance, respectively.
Review how exact numbers are treated in
calculations.
For carbon, the natural abundance of C-12 is 98.90% while that of C-13 is 1.10%.
The atomic Misconception
mass of C-13 has been determined to be 13.00335 amu while that of C-12 is exactly
12 amu. They may think that there is a carbon atom with a
Now, we calculate the average atomic mass of carbon:
mass of 12.01 amu. There is none. There are only
3. An element consists of an isotope with mass of 10.0129 amu and 19.91% abundance,
and
another isotope with mass of 11.0093 amu and 80.09% abundance. Calculate the
average
atomic mass of this element. Refer to the periodic table and identify the
element.
57
Average Molecular Mass (also referred to as molecular mass)
Teacher Tip
The molecular mass is the sum of the average atomic masses of the atoms in the
molecule. Note the difference between molecular mass and
b. Methane, CH4
Answer Key
= 44.01 amu
= 16 .04 amu
Teacher Tip
Average Formula Mass (also referred to as formula mass)
Answer key
up the molecular formula of Vitamin C and determine its average molecular mass.
What is
another common name for Vitamin C? Give at least one important use of Vitamin C
in the
body.
2. Minerals include potassium, calcium, iron, and zinc. Look up the average atomic
mass of
calcium, Ca. Give at least one important use of Ca in the body.
7. 106
.16
amu
______1. From the periodic table, look up the average atomic mass of bromine, Br.
8. 74.55 amu
Element A consists of isotope A-6
with natural abundance of 7.5% and a mass of
6
.0151 amu, and
isotope A-7 with natural abundance 92.5% and mass of 7.016
0 amu.
59
General Chemistry 1
120 MINS
Lesson Outline
The learners demonstrate an understanding of the mole concept in relation to
Avogadro’s number and mass.
Introduction Communicating Learning Objectives 12
Performance Standards
Motivation Inquiry 3
The learners shall be able to design, using multimedia, demonstrations, or
(1) Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York:
1. Define a mole (STEM_GC11S-Ie-26
);
McGraw-Hill.
2. Illustrate Avogadro’s number with examples (STEM_GC11S-Ie-27);
(2) Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
3. Determine the molar mass of elements and compounds (STEM_GC11S-
McGraw-Hill.
Ie-28);
(3) Moore, J.W., Stanitski, C.L. & Jurs, P.C. (2012). Chemistry: The
4. Calculate the mass of a given number of moles of an element or
molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage
compound, or vice versa (STEM_GC11S-Ie-29); and
Learning.
5. Calculate the mass of a given number of particles of an element or
(4) Zumdahl, SS. & Zumdahl, S.A. (2012). Chemistry: An atoms first
MOTIVATION (3 minutes)
1. What do chemists observe every October 23, from 6
:02 am to 6
:02 pm?
Teacher Tip
INSTRUCTION (75 minutes)
Ask the learners to wait until the end of the lesson
The Mole
to find the significance of the date and time.
Atoms have very small masses. We expect that macroscopic samples will contain a
very large
number of atoms. A special unit of measure, called the mole, is used to deal with
extremely large
numbers. In the SI system, the mole is the amount of substance that contains as
many entities as
there are in exactly 12 g of C-12.
6
1
Misconception
The number of atoms in 12 g of C-12 is experimentally determined to be 6
.022 x
1023. This is Avogadro’s number is not a defined value. It is an
called Avogadro’s number.
experimentally determined value. Mass
versa.
Ask them to answer the following practice exercises:
Answer Key
1. How many eggs are there in one mole of eggs?
1. 6
.022 x 1023 eggs
="3.189"x"10"24"O"atoms"
="137.1"moles"NH3"
Molar Mass
Teacher Tip
Notes:
1. The appropriate unit for molar mass is g/mol
2. The molar mass in grams is numerically equal to the atomic mass in amu. The
molar mass in
grams is numerically equal to the molecular mass or the formula mass in amu.
6
3
Ask them to answer the following examples:
Teacher Tip
1. What is the average atomic mass of Ca? What is the molar mass of Ca?
Emphasize the use of the appropriate units in
mass.
Illustrate the relationship of amu and grams:
Answer Key
4. 58.44 g/mol
Teacher Tip
NUMBER OF ATOMS
Emphasize that while 1 mole Al, 1 mole Cu, 1 mole
SAMPLE MASS of 1
mole
in SAMPLE
Ag, and 1 mole Au will each contain the same
2. 6
5.39 g/mol
2. Get the molar mass of zinc, Zn.
3. Therefore, 0.250 mole of Pb has a higher mass
3. Which will have a higher mass: 0.500 mole zinc, Zn, or 0.250 mole lead, Pb?
than 0.500 mole of Zn.
4. 78.12 g/mol
5. 45.07 g/mol
Therefore, 0.250 mole of Pb has a higher mass than 0.500 mole of Zn.
Teacher Tip
5. Find the molar mass of ethanol which has the following structural formula:
Emphasize that they should give the answers with
Using the above illustrations, ask them to do calculations involving moles, molar
masses, and Teacher Tip
Avogadro’s number.
Always observe the proper use of significant
unit required.
6
5
2. How many moles of copper, Cu, are there in 875 g Cu? (This example illustrates
the Teacher Tip
conversion of grams ! moles)
Allow them to analyze the way to solve the
3. A bottle of calcium supplements in tablet form contains 26
8 g Ca. How many atoms
are present in 26
8 g calcium, Ca? (This example illustrates the conversion of
grams !
moles ! number of atoms)
4. What is the mass in grams of 2.06
x 1023 atoms of potassium, K? (This example
illustrates the conversion of number of atoms ! moles ! grams)
5. Which has more atoms? 3.6 8 g neon atoms or 1.10 g sodium atoms?
6
6
ENRICHMENT (15 minutes)
Teacher Tip
1. What do chemists observe every October 23 from 6
.02 am to 6
.02 pm?
Return to the motivation question and ask them
where applicable. Observe the use of significant figures for calculations and
indicate the
2. 41 x 1024 C atoms
_____1. How many molecules of acetylene, C2H4, are there in 2.00 moles acetylene?
_____2. How many atoms of carbon are there in 2.00 moles acetylene?
NO 2.88 moles
CCl4 121.4 g
SO2
8.50 x 1024 molecules
6
7
Answer Key
SUBSTANCE MOLES
GRAMS MOLECULES
NO 2.88 moles
86
.4 g 1.73 x 1024 molecules
In scientific work, significant figures are always to be observed. Here are the
rules on the use of significant figures:
1. Any digit that is not zero is significant. (Eg. 483 g has three significant
figures; 2,578 m has four significant figures)
2. Zeros between nonzero digits are significant. (Eg. 6
.06
kg has three significant
figures; 6
0,804 cm has five significant figures)
3. Zeros to the left of the first nonzero digit are not significant. (Eg. 0.078 L
has two significant figures; 0.004 kg has one significant figure)
4. A. If a number is greater than 1, the zeros after the decimal point are
significant. (Eg. 4.0 mg has two significant figures; 20.04 g has four
significant figures)
B. If a number is less than 1, only the zeros after the first nonzero digit are
significant. (Eg. 0.0750 m has three significant figures; 0.4006
g
has four significant figures.
5. For numbers without decimal points, the zeroes at the end of nonzero digits may
or may not be significant (ambiguous). For example, 6
00
g may have one or three significant figures. To avoid the ambiguity, we use
scientific notation. We can say 6
.00 g and this will have three
significant figures. Or we can say 6
x 102 and this will have only one
significant figure.
6
8
How do you handle significant figures in calculations?
1. In addition and subtraction, the answer cannot have more digits to the right of
the decimal point than either of the original numbers.
2. For multiplication and division, the number of significant figures in the final
product or quotient is determined by the original number that
has the smallest number of significant figures.
6
.9 x 12.34 = 85.146
Round of the answer to 85, which has only two
significant figures.
2. To round off a number at a certain point, add 1 to the preceding digit if the
number that follows is 5 or greater than 5.
7.378 rounded off to three significant digits becomes 7.38.
8.46
5 rounded off to three significant digits becomes 8.47.
0.575 rounded off to two significant digits becomes 0.58.
6
9
General Chemistry 1
120 MINS
Lesson Outline
Content Standard
Materials
Learning Competencies (1)
Balance (triple beam or electronic balance)
(2)
Paper cups
At the end of the lesson, the learners: (3)
Samples (kidney beans, mongo beans, rice, dried sago)
1. Define a mole (STEM_GC11S-Ie-26
); (4)
Plastic spoons
2. Illustrate Avogadro’s number with examples (STEM_GC11S-Ie-27); (5)
Aluminium metal or foil
(6
)
Iron (nails or filings)
3. Determine the molar mass of elements and compounds (STEM_GC11S-
(7)
Sodium chloride (table salt, NaCl)
Ie-28); (8)
Sucrose (table sugar, C12H22O11)
4. Calculate the mass of a given number of moles of an element or
compound, or vice versa (STEM_GC11S-Ie-29); and
Resources
5. Calculate the mass of a given number of particles of an element or (1)
Allan, Andy. The mole [PowerPoint presentation]. Retrieved from
http://www.sciencegeek.net/APchemistry/FlashPPT/3_TheMole/
compound, or vice versa (STEM_GC11S-Ie-30).
index.html
(2)
Burdge, J. & Overby, J. (2012). Chemistry: Atoms first. New York:
Specific Learning Outcomes
McGraw-Hill.
At the end of the lesson, the learners shall be able to: (3)
Chang, R. & Goldsby, K. (2016
). Chemistry (12th ed.). New York:
McGraw-Hill.
1. Count the number of small objects by weighing; (4)
Moore, J. W. & Stanitski, C.L. (2015). Chemistry: The Molecular
2. Determine the number of moles in a given sample; and
Science (5th ed.). Belmont, CA: Brooks Cole/Cengage Learning.
(5)
Zumdahl, SS. &Zumdahl, S.A. (2012). Chemistry: An atoms first
3. Determine the number of atoms in a given sample
approach. Belmont, CA: Brooks/Cole Cengage Learning.
70
INTRODUCTION (10 minutes)
Teacher Tip
Can you count objects by weighing them?
1. Prepare the classroom or laboratory, the
Teacher Tip
1. Never taste anything during a science activity.
beans will have the same mass since they are not
candies, beans, etc.
all identical. Some will be heavier and some will
71
Part II. Relating mass to moles
Teacher Tip
Group A, etc.).
Sample of Teacher’s Reference Table
EVALUATION
Check their accomplished data tables and worksheet for correct use of units and
significant
figures and the logical solutions.
72
LABORATORY ACTIVITY: THE MOLE CONCEPT AND MOLAR MASS
Introduction
Atoms have very small masses. Macroscopic samples contain a very large number of
atoms. The mole is used to deal with these extremely
large numbers of atoms in macroscopic samples. The mole is defined as the amount of
substance that contains as many entities as there are in
exactly 12 grams of C-12. This is experimentally determined to be 6
.022 x 1023 and
is referred to as Avogadro’s number. The molar mass is
the mass in grams of one mole of a substance. It is possible and practical to count
very small objects by determining an average mass then
weighing a given sample. You will be asked to determine the number of entities in a
given sample of material through this technique. You will
also determine the number of moles of different substances and the corresponding
number of atoms present in the sample.
Objectives
1. To determine the number of entities present in a given sample by weighing it and
identifying the average mass of a single entity of the
sample.
2. To determine the number of moles and the number of atoms present in given
samples of materials.
Materials
1. Balance – triple beam or electronic balance 5.
Aluminium metal or foil
2. Paper cups 6
. Iron
(e.g. iron nails or iron filings)
3. Samples – e.g. kidney beans, mongo beans, rice, dried sago 7.
Sodium chloride (NaCl)
4. Plastic spoons 8.
Sucrose (table sugar, C12H22O11)
Safety Precautions
1. Never taste anything during a science activity.
2. Dispose of the samples as directed by your teacher.
3. Wash your hands with soap and water after the activity.
4. Follow all laboratory instructions as directed by your teacher.
73
Part I. Counting by weighing: Relating mass to number
Procedure
Sample 1 Sample 2
1. Count 20 beans (kidney, peanuts, patani, or other samples as 1. Count
20 mongo beans (rice, dried sago, peas, or any smaller
given by your teacher) and place them in a paper cup. bean
samples given by your teacher) and place them in a paper
2. Determine the mass of the 20 pieces of beans. Remember to cup.
subtract the mass of the container. If using an electronic 2.
Determine the mass of the 20 pieces of beans. Remember to
balance, tare or set the balance to zero.
subtract the mass of the container. If using an electronic
3. Determine the mass of one bean by dividing the mass of the
balance, tare or set the balance to zero.
sample by 20. 3.
Determine the mass of one bean by dividing the mass of the
sample by 20.
Data Table
SAMPLE 1
SAMPLE 2
Sample
Mass of container
74
Part II. Relating mass to moles
Procedure:
Determine the masses of Samples 1 to 4. Record these in the data tables provided.
Calculate the number of moles in each sample. Show all
calculations and observe the correct use of units and significant figures.
Sample 1 Sample 2
Sample 3 Sample 4
ALUMINIUM IRON
SODIUM CHLORIDE SUCROSE
2. Mass of container, g
3. Mass of sample, g
75
General Chemistry 1
6
0 MINS
Formula
models, a representation or simulation of any of the following:
Food
2. Mass relationships in reactions
Resources
At the end of the lesson, the learners:
(1) Burdge, J.& Overby, J. (2012). Chemistry: Atoms first. New York:
1. Calculate the percent composition of a compound from its formula
McGraw-Hill.
(2) Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
(STEM_GC11PC-If-31);
McGraw-Hill.
2. Calculate the empirical formula from the percent composition of a
(3) Moore, J.W., Stanitski, C.L. & Jurs, P.C. (2012). Chemistry: The
compound (STEM_GC11PC-If-32); and
molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage
Learning.
3. Calculate molecular formula given molar mass (STEM_GC11PC-If-33).
(4) Zumdahl, S.S. &Zumdahl, S.A. (2012). Chemistry: An atoms first
76
INTRODUCTION (5 minutes)
Teacher Tip
1. Introduce the learning objectives using any of the suggested protocol (Verbatim,
Own Words, Give examples of empirical formulas and molecular
formulas such as
or Read-aloud)
a. Benzene, with molecular formula C6
H6
and
a. Interpret the information provided by the chemical formula
empirical formula CH
d. Utilize molar mass data to obtain the molecular formula from the empirical
formula
2. Present the keyword for the concepts to be learned:
a. Percent composition mass
3. Review empirical formulas and molecular formulas and give examples.
MOTIVATION (5 minutes)
Percentage of the class planning (as first choice) to go to the different strands
in STEM Teacher Tip
What information can be obtained from a chemical formula? For example, what
information
can you get from the formula of carbon dioxide, CO2?
= CARBON = OXYGEN
77
a. The compound is made up of two elements, namely carbon and oxygen.
Teacher Tip
Answer Key
and 3.46
% H
Ask them to answer the following practice exercises:
Teacher Tip
I. Calculate the percent composition of NaCl.
You may want to connect the lesson to some real
II. The chemical formula of glucose is C6
H12O6
. Determine its percent
composition. world examples. Magnesium hydroxide, Mg(OH)2,
or indigestion.
78
3. Empirical Formula from Percent Composition
Assume 100.00 grams of the compound. The sample will therefore contain 7.81 g
C and
92.19 g Cl. The grams are converted to moles to get the ratios of the moles
of the
elements in the compound:
79
B. A compound is found to consist of 43.6
4% P and 56
.36
% O. The molar mass for the
compound is 283.88 g/mol. What is the empirical formula and molecular formula of
the
compound?
Assume 100.00 grams of the compound. What is the mass of each element in 100.00
grams of compound?
The compound is PO2.5. But the subscripts are still not whole numbers. Multiply
the
subscripts by a factor to get the smallest whole number. When multiplied by 2,
the
empirical formula is P2O5.
80
Answer Key
and 3.46
% H
Therefore, the molecular formula is (P2O5)2 or P4O10.
Teacher Tip
1. 6
0.00%
Answer the following questions. Place the answers in the space provided. Show
calculations
2. 35.53%
where applicable. Observe the use of significant figures for calculations and
indicate the 3. Cr2O7
appropriate units. Learners can use the periodic table to answer the questions.
4. N2O3
5. N2O3
Aspirin has the molecular formula C9H8O4.
_____1. What is the % C in aspirin by mass in aspirin?
_____2. What is the % O in aspirin by mass in aspirin?
_____3. An oxide of chromium is made up of 5.20 g chromium and 5.6
0 g oxygen What
is the
empirical formula of the oxide? (Note: An oxide of nitrogen contains 6
3.1% oxygen
and has a
molar mass of 76
.0 g/mol.)
_____4. What is the empirical formula for this compound?
_____5. What is the molecular formula of the compound?
81
General Chemistry 1
120 MINS
Equations
2. Mass relationships in reactions
Enrichment Inquiry 2
Learning Competencies
At the end of the lesson, the learners:
Resources
(1)
Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York:
1. Write equations for chemical reactions and balance the equations
McGraw-Hill.
(STEM_GC11CR-If-g-34); (2)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
2. Interpret the meaning of a balanced chemical reaction in terms of the Law
McGraw-Hill.
of Conservations of Mass (STEM_GC11CR-If-g-35); (3)
Chemical equations [Online lecture]. Retrieved from CK-12 website:
https://www.ck12.org/physical-science/Chemical-Equations-in-
3. Describe evidences that a chemical reaction has occurred (STEM_GC11CR-
Physical-Science/
If-g-36
); and (4)
Moore, J.W., Stanitski, C.L.& Jurs, P.C. (2012). Chemistry: The
4. Perform exercises on writing and balancing chemical equations
molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage
(STEM_GC11CR-If-g-37).
Learning.
(5)
Recognizing chemical reactions [Online lecture]. Retrieved from CK-12
website: https://www.ck12.org/physical-science/Recognizing-
Specific Learning Outcomes
Chemical-Reactions-in-Physical-Science/
At the end of the lesson, the learners shall be able to: (6
)
Zumdahl, SS. & Zumdahl, S.A. (2012). Chemistry: An atoms first
1. Write and balance chemical equations;
approach. Belmont, CA: Brooks/Cole Cengage Learning.
2. Derive pertinent information from a balanced chemical equation;
3. Determine whether a chemical reaction has occurred or not; and
4. Classify chemical reactions.
82
INTRODUCTION (30 minutes)
Teacher Tip
Review
Ask the learners to discuss what they found to be
figures.
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim,
Own Words, or Read-aloud):
a. Write and balance chemical equations
Teacher Tip
Note
3. Review the Law of Conservation of Mass
Ask them to recall the Law of Conservation of
83
MOTIVATION (3 minutes)
Teacher Tip
Ask them what the following have in common:
You may bring some actual samples of rusty iron
Consider the reaction of hydrogen gas (H2) with chlorine gas (Cl2) to yield
hydrogen chloride.
The reaction is illustrated by the figure below.
Teacher Tip
Reactants Products
H (2) H (2)
Cl (2) Cl (2)
Ethane (C2H6
) reacts with oxygen gas (O2) to produce carbon dioxide and water.
Write the
balanced chemical equation for the reaction.
1. Identify reactants and products and write their correct formulas. Put reactants
on the left
side and products on the right.
85
2. Balance the equation by changing the coefficients of the reactants or products.
Do not Teacher Tip
change the subscripts or the chemical formula.
Show learners where to put the coefficients.
3. Check to make sure that the number of each type of atom is the same on each side
of the
equation.
Reactants Products
4 C 4 C
12 H 12 H
14 O 14 O
1.
2.
3.
86
Balance the following equations
Teacher Tip
Hint:
2. ____ Mg + ____ O2 ! ____ MgO
Start with elements that appear only once on each
side.
3. ____ H2O2 ! ____ H2O + ____ O2
4. ____ CH4 + O2 ! ____ CO2 + ____ H2O
Answer Key
1. 2, 1, 2
5. ____ N2O5 ! _____ N2O4 + _____ O2
2. 2, 1, 2
3. 2, 2, 1
Interpretation of a Chemical Equation
4. 1, 2, 1, 2
5. 2, 2, 1
How can a balanced chemical equation be interpreted? See the example:
H2 + Cl2 ! 2HCl
87
Types and Evidences that a Chemical Reaction has Occurred
Teacher Tip
Here are some evidences that a chemical reaction has occurred:
Ask them to give examples of evidences of
brown.
c. Evolution of gas (bubble formation)
d. Change in temperature (heat is released or absorbed)
Chemical reactions can be classified in other ways
Teacher Tip
5. Combustion reaction – a hydrocarbon (a compound containing carbon and hydrogen)
reacts H2O2 breaks down into H2O and O2 aided by light.
with oxygen to form carbon dioxide and water.
This is a decomposition reaction. Write and
above.
ENRICHMENT (2 minutes)
1. Why do you need to store hydrogen peroxide away from light often in dark colored
bottles? Note
Resources
The learners shall be able to design, using multimedia, demonstrations, or
(1)
Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York:
models, a representation or simulation of any of the following:
McGraw-Hill.
1. Atomic structure (2)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
McGraw-Hill.
2. Mass relationships in reactions
(3)
Chemical equations [Online lecture]. Retrieved from CK-12 website:
https://www.ck12.org/physical-science/Chemical-Equations-in-
Learning Competencies
Physical-Science/
At the end of the lesson, the learners: (4)
Moore, J.W., Stanitski, C.L.& Jurs, P.C. (2012). Chemistry: The
1. Write equations for chemical reactions and balance the equations
molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage
Learning.
(STEM_GC11CR-If-g-34);
(5)
Recognizing chemical reactions [Online lecture]. Retrieved from CK-12
2. Interpret the meaning of a balanced chemical reaction in terms of the Law
website: https://www.ck12.org/physical-science/Recognizing-
of Conservations of Mass (STEM_GC11CR-If-g-35);
Chemical-Reactions-in-Physical-Science/
3. Describe evidences that a chemical reaction has occurred (STEM_GC11CR- (6
)
Zumdahl, SS. & Zumdahl, S.A. (2012). Chemistry: An atoms first
2. B. 12. D.
Give the following exercises in a separate time slot like the laboratory session.
This provides 3. D. 13. A.
practice for the learners. Allow them 6
0 minutes to answer the exercises. Then go
over the 4. B. 14. B.
exercises together. Ask them to show their answers on the board and explain their
answers. 5. D. 15. A.
6 . E. 16 . D.
7. C. 17. C.
Alternatively, part of the exercises can be taken as a quiz or as an assignment for
evaluation. 8. A. 18. B.
9. A. 19. E.
10. E. 20. B.
Directions: Choose the best answer. Encircle the letter corresponding to your
answer.
A. a = 2, b = 1, c = 2, d = 1
2. In balancing an equation, we change the __________ to make
B. a = 3, b = 2, c = 3, d = 3
the number of atoms on each side of the equation balance.
C. a = 4, b = 3, c = 2, d = 6
A. formulas of compounds in the reactants
D. a = 4, b = 5, c = 4, d = 6
B. coefficients of reactants and products
E. a = 6
, b = 15, c = 6
, d = 9
C. formulas of compounds in the products
D. subscripts of compounds
E. the reactants
90
4. In the reaction: a BaCl2 + b AgNO3 ! c Ba(NO3)2 + d AgCl 7. Which
of the following equations is not balanced?
What is the coefficient, d, of silver chloride in the balanced A. 4Al
+ 3O2 ! 2Al2O3
equation? B. C2H6
+ O2 ! 2CO2 + 3H2O
A. 1
B. 2 C.
2KClO3 ! 2KCl + O2
C. 3 D. 4P4
+ 5S8 ! 4P4S10
D. 4 E. P4 +
5O2 ! P4O10
E. 5
5. Balance the following equation with the smallest set of whole 8. The
first step in the Ostwald process for making nitric acid is the
numbers.
formation of NO as follows:
11. In the reaction given below, for every two molecules of 14.
Balance the following chemical reaction:
hydrogen peroxide (H2O2) consumed, how many molecules of
a CO + b NO ! c CO2 + d N2
oxygen are produced?
2H2O2 ! 2H2O + O2 The
coefficients a, b, c, and d for the balanced chemical
equation are:
A. 1 A. 2,
2, 2, 3
B. 2
B. 2,
2, 2, 1
C. 3
D. 6
C. 1,
1, 1, 2
E. 9 D. 2,
1, 2, 1
E. 1,
2, 2, 1
12. Balance the following reaction:
a Al2O3 ! b Al + c O2 15.
Classify the following reaction:
92
16
. Classify the following reaction: 19. Classify the following reaction:
Zn + 2HCl ! ZnCl2 + H2 NaCl(aq) + AgF(aq) !
NaF(aq) + AgCl(s)
A. Synthesis A. Synthesis
B. Decomposition B. Decomposition
C. Combustion C. Combustion
D. Single Displacement D. Single Displacement
E. Double Displacement E. Double Displacement
A. Synthesis
B. Decomposition
C. Combustion
D. Single Displacement
E. Double Displacement
93
General Chemistry 1
180 MINS
Materials
1. Construct mole or mass ratios for a reaction in order to calculate the
amount of reactant needed or amount of product formed in terms of moles
Periodic table, calculator
or mass (STEM_GC11MR-Ig-h-38);
Resources
2. Calculate percent yield and theoretical yield of the reaction
(1) Allan, Andy. Stoichiometry [PowerPoint presentation]. Retrieved from
(STEM_GC11MR-Ig-h-39);
http://www.sciencegeek.net/APchemistry/FlashPPT/3_Stoichiometry/
index.html
3. Explain the concept of limiting reagent in a chemical reaction; identify the
(2) Burdge, J. & Overby, J. (2012). Chemistry: Atoms first. New York:
excess reagent (STEM_GC11MR-Ig-h-40); and
McGraw-Hill
4. Calculate reaction yield when a limiting reagent is present
(3) Chang, R. &Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
McGraw-Hill
(STEM_GC11MR-Ig-h-41).
(4) Limiting reagent [Vector animation]. Retrieved from McGraw Hill
www.dlt.ncssm.edu/core/Chapter6
-Stoichiometry/Chapter6
-
1. Identify mole ratios of reactants and products from balanced chemical
Animations/LimitingReactant.html
equations;
(6
) Moore, J.W., Stanitski, C.L. & Jurs, P.C. (2012). Chemistry: The
2. Perform stoichiometric calculations related to chemical equations;
molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage
Learning.
3. Define theoretical, actual, and percent yield of reactions;
(7) Reactants, products and leftovers [Simulation]. Retrieved from PhEt
MOTIVATION (5 minutes)
Teacher Tip
chemical equations.
INSTRUCTION/DELIVERY/PRACTICE(40 minutes)
Amounts of Reactants and Products
Stoichiometry is the study of the quantities of materials consumed and produced in
chemical
reactions. From the balanced chemical equation, we will be able to:
a. Determine how much products will be produced from a specific amount of
reactants
b. Determine the amount of reactants needed to produce a specific amount of
products
95
1. Illustrate stoichiometry using the following examples:
Teacher Tip
a. Let us make hamburger sandwiches again. The equation is
Illustrate stoichiometry with real life applications.
two$slices$of$bread$+$one$hamburger$patty$$!$$one$hamburger$sandwich$
Suppose Karen has 14 hamburger patties, how many slices of bread will she need
to consume
all the patties? The ratio of slices of bread to hamburger patty is 2: 1.
How many slices of cheese, hamburger patties, and slices of bread will Karen
need to make 25
double cheeseburgers?
Karen will therefore have to buy 50 slices of cheese, 25 hamburger patties, and
50 slices of
bread.
96
3. Ammonia, NH3, is a leading industrial chemical used in the production of
agricultural fertilizers Teacher Tip
and synthetic fibers. It is produced by the reaction of nitrogen and hydrogen
gases: Before doing any calculations involving chemical
balanced.
3 H2(g) + N2(g) ! 2 NH3(g)
equation.
The balanced equation says that 3 moles H2 are stoichiometrically equivalent to
1 mole N2
and to 2 moles NH3. The ratio of moles H2 to moles NH3 is 3:2; the ratio of
moles N2 to moles Teacher Tip
b. How many moles of N2 are needed to produce 42.4 moles NH3? (moles NH3 ! moles
N2)
d. How many grams of NH3 will be produced if 122 g N2 reacts completely with H2?
(g N2 ! moles N2 ! moles NH3 ! g NH3)
97
4. Solid lithium hydroxide is used to remove carbon dioxide and is called a CO2
scrubber. This
technique has been used for space vehicles. The reaction is:
assignment.
balanced equation: 2 CO(g) + O2(g) ! 2CO2(g)
Answer Key
4.b. 135.0 g MG
98
3. Given the reaction 4 Fe + 3 O2 ! 2 Fe2O3
a. How many grams of Fe2O3 will be formed from 4.86
moles Fe reacting with
sufficient
oxygen gas?
b. How many grams of Fe are needed to react with sufficient oxygen to produce
28.8 moles
Fe2O3?
Limiting Reagents
The reactant used up first in the chemical reaction is called the limiting reagent.
Excess reagents
are reactants present in quantities greater than what is needed by the reaction.
When Karen went shopping, she was able to buy 50 slices of cheese, 20 hamburger
patties,
and 50 slices of bread. How many double cheeseburgers can she make? What is the
limiting
material or reagent? What are the excess reagents?
To find the limiting reagent, determine which reagent will give the smallest
amount of
product.
99
Therefore, the limiting reagent is the hamburger patty.
40$slices$of$bread$ 40$slices$of$cheese$
10$slices$in$excess
+ 20$patties +
10$slices$in$excess !
20$double$cheeseburger
Karen can only make 20 double cheeseburgers. The limiting reagent is the
hamburger patty.
There are ten slices of bread and ten cheese slices in excess. Karen cannot make
more than
20 sandwiches because all the hamburger patties have been used up.
a. If 6
.6
0 moles H2 are made to react with 4.42 moles N2, what is the limiting
reagent? How
many moles NH3 will be produced? What reagent is in excess and by how much?
Determine which reagent will produce the smallest amount of product:
100
The amount of limiting reagent present at the start of the reaction determines
the
theoretical yield. To determine the amount of NH3 produced, use the limiting
reagent.
The excess reagent is N2. If you have 6 .6 0 moles H2 then you will need
b. If 25.5 g H2 are made to react with 6
4.2 g N2, what is the limiting reagent?
What is the Teacher Tip
theoretical yield in g of NH3 that will be produced? How do you determine the
limiting This example shows that even though the mass of
From 12.6 moles of H2, how many moles of NH3 do we expect to get?
101
From 2.29 moles of N2, how many moles of NH3 do we expect to get?
Teacher Tip
The theoretical yield is the maximum amount of product that would result if the
limiting reagent
If in the example given above, only 54.0 g NH3 were produced, then the actual yield
is 54.0 g; the
theoretical yield is 78.0 g and the % yield is:
102
Ask them to answer this practice exercise:
Answer Key
1. Ag
1. Silver metal reacts with sulfur to form silver sulfide according to the
following reaction:
2. 57.5 g
2Ag (s) + S(s) ! Ag2S (s)
3. 2.57 g
4. 78.3 %
a. Identify the limiting reagent if 50.0 g Ag reacts with 10.0 g S.
b. What is the theoretical yield in g of Ag2S produced from the reaction?
c. What is the amount in g of the excess reactant expected to remain after the
reaction?
d. When the reaction occurred, the amount of Ag2S obtained was 45.0 g. What is
the
percent yield of the reaction?
A. 2.0 moles
B. Rates of chemical reactions
B. 28.0 moles
C. Heat evolved or absorbed during chemical reactions
C. 12.0 moles
D. The study of amounts of materials consumed and products
formed in chemical reactions
D. 6
.0 moles
E. Activation energy of chemical reactions
E. 1.0 mole
103
3. How much of SnF2 (stannous fluoride, active ingredient in 6
. The
reaction N2(g) + 2O2(g) ! N2O4(g) occurs in a closed
toothpaste) in g can be prepared from the reaction of 10.0 g
container. If 8.0 moles N2(g) are made to react with 12.0 moles
SnO with excess HF according to the following reaction? O2,
the limiting reagent and the theoretical yield of N2O4 are:
SnO + 2HF ! SnF2 + H2O A.
The limiting reagent is N2; the theoretical yield of N2O4 is 8.0
A. 11.6
g
moles
B. 10.0 g B.
The limiting reagent is N2; the theoretical yield of N2O4 is
C. 9.6
2 g
16
.0 moles
D. 26
.0 g C.
The limiting reagent is O2; the theoretical yield of N2O4 is
12.0 moles
E. 104.0 g
D.
The limiting reagent is O2; the theoretical yield of N2O4 is
6
.0 moles
4. What is a limiting reagent?
E.
The limiting reagent is O2; the theoretical yield of N2O4 is
A. The reactant that is used up last and prevents more product
8.0 moles
from being made
B. The reactant that is never used up
7. The
reaction of 5.0 g hydrogen with 5.0 g carbon monoxide
C. The reactant that is used up first and prevents more products
produced 4.5 g methanol. What is the percent yield for the
from being made
reaction 2H2 + CO ! CH3OH?
D. The reactant that is in excess and does not get used up in A.
11%
the reaction
B.
79%
E. The reactant that is always in greater quantity
C.
96
%
D.
24%
E.
6
3%
5. A mixture of 2.0 moles I2 and 4.0 moles Zn are reacted to
completion in a closed container according to the following
chemical equation: I2 + Zn ! ZnI2. What are the contents of 8. The
reaction of 5.0 g fluorine with excess chlorine produced 5.6
the container after the reaction? g
ClF3 in the reaction Cl2 + 3F2 ! 2ClF3. What was the percent
104
General Chemistry 1
120 MINS
Cookies?
Performance Standards
Delivery and
1. Atomic structure
Practice
2. Mass relationships in reactions
water
1. Prepare NaCl from the reaction of sodium bicarbonate and hydrochloric
Resources
acid;
(1)
Burdge, J. & Overby, J. (2012). Chemistry: Atoms first. New York:
2. Determine the actual yield of the reaction;
McGraw-Hill.
(2)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
3. Illustrate the mass relationship in a chemical reaction by calculating the
McGraw-Hill.
theoretical yield of the reaction; and (3)
Moore, J.W., Stanitski, C.L. & Jurs, P.C. (2012). Chemistry: The
4. Determine the percentage yield of the reaction.
molecular science (4th ed.). Belmont, CA: Brooks/Cole Cengage
Learning.
(4)
Zumdahl, SS. &Zumdahl, S.A. (2012). Chemistry: An atoms first
105
MOTIVATION (3 minutes)
Teacher Tip
Why do we add baking soda, NaHCO3, in baking cookies and cakes?
Baking soda is used to make cakes and cookies
Teacher Tip
the lesson.
1. Never taste anything during a science activity.
3. After the introduction and motivation, explain
2. Wear appropriate laboratory attire; goggles and apron must be worn throughout
the the procedures of the activity.
Teacher Tip
5. Follow all laboratory instructions as directed by your teacher.
It is important to discuss the safety precautions
Procedure:
Note the precautions in handling the acid and in
during washing.
3. After the activity, make sure that the learners clean the materials and
equipment and properly
dispose of the product.
106
ENRICHMENT (20 minutes)
POST-LABORATORY SESSION
Give them enough time to accomplish the activity sheet of the experiment.
EVALUATION
The learner performed the The learner needed to improve his/ The
learner needed to improve his/ The learner did not observe
experiment using proper her use of laboratory techniques; her use
of laboratory techniques proper safety procedures for
laboratory techniques while but was able to observe safety and
observance of safety the experiment; did not use
observing safety precautions; and precautions; and was able to
measures; and was able to answer proper laboratory techniques;
was able to answer at least 75% of answer at least 6
0% of the at
least 50% of the calculations and and was able to answer less
the calculations and discussions in calculations and discussions in the
discussions in the activity sheet. than 25% of the items in the
the activity sheet. activity sheet.
activity sheet.
LABORATORY EXPERIMENT
MASS RELATIONSHIPS IN CHEMICAL REACTIONS
Introduction
A reaction is said to have been completed if one of the reactants is completely
consumed by the reaction. In this experiment, sodium
bicarbonate (baking soda) is made to react with hydrochloric acid to produce sodium
chloride according to the reaction:
You will use an accurately measured amount of NaHCO3 and add enough HCl until the
bicarbonate is completely used up. You will isolate the
product, NaCl, from the other products and determine its mass. This is the actual
yield of the reaction. The theoretical yield can be calculated
by using the mass relationships in the balanced chemical equation above. The
percentage yield can be determined from the ratio of the actual
yield to the theoretical yield.
Objectives
1. To perform a chemical reaction and measure the actual yield of sodium chloride
from the chemical reaction.
2. To determine the percent yield of the reaction.
107
Materials
a. Evaporating dish h.
Iron stand
b. Long dropper i.
Spatula or small plastic knife
c. Watch glass j.
Iron ring
d. Bunsen burner k.
Dilute hydrochloric acid (3 moles)
e. Balance (triple beam or electronic balance) l.
Wash bottle
f. Wire gauze or mesh m.
Beaker or glass container for the acid
g. Sodium bicarbonate n.
Distilled water (use commercially available distilled water)
Safety Precautions
1. Never taste anything during a science activity.
2. Wear appropriate laboratory attire; goggles and apron must be worn throughout
the experiment.
3. Dispose of the materials as directed by your teacher.
4. Wash your hands with soap and water after the science activity.
5. Follow all laboratory instructions as directed by your teacher.
Procedure:
1. Clean and dry an evaporating dish and a watch glass. The watch glass will be
used as the cover of the evaporating dish.
2. Weigh the combination of the evaporating dish and the watch glass to the
nearest 0.01 g. Record the mass in the data table.
3. Put about 2.00 grams of pure NaHCO3 into the dish. Weigh the dish, the contents,
and the cover watch glass to the nearest 0.01 g.
4. Set up the Bunsen burner, ring, and wire mesh, and set the evaporating dish on
the wire mesh. To cover the dish, place the curved side
down and the glass slightly off center so that the lip of the dish is uncovered.
Do not light the burner yet.
5. Add dilute hydrochloric acid drop wise down the lip of the dish to the
bicarbonate sample in the dish. Continue adding the acid dropwise
until no more reaction takes place when a drop of acid is added. Gently swirl
the contents of the dish so that all of the solid gets in contact
with the liquid. Do not add excess acid.
Caution: HCl acid is caustic and corrosive. Avoid contact with skin and eyes.
Avoid breathing the vapors. Wear safety goggles and apron.
Wipe away all spills. If any acid spills on you, immediately flush the area
with water and notify your teacher.
108
6
. Carefully rinse the bottom of the watch glass with distilled water, a few drops
at a time, and collect all the washings in the evaporating dish.
7. Gently heat the evaporating dish, contents, and cover with a low flame until the
salt is completely dry. Move the burner back and forth to
avoid spattering. If the contents of the dish spatter, reduce the flame.
8. Turn off the flame. Allow the dish to cool to room temperature. Weigh the dish,
contents, and cover watch glass to the nearest 0.01 g.
Caution: Before you light the burner, make sure that long hair and loose
clothing have been confined. Remember to allow all apparatus to
cool before you handle it again.
9. Repeat Steps 7 and 8 to be sure that constant weight has been obtained. Two
consecutive mass readings should agree within 0.02 g.
Calculations:
1. Calculate the theoretical yield of NaCl that should have been obtained from the
reaction. Show your calculations.
2. Determine the percentage yield.
Discussion:
1. What is the cause of the effervescence that you observed during the reaction?
2. How can you conclude that the reaction has gone to completion?
3. How do you know if the product was completely dry?
4. List possible sources of error which you think affected the yield of your
reaction. Did your error cause your result to be higher or lower than
the theoretical yield?
Mass of NaHCO3
MOTIVATION (5 minutes)
Teacher Tip
Point out the abundance of gases in their surroundings, such as in the environment,
at home, and The lesson is essentially a review of the basic
111
INSTRUCTION / DELIVERY / PRACTICE (200 minutes)
Teacher Tip
Note: The delivery will be done in four 50-minute sessions. It is best to summarize
the concepts Ask them how the balloon would look like if there
Show them a balloon and ask them to point out the role of the pressure of the gas
inside the
balloon.
Ask them to imagine the tire of a vehicle and the need to pump air into the tire up
to a given
pressure.
a. What will happen if the pressure is much lower than what it should be?
b. What will happen if the pressure is much greater than what it should be?
Ask them if they know how the air pressure of the tire is measured and expressed.
Point out the
various units used for pressure:
a. The old air pump in the gasoline stations used the unit pounds per square inch
(psi), which is
widely used especially in the United States, but usage of which is supposedly
discouraged.
b. Later on, the new air pumps used kilopascal (KPa) (or newton per square meter,
N/m2),
which is the SI unit for pressure.
c. In chemistry, a widely used unit for pressure is the atmosphere (atm), but the
International
Union of Pure and Applied Chemistry discourages its usage. However, it takes
some time for
usage of this unit to be discontinued.
d. Another old and popular unit for pressure is the Torr (or mmHg), yet the
International Union
of Pure and Applied Chemistry is also discouraging the usage of this unit.
112
Write on the board the relationship between the different units:
Teacher Tip
The common unit for temperature is degree Celsius (oC), but the SI unit is Kelvin
(K). The
relationship between the units is
K = oC + 273
Point out that the relationship between these three parameter are expressed by the
Gas Laws:
1. Boyle’s Law
2. Charles’s Law
3. Avogadro’s Law
Ask them to state Boyle’s Law and emphasize on expressing the law correctly: ‘The
volume of a Teacher Tip
on the board.
Answer key:
1. 3.75 L
2. 3.0 atm
A graph showing the relationship between
volume and pressure, as stated by Boyle’s Law
Teacher Tip
Ask them to state Charles’s Law and emphasize on expressing the law correctly: ‘The
volume of
114
Teacher Tip
Write the mathematical expression for Charles’s Law:
They might be familiar with the plot from junior
V/T=k or
V1 / T1 = V2 / T2
Draw the graph relating volume and temperature. Point out that the plot is called
an isobar,
since the relationship is exhibited only at constant pressure.
2. 273 K
pressure of 1.0 atm. At what temperature would this gas occupy a volume of 22.0
L at a
pressure of 1.0 atm?
115
State Avogadro’s Law: ‘The volume of a gas at a given temperature pressure is
directly
proportional to the number of moles contained in the volume.
• Mention that this law is based on Avogadro’s hypothesis that ‘the same volume
of two gases
at the same temperature and pressure contain the same number of molecules’.
• Let them recall that the SI unit mole is related to the number of molecules in
a substance.
• Point out that experiments have shown that the volume of 1.0 mole of a gas at
0oC and 1 atm
is 22.4 L.
• Write the mathematical expression for Avogadro’s Law:
V/n = k or
V1 / n1 = V2 / n2
Answer Key
1. 16
8 L
Ask them to solve the following problems:
2. 0.446
mol
1. 1.0 mole of a gas occupies a volume of 22.4 L gas at 0oC and 1 atm. What
would be the
volume of 7.5 mol of the gas at the same temperature and pressure?
2. The volume of a gas sample at 0oC and 1.0 atm is 10.0 L. How many moles of
gas are
contained in the sample?
The three gas laws can be combined into a single equation known as the Ideal Gas
Equation:
PV = nRT
116
This equation can be rearranged into an equation known as the combined gas law,
which holds
true for a given amount of gas:
PV
= nR = k
T
P 1 V1 P2V2
=
T1 T2
The combined gas law reduces to Boyle’s Law, if temperature is kept constant (i.e.
T1#=#T2):
P1 V1 = P2V2
V1 V2
=
T1 T2
It will also show that pressure of a gas is directly proportional to its absolute
temperature, if the
volume is kept constant (i.e. V1 = V2):
P1 P2
=
T1 T2
The value of R can be calculated from the molar volume at 0oC and 1 atm
(V#=#22.4#L).
Point out the importance of R, which is known as the gas constant, and that it is
one of the few
universal constants, i.e. its value is the same anywhere and anytime.
117
Answer Key
1. 0.0347 mol
Ask them to solve the following problems:
2. 8.90 L
1. A gas sample occupies a volume of 12.0 L at 50oC and 700 Torr. How many moles of
gas are 3. 1.07 atm
contained in the sample?
2. Calculate the volume that will be occupied by 20.0 g carbon dioxide at 25oC and
1.25 atm.
3. What would be the pressure of 6
.40 g oxygen gas in a vessel with a volume of 4.5
L at 20oC?
The ideal gas equation can be transformed into an expression involving density. The
number of
moles n can be expressed in terms of mass and molar mass (or weight and molecular
weight,
respectively):
n = w/M
P V = (w / M) R T
P M = (w / V) R T
PM = dRT
Note that if the value of R as 0.0821 (atm L) / (mol K) is used, the unit for
density
in the equation should be g#/#L.
118
For a given gas (i.e. M = constant ) at a given pressure, the equation can be
reduced into
dT = K or
d1 T1 = d2 T2
This equation shows that the density of a gas is inversely proportional to its
temperature. This Teacher Tip
design.
The relationship between density and temperature can explain:
a. The principle of the hot air balloon
b. The principle behind passive cooling in building design
PART TWO
Highlight that many of the gases encountered in the surrounding are mixtures.
Point out that the Ideal Gas Equation can also be applied to not only to pure
gases, but also to
mixtures of gases.
Present a system composed of three gases contained in a vessel of volume V and kept
at a
temperature T. The number of moles of each gas is n1, n2 and n3, for gases 1, 2 and
3,
respectively, so that the total number of moles of gases is
n total = n1 + n2 + n3
P mixture V = n total R T
119
Expressing ntotal in terms of the number of moles of each gas and solving for
Pmixture will result in Teacher Tip
n 1 RT n 2 RT n 3 RT
P mixture + +
=
V V V
Let them realize that the term ni R T / V is equal to P and see that the previous
equation can be
written as
P mixture = P1 + P2 +P3
The pressures P1, P2, and P3, called partial pressure of each gas, corresponds to
the pressure that
the gas will exert in a volume equal to that of the mixture.
According to this expression, the total pressure of a gas mixture is equal to the
sum of the partial
pressure of each gas. This is known as Dalton’s Law of Partial Pressure.
1. 2.4 atm
1. In a gas mixture composed of N2, Ne, and He, the partial pressure of N2 is 0.50
atm, that of 2. 726
.2 Torr
Ne is 1.1 atm, and that of He is 0.80 atm. What is the total pressure of the
mixture?
2. A sample of oxygen gas, which is saturated with water vapor, is kept in a 10-L
vessel at 30oC
and has a pressure of 758 Torr. If the pressure of the water vapor at this
temperature is 31.8
Torr, what would be the pressure of the dry oxygen?
120
The application of Dalton’s Law can also yield information about the composition of
the mixture, Teacher Tip
in terms of the mole fraction of each component. Let them write on the board the
expression for They could be asked to write the resulting
n 1 RT n total RT
P1 = P mixture =
V V
P1 n1
= = x1
P mixture n total
The term at the right-hand of the equation is actually a fraction, i.e. part
divided the whole, and is
known as mole fraction X1. Rearranging the expression leads to an important
relationship:
P1 = Pmixture X1
He: X = 0.33
Ne is 1.1 atm, and that of He is 0.80 atm. Calculate the mole fraction of each
gas.
2. A gas mixture contains 2.5 mol N2 and 9.7 mol CO2, and has a pressure of 2.3
atm. What is 2. N2: P = 0.47 atm;
the partial pressure of each gas?
CO2: P = 1.83 atm
PART THREE
As an introduction to this section, make the learners realize that reactions
involving gases are
common, such as the burning of fuel and the digestion of sugars:
121
Let them recall the basic principle of reaction stoichiometry, which is expressed
by the balanced Note
chemical equation.
Reaction stoichiometry – the relationship between
mol NaN3 = 2
PV
n =
Then, ask them to solve the number of moles
mol N2 = 3
2. The volume of a gas at standard temperature (0oC) and standard pressure (1 atm)
can provide Finally, ask them to recall the molar volume at
information about the number of moles of the gas, through the known molar volume
under STP (22.4 L) and use it to solve for the final
the standard condition:
answer:
VN2 = 6
7.2 L
V STP
number of moles:
Ask them to solve the following problems:
g CaC2 = 28.6
g
1. The airbag is a safety device used in cars to cushion the passenger during a
crash. It involves
the following chemical reaction which is triggered by an impact:
122
2. Acetylene is formed by the reaction of water with calcium carbide, according to
the following Answer Key
equation:
3. The mole of C2H2 is first calculated through
How many grams of CaC2 would be needed to produce 10.0 L (measured at STP)
acetylene? The volume (measured at STP) of CO2 is
V CO2 = 100.0 L
3. The reaction involved in the explosive combustion of acetylene is:
Teacher Tip
PART FOUR
Emphasize to the learners that the gas laws summarize the general behavior of
gases. Through
these laws, the behavior of gases can be predicted. However, no explanation is
given for this
behavior.
Teacher Tip
Point out that the explanation is provided by the Kinetic Molecular Theory. The
theory assumes
Ask them to draw a representation of the model of the Kinetic Molecular Theory. The
model
should be:
Teacher Tip
the molecules.
b. Why does the volume of a gas decrease as the pressure is increased at constant
temperature?
This question asks for an explanation for the behavior described by Boyle’s Law.
The answer
would be similar to the previous question on the compressibility of gases. As
the molecules
become closer to each other, the volume of the gas becomes smaller.
124
d. Why does the volume of a gas increase as it is heated at constant pressure?
This question asks for an explanation for the behavior described by Charles’s
Law. Help them
recognize that Postulate 5 expresses the effect of temperature on gases.
According to this
postulate, if the temperature is increased, the kinetic energy of the molecule
increases. The
increased kinetic energy makes the molecules to move faster and farther apart
from each
other, leading to a greater volume.
Point out that a mathematical treatment of the Kinetic Molecular Theory would
lead to an
equation for the root-mean-square velocity of the molecule:
This equation clearly shows that as the temperature increases, the velocity of
the molecule
increases.The gas molecules move faster at a higher temperature. It also shows
that as the
molar mass M of the molecule increases, the velocity of the molecule decreases.
If the velocity of two molecules of molar mass M1 and M2 are compared, the
result is Teacher Tip
The velocity of the molecules determines the rate of diffusion of the gases. The
relationship
between diffusion rate and molar mass has been verified by experiments, and is
known as
Graham’s Law of Diffusion.
Ask them to imagine that two bottles are placed at opposite ends of the room at
equal distance
from them. One bottle contains ammonia gas, NH3 (M = 17) which has a pungent odor,
and the
other contains hydrogen sulfide, H2S (M = 34) which has an odor like that of a
rotten egg. Which
odor will they sense first?
125
ENRICHMENT
1. As mentioned in the Delivery, at the end of each session, summarize the concepts
discussed in the session.
2. Conduct a session on problem solving to provide more exercises on the
application of the gas equations.
3. Conduct a laboratory activity on Graham’s Law of Diffusion.
1. Under which of the following volumes will 1.00 mol of an ideal gas exhibit the
greatest pressure at 300 K?
A. 0.01 L C. 1.00 L
B. 0.10 L D. 10.0 L
2. How will the volume of 0.50 mol of a gas behave if the temperature is raised
from 30oC to 6
0oC at constant pressure?
A. The volume will increase. C. The volume will be doubled.
B. The volume will decrease. D. The volume will be halved.
3. Which among the following systems will have the greatest volume at STP?
A. 1.00 g N2 gas (M = 28 g/mol)
B. 1.00 g NH3 gas (M = 17 g/mol)
C. 1.00 g CO2 gas (M = 44 g/mol)
D. 1.00 g He gas (M = 4 g/mol)
4. How will the density of a gas vary if its temperature is increased from 25oC to
50oC at constant pressure?
A. The density of the gas will not change! !
B. The density of the gas will increase
C. The density of the gas will decrease
D. The density of the gas will double
126
5. Which of the following volumes of oxygen will contain the greatest number of
molecules at 300K and 1 atm pressure?
A. 0.01 L C. 1.00 L
B. 0.10 L D. 10.0 L!
6
.!In which of the following gas mixtures of N2(g) and He(g) is the partial
pressure of He(g) the greatest?
A. 2 moles N2(g) and 3 mole He(g)
B. 3 moles N2(g) and 1 mole He(g)
C. 4 moles N2(g) and 2 mole He(g)
D. 5 moles N2(g) and 5 mole He(g)
A. 5.00 L C. 20.0 L
B. 10.0 L D. 100.0 L
8. Which of the following postulates of the Kinetic Molecular Theory for gases can
explain why gases exhibit pressure?
A. The molecules are in constant random motion!
B. The molecules collide with the walls of the vessel!
C. The distance between the molecules is great!
D. The molecular kinetic energy depends on temperature!
9. How will the velocity of a gas molecule vary if its molecular weight is
increased from 32 g mol-1 to 6
4 g mol-1?
A. The velocity will increase !
B. The velocity will decrease
C. The velocity will double
D. The velocity will remain the same
127
General Chemistry 1
120 MINS
Motivation Inquiry 5
Performance Standards
Learning Competencies
Evaluation Post-laboratory 25
At the end of the lesson, the learners:
Materials
1. Observe and measure the difference in the diffusion rate of two
Laboratory glassware
gases. (STEM_GC11KMT-Ij-51);
Resources
(1)
Laboratory experiments found in the internet, such as: Fasano, Janet.
Graham’s Law lab [PDF document]. Retrieved from Needham Public Schools:
http://fcw.needham.k12.ma.us/~Janet/FOV1-00108AC5/Graham's%20Law
%20Lab.pdf
128
INTRODUCTION (5 minutes)
Teacher Tip
1. State the objective of the experiment that the learner will be performing.
A laboratory experiment sheet has to be prepared
in the laboratory.
Teacher Tip
MOTIVATION (5 minutes)
An alternative experiential approach to the
Point out why we can smell the odor of a fruit (such as durian) or a flower (such
as sampaguita) motivation can be done using an open bottle of
from a distance.
perfume in front of the class.
Sample Problems
ENRICHMENT (25 minutes)
a. Gas X has a molar mass of 72 g/mol and Gas Y
Assign them to solve some problems involving Graham’s Law.
has a molar mass of 4 g/mol. How much faster
temperature?
Teacher Tip
EVALUATION (25 minutes)
Provide them with the worksheet that they have to
Ask them to submit a report on the experiment.
fill up. It could include some more questions.
129
DIFFUSION OF GASES
Introduction
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.
In this experiment, the diffusion of two gases will be investigated and their
relative rates of diffusion will be measured. The gases will be
confined in a glass tube and will be introduced at the opposite ends of the
tube.The mixing of the two gases will be indicated by the formation
of a white solid in the tube.
Materials
a. Concentrated hydrochloric acid, HCl
b. Ammonia solution, NH3
c. Glass tube
d. Cotton buds (Q-tips)
Procedure
1. Set the glass tube against a black background and place markings on both ends to
indicate where the cotton tips will be introduced.
2. Place two drops of concentrated HCl in one cotton bud, and two drops of NH3
solution in the second cotton bud.
Caution: These solutions can irritate your skin. Use gloves, if possible.
3. Simultaneously insert the cotton buds in the opposite ends of the glass tube.
4. Note which part of the tube a white ring will form. Mark this part and measure
its distance from the HCl end and from the NH3 end.
5. Repeat Steps 1 to 4 to provide a duplicate measurement. This will be used to
check the repeatability of the results.
6
. Dispose the cotton buds in the designated waste container.
130
Treatment of results
1. Record the distance of the white ring formed in the tube from the ends where the
two gases were introduced. Calculate the ratio of these
two distances. This ratio is equal to the ratio of the rates of diffusion of the
two gases.
2. Obtain the molar mass of HCl and NH3, and calculate the ratio of the diffusion
rates of the two gases using Graham’s Law of Diffusion.
3. Compare the observed and predicted ratio of the diffusion rates.
TRIAL 1 TRIAL 2
TRIAL 1 TRIAL 2
EVALUATION
EXCEEDS EXPECTATIONS MEETS EXPECTATIONS
NEEDS IMPROVEMENT NOT VISIBLE
131
General Chemistry 1
120 MINS
Keywords
The learners can describe the dual nature of an electron.
Calculator
d. Recognize the contribution of scientists to the development of the
Quantum Mechanical Model of the Atom
Resources
(1)
Chang, Raymond and Goldsby, Kenneth A. (2016
). Chemistry (12th
Specific Learning Competencies
ed). New York: McGraw-Hill.
At the end of the lesson, the learners will be able to: (2)
Petrucci, Herring, Madura, and Bissonnette (2011). General Chemistry
132
INTRODUCTION (10 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
At the end of Part I, I will be able to:
a. Describe the characteristics of a wave
b. Relate the order of the regions of the electromagnetic spectrum in terms of
their
wavelength and frequency
c. State Planck’s equation.
d. Solve problems related to electromagnetic radiation, its energy, wavelength,
and
frequency.
e. Describe the particle-wave duality of light
f. Recognize technological applications of the photoelectric effect
3. Certain experimental results observed at the beginning of the 20th century could
not be
explained by classical physics. These included the blackbody radiation,
photoelectric effect,
and the emission spectrum of hydrogen. The new age of physics began when the
German
physicist, Max Planck proposed his quantum theory of energy. The lesson will
discuss the
emergence of this new theory and the contributions of Max Planck and Albert
Einstein to the
development of the quantum theory.
133
4. Post on the board the following essential questions that will be answered after
the discussion Teacher Tip
a. What is a wave?
Check the Infrared Image Gallery site at http://
coolcosmos.ipac.caltech.edu/image_galleries/. If
b. What is a particle?
possible, print a few infrared pictures beforehand
c. Is the electron a wave or a particle?
and pass these to the students during class.
e. The period of a wave is the time for a particle on a medium to make one complete
vibrational cycle.
135
The figures above show two waves travelling between two points at a constant speed.
Note
that the wave with longer wavelength has the lower frequency, and the wave with the
shorter
wavelength has higher frequency. Thus, wavelength, λ, and frequency, v, are
indirectly related
to one another. The wavelength of the wave multiplied by the frequency of the wave
corresponds to the speed, µ, of the wave. In an equation form,
λν = µ
λν = c
ELECTROMAGNETIC
SPECTRUM. Retrieved (https://upload.wikimedia.org/wikipedia/commons/
136
Give the learners some practice exercises:
1. If the wavelength is decreased to half its original length, what happens to the
frequency?
Answer: The frequency is doubled.
2. A yellow light emitted by a sodium vapor lamp has a wavelength of 589 nm. What
is the frequency of the yellow light?
c# 3.00#x#10#8#m/s# 10#9#nm#
v## =
λ
=
589#nm
x
1#m
!
5.09"x"10"14"s"+1""or##5.09"x"10"14"Hz
c#
E"="hν"="h""
λ
time.!
E#=#hν#
Where is the frequency of the light and h is Planck’s constant: h = 6
.6
26
x 10-34 J
s.
In explaining the results of the photoelectric effect experiment, the energy, hν,
of the incident
light is used to remove the electron from the surface of the metal. If the electron
is tightly held by
the metal and the energy of the incident light (corresponding to the threshold
frequency) is not
sufficient, no electron will be ejected. If the energy of the incident light is
sufficient, it will use the
energy to eject the electron; the rest will be given off as the kinetic energy of
the electron. In
equation form, this is given by
hν#=#W#+#K.E.#
where W is the work function (the energy needed to eject the electron) and K.E. is
the kinetic
energy.
K.E.="hν"+"W"
This explains the observation that the kinetic energy of the emitted electrons
varied linearly with
the frequency of the incident light.
139
Light is a wave as shown by different experiments like the diffraction of light by
a prism to yield Note
the visible spectrum. However, the photoelectric effect experiment showed that
light also The apparent mass of a photon of light with
behaves like a particle. Thus light has both wavelike and particlelike properties.
This concept is wavelength, λ, can be expressed from the
E"="mc"2"
hc"
Ephoton"="hv"=""
And is given by
m"=""""""""""""""=""""""""""""""""""""""="
c 2 c 2 λc
E""=""hv""=""(6
.6
26
"x"10"+34"Js)"(1.00"x"10"15"s"+1")""=""6
.6
26
"x"10+19"J"
This energy is greater than the work function of cesium metal. Therefore,
electrons will be
ejected from the metal.
KE""=""hv"+"W"=""(6 .6 26 "x"10"+19"J"+"3.42"x"10"+19"J""=""3.21"x"10+19"J"
140
3. The blue color in fireworks is due to copper (I) chloride , (CuCl), is heated at
a temperature of 1200
oC. What is the energy emitted at 4.50 x 102 nm by CuCl?
Solution:))The)quantum)of)energy)can)be)calculated)from)Planck’s)equation)!
E"="hv."
c" 3.00"x"10"8"m"/"s"
v"" = = =""6
.6
7"x"10"14"s"+1
λ 4.50"x"10"+7"m
!"E"="hv"="(6
.6
26
"x"10"+34"Js")"("6
.6
7"x"10"14"s"+1")"="4.41"x"10"+19"J"
"
This means that, CuCl emitting a blue light at 450 nm can lose energy only in
the increments of
4.41 x 10-19 J, the size of the quantum in this case.
4. There are three types of UV radiation classified by wavelength: UVA (320 – 400
nm), UVB (290 – 320
nm), and UVC (180 – 280 nm). Which type of UV has the lowest energy?
6
. Compare the energy (in joules) of (a) photon with a wavelength of 5.00 x 104 nm
and (b) photon with
a wavelength of 5.00 x 10-2 nm. At what regions in the spectrum do the samples
come from? Relate
the relationship of the wavelength of a radiation to the energy.
141
8. The protective action of ozone in the atmosphere comes through ozone’s
absorption of UV radiation Answer Key
in the 230 to 290 nm wavelength range. What is the energy, in kJ/mol, associated
with radiation in 4. UVA
this wavelength range?
6
.a. E = 3.98 x 10 -21 J
142
TAKE HOME ACTIVITY: Scientists on Parade
Make a profile of each scientist and
Explain to the students the take home activity. This may be assigned to individual
students or to groups. explain their contributions to the
Ask the students to prepare a poster which illustrates or describes the role of the
scientists listed below behavior of the electron.
in the development of the quantum mechanical description of the atom. If an LCD
projector and laptop
are available, the students may present a 7-slide power point presentation.
Samples
1. Max Planck
Ask the students also to reflect on the lives of these scientists and relate what
they liked in the life story
of the scientists and what attributes did they possess that are worthy to emulate.
2. Albert Einstein
3. Niels Bohr
Give the students about 1 to 2 weeks to work on the project. They are to present
their work in class at 4. Louis de Broglie
the end of the lesson on the quantum mechanical description of the atom.
5. Werner Heisenberg
EVALUATION
accustomed to determined
143
General Chemistry 1
120 MINS
Lesson Outline
Content Standard
The learners demonstrate an understanding of the quantum mechanical
Introduction Communicating Learning Objectives 12
description of the atom and its electronic structure.
Motivation Recall 3
Learning Competencies
Instruction I. The Emission Spectrum and the Bohr 85
At the end of the lesson, the learners:
Theory
1. Describe the quantum mechanical model of the atom (STEM_GC11CB-
II. Limitations of the Bohr Model
IIa-b-52)
III. The Dual Nature of the Electron; De
a. Identify the inadequacies of the classical physics in explaining the
Broglie Equation
emission spectrum of the hydrogen atom
IV. Calculating the De Broglie Wavelength
b. Discuss the use of quantum theory in explaining the emission spectrum
V. Experimental Evidence of De Broglie
of the hydrogen atom
Wavelength
c. Describe the Bohr model of the atom and the inadequacies of the Bohr
model
Enrichment Revisit Essential Question 5
d. Explain the wave-particle duality of matter.
Evaluation Quiz 15
Specific Learning Competencies
Material
At the end of the lesson, the learners will be able to:
Calculator
1. Explain the emission spectrum of hydrogen using the Bohr model of the
Resources
hydrogen atom; (a)
Chang, Raymond and Goldsby, Kenneth A. (2016
). Chemistry (12th
2. Calculate the energy, wavelength, and frequencies involved in the electron
ed). New York: McGraw-Hill.
transitions in the hydrogen atom; (b)
Petrucci, Herring, Madura, and Bissonnette (2011). General Chemistry
3. Relate the emission spectra to common occurrences like fireworks and
and Modern Applications, 10th Ed. Pearson Canada, Inc.
neon lights; (c)
Zumdahl, S.S. and Zumdahl, S.A (2013).Chemistry, 8th ed. Cengage
Learning
4. Describe the Bohr model of the atom and the inadequacies of the Bohr
(d)
Roque, et al. laboratory Manual in General Chemistry (2008). Philippine
model;
Normal University.
5. Explain the wave-particle duality of matter and
6
. Perform calculations to determine wavelengths associated with moving
bodies.
144
INTRODUCTION (12 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim, Own
Words, or Read-aloud):
At the end of Part II, I will be able to:
a. Explain the emission spectrum of hydrogen using the Bohr model of the
hydrogen atom
b. Calculate the energy, wavelength, and frequencies involved in the electron
transitions in the
hydrogen atom.
c. Relate the emission spectra to common occurrences like fireworks and neon
lights.
d. Describe the Bohr model of the atom and the inadequacies of the Bohr model
e. Explain the wave-particle duality of matter
f. Perform calculations to determine wavelengths associated with moving bodies
3. Post on the board the following essential questions that will be answered after
the discussion
Why do elements emit different colors when heated?
What is the wave-particle duality of matter?
145
MOTIVATION (3 minutes)
1. What causes the colors in fireworks displays? Ask the students to recall
fireworks displays and ask
them what they think give the colors in the fireworks?
2. What causes the colors in neon lights?
From Rutherford’s theory, the atom was described to be mostly empty space having a
very tiny but Teacher Tip
In 1913, Niels Bohr proposed his model of the hydrogen atom to explain how
electrons could stay in Note
146
According to
Bohr, the energy of the electron in the H atom is given by:
n%=%3
n%=%2
n%=%1 The negative
sign is an arbitrary convention. A free electron is arbitrarily
considered to
have an energy of zero. A negative energy means that the
energy of the
electron is lower than the energy of a free electron.
RH is the
Rydberg constant for hydrogen equal to 2.18 x 10-18J. The number
n is an
integer equal to n = 1, 2, 3,…
Exercises
Teacher Tip
1. What is the energy of the electron when it is in the first orbit, n=1?
It is important for the learner to understand the negative values
for the energy. As the value gets more negative, the energy
gets lower. As the value of the energy gets less negative, the
E1 = 2.18 x 10-18 J
E2 = 0.545 x 10-18 J
2. What is the energy of the electron in orbit n = 2?
E3 = 0.242 x 10-18 J
Do not make the learner memorise the value of RH. The value
147
3. What is the energy of the electron in orbit n = 3?
5. In which orbit will the electron have the highest energy, n=1, n=2, or n=3?
Answer: n=3
6
. As the value of n increases, what happens to the energy value of the electron?
Answer: As n
increases, energy increases.
148
E1 is the lowest energy and, therefore, the most stable state. It is called the
ground state or the Teacher Tip
ground level. E2, E3, E4, etc. have higher energies and are less stable than E1.
They are called Note that this is the 3rd time that quantization of
The Bohr model can explain the experimental emission spectrum of hydrogen which
includes a
wide range of wavelengths from the infrared to the UV region. These are summarized
in the table
below:
Teacher Tip
SERIES n final n initial Spectrum Region
Do not ask the learners to memorize the H atom
Paschen 3 4, 5, 6 Infrared
149
Exercises
1. The electron in the hydrogen atom undergoes a transition from n=3 to n=2.
a. Is energy absorbed or emitted? Answer: E is emitted because the electron goes
from a
higher energy level to a lower energy level.
b. What is the energy involved in the transition?
2. Which transition of the electron in the hydrogen atom will involve the highest
frequency?
a. n = 5 to n = 3
b. n = 4 to n = 3
c. n = 5 to n = 2
150
Similarly, when substances like metal ions are subjected to heat, they
absorb energy. The
electrons jump from their ground state to an excited state. Once the
electrons return from the
excited state to the ground state, light is given off. The light emitted
corresponds to the
energy released.
Example: Potassium emitted a pinkish purple color (approx. 400 nm) while
lithium emitted a
dark red hue (approx. 700 nm) when heated.
a. What caused the color change during heating?
b. Which element required the greater energy absorption for the
electrons to be in the
excited state and produce the observed emissions? Why?
c. What is the relationship between wavelength and energy?
151
The derivation of the De Broglie equation is only
III. THE DUAL NATURE OF THE ELECTRON; DE BROGLIE’S EQUATION
for clarification for the teacher and need not be
In 1924, Louis de Broglie made a bold proposition based on Planck’s and Einstein’s
concepts. De included in the lesson. It is important that the
photon.
p%=%mc%
speed of light, c, or
hv%
p%=%
(b)
(c)
h%
Standing Waves
p"="
λ
Mathematically, this means that the circumference of the allowed orbit (2r) must be
equal to an
integral multiple of the wavelength.
For a material particle, such as the electron, de
h%
where n = 1, 2, 3…. Because n is an integer, the radius, r, can only have certain
values λ%de%Broglie%=
mu
corresponding to n. Therefore, only certain orbits with allowed r values are
permissible.
152
How are the particle and wave properties related according to De Broglie?
This is given by the De Broglie equation:
Where h is Planck’s constant, m is the mass of the particle, and u is the velocity.
Therefore, a
particle in motion can be treated as a wave and a wave can exhibit properties of a
particle. An
electron, for instance, has both particle and wavelike properties. This is referred
to as the dual
nature of matter.
3. How will the wavelength vary if the velocity of the particles increases?
4. Calculate the wavelength of the following “particles”:
a. A 6
.00 x 10-2 kg tennis ball travelling at 6
8 m/s.
λ
b. An electron moving at the same speed (mass of electron is 9.1094 x 10-31 kg)
153
The wavelength of the tennis ball is exceedingly small considering that the
size of the
atom is in on the order of 1 x 10-10 m. This makes it difficult for a tennis
ball to be detected
by any existing measuring device. Meanwhile, the wavelength of the electron
is in the
infrared region. This shows that only small particles like the electrons and
other
submicroscopic particles have measurable wavelengths.
5. What must be the velocity, in m/s, of a beam of electrons if they are to display
a de Broglie
wavelength of 1µm?
6
. 2. What is the de Broglie wavelength, in nm, of a 2.4 g bird flying at 1.20 x
102 mph? (1 mile
= 1.6
1 km)
7. What is the wavelength, in nm, associated with 1000 kg automobile travelling at
a speed of 25
m/s. Comment on the experimental measurement of the wavelength associated with
the
moving automobile.
seen at https://www.youtube.com/watch?
waves exist for small particles, then beams of particles, such as electrons, should
exhibit the v=F6
dZjuw1KUo (4 minutes)
properties of waves, like diffraction.
www.youtube.com/watch?v=Ho7K27B_Uu8.
slit. In classical physics, the diffraction phenomenon is described as the
interference of waves. If
the distance between objects that the waves scatter from is about the same as the
wavelength of
the radiation, diffraction occurs and an interference pattern occurs.
Although De Broglie was credited for his hypothesis, he had no actual experimental
evidence for
his conjecture. In 1927, Clinton J. Davisson and Lester H. Germer, from the United
States, shot
electron particles onto a crystal of nickel. What they saw was the diffraction of
the electron similar
to waves diffraction against crystals (x-rays). In the same year, an English
physicist, George P.
Thomson, from Scotland, fired electrons towards thin metal foil providing him with
the same
results as Davisson and Germer. As a historical note, the father and son
demonstrated the wave-
particle duality of electrons. George P. Thomson is the son of J.J. Thomson, who
won the Nobel
Prize in 1906
for discovering the electron. The father, J.J. Thomson, showed that
the electron is a
particle and George P. Thomson, the son, showed that the electron is a wave.
154
ENRICHMENT (5 minutes)
Return to the question posted on the board during the introduction.
Ask the learners to answer the question based on the preceding lesson.
EVALUATION
Answer Key
Put a circle around the letter corresponding to the best answer.
1. B
2. D
1. Waves are characterized by frequency and wavelength. Frequency
3. E
A. is the distance between two consecutive peaks or troughs in a wave.
4. C
5. D
B. is the number of cycles or complete oscillations that pass a given point per
second. 6
. C
C. the vertical distance from the midline of a wave to the peak or trough.
7. B
8. C
D. has units of J-s.
9. D
E. has units of cm/s.
10. D
155
3. Which of the following types of electromagnetic radiation will have the least
energy?
A. gamma rays D. x-rays
B. visible light E. radio waves
C. microwaves
6
. Complete this sentence: Atoms emit visible and ultraviolet light __________.
A. As electrons jump from lower energy levels to higher levels.
B. As the atoms condense from a gas to a liquid.
C. As electrons jump from higher energy levels to lower levels.
D. As they are heated and the solid melts to form a liquid.
E. As the electrons move about the atom within an orbit.
156
7. The line spectrum of hydrogen gives proof of the
A. Shape of the orbits of the electron
B. Quantized nature of the H energy levels
C. Uncertainty of the momentum of the electron
D. Continuous emission of energy
E. B and D
9. Suppose that a tennis ball, a neutron, an electron, and a pingpong ball are all
moving at the
same speed. The wavelengths associated with them will be of the order:
A. tennis ball > pingpong ball> electron> neutron
B. pingpong ball> tennis ball > electron > neutron
C. neutron > electron > pingpong ball > tennis ball
D. electron > neutron > pingpong ball > tennis ball
E. tennis ball > pingpong ball > neitron > electron
10. Calculate the wavelength of a neutron that has a velocity of 200. cm/s.
(The mass of a
neutron = 1.6
75 10-27 kg.)
A. 1.98 10-9 m
B. 216
nm
C. 1.8 1050 m
D. 198 nm
E. 5.05 mm
157
General Chemistry 1
120 MINS
Lesson Outline
The learners demonstrate an understanding of the quantum mechanical
description of the atom and its electronic structure
Introduction Explore Colorful Elements 5
Materials
Learning Competencies
Cream of tartar (potassium hydrogen tartrate), table salt
At the end of the lesson, the learners:
(sodium chloride), moisture absorber (calcium chloride),
Resources
(1)
Chang, Raymond and Goldsby, Kenneth A. (2016
). Chemistry (12th
Specific Learning Competencies
ed). New York: McGraw-Hill.
(2)
Petrucci, Herring, Madura, and Bissonnette (2011). General Chemistry
At the end of the lesson, the learners will be able to:
Learning
2. Calculate the energy, wavelength, and frequencies involved in the electron
(4)
Roque, et al. laboratory Manual in General Chemistry (2008). Philippine
transitions in the hydrogen atom.
Normal University.
3. Relate the emission spectra to common occurrences like fireworks and
neon lights.
158
INTRODUCTION (5 minutes)
Teacher Tip
Explore Colorful Elements
1. Prepare the classroom or laboratory,
When substances such as metal salts are heated to high temperatures, the electrons
of the metal the materials, the lab sheets to be
ions are excited to higher energy levels. When these electrons return to their
ground states, used.
energy is emitted in the form of light. Since each element emits a unique set of
wavelengths, the 2. Distribute the lab sheets at the start of
emission spectrum can be used as a tool to identify the elements.
the lesson.
Objectives
a. To be able to conduct a flame test for metal ions
b. To observe the flame colors emitted by selected metal ions.
c. To explain the origin of the flame colors.
Teacher Tip
159
PROCEDURE
Teacher Tip
1. Dip the popsicle stick in water.
The teacher should prepare the samples ahead of
Lithium Red
6
. Note your observation in the data table given.
Sodium Yellow
DATA TABLE
Potassium Lilac
Sample Material Metal Ion Flame Color
Strontium Red
There are many causes for the indicated color not to come out such as contaminants
in the Note
material, contaminants in the water or in the popsicle stick. Or the flame may not
be hot enough. Everyone sees and describes colors differently so
16
0
b. Arrange the group of metals which produced the most easily identifiable
colors. Start with those
that emitted the most intense color and end with those metals with colors
that are least intense.
c. Colorful light emissions are observed in everyday life. Where else have
you observed light
emissions? Are these light emissions an evidence of excited electrons?
d. Cite at least 2 reasons why the flame test is sometimes inaccurate.
2. Write your conclusion and recommendations for the lab activity.
EVALUATION
Use the following rubric to rate the learner’s performance in the lab activity.
CONTENT PERFORMANCE
PRESENTATION TOTAL
16
1
General Chemistry 1
120 MINS
Lesson Outline
Content Standard
Performance Standard
Instruction I. Heisenberg’s Uncertainty Principle 80
The learners can illustrate the distribution of the electrons in an atom.
and Practice II. The Schrondinger Equation
Learning
2. Describe how atomic orbitals arise from the Schrodinger equation
(4) http://csi.chemie.tu-darmstadt.de/ak/immel/script/redirect.cgi?
3. Relate orbital shapes to electron density distribution
filename=http://csi.chemie.tu-darmstadt.de/ak/immel/tutorials/
orbitals/hydrogenic.html
4. Qualitatively sketch the orbital shapes
(5) http://winter.group.shef.ac.uk/orbitron/AOs/6
g/
5. Interpret the information obtained from a set of four quantum numbers
6
. Assign the correct set of quantum numbers for an electron
16
2
INTRODUCTION (12 minutes)
1. Review the quiz given in the last meeting
2. Introduce the following learning objectives using any of the suggested protocol
(Verbatim,
Own Words, or Read-aloud):
3. At the end of the lesson, I will be able to:
a. Explain Heisenberg’s Uncertainty Principle
b. Describe how atomic orbitals arise from the Schrodinger equation
c. Relate orbital shapes to electron density distribution
d. Qualitatively sketch the orbital shapes
e. Interpret the information obtained from a set of four quantum numbers
f. Assign the correct set of quantum numbers for an electron
4. Present the keywords for the concepts to be learned:
a. Heisenberg’s Uncertainty Principle
b. Schrodinger Equation
c. Wave function
d. Electron probability density
e. Atomic orbital
f. Principal quantum number
g. Angular momentum quantum number
h. Magnetic quantum number
i. Spin quantum number
j. Shell
k. Subshell
MOTIVATION (3 minutes)
If available, show 3-dimensional models of the orbitals (s, p, and d) to the
students to gain their
attention and curiosity. If 3-D models are not available, post large illustrations
on the board.
16
3
INSTRUCTION and PRACTICE (80 minutes)
I. HEISENBERG’S UNCERTAINTY PRINCIPLE
With the discovery that particles like electrons are wavelike (shown by De Broglie,
Davisson and
Germer, and Thomson), how can the ‘position’ of a wave be specified? How can the
precise
location of a wave be defined when a wave extends in space?
where "x is the uncertainty in position, "p is the uncertainty in momentum, and h
is Planck’s
constant.
16
4
3. According to the Bohr model, the electron goes around the nucleus in well-
defined orbits, the
radius of which can be determined. How can you relate the Bohr model to
Heisenberg’s
Uncertainty Principle?
The Bohr model violates Heisenberg’s Uncertainty Principle. Electrons do not go
around
the nucleus in well-defined orbits. Otherwise, we will be able to determine the
exact position
and momentum of the electron in the atom at the same time. A better model is
needed to
fully describe the atom.
Uncertainty%in%velocity%=%u%=%(0.015)(%2.05%x%106 %m/s)%=%3.1%x%104%m/s%%
To compute for the uncertainty in momentum, "p, multiply "u by the mass of the
electron
"p%=%m(ru)%=%(9.109%x%10*31%kg)%(3.1%x%104%m/s)%=%2.8%x%10*26 %kg*m/s%%
"x%=
This value shows that the electron’s position is about 10 atomic diameters.
Given the
uncertainty of the speed, there is no way to pin down the electron’s position
with any greater
accuracy.
16
5
Teacher Tip
5. Why is the uncertainty principle not significant when applied to large objects
such as a The solution of the Schrodinger equation
transportation vehicle?
involves advance calculus and differential
The wave function itself has no physical meaning. However, the probability of
finding the electron
in a particular volume element in space is proportional to ψ2. In wave theory, the
intensity of light
is proportional to the square of the amplitude of the wave or ψ2. Similarly, the
most likely place
to find the particle is where the value of ψ2 is greatest.
The Schrodinger equation began a new field in physics and chemistry referred to as
quantum
mechanics or wave mechanics. The Schrodinger equation can be solved exactly for the
hydrogen
atom but not for atoms with more than one electron. For many-electron atoms,
approximation
methods are used to solve the Schrodinger equation.
Sources
from http://2012books.lardbucket.org/books/
principles-of-general-chemistry-v1.0/s10-05-
(a) (b)
16
7
IV. THE QUANTUM NUMBERS
In the mathematical solution of the Schrodinger equation, three quantum numbers are
obtained.
These are the principal quantum number (n), the angular quantum number, (ℓ) ,and
the
magnetic quantum number (ml). They describe the atomic orbitals. A fourth quantum
number,
the spin quantum number (ms) completes the description of the electrons in the
atoms.
Teacher Tip
16
8
The Magnetic Quantum Number (ml)
a. Describes the orientation of the orbital in space
b. Can have the values:
The four quantum numbers compose the numbers that describe the electron in an atom.
The
quantum numbers shall be in the order: energy level (n), sub-level or orbital type
(ℓ), the
orientation of the orbital specified in ℓ (mℓ), and the orientation of the spin of
the electron (ms). It
is written in the order (n, ℓ, mℓ, ms ).
16
9
For example
1. An electron is found in the first energy level. What is the allowed set of
quantum numbers for
this electron?
a. The energy level, n = 1.
b. The orbital type is only s, its designation is 0, thus, ℓ = 0
c. From ℓ, the orbital type is s. There is only one orientation of an s orbital,
designated as 0,
thus, mℓ = 0.m
d. An electron in the 1s orbital can have an up-spin or a down-spin. Therefore,
ms could be
+1/2 or -1/2.
How does (1,0,0,1/2) differ from (1,0,0,-1/2)? The first set corresponds to the
electron with spin
up and the second set refers to the electron with spin down.
Atomic Orbital
n ℓ mℓ
Number of Orbitals
Designation
1 0 0
1 1s
2 0 0
1 2s
2 1 -1, 0, 1
3 2px, 2py 2pz
3 0 0
1 3s
3 1 -1, 0, 1
3 3px, 3py 3pz
3 2 -2, -1, 0, 1,
2 5 3dxy, 3dyz, 3dxz, 3dx2-y2, 3dz2
170
Exercises
1. What is the total number of orbitals associated with the principal quantum
number n=1?
Answer: 1
What is the total number of orbitals associated with the principal quantum
number n=2?
Answer: 4
What is the total number of orbitals associated with the principal quantum
number n=3?
Answer: 9
We can therefore say that the total number of orbitals associated with a given
principal
quantum number n is n2.
5.06
%3A_Electron_Waves_in_the_Hydrogen_Atom
Figure (c). This will result in a boundary surface diagram of the 1s orbital as
shown in Figure (d). (3 November 2016
), Creative Commons
States License.
from https://en.wikibooks.org/wiki/
High_School_Chemistry/
License.
(c) (d)
171
Figure (d) shows that all the s orbitals are spherical in shape but differ in size,
which increases
as the value of n increases.
The p orbitals starts when n =2 for which ℓ has a value of 1 and mℓ has values -1,
0, +1.
Therefore, there are three 2p orbitals: 2px, 2py, 2pz indicating the axes along
which they are
oriented. For the p orbitals, the electron probability density is not spherically
symmetric but
has a double teardrop shape, or in some books, a dumbbell shape. The greatest
probability of
finding the electron is within the two lobes of the dumbbell region; it has zero
probability
along the nodal planes found in the axes. All three 2p orbitals are identical in
shape and
energy but differ in orientation as shown in Figure (e). The p orbitals of higher
principal
quantum numbers have similar shapes.
(e)
Figure (f) shows the d orbitals occur for the first time when n = 3. The angular
function in these
cases possesses two angular (or planar) nodes. Four of the orbitals have the same
basic shapes
except for the orientation with respect to the axes. The wave functions exhibit
positive and
negative lobes along the axes and shows zero probability of finding the electron at
the origin.
The fifth wave function, dx2 , has a similar shape with that of the p-orbital with
a donut-shape
region along the x-axis.
Sources
from http://2012books.lardbucket.org/books/
principles-of-general-chemistry-v1.0/s10-05-atomic-
http://2012books.lardbucket.org/books/principles-of-
general-chemistry-v1.0/s10-05-atomic-orbitals-and-
(f)
ASSESSMENT/LAB ACTIVITY (25 minutes)
Answer Key
QUANTUM NUMBERS Worksheet
1. Rearrange the letters
a. Principal
Rearrange the letters of the correct term that is described by the corresponding
statement. b. Orbital
1. Write your answer on the space provided.
c. Angular momentum
d. Electron
___________ a LAPNICRIP – It is the quantum number that represents the
e. Magnetic
energy level the electron is in.
f. Energy level
g. Sphere
___________ b LATOBRI – It is a representation of the wave function of a
h. Ground state
hydrogen-like atom.
b. n=3, l =1
represents the shape of orbitals.
c. n= 5, l= 3
___________ d NOTRECLE – It is the particle that can be described by
d. n= 4, l=2
a. ml= 0
___________ e MEGATINC – It represents the quantum number that
b. ml= -1, 0,1
describes the orientation of an orbital.
c. ml= -2, -1, 0, 1, 2
4. Possible Orbitals
___________ g RHEPES – It is the shape of the s orbital.
a. 32 electrons
b. 50 electrons
___________ h ROGUND EATTS – It is the most stable state of the
electron in the hydrogen atom.
c. 2
d. not possible
5. State the number of possible electrons described by the following quantum
numbers
a. n = 3, l = 0 _______________________________
6
. Valid Set of Quantum Numbers
b. n = 3, l = 1 _______________________________
a. l =2 is not allowed, maximum is 1
b. possible
c. n = 3, l = 2, ml = -1 ________________________
c. ms should only be ½ or -1/2
d. n = 5, l = 0, mℓ =-2, ms =-1/2 _________________
d. mℓ should only be within the values of 2l+1;
b. 3
c. n = 3, l = 0, ml = 0, and ms = 1
c. 5
d. n = 3, l = 2, ml = 3, and ms = ½
d. 7
e. 9
7. What is the maximum electron pairs that can occupy an:
a. s orbital _______________________________
8. “Do as directed”
b. the subshell of p orbitals _______________________________
a. Sphere
c. the subshell of d orbitals _______________________________
b. Any of the d orientations
c. f orbital
d. the subshell of f orbitals _______________________________
d. p orbitals
e. the subshell of g orbitals _______________________________
e. Answers:
i. (4, 2,0, ½)
8. Do as directed.
ii. (3,1,-1,-1/2)
a. Sketch the shape of the orbital with the quantum numbers n=3, l=0 and mℓ = 0
iii. (2,1,1,1/2)
b. The sketch of the shape of the subshell with the quantum numbers n=4, l=2 is
f. 3
c. The highest orbital possible in n = 4
g. 3p
d. Sketch the orientation of the allowed values of l= 1 for the shell n=2.
h. 2
e. Write the set of quantum numbers for the following
i. It is an up-spin 4d electron with an orbital orientation of 0.
ii. The electron is in the 3rd energy level, px-orbital, and down spin.
iii. When n=2, l is 1, mℓ = 1, ms = ½
f. What is the value of l for a 4f electron?
g. What is the orbital designation for an electron in the 3rd shell and p
sublevel?
h. How many electrons have the following quantum numbers: n =4, l = 2, mℓ = -2?
174
General Chemistry 1
120 MINS
Materials
4. Perform exercises on writing electronic configuration (STEM_GC11CB-IIa-
Periodic Table
b-59)
Resources
Specific Learning Competencies
Cengage Learning
configurations;
4. Illustrate the electron distribution using orbital diagrams; 6
.
Determine valence configuration and valence electrons.
5. Determine magnetic properties of an atom based on its 7.
Relate valence configuration of elements with position of
electronic configuration; and
element in the periodic table.
175
INTRODUCTION/ REVIEW (7 minutes)
1. Review orbitals and their shapes.
2. Introduce the following learning objectives using any of the suggested protocol
(Verbatim,
Own Words, or Read-aloud):
At the end of the lesson, I will be able to:
a. Explain the unique electron distribution of the atom;
b. Compare and contrast the orbital energies in a hydrogen atom with that of the
many-
electron atom;
c. Write the electron configuration of an atom using the conventional method as
well as
the core noble gas configurations;
d. Illustrate the electron distribution using orbital diagrams;
e. Determine magnetic properties of an atom based on its electronic
configuration; and
f. Determine valence configuration and valence electrons.
g. Relate valence configuration of elements with position of element in the
periodic table.
176
MOTIVATION (3 minutes)
1. Ask a few learners to give their home addresses.
2. What are zip codes? What is the zip code of the school?
3. What is the use of zip codes? Look for the zip code of a school outside your
city or province
and compare with yours.
where RH is equal to 2.18 x 10-18J. Therefore, the energies of the hydrogen atom
increase
according to the following (see Figure 1):
1s"<"2s"="2p"<"3s"="3p"="3d"<"4s"="4p"="4d"="4f"<"…"
Orbitals with the same principal quantum number, n, have the same energy. It means
that in a
hydrogen atom, the lowest energy is 1s. It is the most stable condition, or termed
as the ground
state. An electron in the ground state is most strongly held by the nucleus.
Source
chapter/6 -4-electronic-structure-of-atoms-electron-
Teacher Tip
III. ELECTRON CONFIGURATION
There is an equal probability for the electron to
The four quantum numbers n, ℓ, ml, and ms are very useful in labelling an electron
in any orbital in have a spin up (ms = ½) or spin down (ms = -½}.
an atom much like giving the address of an electron in an atom.
In the case of hydrogen, there is only one electron. In the ground state, the one
electron of
hydrogen will occupy the 1s orbital, the one with the lowest energy. This electron
is represented
178
by the set of quantum numbers: n = 1, ℓ =0, ml = 0, and ms = ½ or -½. By
convention, the set of
quantum numbers is written as (1, 0, 0, ½) or (1, 0, 0, -½). The ms value does not
affect the
energy, orientation, or size of the orbital but is important in describing the
arrangement of
electrons in the atom.
In filling up the orbitals, the lower energy levels are filled up first before the
higher energy levels.
For many-electron atoms, the Pauli Exclusion Principle is used. This states that in
an atom or
molecule, no two electrons can have the same four electronic quantum numbers.
Consequently,
an orbital can contain a maximum of only two electrons, the two electrons must have
opposing
spins. This means if one is assigned an up-spin (+1/2), the other must be down-spin
(-1/2).
179
Consider the case of He with 2 electrons.
Teacher Tip
A, B, and C?
Exclusion Principle?
Exercises
Answer Key
1. What are the possible sets of quantum numbers that can describe a 2p electron in
an atom? 1. All six representations are possible.
Answer: For a 2p electron, n = 2; = 1; ml can be -1, 0, +1; and ms can be ½ or
-½. 2. 1s2 2s1
3. 1s2 2s2
(2, 1, 0, ½)
(2, 1, 0, -½)
(2, 1, 1, ½)
(2, 1, 1, -½)
180
III. HUND’S RULE
For carbon, the electronic configuration is 1s2 2s2 2p2. But the orbital diagram
shows three ways
in which the last electron can be placed in the orbitals which do not violate the
Pauli’s exclusion
principle as shown in the following:
However, each arrangement provides a different energy value. The one with the
lowest energy
has the greatest stability. Hund’s rule is the guide in determining the most stable
distribution.
Hund’s rule: The most stable arrangement of electrons in the subshells is the one
with the
most number of parallel spins.
Based on Hund’s rule, the third option is the most favorable arrangement for the
electron to
attain the greatest stability. In the first option, the presence of two electrons
with opposing
spins in one orbital results in a greater mutual repulsion than when they occupy
separate
orbitals. Hund’s Rule is followed in d and f orbitals as well.
Any atom with an odd number of electrons will contain one or more unpaired spins,
and are
therefore attracted by a magnet, thus, can be classified as paramagnetic. For an
even number
of electrons like helium, if the two electrons in the 1s orbitals had parallel
spins, their net
181
magnetic fields should strengthen each other. But experimental results showed that
the helium
atom in its ground state has no net magnetic field.
This observation supports the pairing of two electrons with opposite spins in the
1s orbital. Thus,
helium gas is diamagnetic. Lithium, on the other hand, has an unpaired electron and
is
paramagnetic. The orbital diagram provides information on the diamagnetic or
paramagnetic
characteristic of an element.
Exercises:
Fill in the following table:
Answer Key
NUMBER PARAMAGNETIC
No. of
ATOMIC ORBITAL ELECTRON
ELEMENT OF OR
UNPAIRED
NUMBER DIAGRAM CONFIGURATION
ELECTRONS DIAMAGNETIC
ELECTRONS
H 1
He 2
Li 3
Be 4
B 5
C 6
N 7
O 8
F 9
Ne 10
Which of the 10 elements has the highest magnetic properties (most paramagnetic)?
182
IV. AUFBAU PRINCIPLE
The Aufbau principle dictates that as protons are added one by one to the nucleus
to
build up the elements, electrons are similarly added to the atomic orbitals. The
order of
filling up the atomic orbitals is from lowest energy to highest energy. Within the
same
principal quantum number, the order of energies of the atomic orbitals is
s"<"p"<"d"<"f"
For example, for n = 3, the order is E3s < E3p < E 3d.
For multi-electron atoms, the general order of filling up orbitals can be
diagrammed as
follows:
The electron configuration of elements higher than hydrogen and helium can be
represented using the noble gas core. In the periodic table, the noble gases are
found
in the last column named as Group 8A (or Group 18 in the IUPAC convention). These
are 2He, 10Ne, 18Ar, 36
Kr, 54Xe, 86
Rn.
183
The smallest noble element is helium, so the shortened electronic configuration can
be
written as follows for the given elements:
He 2 2 1s2 [He]
The elements in the 4th period, starting from potassium will have argon as the
noble Teacher Tip
very large atoms as there are bound to be many cases when the
20Ca: [Ar] 4s2
184
The 4s orbital has lower energy than the 3d orbitals; it is first filled with
electrons
before the 3d orbitals.
Elements scandium to copper are transition metals. These elements will have
incompletely filled d subshells or readily gives electrons and form cations that
have
incomplete filled d subshells. There will be some irregularities in the electron
distribution of this series as seen in Cr and Cu.
21Sc: [Ar]4s23d1
22Ti: [Ar]4s23d2
24Cr: [Ar]4s13d5
29Cu: [Ar]4s13d10
30Zn: [Ar] 4s23d10
The irregularities in Cr and Cu are due to experimental results that show that
there is a
greater stability associated with the half-filled (3d5) and the completely filled
(3d10)
subshells. Similar observations are also found in the higher d and f-orbitals.
Gallium is the next element after Zn, its electronic configuration is:
31Ga: [Ar] 4s23d104p1
Important data that can be gathered from the shortened electronic configuration are
the following:
a. Valence configuration: The electronic configuration representing the outermost
subshells.
b. Valence electrons: the number of electrons in the outermost subshells.
185
NOBLE GAS VALENCE
Note
ELEMENT CONFIGURATION CONFIGURATION VALENCE
ELECTRONS
electrons.
Be [He] 2s2 2s2 2
Sc [Ar]4s23d1 4s23d1 3
Cr [Ar]4s13d5 4s13d5 6
Ga [Ar]4s23d104p1 4s24p1 3
Source
High_School_Chemistry/
The_Periodic_Table_and_Electron_Configurations (3November
following atoms: B, Ne, P, Sc, Mn, Se, Kr, Fe, Cd, I, Pb.
Ans: (a) n (b) ms (c) l (d) ml
10. Draw the orbital diagrams for atoms with the following electron
2. Calculate the total number of electrons that can occupy (a) one s
configurations:
orbital, (b) three p orbital, (c) five d orbitals, (d) seven f orbitals.
(a) 1s22s22p5
Ans: (a) 2, (b) 6
, (c) 10, (d) 14
(b) 1s22s22p6
3s23p3
3. List the values of n, l, and ml for the orbital in the 4d subshell.
(c) 1s22s22p6
3s23p6
4s23d7
Ans: n = 4; l = 2; ml = -2, -1, 0, 1, 2
187
Electron Configuration Worksheet
1. Complete the table below with the appropriate information as asked.
ORBITAL DIAGRAM OF
CONFIGURATION CONFIGURATION
CONFIGURATION
Na
Al
Si
Cl
Ar
Ca
Ti
Mn
Fe
Cu
Ge
Os
Au
Cf
2. From A, List 5 elements that exhibit paramagnetism and 5 elements that exhibit
diamagnetism in its ground state.
3. Write the four quantum numbers of each electron in a nitrogen atom.
188
4. Determine the element whose outermost valence electron is 5. Write the
electron configurations for the elements in number 4.
represented by the following quantum numbers. Encircle
the valence configuration.
a. n=1, l= 0, ml= 0, ms=-1/2 6
. Plot the
elements in number 4 in the blank periodic table
b. n=2, l=1, ml= 0, ms= +1/2 provided
for.
c. n=3, l=1, ml= 0, ms= +1/2 7. Pick 3
elements from number 4. Give their sources and a
minimum of
three uses of the elements you picked.
d. n=4, l=2, ml= 0, ms= +1/2
e. n= 6
, l=0, ml= 0, ms= -1/2
f. n=3, l=1, ml = -1, ms= +1/2
g. n=5, l= 3, ml = 0, ms= +1/2
h. n=4, l=1, ml = -1, ms= -1/2
i. n=4, l=1, ml = 0, ms= -1/2
j. n=5, l=1,ml = 1, ms = ½
1A
8A
2A
3A 4A 5A 6
A 7A
189
General Chemistry 1
120 MINS
(3) Zumdahl, S.S. and Zumdahl, S.A (2013).Chemistry, 8th ed. Cengage
Learning
Specific Learning Competencies
(4) Cox, P.A. Inorganic Chemistry Second Edition (2004). Inorganic
At the end of the lesson, the learners will be able to:
Chemistry Laboratory, New College, Oxford, UK
1. Sketch the periodic table showing the groups and periods.
(5) Roque, et al. Laboratory Manual in General Chemistry (2008).
191
3. Development of the Periodic Table
The arrangement of elements in the modern periodic table was made possible
through the
efforts of several chemists, such as; Dobereiner, John Newlands, Dmitri
Mendeleev, and Henry
Moseley.
MOTIVATION (3 minutes)
1. Show the learners some periodic tables. Ask them what they know about the
periodic table.
2. Ask them to identify a few of the elements in the table.
192
INSTRUCTION/DELIVERY/PRACTICE (90 minutes)
Majority of the elements are metals (shown in light gray shade
I. PERIODIC CLASSIFICATION OF ELEMENTS
in the figure). Metals are good conductors of electricity. The
(shown in boxes with dark grey shade) have properties that are
gases.
193
Exercises
1. Write the electron configuration (using noble gas notation)
of the elements in Group 1A.
2. Comment on the outermost electron configuration of
Group 1A elements.
3. How many valence electrons do Group 1A elements have?
4. Write the electron configuration (using noble gas notation)
of the halogens.
5. Comment on the outermost electron configuration of the
halogens.
6
. How many valence electrons do the halogens have?
7. Comment on the arrangement of the representative
elements in the periodic table with respect to their electron
configuration.
The Periodic
Table: Representative, Transition, and f-block Elements
Exercises
1.
Give the electron configuration of Na and Na+.
II. ELECTRON CONFIGURATION OF CATIONS AND ANIONS
Na: [Ne] 3s1 Na atom has 11 protons and 11 electrons.
Ions derived from representative elements
Na+: [Ne] Na+ ion has 11 protons and 10 electrons. Na+ is
Ca2+: [Ar]
to the highest partially filled n shell so that they become
isoelectronic (same number of electrons) with the noble gas. 3.
Give the electron configuration of F and F
F:
1s2 2s2 2p5
4.
Give the electron configuration of O and O2
O:
1s2 2s2 2p4
O2
: 1s2 2s2 2p6
or [Ne] O2 is isoelectronic with Ne.
194
Ions derived from transition elements
1. Give the electron configuration of Mn and Mn2+.
Mn: [Ar]4s2 3d5
Mn2+ [Ar] 3d5
Note that for transition elements, the ns electrons are removed first. In
filling up the orbitals,
the ns orbitals are filled first before the (n-1)d orbitals because the ns
orbitals are more stable
and lower energy. However, the electron-electron interactions are different in a
neutral atom
from that in an ion. For transition metal ions the 3d orbital is more stable.
Hence, the 4s
electrons are removed first before the 3d electrons.
Teacher Tip
1. The Effective Nuclear Charge
The shielding constant, σ , can be calculated using
In many-electron atoms, the inner or core electrons shield the outer electrons from
the nucleus some specified rules. In 1930, J. C. Slater devised a
reducing the electrostatic attractions between the nucleus and the outer electron.
The effective simple set of guidelines to determine shielding or
nuclear charge, Zeff, is given by Zeff = Z - σ where Z is the nuclear charge and σ
is the shielding screening constants. However, this will not be done
trend.
195
c. Approximate the Zeff for F (Z=9).
F (electron configuration [He] 2s2 2p5) also has 2 inner core electrons to
shield the 7 valence
electrons. The +9 charge of the F nucleus is neutralized by the 2 core
electrons leaving a net
charge of +7. However, there are 7 valence electrons. A valence electron
will also feel the
shielding effect of the other 6
valence electrons. Therefore, the Zeff is
expected to be less
than 7 but larger than the Zeff of the outer electron in boron because there
are more valence
electrons to provide shielding.
d. From the above analysis, how will Zeff vary across a period?
Zeff increases as you go from left to right across a period.
Z 3 4 5 6
7
8 9 10
Teacher Tip
2. Atomic Radius
There are various types of radii used in inorganic
Atomic size is difficult to define because there is no distinct outer boundary to
an atom. The chemistry. However, the lesson focuses only on
196
The metallic radius: it is one-half the distance between the nuclei
of
the two atoms in contact in the crystalline solid metal.
How does the atomic radius vary within a period for representative elements?
Explain.
The atomic radius decreases from left to right through a period of elements for
representative
elements. This corresponds to the increase in Zeff across a period. With the
increase in Zeff, the
outer electrons are pulled in and attracted towards the nucleus resulting in a
decrease in the size of
the atoms.
Teacher Tip
(125 pm).
3. Ionic Radius
Ionic radii are very difficult to measure with certainty because they are affected
by their immediate environment. They can be measured by x-ray diffraction.
The sizes vary depending on the environment. However, we are going to
discuss the general trends and relative sizes.
197
Atomic radius versus ionic radius
Cations are smaller than the atoms from which they are formed. When a metal atom
loses one or
more electrons to form a positive ion, the positive nuclear charge exceeds the
negative charge of
the electrons in the resulting cation. For isoelectronic cations, the more positive
the ionic charge,
the smaller the ionic charge.
Anions are larger than the atoms from which they are formed
When a non-metal gains one or more electrons, it forms a negative ion termed as
anion. The
nuclear charge remains constant, but Zeff is reduced because of the additional
electrons. The
additional electrons results in increase repulsions among the electrons in the
outer shell. This results
to the tendency of the electrons to spread out more, thus increasing the size of
the anion.
For isoelectronic anions, the more negative charge, the larger is the ionic radius.
a. Compare the size of a neutral atom of Na and a Na+ ion. Which is larger.
Explain.
The Na atom has 11 protons attracting 11 electrons. Its electron configuration
is [Ne] 3s1. This
outer electron is lost when it forms the Na+ ion.
The Na+ ion has 11 protons attracting only 10 electrons. Therefore the electrons
are pulled
closer to the nucleus.
The Na atom is larger than the Na+ ion: Na > Na+
b. Compare the size of a Mg atom and a Mg2+ ion. Which is larger?
The Mg atom has 12 protons attracting 12 electrons.
The Mg2+ ion has 12 protons attracting 10 electrons. The electrons feel a larger
attractive force
towards the nucleus.
The Mg atom is larger than the Mg2+ ion: Mg > Mg2+
c. Compare the sizes of Na+, Mg2+, and Al3+. Arrange according to increasing size.
Na+, Mg2+, and Al3+ are isoelectronic; that is, they all have the same number of
electrons. They
have 10 electrons outside the nucleus. But for Al3+, the 10 electrons are pulled
by 13 protons;
for Mg2+, the 10 electrons are attracted by 12 protons; and for Na+, the 10
electrons are pulled
by only 11 protons.
198
Therefore, the sizes of the ions increase according to: Al3+ < Mg2+ < Na+.
f. Compare the sizes of F–, O2–, and N3–. Arrange according to increasing size.
F–, O2–, and N3– are isoelectronic. All have 10 electrons. However, only 7
protons are attracting
the 10 electrons in the nitride ion; 8 protons are pulling in the 10 electrons
in the oxide ion;
while 9 protons are attracting the 10 electrons in the fluoride ion.
Therefore, the ionic sizes
increase according to F– > O2– > N3–. .
Exercises
Arrange the following set of ions and atoms in increasing size and explain your
answer
a. K+, Cl-, S2-, Ca2+
b. N, Cs, As, Mg2+, Br-
Ionization Energy
Ionization energy (IE) is the minimum amount of energy (in kJ/mol) required to
remove an electron
from a gaseous atom in its ground state.
The energy required to remove the first electron is called the first ionization
energy. The first
ionization energy, IE1, has the lowest value. The second ionization energy, IE2, is
the energy
199
required to strip the second electron from the atom; it has higher energy value,
and so on.
IE1 < IE2 < IE3 < …
Teacher Tip
When electrons are removed from the same shell, the main effect is that with each
successive
The following tables provide some first ionization energies for representative
elements.
IE1 Li Be B C N O F
Ne
IE1 Li Na K Rb
Cs
200
Electron Affinity
Teacher Tip
The electron affinity of an atom may be defined as the negative of the energy
change that The teacher should be very careful in explaining
ENRICHMENT
Some applications of metal ions
1. Knowledge of atomic and ionic radii is used to vary physical properties of
materials. For
example:
a. Strengthening Glass. Normal glass windows that contain Na+ and Ca2+ ions are
brittle and
shatters easily. Replacing the Na+ ions with bigger K + ions results in
surfaces where
surface sites are being filled up leaving less opportunity for cracking.
b. Colors in gemstones. Pure Al2O3 is colorless. Substituting Al3+ with a little
amount of Cr3+
in Al2O3 gives a red color in ruby.
2. Explanation for the irregularities in the ionization potential trends for
beryllium and boron
(This is optional topic)
a. Boron has lower ionization energy than Be. The ionization energy of B is
slightly less than
that of Be because boron removes an electron from a 2p orbital, which is
less tightly
bound than the 2s involved in lithium and beryllium.
b. Hund’s rule play an important role in explaining the ionization energies of
nitrogen and
oxygen. Remember, there are three 2p electrons that can be accommodated in
different
orbitals with parallel spin so as to minimize their mutual repulsion. For O
(2p)4 and
subsequent elements in the period some electrons are paired and repel more
strongly,
leading to IE values less than would be predicted by extrapolation from the
previous
three elements.
201
EVALUATION
Directions: Fill up the blank periodic table with the Element as described by each
statement below:
1. Element A is the biggest in Group 1A.
2. Element B forms the biggest anion in period 2.
3. Element C has complete d electrons in period 4.
4. Element D is the most electronegative in period 2.
5. Element E will be isoelectronic with the noble gas in period 3 when it loses two
electrons.
6
. Element F has the highest ionization energy in period 4.
7. Element G has the least electron affinity in group 6
.
8. Element H has the 4f14 configuration
9. Element I is the first member of the actinide series
1A
8A
2A
3A 4A 5A 6
A 7A
B D
E
C J F
A
G
202
General Chemistry 1
6
0 MINS
of their Ions
30
Content Standard
Materials
the periodic table and trends in the properties of the elements in terms of
Materials for Activity No. 1
electronic structure. A.
Reagents: 0.5 M magnesium nitrate, 0.5 M calcium nitrate, 0.5 M
Performance Standard
strontium nitrate, 0.2 M barium nitrate, 1.0 M sodium hydroxide, 0.5 M
(3) Zumdahl, S.S. and Zumdahl, S.A (2013).Chemistry, 8th ed. Cengage
At the end of the lesson, the learners will be able to:
Learning
1. Explain the periodic properties of the main group elements;
(4) Silberberg (2006
). Chemistry. The Molecular Nature of Matter and
Change. McGraw-Hill:
2. Investigate qualitatively the trends in chemical reactivity of metallic
(7) http://www.rsc.org/learn-chemistry/resource/res00000513/the-
4. Compare and contrast the properties of main group elements; and
periodic-table-properties-of-group-2-elements?cmpid=CMP00000583
5. Perform exercises and collaborative work with peers.
(8) http://www.oresomeresources.com/resources_view/resource/
experiment_metal_reactivity
203
ACTIVITY NO. 1
Teacher Tip
PROPERTIES OF GROUP 2A ELEMENTS – REACTIONS OF THEIR IONS
Prior to the activity, the instructor needs to:
2. Materials
Reagents: 0.5 M magnesium nitrate, 0.5 M calcium nitrate, 0.5 M strontium nitrate,
0.2
M barium nitrate, 1.0 M sodium hydroxide, 0.5 M sodium fluoride, 0.5 M sodium
chloride, 0.2 M potassium bromide, 0.2 M potassium iodide, 0.5 M sodium sulfate,
0.5
M sodium carbonate.
Equipment: spot plate (or use plastic film like that used for overhead
transparencies or
plastic wrap in the absence of a spot plate or wax paper), respective droppers and
small beakers for each solution
3. Precautions
a. Always wear your laboratory gown and safety goggles.
b. Do not contaminate the reagents. Use respective droppers for each solution.
c. Avoid skin contact with the reagents
d. Dispose all solutions in the containers provided by your teacher. Wash your
hands
before leaving the laboratory.
204
Instruction / Activity
Teacher Tip
Procedure
Ask the learners:
F– Cl– Br – I– CO32-
SO42-
Mg2+
Ca2+
Sr+
Ba2+
2. Following the grid on the first row of the spot plate put two drops of magnesium
nitrate solution on the six holes (or boxes drawn on the OHP film). Then add two
drops of fluoride, chloride, bromide, iodide, carbonate, and sulfate
solutions to each of the holes or boxes as shown on the grid.
3. Repeat with calcium nitrate on the second row, then strontium nitrate on
the third row, and barium nitrate on the fourth row.
4. Record your observations in the data table.
F– Cl– Br –
I– CO32- SO42-
Mg2+
Ca2+
Sr+
Ba2+
Additional Questions
5. What are the indications that a chemical reaction took place?
6
. List the group IIA elements in order of increasing chemical reactivity
205
ACTIVITY NO. 2
Teacher Tip
ELECTRON CONFIGURATION AND PERIODICITY
The teacher will need to prepare:
Rules for Task 1
1. Colored flash cards where element symbols and atomic
flashcards.
1. The teacher will distribute flash cards of different colors randomly in the
class. 4. Response Sheets enough for all the groups
2. Ask the learners to form groups according to the colors of the paper of the
5. A big giant periodic table can be posted on the board
flashcards.
3. Let the students write the long configuration and noble gas configuration of the
given elements on a response sheet.
NAMES: SCORE:
TIME STARTED: TIME DONE:
206
Task 2
Teacher Tip
1. Ask the students to write the valence configuration of elements in the flash
cards. (if There are two types of valence configurations in the group of
elements:
the flash cards are not laminated, let students write the configuration on
separate 1. (ns) (np) elements
strips of paper)
2. (ns) (n-1) d elements or (ns) (n-2) f elements
2. Ask the students what they observe about the valence configuration of the
elements in their group. Study what are the similarities and differences?
3. Ask the students to arrange the elements in the periodic table on the board.
What
is the relationship of the configuration with their arrangement in the periodic
table?
• Elements found in the same family have the same number of valence
electrons
but different period/energy level.
• Elements with ns np configurations are called representative elements and
the
(ns) (n-1)d elements are called transition elements, and the ones with (n-
2)f
configurations are in the lanthanide or actinide series.
Answer Key
Exercises
A.
B.
4. 1s22s22p6
3s23p6
4s2
1. V
2. Tl
5. [Kr]4d105s1
3. As
6
. [Rn]7s25f3
4. Ca
5. Ag
B. Identify the following elements and indicate their position in a blank periodic
table.
To the teacher, provide a blank periodic table.
1. [Ar]4s23d3
2. [Xe]4f145d106
s26
p1
3. [Ar]4s23d104p3
4. 1s22s22p6
3s23p6
4s2
5. [Kr]4d105s1
207
General Chemistry 1
120 MINS
Motivation Inquiry 5
in terms of atomic properties.
Resources
2. State the Octet Rule (STEM_GC11CB-IId-g-6
8); (1)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York: McGraw-Hill.
3. Determine the charge of ions formed by the representative (2)
Joesten, M., Castellion, M. & Hogg, J. (2007). The World of Chemistry:
Teacher Tip
3. Connecting and reviewing essential knowledge
209
2. Show them the following table and ask them to answer the following questions:
Answer Key
a. Group 8A
Atomic Group
Group Number Period b. Historically, they are called noble because
Element Electron Configuration
they generally do not react with other
Number Number
(Old) (IUPAC) Number elements and are stable.
He 2 1s2
c. In light bulbs, current is passed through a
8A
18 1
d. 8
Kr 36
1s2 2s2 2p6
3s2 3p6
3d10 4s2 4p6
8A
18 4
Xe 54 1s2 2s2 2p6
3s2 3p6
3d10 4s2 4p6
8A
18 5
4d10 4f145s2 5p6
Ra 86
1s2 2s2 2p6
3s2 3p6
3d10 4s2 4p6
8A
18 6
4d10 4f145s2 5p6
5d10 6
s2 6
p6
Teacher Tips
b. These elements are called the noble gases. Why? What is the common
characteristic of In the past, noble gases were thought to be
these gases?
inert and unreactive. But recently, many
of electrons).
when atoms of elements combine to form compounds, they tend to lose, gain, or
share electrons
to achieve the same electron arrangement as the noble gas nearest them in the
periodic table.
210
In combining with other atoms, only outer electrons, the valence electrons, are
involved. To keep Teacher Tip
track of these valence electrons, the Lewis dot symbol is used. The Lewis dot
symbol consists of Ask the learners to give the Lewis dot symbols
Number of
Element Electron Configuration
Lewis Dot Symbol
valence electrons
H 1s1 1
H
Li 1s22s1 1
Li
211
The Lewis dot symbols of the representative elements are shown in the table
below. Teacher Tip
2. Ask the learners what common features exist for the dot symbols of the elements.
All elements belonging to the same group have the same number of valence
electrons. They
have the same number of dots around the element symbol. For example, all Group
1A elements
have only one valence electron represented by one dot. All Group 7A elements
have 7 valence
electrons represented by 7 dots.
212
Ionization energy (IE) is the minimum amount of energy (in kJ/mol) required to
remove an electron Teacher Tip
from a gaseous atom in its ground state.
Briefly discuss ionization energy and electron
Ionization energy increases from left to right across a period. It increases from
bottom to top in a
group as shown in the figure below. Ask the learners the reason for the trend.
Examples
Increasing ionization energy
Li Li+ + e–
1s22s1 1s2
Na → Na+ + e–
1s22s22p6 3s1 1s22s22p6
Ca → Ca2+ + 2 e–
Elements with small ionization energies tend to easily give up electrons to form
positive ions or
cations. From the positions in the periodic table, these elements would be the
metals particularly
those in Groups 1A and 2A. The larger the metal atom, the easier it is to lose
valence electrons
and the more reactive the metal.
The electron affinity of an atom may be defined as the negative of the energy
change that
occurs when a gaseous atom accepts an electron, or the ionization energy of a
negative ion. The
more positive the electron affinity, the greater the tendency to accept an electron
and form an ion.
Generally, the electron affinity increases across a period from left to right. The
electron affinity
generally decreases going down a group.
213
Increasing tendency to accept electrons
Examples
:F + e– → :F:
1s22s22p5 1s22s22p6
Increasing tendency to accept
:O + 2e → : F :2
electrons
1s22s22p4 1s22s22p6
Therefore, the elements on the right hand side of the periodic table,
the non-metals, have a high
tendency to accept electrons and form negative ions, or anions. The
smaller the nonmetal atom,
the greater the tendency to attract electrons, and the higher the
reactivity of the nonmetal. Using
dot symbols and their electron configuration, the formation of the
anions are shown in the
equations below.
Exercises
1. Give the charge and draw the Lewis dot symbol
a. of the anion formed when a sulphur atom accepts electrons.
b. of the cation formed when a Rb atom loses an electron
c. of the anion formed when a nitrogen atom accepts electrons
d. of the anion formed when an iodine atom accepts an electron
214
III. IONIC BOND FORMATION
Teacher Tip
The two ions, Li+ and F-, now attract each other to form Li+F- or LiF.
Exercises
1. Using the Lewis dot symbol, show the ionic bond formation for Ca2+O2- or CaO.
Ca + :O → Ca2+ : O :2-
2. Using the Lewis dot symbol, show the ionic bond formation for Na2O.
2 Na + :O → 2 Na+ : O : 2-
215
Therefore, the stronger the interaction among the ions in the ionic compound,
the harder to Teacher Tip
separate them, the larger the lattice energy, the stronger the ionic bond.
The lattice energy can be calculated using the
ionic compounds.
where QLi+ and QF%!are charges of Li+ and F, k is the proportionality constant.
Therefore, the higher
the ion charges, the stronger the bond; the shorter the distance between ions,
the stronger the
bond.
Exercises
1. Which is expected to have a higher melting point? LiF or NaF?
Both ions have +1 and -1 charges but the distances between ions are different.
Na+ is larger than
Li+. Therefore the internuclear distance in LiF is shorter; hence, LiF will have
the higher melting
point.
2. Arrange the melting points of the following ionic compounds in decreasing order:
LiF, LiBr, LiI,
and LiCl.
Because all ions have +1 and -1 charges, the internuclear distance will affect
the melting point.
The order of melting points will be: LiF > LiCl > LiBr > LiI.
3. Which will have the higher melting point, NaCl or MgO? Explain.
Answer: MgO
216
V. PROPERTIES OF IONIC COMPOUNDS
Ionic compounds have the following general properties:
Ionic substances form crystalline solids. In the solid state, the ions are in
rigid formation in
relatively fixed positions in a crystal lattice. This makes them immobile and
poor conductors of
electricity and heat. However, when they melt or are dissolved in solution, they
become good
electrical conductors. Note, however, that not all ionic solids are soluble in
water.
Because of the strong electrostatic force of attraction among ions in the solid,
they have high
melting points and high boiling points. (See discussion on lattice energy).
Ionic solids are hard and brittle. The electrostatic forces have to be overcome
to move the ions
and shift them away from one another.
ENRICHMENT (5 minutes)
Ions in the human body
Ions play an important role in the body. Calcium, potassium, sodium, chloride, and
copper ions are
some key ions involved in the electrical events inside the body. Potassium is the
major positive ion
inside the cell, while sodium is the major positive ion found in the fluid outside
the cell. Ionic chlorine
is the most abundant negative ion.
What will happen to our body if there is an imbalance of any of these ions or
certain trace ions
in the body?
Imbalances of any of these ions, certain traces of ions in the body, or inhibition
of sodium ion
transport across the cell membranes can lead to dysfunction in the conduction of
electrical messages.
This dysfunction quickly leads to a general body disturbance and loss of ability to
maintain somewhat
stable internal conditions.
217
ACTIVITY
Drawing Lewis Dot Symbols
I. Using a simple periodic table, accomplish the following table. Write the
atomic number, electron configuration (long form), number of
valence electrons, and Lewis dot symbol for each of the elements listed below.
1. Fluorine
2. Phosphorus
3. Magnesium
4. Iodine
5. Carbon
6 . Barium
7. Selenium
8. Silicon
9. Bromine
10. Aluminum
218
II. Complete the following table.
Number of Number of
Number of
Sample Element
Ion Name of Ion
electrons lost electrons gained
electrons in the ion
1
2
3
4
5
6
7
III. Draw the Lewis dot symbol for the ions in Part II.
219
General Chemistry 1
180 MINS
Resources
4. Draw Lewis structure of molecular covalent compounds (STEM_GC11CB- (1)
Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
IId-g-78)
McGraw-Hill.
5. Determine the polarity of a bond based on the electronegativities of the (2)
Petrucci, Herring, Madura, and Bissonnette (2011). General Chemistry
resources/models36
0/models.php?pubchem
1. Illustrate the formation of covalent bonds in terms of electron
sharing;
7. Draw
the resonance structures of covalent compounds;
2. Apply the octet rule in forming covalent compounds;
8.
Determine the polarity of a bond based on the
3. Define electronegativity;
electronegativities of the bonding atoms;
4. Describe the electronegativity trends in the periodic table;
9.
Determine whether a bond is ionic, polar covalent, or covalent
5. Draw Lewis structure of covalent compounds; based
on the differences in electronegativities of the bonding
6
. Identify lone pairs and bond pairs;
atoms; and
220
INTRODUCTION (10 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim, Own
Words, or Read-aloud):
At the end of the lesson, I will be able to:
a. Illustrate the formation of covalent bonds in terms of electron sharing.
b. Apply the octet rule in forming covalent compounds.
c. Define electronegativity.
d. Describe the electronegativity trends in the periodic table.
e. Draw Lewis structure of covalent compounds.
f. Identify lone pairs and bond pairs
g. Draw the resonance structures of covalent compounds
h. Determine the polarity of a bond based on the electronegativities of the
bonding atoms
i. Determine whether a bond is ionic, polar covalent, or covalent based on the
differences in
electronegativities of the bonding atoms.
221
3. Post on the board the following essential questions that will be answered after
the discussion Teacher Tip
a. How are covalent bonds formed?
Clearly illustrate for the learners the formation of
MOTIVATION (5 minutes)
1. Bring to the class samples of covalent compounds. Tell the learners that they
will be finding out
about how the atoms in these compounds are linked. This will be related to the
assignment
activity at the end of the class.
Samples could be: water, naphthalene balls, sugar, acetone, ethyl alcohol,
ammonia.
The two electrons are shared equally between the two atoms forming a covalent
bond. The
bond is typically depicted by a single line, H - H. The electrons are
attracted to the nuclei of
both atoms keeping the atoms together to form a molecule. Show the formation
of the covalent
bond for the F2 molecule
222
The representation of the covalent compound above is called the Lewis structure. In
the Lewis
structure, shared electrons that form a bond is represented by a line or a pair of
dots; lone pairs
are represented by dots above the atom. Only valence electrons are included in
Lewis
structures.
a. From the Lewis structure of F2, how many electrons are around each fluorine atom
in F2?
Answer: There are eight electrons fulfilling the octet rule. By sharing the
electrons, each
fluorine atom fulfils the octet rule.
Note: The octet rule works mainly for elements in the second period (2s and 2p
subshells
can hold 8 electrons). For hydrogen, only two electrons are needed to fulfill
the noble gas
configuration.
b. How many bond pairs are there in the F2 molecule? Answer: One
c. How many lone pairs are there in the F2 molecule? Answer: Six lone pairs
d. Further illustrate the formation of the covalent bond in Cl2. How many bond
pairs are there?
How many lone pairs?
e. Illustrate the formation of the covalent bond in HCl.
223
Exercises
1. Draw the Lewis structure for H2O, CH4 (methane), and for NH3.
2. Which of the three molecules has the largest number of bond pairs (covalent
bonds)?
Answer: CH4 has four bond pairs, NH3 has three, and H2O has two.
3. Draw the Lewis structure for carbon dioxide, CO2.
The examples of CO2 and N2 show that there are different types of covalent bonds
that are formed. Single bonds are formed when two atoms
are held together by one pair of electrons. Multiple bonds can be formed. A double
bond is from the sharing of two pairs of electrons such as
in the case of O and C in CO2. A triple bond exists in N2 where the two N atoms are
held by three pairs of electrons.
II. ELECTRONEGATIVITY
Teacher Tip
Consider the covalent bond in the molecule
Ask the learners what they understand with the
224
A property that distinguishes the polarity of bonds is electronegativity, the
tendency of an atom Teacher Tip
in a chemical bond to attract electrons toward itself. Electronegativity is a
theoretical concept Note that the F end of the H—F bond is
partially
percent ionic character of the bond. If the bond is between two identical elements,
for
example F—F, then the bond is purely covalent with 0 percent ionic character. The
difference in
electronegativity is 0.
Increasing electronegativity
1A
8A
2.1 2A
3A 4A 5A 6
A 7A
Increasing electronegativity
1.0 1.5
2.0 2.5 3.0 3.5 4.0
0.9 1.2
1.5 1.8 2.1 2.5 3.0
0.8 1.0 1.3 1.5 1.6
1.6
1.5 1.8
1.9 1.9 1.9 1.6
1.6
1.8 2.0 2.4 2.8 3.0
0.8 1.0 1.2 1.4 1.6
1.8 1.9 2.2
2.2 2.2 1.9 1.7 1.7 1.8 1.9 2.1 2.5 2.6
0.7 0.9
2.0 2.2
0.7 0.9
Electronegativities of
selected elements and electronegativity trend
225
Teacher Tip
For the molecule H—Cl, the difference in electronegativity is 0.9 showing that the
bond is a polar Different textbooks use different cutoffs for
covalent bond. A 50% ionic character corresponds to EN=1.7. While there is no bond
that is 100% classifying a bond to be ionic. Chemistry by
Exercises
1. Classify the following bonds as ionic, polar covalent, or covalent. Explain your
answers.
A. The C-C bond in H3CCH3
B. The K-I bond in KI
C. The C-F bond in CF4
D. The N-H bond in NH3
226
Exercises:
1. Write the Lewis structure for NCl3.
a. Skeleton structure is
!Cl!
Cl!!!!!!!!!!!!!N!!!!!!!!!!!Cl!
c. Distribute the 26
electrons to the atoms such that they fulfill the octet
rule. Bonds are
equivalent to 2 electrons. Check if all atoms have 8 electrons around them.
227
3. Write the Lewis structure of CN–.
a. Skeleton structure is C!!!!!!!!!!N
b. Valence electrons: 4 for carbon, 5 for nitrogen, and 1 for the negative
charge = 10
c. Distribute the 10 electrons to the skeleton structure. The Lewis structure
is:
examples simple.
bond also with oxygen atoms. The double bonds are expected to be shorter than a
single bond.
When measuring the bond lengths, we expect two values: one for the shorter double
bond and one
for the longer single bond.
228
However, experimental results show that there is only one bond length obtained for
ozone. The
bond length is between that of a single bond and a double bond. This means the
above Lewis
structure is not an accurate representation of ozone. In fact, we are unable to
write the accurate
representation using either the first or second Lewis structure shown above.
Misconception
To resolve this discrepancy, we represent the ozone molecule using the two
structures presented as The molecule does not oscillate between the
follows:
two structures. We use the resonance structures
Each of the above structures is called a resonance structure. The double sided
arrow shows that
the structures are resonance structures. A resonance structure is one of two or
more Lewis
structures for a molecule that cannot be represented accurately by only one Lewis
structure.
What is the correct representation for ozone? The two resonance structures shown
with the double
arrow.
2. Draw the resonance structures for the carbonate ion, CO32–. Practice with this
ion. The correct
resonance structures are:
How many resonance structures will the NO3– have? Draw them.
229
V. EXCEPTIONS TO THE OCTET RULE
Misconception
1. The octet rule works best for second-period elements. Hence there are many
exceptions. They The molecule does not oscillate between the
Incomplete octet
An example of a molecule with incomplete octet is BeH2, beryllium hydride. Its
structure is
There are only 4 electrons around Be and not 8. Boron and aluminum also form
molecules with
incomplete octets.
Exercise
Draw the Lewis structure of aluminum triiodide, AlI3, showing the incomplete
octet.
The odd numbered molecules are sometimes referred to as radicals. They are
generally highly
reactive.
Expanded Octets
Atoms belonging to the second period cannot have more than eight valence electrons
around the
central atom because they only have the 2s and 2p subshells. This is different for
atoms of
elements in the 3rd period and beyond.
230
These elements have 3d orbitals that can participate in the bonding. Hence they can
have more Teacher Tip
than eight valence electrons around the central atom. An example is SF6
, sulfur
hexafluoride, with For Lewis structures and 3-D representations of
the Lewis structure shown below. SF6
has 12 electrons around the central atom.
molecules, please see Chemical Education
resources/models36 0/models.php?pubchem
Sources
opentextbc.ca/chemistry/chapter/7-3-lewis-
License
Another example is phosphorus pentafluoride, PF5, where the central atom has 10
electrons
around it.
HF Hydrogen fluoride
HI Hydrogen iodide
SiC Silicon carbide
231
2. Prefixes (as shown in the table below) are used to denote the number of atoms in
the formula.
The prefix “mono” usually omitted for the first element in the formula.
Samples
CO carbon monoxide
CO2 carbon dioxide
NO2 nitrogen dioxide
N2O4 dinitrogen tetroxide
CCl4 carbon tetrachloride
SF6
sulfur hexafluoride
Teacher Tip
ENRICHMENT (5 minutes)
This can be given as an assignment at the end of
1. This is an assignment to be submitted the following meeting.
232
EVALUATION (30 minutes)
Multiple Choice: Encircle the letter corresponding to the best 4. The
electron pair in a C - F bond could be considered…
answer. You will be provided a simple periodic table. a.
Closer to C because Carbon has a larger radius and thus
b. Boron c.
Closer to C because Carbon has a lower electronegativity
than Fluorine
c. Carbon
d.
An inadequate model since the bond is ionic
d. Phosphorus
e.
Centrally located directly between the C and F
e. Sulfur
5.
Considering the position of the elements in the periodic table
2. Which of the following elements can only form one bond in a
and
their relative electronegativities and bond polarities, which
Lewis structure?
bond is longest?
a. O
a.
carbon - Oxygen triple bond
b. C
b.
carbon - Oxygen single bond
c. N
c.
carbon - Carbon single bond
d. Al
d.
carbon - Carbon double bond
e. H
e.
carbon - Nitrogen triple bond
3. Write the correct Lewis dot structure for O2. Which statement 6
.
Which bond is the strongest?
correctly describes the structure of the whole molecule?
a.
carbon - Nitrogen triple bond
a. There is a double bond and four lone pairs.
b.
carbon - Nitrogen double bond
b. There is a double bond and six lone pairs.
c.
carbon - Hydrogen bond
c. There is a single bond and four lone pairs.
d.
carbon - Carbon triple bond
d. There is a single bond and six lone pairs.
e.
carbon - Carbon single bond
e. There is a single bond, a double bond, and six lone pairs.
233
7. Predict qualitatively the relative bond lengths of the four single 10.
Which element is the least electronegative?
bonds given below and arrange them from shortest to longest: a.
Calcium
b.
Cesium
C-N N-O N-Si O-O c.
Iron
d.
Barium
a. O-O < N-SI < C-N < N-O e.
Potassium
b. O-O < N-O < C-N < N-Si
c. O-O < C-N < N-O < N-Si 11.
Which of the following statements about resonance is true?
d. N-O < O-O < C-N < N-Si
Resonance hybrids occur because a compound changes back
e. N-Si < C-N < N-O < O-O
and forth between two or more resonance structures.
I.
Resonance structures differ in the arrangement of electrons
IV. Resonance structures occur when there are two or more valid
d. Li-F
a. I, II, V, VI
expect to be most ionic?
b. I, II, V, VI
a. N2
d. II, III, V, VI
c. CO2
e. II, IV, V, VI
d. CH4
e. CF4
234
12. How many resonance forms will nitrate ion (NO3-) have? Answer
Key
a. -1 1. D
8. C
2. E
9. B
b. 0 3. A
10. B
c. 1 4. B
11. D
5. C
12. E
d. 2 6
. A
13. B
e. 3 7. B
14. B
14. Write the singly bonded Lewis dot structure for BF3. Which of
the following statements best describes this structure?
a. It obeys the octet rule on all atoms.
b. It has less than an octet on at least one atom.
c. It has a lone pair of electrons on the boron atom.
d. It has less than an octet of electrons on all atoms.
e. It exceeds the octet rule.
235
General Chemistry 1
120 MINS
Learning Competencies
Evaluation Quiz 20
At the end of the lesson, the learners:
Materials
McGraw-Hill.
3. Determine the polarity of simple molecules (STEM_GC11CB-IId-g-82) (2)
Petrucci, Herring, Madura, and Bissonnette (2011). General Chemistry
resources/models36
0/models.php?pubchem!
geometry of simple molecules.
2. Define dipole moment.
3. Predict the polarity of molecules.
236
INTRODUCTION (5 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim, Own
Words, or Read-aloud):
At the end of the lesson, I will be able to:
a. Apply the Valence Shell Electron Pair Repulsion Theory to predict the
geometry of simple
molecules.
b. Define dipole moment.
c. Predict the polarity of molecules
MOTIVATION (5 minutes)
1. Bring to the class models of different solid geometries such as a tetrahedron, a
trigonal
bipyramid, and an octahedron. If models are unavailable, show drawings of these
geometries
to the learners. Ask the learners if they know the names of these geometries.
2. There are some fruit juices being sold in tetrahedral packs in the supermarket.
The learners can
be shown some of these.
237
INSTRUCTION and PRACTICE (90 minutes)
I. MOLECULAR GEOMETRY
What is molecular geometry? Why do we need to know about the geometry of molecules?
Molecular geometry pertains to the three-dimensional arrangement of atoms in a
molecule.
Geometry affects the physical and chemical properties of molecules and their
reactivity towards
other molecules.
Number of
Orientation of Electron Pairs
Electron Pairs
2 Linear
3 Trigonal Planar
4 Tetrahedal
5 Trigonal bipyramidal
6 Octahedral
239
d. What is the molecular geometry?
The molecular geometry is determined by the arrangement of the nuclei of the
atoms in the
molecule. The molecular geometry of BeCl2 is linear.
e. What is the Cl-Be-Cl bond angle? It will be 180o.
2. Predict the molecular geometry of CO2. This is also of the type AX2 but with
double bonds.
a. In determining molecular geometry, always start with the Lewis structure.
b. How many electron pairs are around the central atom of carbon? We have
indicated earlier
that in applying the VSEPR theory, we will treat multiple bonds to be like
single bonds.
Therefore, there will be two pairs around carbon.
c. What will be the orientation of the electron pairs: Answer: Linear
d. What will be the molecular geometry of CO2? Answer: Linear
e. What will be the O – C – O bond angle? Answer: 180o.
3. Predict the molecular geometry of the molecule BCl3. This is of the type AX3.
a. Again, the first step is to get the Lewis structure.
trigonal planar
240
b. How many bond pairs surround the central atom of boron? Three bond pairs
surround B.
c. How will three electron pairs orient themselves such that they will be as far
apart from one
another as possible?
To minimize repulsion, the two electron pairs will be arranged in a trigonal
planar
arrangement as shown above.
d. What is the molecular geometry?
The molecular geometry of BCl3 is trigonal planar. This is a flat molecule
as shown in the
figure on the right above.
e. What is the Cl – B – Cl bond angle? The bond angle is 120o.
4. Predict the molecular geometry of ozone, O3. This molecule is of the type AX2E.
Teacher Tip
For predicting geometry, we may use only one of the resonance structures.
b. Number of electron pairs around central oxygen atom (treat multiple bonds as
single
bonds): three electron pairs
c. Orientation of three electron pairs: trigonal planar
d. Molecular geometry: bent
We only use the positions of the nuclei of the atoms. We are unable to “see”
the lone pair.
Therefore, the molecular geometry is bent.!!
The lone pair occupies more volume and pushes the bond pair closer.
Therefore, the bond
angle is slightly less than 120o.
241
5. Predict the molecular geometry of the molecule methane, CH4. This is of the type
AX4. Teacher Tip
a. Draw the Lewis structure of methane.
Ask the students if they are familiar with a
Source
2012books.lardbucket.org/books/introduction-to-
chemistry-general-organic-and-biological/s15-
organic-chemistry-alkanes-and-.html (3 November
6
. Predict the geometry and bond angles in ammonia, NH3. This molecule is of the
type AX3E. Teacher Tip
a. Draw the Lewis structure.
There are many other types of geometries.
Source
e. Again, since the lone pair occupies more volume, it will push the bond pair
in and the
resulting H-N-H bond angle is slightly less than 109.5. Experimental results
show it is 107o.
242
7. Predict the molecular geometry of water, H2O. This is of the type AX2E2.
Source
a. Draw the Lewis structure of water.
Valence Shell Electron Pair Repulsion, Water,
e. Because there are two lone pairs occupying more volume and pushing in the
bond pairs,
the H-O-H bond angle is less than 1200. Experiment shows this to be 104.5o.
This is
smaller than the bond angle in NH3. Remember that lone pair-lone pair
repulsions > lone
pair-bond pair repulsions > bond pair-bond pair repulsions.
Source
8. Predict the molecular geometry of PF5. This is of the type AX5.
Valence Shell Electron Pair Repulsion, Water,
a. Draw the Lewis structure of PF5.
phosphorus pentafluoride, University of Liverpool.
2.0, UK.
d. The molecular geometry is trigonal bipyramidal.
243
9. Predict the molecular geometry of SF6
. This is of the type AX6
.
Source
a. Draw the Lewis structure of SF6
.
Valence Shell Electron Pair Repulsion, Water, sulfur
244
Exercises
1. Using the VSEPR theory, give the electron pair orientation and predict the
geometry of the
following:
a. CH3I
b. SiH4
c. NF3
d. SCN– (C is the middle atom)
e. H2S
245
Dipole Moments and Polarity of Molecules
As earlier discussed in polar covalent bonds, the electrons are not equally shared
by the bonding
atoms. Instead, there is a shift in electron density towards the move
electronegative atom. Such is
the case with the bond in HF. This shift is symbolized by a crossed arrow ( )
with the arrow
pointing toward the direction of the shift.
H#——#F or
The polarity of the bond can be experimentally measured in terms of the dipole
moment, .
By definition, the dipole moment is the product of the charge, Q, and the distance
between the
charges, r. To maintain neutrality, the charges on the ends of the molecule must be
equal in
magnitude but opposite in sign.
Polar molecules exhibit dipole moments. In the presence of an electric field, the
positive end of
the molecules orient themselves towards the negative plate. Nonpolar molecules have
no dipole
moments. Remember to distinguish between polar bonds versus polar molecules. Some
molecules have polar bonds but are not polar. The molecular geometry determines
whether the
molecule is polar or not.
The unit of the dipole moment is in terms of the Debye¸D¸"where 1 D = 3.336
x 10-30
C m.
Examples
1. Is carbon dioxide a polar molecule or not?
To answer this, first determine the Lewis structure followed by the molecular
geometry. Then
determine the net dipole moment for the molecule.
246
2. Is ammonia a polar molecule? Is so, which is the partially negative end?
Note
Again draw the Lewis structure and determine the molecular geometry. The
molecular Dipole moments are vector quantities; they have
nonpolar.
The molecular geometry os NF3 is pyramidal like NH3. However, in NF3 the F atoms
are more
electronegative than N; therefore, the dipole moment vectors point towards the F
atoms.
NF3 is a polar molecule; the F end is partially negative while the N end is
partially positive.
Answer
6
. Determine the polarity of the following molecules. If polar, determine the
partially negative
end.
a. CH4
b. H2CCl2
c. BF3
d. H2S
7. Arrange the following molecules according to increasing polarity: HF, HCl, HBr,
HI.
247
ENRICHMENT
There is a laboratory activity to illustrate bond polarity. This serves as
enrichment.
E. tetrahedral
D. The valence shell electron pairs are the lone pairs of the
atom.
4.
The geometry of the molecule NF3 is
E. A and B
A. linear
B. tetrahedral
2. It is important to know the geometry of a molecule because the
C. pyramidal
geometry _________________.
D. trigonal planar
A. will give the Lewis structure of the molecule
E. bent
B. affects the physical and chemical properties of the substance
C. will determine whether the molecule is ionic or covalent 5.
The molecule boron trifluoride, BF3, assumes a trigonal planar
D. B and C
geometry with boron as the central atom. Which statement
E. A, B, and C
correctly describes the polarity of the B-F bond and the polarity of
the
molecule?
248
6
. The H - SH bond angle in H2S is approximately 9. If
a compound has a polar bonds, then
A. 90o
I. It is polar overall.
B. 180o
II. There is an electronegativity difference between the
C. 109.5o
bonded atoms.
D. 120o
III. It is ionic.
E. 36
0o
IV. It doesn't have resonance.
249
General Chemistry 1
6
0 MINS
Lesson Outline
The learners demonstrate an understanding of the properties of molecular
250
Teacher Tip
INTRODUCTION (5 minutes)
Prepare the laboratory materials needed before the
1. Introduce the activity to the class citing the objectives.
class.
Molecular geometry affects physical and chemical properties of molecules, one of
which is the
2. Safety Precautions
a. Never taste anything during a science activity.
b. Dispose of the samples and materials as directed by your instructor.
c. Wash your hands with soap and water after the activity.
d. Follow all laboratory instructions as directed by your instructor.
Procedure
1. Assemble the plastic cup on a ring stand or holder about 12 inches above the
table. Place a
receptacle beneath the cup to catch the flowing water.
2. Pour water into the plastic cup with a hole at the bottom.
251
3. Rub the PVC pipe or any of the given objects against your hair or any surface so
that it becomes
charged.
4. Bring the charged pipe near the stream of water. Observe what happens to the
stream of water.
5. Repeat the process by using other objects (ballpen, balloon and comb) and
observe also what
happens to the stream of water.
After the learners perform the experiment and answer the questions, they may watch
the video on
static electricity and water at https://www.youtube.com/watch?v=VhWQ-r1LYXY#t=39.
252
EVALUATION (15 minutes)
1. Ask the students to accomplish the data and observation tables for the polarity
of water.
2. Discuss the results in class. Ask the learners their observations and their
conclusions.
3. Ask the students to submit all paper models. Show all the paper models to the
class. Learners
may make models of other molecules.
4. Each learner should have constructed at least one paper model.
253
General Chemistry 1
180 MINS
Lesson Outline
The learners demonstrate an understanding of the properties of
254
INTRODUCTION (5 minutes)
1. Introduce the learning objectives by using the suggested protocol (Read-aloud):
At the end of the lesson, I will be able to:
a. Use the Valence Bond Theory to explain the hybridization of atomic orbitals
and bonding in
covalent compounds.
b. Relate the molecular geometries and bond angles to the hybridization of
atomic orbitals used
in bonding.
c. Describe the formation of sigma bonds and pi bonds.
d. Describe the bonding in ethane, ethene, and ethyne and other covalent
compounds
containing single, double, and triple bonds.
e. Discuss the special nature of carbon and its ability to form compounds.
f. Describe hydrocarbons, its properties and reactions.
g. Identify structural and geometric isomers.
h. Identify basic functional groups in organic compounds.
i. Describe simple reactions of organic compounds.
Teacher Tip
2. Present the keywords for the concepts to be learned:
255
m. Aliphatic hydrocarbons
n. Aromatic hydrocarbons
o. Saturated hydrocarbons
p. Unsaturated hydrocarbons
q. Straight chain hydrocarbons
r. Branched hydrocarbons
s. Structural isomers
t. Geometric isomers
u. Cis and trans
v. Functional groups
w. Alcohols
x. Aldehydes
y. Carboxylic acids
z. Esters
aa. Amines
bb. Amides
cc. Hydrogenation
dd. Condensation reaction
ee. Saponification reaction
MOTIVATION (5 minutes)
1. Introduce the learners to some organic compounds through their odor. Some
organic
compounds have foul smell while others have a sweet or fresh smell. Ask the
learners if they are
familiar with the scents of the compounds below. While these molecules are meant
to motivate
the learners, their structures and bonding will be discussed in the lesson.
256
Organic Compounds and Smells
Putrescine (butane-1,4-diamine) and cadaverine (pentane-1,5-diamine) are foul-
smelling organic
compounds found in decaying animals.
Putrescine Cadaverine
NH2(CH2)4NH2 NH2(CH2)5NH2
Limonene is the source of the scent of lemons; vanillin gives the distinctive scent
of vanilla;
cinnamaldehyde is the scent of cinnamon; and methyl salicylate is responsible for
the smell of oil of
wintergreen
Limonene Vanillin
C10H16 C8H8O3
A more accurate description of bonding comes from quantum mechanics. There are two
quantum
mechanical theories of bonding: the valence bond (VB) theory and the molecular
orbital theory. This
lesson will briefly touch on the valence bond theory and its application to bonding
for the carbon
atom.
According to the VB theory, when two single atoms of hydrogen approach each other,
there will be an
optimum distance between them where the attractive forces of the nuclei will be
greatest and
repulsion will be least. In this state, the energy of the system is at a minimum
(lowest). Therefore the
system is most stable in this state and we say that a bond has been formed, the H—H
bond. VB
theory says that the bond is formed from the overlap of the s orbitals of the H
atoms. Here, overlap
means that the electrons occupy a common region in space.
For the F2 molecule, the overlap is between the 2p orbitals of the F atoms.
Remember that the
electron configuration of F is 1s2 2s2 2p5. A p orbital of F is partially filled.
This will overlap with the
partially filled orbital of the second F atom.
258
For the HF molecule, the overlap is between the s orbital of hydrogen and the p
orbital of fluorine.
How can carbon form four bonds with hydrogen in CH4 when it only has two unpaired
electrons?
Because the energy gap between the 2s and the 2p orbitals is small, one of the
electrons in the 2s
orbital can be promoted to the 2p orbital as shown below.
Now the four unpaired electrons can form four bonds of different types: one bond
will be the overlap Teacher Tip
259
When one s orbital and three p orbitals are combined through hybridization, four
equivalent sp3
hybrid orbitals result. These sp3 hybrid orbitals are tetrahedrally oriented. The
shape of an sp3
orbital is not symmetrical; it has a larger probability on one side of the nucleus
compared to the
other.
Source
jahschem.wikispaces.com/electronic+structure
The formation of CH4 with the overlap of the 1s orbital of hydrogen with the four
sp3 hybrid orbitals
of carbon are shown in the figure below.
Source
mrstinechemistry.wikispaces.com/covalent
26
0
Note that other atoms also exhibit hybridization. NH3 is pyramidal and the N atom
is sp3 hybridized.
The lone pair occupies an sp3 orbital. H2O is bent with bond angles close to 109.5.
The O atom is
sp3 hybridized.
sp2 hybridization
Consider the bonding in BF3. What is the electron configuration of boron? Answer:
1s2 2s2 2p1.
How can boron form three bonds with fluorine in BF3 when it only has only one
unpaired electrons?
Because the energy gap between the 2s and the 2p orbitals is small, one of the
electrons in the 2s
orbital can be promoted to the 2p orbital as shown below.
The 2s and two 20 orbitals can be mixed to form three hybrid orbitals called the
sp2 hybrid orbitals. Source
For trigonal planar planar, the hybridization used is sp2 as shown in the example
for BF3. One electron Source
https://www.utdallas.edu/~scortes/ochem/
from the 2s orbital of carbon is promoted to the 2p. One 2s orbital and two 2p
orbitals are mixed to OChem1_Lecture/Class_Materials/
form the three sp2 orbitals leaving one unpaired electron in a 2p orbital.
05_orbitals_hybrid_geom.pdf
Teacher Tip
overlap.
lesson.
26
2
We now make a distinction between two types of covalent bonds in C2H4: the sigma
(σ) bonds and
the pi (π) bonds.
Sigma bonds are formed by end-to-end overlap of the atomic orbitals with electron
density
concentrated between the nuclei of the bonding atoms. Pi bonds, on the other hand,
are formed by
the sideways overlap of orbitals with the electron density concentrated above and
below the plane
of the nuclei of the bonding atoms. An end-to-end overlap is the most efficient way
to bond
compared to a sideways overlap. Hence, sigma bonds are relatively stronger than pi
bonds.
Source
How many pi bonds are there in C2H4? There is only one pi bond. Note that a pi
bond consists of
two lobes – one above the plane and another below the plane.
26
3
sp hybridization
Describe the bonding in ethyne (also called acetylene, C2H2).
From the Lewis structure we deduce that the geometry around each carbon atom in
acetylene is
linear. The valence electron configuration about each carbon atom is
One electron from the 2s orbital of carbon is promoted to the 2p. One 2s orbital
and one 2p orbital
are mixed to form the two sp orbitals leaving unpaired electrons in two 2p
orbitals. The unhybridized
p orbitals are perpendicular to each other.
Source
http://cnx.org/contents/Vd4OhCxi@2/
Multiple-Bonds
26
4
The hybridized sp orbitals of each carbon atom overlap end-to-end forming a σ bond.
The Source
unhybridized p orbitals of each carbon atom overlap sideways forming two π bonds.
The bonding in C2H2 showing the formation of
chemistry/chapter/8-3-multiple-bonds/ (5
s, p sp linear
180o
s, p, p, p sp3 tetrahedral
109.5o
s, p sp linear
180o
Exercises
1. Determine the hybridization of each carbon atom (going left to right) in the
following molecules:
a. H3C — CH3
Ask the learners to draw the Lewis structure.
Deduce the geometry around the carbon atoms.
From the geometry, determine the hybridization.
26
5
b. H3C — CHCH2
Answer Key
c. H3C — C C — CH3
1.
b. C1 is sp3 hybridized
d. H3C — CH = O
C2 is sp2 hybridized.
e. H2C = C = CH2
C3 is sp2 hybridized.
c. C1 is sp3 hybridized.
2. How many sigma bonds and pi bonds are in each of the molecules in #1?
C2 is sp hybridized.
C3 is sp hybridized.
3. What is the hybridization of N in NH3?
C4 is sp3 hybridized.
From the Lewis structure, we find that the geometry of NH3 is pyramidal with
bond angles close to
d. C1 is sp3 hybridized
109.5o. Therefore, the hybridization of N in NH3 is sp3.
C2 is sp2 hybridized.
4. What orbitals overlap in the formation of the O — H bond in H2O?
e. C1 is sp2 hybridized.
5. What orbitals overlap in the formation of the C — Cl bond in CH3Cl?
C2 is sp hybridized.
C3 is sp hybridized.
C4 is sp2 hybridized.
III. THE SPECIAL NATURE OF CARBON
About 200 year ago, organic chemistry was defined as the study of compounds
produced by living 2.
things like plants and animals. Organic compounds needed a ‘life force’ to be
produced. Compounds a. 7 sigma bonds; 0 pi bonds
3. sp3
4. 1s of H and sp3 of O
5. sp3 of C and 3p of Cl
From the discussion on the bonding properties of carbon in the previous sections,
it can be seen that
carbon has a unique nature
The electron configuration of carbon is 1s2 2s2 2p2. Carbon completes its octet by
sharing electrons
and not by forming ions. It shares its electrons with other carbon atoms forming
single, double, and
triple bonds. It also shares its electrons and readily forms bonds with atoms of
other elements like O,
H, N, and the halogens.
26
6
The small radius of carbon allows it to approach another carbon atom closely,
giving rise to short and
strong covalent bonds and stable compounds. Because the sp or sp2 hybridized
orbitals can
approach each other closely, the unhybridized p orbitals containing unpaired
electrons can form pi
bonds resulting in stronger bonds.
Carbon can form four covalent bonds. This allows it to form chains (straight,
branched or cyclic) in
endless arrays.
Carbon can form millions of different compounds. To date, over 20 million organic
compounds, both
synthetic and natural, are known compared with only about 100,000 inorganic
compounds. Carbon
can form more compounds than any other element in the periodic table.
very short.
26
7
1. Alkanes
Teacher Tip
Alkanes have the general formula CnH2n+2 where n=1, 2, 3…. Alkanes only have
single bonds. It is not the objective of the lesson to learn
http://www.chemeddl.org/resources/
2 Eth- 7
Hept- models36
0/models.php?pubchem=222.
3 Prop- 8
Oct-
5 Pent- 10
Dec-
The table below shows the first ten straight-chain hydrocarbons. Ask the
learners the following:
a. Fill in the molecular formula and the structural formula of straight chain
pentane up to decane.
b. How many bonds does each carbon atom have in the compounds?
c. What is the geometry of each carbon atom?
d. What is the bond angle around each carbon atom?
e. What is the hybridization of each carbon atom in hydrocarbons?
f. Describe the boiling points of the hydrocarbons as the number of carbon
atoms increases and
the chain gets longer.
g. Which of the hydrocarbons will be gases at room temperature (Room Temperature
= 25oC)?
Answer: methane, ethane, propane, butane
26
8
Number of Atoms Prefix Number of Atoms Boiling Point
pentane 36 .1oC
hexane 6 8.7oC
heptane 98.4oC
octane 125.7oC
nonane 150.8oC
decane 174.0oC
26
9
Structural Isomers
Teacher Tips
Isomers are different compounds that have the same chemical formula. There are two
ways of writing Ask the learners what is the meaning of “iso”.
constitutional isomers.
n-butane isobutane
straight chain branched chain
Boiling Point = -42.1oC Boiling Point = -11.7oC
For alkanes, the number of isomers increases as the number of carbon atoms
increases. While butane Teacher Tip
Exercise: Pentane has three structural isomers. Can you draw them?
270
Cycloalkanes
Teacher Tip
Alkanes whose carbon atoms are joined in rings are called cycloalkanes. They have
the general Cycloalkanes exhibit different geometries
of the lesson.
Reactions of Alkanes
a. Under suitable conditions, alkanes undergo combustion reactions to produce
carbon dioxide
and water.
b. Alkanes undergo halogenation reaction where one or more hydrogen atoms are
replaced by
halogen atoms.
271
CH2Cl2(g) + Cl2(g) → CHCl3(g) + HCl(g)
chloroform
2. Alkenes
Alkenes are hydrocarbons that contain at least one carbon-carbon double bond. They
are also
called olefins. Their formula is CnH2n where n = 2, 3…. Alkenes are classified as
unsaturated
hydrocarbons as opposed to the alkanes which are saturated hydrocarbons. In naming
alkenes, the –
ene suffix (ending) is used. The name of the parent compound is determined by the
number of
carbon atoms in the longest chain. Examples are ethene, propene, butene.
Molecular
Name
Boiling Point
Formula
Ethene (ethylene) C2H4.
-102.4oC
1-butene C4H8
-6
.47oC
cis-2-butene C4H8
4oC
Trans-2-butene C4H8
1oC
272
Note that in butene, there are two molecules: one with the double bond in the first
carbon, and the
other with the double bond in the second carbon. The numbers in the names refer to
the lowest
numbered carbon atoms in the chain that is part of the CC double bond.
Reactions of Alkenes
Alkenes are classified as unsaturated hydrocarbons which are compounds that have
double or
triple bonds that enable them to add hydrogen atoms.
273
a. Addition Reactions: Unsaturated hydrocarbons commonly undergo addition reactions
where
one molecule adds to another to form a single product.
274
3. Alkynes
Teacher Tip
Alkynes contain at least one CC triple bond. They have the general formula CnH2n-2
where n = 2, 3,… Ask the learners to give common uses of
acetylene.
In naming alkenes, the –yne suffix (ending) is used. The name of the parent
compound is determined
by the number of carbon atoms in the longest chain. Like the alkenes, the names of
alkynes indicate
the position of the carbon-carbon triple bond. Examples are ethyne, propyne,
butyne.
Molecular
Name
Boiling Point
Formula
Reactions of alkynes
a. Combustion
This reaction gives off a large amount of heat; thus its use in oxyacetylene
torches for welding
metals.
b. Addition reaction
Hydrogenation: C2H2(g) + H2(g) → C2H4(g)
275
4. Aromatic Hydrocarbons
Aromatic hydrocarbons are a class of hydrocarbons whose molecules contain a ring
of six carbon
atoms (benzyl ring) attached.
Its simplest member is benzene, C6 H6 , with the following resonance structures:
! or!
The group containing benzene less one hydrogen atom (C6
H5) is called a phenyl
ring. Other
examples of aromatic hydrocarbons are shown below.
Toluene or
Methylbenzene 2-phenylpropane naphthalene
276
Simple Reactions of aromatic hydrocarbons
a. Substitution reactions – an atom or group of atoms replaces an atom or group
of atoms in
another molecule
General
Class Functional Group
Formula
Ester
RCOOR’ Ester group
(R’=hydrocarbon)
Ketone
RCOR’ Carbonyl group
(R’=hydrocarbon)
Amide
RCONR’R” Amide group
(R’, R” = H or hydrocarbon)
278
Alcohols
Some common alcohols are shown below.
Methanol is the simplest alcohol. It is highly toxic and causes blindness. Ethyl
alcohol is a common
solvent and starting material for various commercial uses. It is produced
commercially by the addition
reaction of ethylene with water at high pressure and temperature. It is also
produced from the
fermentation of sugar. An isomer, isopropyl alcohol, is commonly called rubbing
alcohol. Ethylene
glycol is used as an antifreeze.
279
Ethers
280
Carboxylic Acids
The functional group in carboxylic acids is the carboxyl group, -COOH. Among the
common
carboxylic acids are formic acid, acetic acid, and butyric acid.
Esters
Esters are sued in flavoring and perfumery owing to their characteristic smells.
The smell of many
fruits come from esters such as those given in the motivation section.
281
ENRICHMENT (5 minutes)
Go back to the molecules in the motivation section.
1. Using the table provided, identify if any the functional groups present in:
a. Putrescine
b. Cadaverine
c. Cinnemaldehyde
d. Limonene
e. Vanillin
f. Methyl salicylate
2. Which of the above molecules is a hydrocarbon?
Teacher Tips
EVALUATION
Materials that will students use can be colored
Organic Compound Report: This may be assigned by groups or individually.
paper, bond paper and magazines.
1. Choose an organic compound and present it as a poster. You must indicate the
following: Encourage students to be creative in
282
2 (NEEDS
4 (EXCEEDS
CRITERIA 1 (NOT VISIBLE) 3
(MEETS EXPECTATIONS)
IMPROVEMENT)
EXPECTATIONS)
Few of the required
content.
Few of the drawings and
DRAWINGS/ The student’s drawings are
Most drawings and graphics Drawings and graphics are
graphics are clear and
GRAPHICS not clear or relevant. are
clear and relevant. clear and relevant.
relevant.
Almost no grammatical,
Many grammatical, spelling A few grammatical, spelling
No grammatical, spelling or
MECHANICS
spelling or punctuation
or punctuation errors. or punctuation errors.
punctuation errors.
errors.
283
General Chemistry 1
6
0 MINS
Learning Competencies
Evaluation Recycling and Universal Recycling Codes 10
At the end of the lesson, the learners:
Resources
(1) Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
1. Describe the formation and structure of polymers. (STEM_GC11OC-IIg-
McGraw-Hill.
j-91)
(2) Zumdahl, S.S. and Zumdahl, S.A (2013). Chemistry, 8th ed. Cengage
2. Give examples of polymers (STEM_GC11OC-IIg-j-92)
Learning
(3) Joesten, Melvin & Hogg, John. The World of Chemistry. 2012.
3. Explain the properties of some polymers in terms of their structure.
Cengage Learning
(STEM_GC11OC-IIg-j-93)
(4) http://pslc.ws/macrog/maindir.htm
(5) https://www.nobelprize.org/educational/chemistry/plastics/
Specific Learning Competencies
readmore.html
At the end of the lesson, the learners will be able to:
(6
) http://www.cmu.edu/gelfand/k12-teachers/polymers/natural-synthetic-
polymers/
1. Define polymers;
2. Give the basic classification of polymers;
3. Distinguish between addition polymerization and condensation
polymerization;
4. Describe the arrangement of polymers;
5. Relate the arrangement of polymers to their properties; and!
6
. Illustrate the appropriate uses of polymers.
284
INTRODUCTION (5 minutes)
1. Introduce the following learning objectives using any of the suggested protocol
(Verbatim, Own
Words, or Read-aloud):
At the end of the lesson, I will be able to:
a. Define polymers.
b. Give the basic classification of polymers.
c. Distinguish between addition polymerization and condensation polymerization.
d. Describe the arrangement of polymers.
e. Relate the arrangement of polymers to their properties.
f. Illustrate the appropriate uses of polymers.
285
MOTIVATION (5 minutes)
Notes
Connect to a real life situations. Ask the learners to give at least five (5)
objects or materials that The site is developed and maintained by the
286
II. MAKING POLYMERS
How are polymers made? The chemical reaction by which the monomers are linked
together to
form polymers is called polymerization. There are several types of polymerization
reactions. The
basic types are the addition polymerization and the condensation polymerization
reactions.
1. Addition polymerization
In addition polymerization, the entire monomer becomes part of the polymer. They
involve
molecules with double bonds or triple bonds. Consider the formation of
polyethylene, a stable
polymer used widely as packaging wrap. The polymerization reaction consists of
three steps:
Step 1: Initiation
An initiator molecule is heated to produce free radicals. These free radicals have
one unpaired
electron each and are therefore very reactive seeking other electrons from other
molecules to pair
up with. The free radicals react with the ethylene molecule monomer breaking the
double bond
and forming a new radical.
Step 2: Propagation
The radical will react with another ethylene molecule monomer. This is repeated
many times over
and a long chain is formed.
Step 3: Termination
The process gets terminated when two long-chained radicals combine to form the
polyethylene
polymer.
287
Polyethylene is an example of a homopolymer. This is a type of polymer where there
is only one
type of monomer. Other examples of monomers used to produce polymers are shown in
the table
below:
MONOMER POLYMER
Tetrafluoroethylene Polytetrafluoroethylene
(Teflon)
Polystyrene
In the examples given above, ethylene (CH2 = CH2) and tetrafluoroethylene (CF2 =
CF2) are
symmetric monomers (the carbons have the same substituents) while vinyl chloride,
styrene, and
propene are asymmetric monomers (the carbons in the monomer have different
substituents).
The examples (polyethylene, polystyrene, polypropylene, and Teflon) are synthetic
polymers.
288
Practice. Ask the learners the following:
Answer Key
1. Write the structure of the polymer, tetrafluoroethylene (up to 10 carbons in
length).
2. Write the structure of polyvinylchloride (up to 10 carbons in length)
3. Write the structure of polystyrene (up to 10 carbons in length)
2. Condensation Polymerization
Teacher Tip
For example, the polymer polyethylene terephthalate (PET or sometimes called PETE)
is formed by
the reaction of terephthalic acid and ethylene glycol. PET is a polyester.
Polyethylene terephthalate
(PET)
289
If the dicarboxylic acid is made to react with a diammine (instead of a dialcohol),
then a
polyamide is formed such as nylon.
nylon
A linear polymer is a one where the arrangement of atoms is like that of a long
chain.
This long chain is often referred to as the backbone. Atoms or small groups of
atoms
attached to the long chain are called pendant atoms.
290
Teacher Tip
polymers.
The long chains are not stiff; they are flexible. They twist and bend and wrap
around one another .
They become entangled like strands of spaghetti especially in the solid state. This
makes the
polymer strong. When polymers are dissolved in solvents, the chains move very
slowly compared to
small molecules. This is due to the entanglement of the long chain strands. Thus,
polymers
dissolved in solvents can be more viscous than the pure solven.
The arrangement of the pendant atoms or pendant groups attached to the backbone
gives different
properties to the polymer. Three distinct arrangements are observed: syndiotactic,
isotactic, or
atactic.
Depending on synthesis conditions, the chains can also be branched. Branched chain
polymers are
more flexible and less dense than straight chained polymers. For example, high
density
polyethylene (HDPE) polymers are used for firm plastic bottles and containers while
low density
polyethylene (LDPE) are used for plastic food bags and plastic wraps.
291
Syndiotactic
Atactic
Sometimes, the polymer chains are cross-linked as in the case of vulcanized rubber.
Rubber is a
natural organic polymer formed by the addition of the monomer isoprene. In
vulcanized rubber, the
polymer strands of isoprene are crossed linked or bridged by short sulfur chains.
The cross-linked
polymers can be visualized by the following diagram:
292
The crosslinks tie or bind the polymer strands together. Therefore, when these
crosslinked polymers
are heated, the strands cannot flow past each other. They do not melt or break
apart.
Sometimes, there are two or more different monomers that are joined together to
form a polymer.
Such is called a copolymer. Let us say that the two monomers are monomer A and
monomer B.
These two monomers may be arranged in several ways in a polymer giving different
physical
properties to the polymer:
Examples of copolymers are Saran wrap, styrene butadiene rubber (used for soles of
shoes)
293
reshaped; if enough heat is added, they will crack or become charred. Thermoplastic
materials are
made of long linear polymer chains that are weakly bonded to each other. When
heated, the bonds
are easily broken and the polymer chains easily glide past each other. Therefore,
they are readily
remolded. On the other hand, thermosets are made up of linear chains that are
cross-linked to one
another preventing the material from being melted and reformed.
ENRICHMENT
Teacher Tip
Show the universal recycling codes to the learners. Or hang a poster of the codes
in the classroom This may be a class activity where the students
Source
is.muni.cz/el/1431/podzim2013/C7935/
Recycling_codes_WIKI_ENG.pdf (5 November
Alike 3.0.
294
EVALUATION (10 minutes)
Multiple Choice: Choose the best answer. Encircle the letter corresponding to your
chosen answer.
D. Condensation
2. Each unit that comes together to form a polymer is called a ___.
E. Oxidation
A. Monomer
B. Copolymer 6
. An
example of a natural polymer is
C. Thermoset
A. Nylon
D. Amino acid
B. Dacron
E. Ethylene
C. Polyethylene
3. The reactions in which polymers are produced are called _____
D. Rubber
reactions.
E. Lucite
A. Synthesis
B. Polymerization 7.
When asymmetric alkenes polymerize (such as chloroethene to
C. Decomposition
produce PVC), the pendant group like chlorine can be arranged
D. Single displacement in
different ways. An arrangement in which the –Cl groups are
E. Oxidation
arranged on the same side of the polymer chain is called a(n)
___________ arrangement.
4. Which of the following is a requirement for monomers to be
A. Atactic
able to undergo addition polymerization?
B. Isotactic
A. The presence of an oxygen atom
C. Syndiotactic
B. The presence of a lone pair
D. Sporadic
C. The presence of a carbon to carbon double bond
E. Random
D. The presence of a nitrogen atom
E. The presence of an electronegative atom
295
8. Kevlar is a type of polymer which has a great resistance to tear. 10.
This is one of the coding symbols adopted by the plastics
Its application includes its use in making bulletproof vests and
industry for packaging materials. What is the purpose of these
radial tires. The two monomers used to make Kevlar are the
coding symbols?
following:
E. Alkynes
9. Polymers that can be heated easily to form other shapes are 12.
All units in a polymer need to be from the same monomer.
known as _______.
A. True
A. Thermoplastics
B. False
B. Malleables
C. Foams 13.
Thermoplastics can only be melted once.
D. Gels
A. True
E. Rubber
B. False
14.
All polymers are considered as plastics.
A. True
B. False
296
General Chemistry 1
120 MINS
Lesson Outline
Content Standard
Instruction I. Carbohydrates 90
Performance Standard
II. Proteins
The learners can illustrate the reactions at the molecular level in protein
III. Nucleic Acids
denaturation.
IV. Lipids
Learning Competencies
Enrichment Additional Information 5
At the end of the lesson, the learners:
Evaluation Quiz 15
1. Describe some biomolecules: proteins, nucleic acids, lipids, and
Resources
carbohydrates. (STEM_GC11OC-IIg-j-94)
(1) Chang, R. & Goldsby, K. (2016
). Chemistry. (12th ed.). New York:
McGraw-Hill.
2. Describe the structure of proteins, nucleic acids, lipids, and carbohydrates,
(2) Zumdahl, S.S. and Zumdahl, S.A (2013). Chemistry, 8th ed. Cengage
and relate them to their function (STEM_GC11OC-IIg-j-95)
Learning
(3) Joesten, Melvin & Hogg, John. The World of Chemistry. 2012.
Specific Learning Competencies
Cengage Learning
(4) http://pslc.ws/macrog/maindir.htm
At the end of the lesson, the learners will be able to:
(5) http://www.cnpp.usda.gov/sites/default/files/archived_projects/
1. Distinguish the biomolecules of proteins, carbohydrates, nucleic
FGPPamphlet.pdf
acids, and lipids;
2. Give the monomers involved in the formation of the 7.
Describe the basic general features of the different levels of
biopolymers of carbohydrates, proteins, and nucleic acids;
protein structure;
3. Give examples of common monosaccharides, disaccharides, and 8.
Explain the denaturation of proteins in terms of protein
polysaccharides used in daily life;
structure;
4. Distinguish the properties of starch, glycogen and cellulose; 9.
Describe the general features of DNA and RNA;
5. Define an amino acid and give the functional groups present in 10.
Differentiate between saturated and unsaturated fatty acids; and
the molecule; 11.
Give the general features of a triglyceride.
6
. Describe the formation of the peptide linkage;
297
INTRODUCTION (5 minutes)
1. Introduce the following learning objectives using any of the 2.
Present the keywords for the concepts to be learned:
suggested protocol (Verbatim, Own Words, or Read-aloud): a.
Carbohydrates
At the end of the lesson, I will be able to: b.
Monosaccharides
a. Distinguish the biomolecules of proteins, carbohydrates, c.
Disaccharides
nucleic acids, and lipids. d.
Polysaccharides
e.
Glucose
b. Give the monomers involved in the formation of the
f.
Fructose
biopolymers of carbohydrates, proteins, and nucleic acids.
g.
Galactose
c. Give examples of common monosaccharides, disaccharides,
h.
Hexoses
and polysaccharides used in daily life.
i.
Sucrose
d. Distinguish the properties of starch, glycogen and cellulose. j.
Starch
e. Define an amino acid and give the functional groups present k.
Glycogen
in the molecule. l.
Cellulose
f. Describe the formation of the peptide linkage. m.
Amino acid
n.
Glycine
g. Describe the basic general features of the different levels of
o.
Peptide bond
protein structure.
p.
Dipeptide
h. Explain the denaturation of proteins in terms of protein
q.
Primary protein structure
structure.
r.
Secondary protein structure
i. Describe the general features of DNA and RNA. s.
Tertiary protein structure
j. Differentiate between saturated and unsaturated fatty acids. t.
Quaternary protein structure
k. Give the general features of a triglyceride. u.
Denaturation
v.
Nucleic acids
w.
DNA
x.
RNA
y.
Nucleotides
z.
Lipids
aa.
Fatty acids
bb.
Unsaturated fatty acid
cc.
Saturated fatty acid
dd.
Triglycerides
298
MOTIVATION (5 minutes)
1. Ask the learners if they are familiar with the food pyramid.
2. Show the food pyramid to the class and label the food pyramid. Discuss the food
pyramid.
3. Which group will predominantly be carbohydrates?
4. Which group will predominantly be proteins?
5. Which group will predominantly provide triglycerides?
Source
USDA Food Pyramid. Retrieved from https://commons.wikimedia.org/wiki/
File:USDA_Food_Pyramid.gif (5 November 2016
), Creative Commons Attribution-
ShareAlike License.
299
Teacher Tip
INSTRUCTION (90 minutes)
The lesson will not dwell on the different
I. CARBOHYDRATES
forms of glucose (α-glucose and
Classification of carbohydrates
300
Monosaccharides: their formula, structure and sources
Glucose C6
H12O6
Fruits
Fruits
Fructose C6
H12O6
Honey
Not naturally
Galactose C6
H12O6
occurring
Ask the learners to look at the table above and answer the following questions:
1. What is the formula of glucose? What is the formula of fructose? What is the
formula of galactose?
2. What do you call compounds with the same formula but different structures?
3. What is the difference between the structure of glucose and the structure of
fructose?
4. How many carbon atoms do glucose, fructose, and galactose have?
Answer: They have 6
carbon atoms. Hence they are called hexoses.
5. What functional groups are present in glucose, fructose, and galactose? Ask the
learners to point
them out.
Answer: Alcohol groups and ether group.
301
When two monosaccharides join together through a condensation reaction, a
disaccharide is produced
along with a molecule of water. For instance, when two glucose units react via
condensation reaction,
the disaccharide, maltose, is formed.
Glu$+$Glu$$!$$$Glu$—$O$—$Glu$$$$+$$$$H2O$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$maltose$
When glucose and fructose are joined, sucrose (table sugar) is formed.
Glu$+$Fru$$$!$$$$Glu$—$O$—$Fru$$$$+$$$$H2O$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$Sucrose$$
When glucose and galactose are joined, lactose (milk sugar) is formed.
Glu$+$Gal$$$!$$$$Glu$—$O$—$Gal$$$$+$$$$H2O$
$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$$lactose!
Source
commons.wikimedia.org/wiki/
File:Maltose_formation_and_sucrose_form
Creative
Commons Attribution-ShareAlike
License.
Disaccharides: their formula, structure and sources
Sugar cane
Sucrose C12H22O11 Glu - O - Fru
sugar beet
Starch is found in plants and used as source of energy. Starch consists of two
types of glucose polymers: Source
amylose and amylopectin which differ from each other in structure. Amylose which
consists of about From A Closer Look at Carbohydrates, An
an-introduction-to-nutrition/s08-01-a-
closer-look-at-carbohydrates.html (5
November 2016 ),
Creative
303
The structure shown may be represented more simply by
Glu$$4$$(OGlu)n$$4$$OH$
where n is very large (about 1000 glucose units linked together by oxygen bridges).
The long chains of
starch are tightly wound in a coil. When amylose reacts with water through
hydrolysis, these oxygen
bridges break releasing glucose units.
Most of starch is made up of amylopectin, the molecules of which are even larger
than amylose. Unlike
the more linear amylose, the amylopectin molecule consists of amylose molecules
that are linked by
oxygen bridges from the end of one amylose unit to a site in another amylose chain.
Starch is not found in animals. Instead, animals use glycogen for energy storage.
Glycogen has shorter
chains than starch and is more highly branched. Because of the shorter chains and
branching, glycogen
is more readily hydrolyzed than starch
304
II. PROTEINS
Teacher Tip
Proteins are natural polymers. They are very large molecules that are critical for
the functions of the There is no need at this point for the learners
form peptides.
Notice that amino acids have two functional groups. What are they?
a. Carboxylic group (—COOH)
b. Amine group (—NH2)
There are 20 kinds of amino acids depending on the —R group. The simplest amino
acid is glycine
where R is a hydrogen atom. The body cannot make all the amino acids required by
the body and is
dependent on protein taken through food.
Two amino acids can link together through a condensation reaction with the removal
of a water
molecule. The linkage is called a peptide bond. Take the case of two amino acids
reacting to form a
dipeptide.
When many amino acids are linked together through peptide bonds, the resulting
molecule is called a Teacher Tip
polypeptide. A very large number of amino acids linked together results in a
protein. Some proteins There is no need at this point for the learners
are made up of only one polypeptide while most proteins involve assemblies of two
or more to memorize the 20 amino acids. However, it
form peptides.
306
The primary structure refers to the linear sequence of amino acids joined by
peptide bonds such as Teacher Tip
the sequence of amino acids below.
In the diagrams, the amino acids are
Protein Denaturation
Denaturation is a process in which a protein loses its secondary, tertiary, or
quaternary structures. This
may be caused by physical or chemical agents like strong acid, base, inorganic
salt, heat, or solvent
which disrupt the bonds that hold the protein structures together. Denaturation
does not cause the
cleavage of the peptide bond (the primary structure). Note that a protein will lose
its biological activity
if it loses its 3-dimensional shape.
308
III. NUCLEIC ACIDS
Nucleic acids are natural polymers with very large molar masses. The two main types
of nucleic acids
are deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). DNA and RNA are
polymers made up
of monomers in the form of nucleotides. When these nucleotides combine, they form
polynucleotides. DNA carries the genetic information passed on from parents to
children. RNA plays
an important role in protein synthesis.
DNA RNA
Function Repository of genetic information Involved in protein
synthesis
Structure Double helix Usually single-
strands
Sugar used deoxyribose Ribose
Bases used C,T,A,G C, U, A, G
IV. LIPIDS
Lipids are a class of naturally occurring organic compounds distinguished by their
solubility in an
organic solvent (and not in water). Lipids are hydrophobic, nonpolar, and made up
mostly of
hydrocarbon chains. Some of the more important lipids are: triglycerides (fats),
saturated and
unsaturated fatty acids, waxes, phospholipids, and steroids. Some of these are
further discussed
below.
309
1. Fatty Acids
a. Fatty acids consist of a long hydrocarbon chain (typically about 12 – 18
carbons) attached to a
carboxyl group.
i. Saturated fatty acid – contains only single C-C bonds because the carbon
atoms are saturated
or filled up with hydrogens. Because their structure is straight, they can
pack well and are solid
at room temperature (e.g. fat in butter).
ii. Unsaturated fatty acids – contain carbon-carbon double bonds. When there is
only one C-C
double bond, it is called monounsaturated; if there are several C-C double
bonds, they are
called polyunsaturated. Remember that when there are double bonds, there
will be
geometric isomers (cis and trans). Because of the double bonds, they do not
pack as tightly as
saturated fatty acids. They are usually liquids at room temperature. An
example of an
unsaturated fatty acid is olive oil.
310
ENRICHMENT
The process of denaturation is used as an antidote to lead or mercury poisoning.
Egg whites can be
given to the person who has ingested a heavy metal. The egg whites are denatured by
the heavy
metals and a precipitate is formed. Then, vomiting is induced to eliminate the
metal-protein
precipitate.
311
7. The carbohydrate that provides support in plants is called 11.
Biopolymers formed from the linkage of monomers in the form
__________. of
nucleotides are called
A. Chitin A.
nucleic acids
B. Dextrose B.
carbohydrates
C. Lipids C.
rubber
D. Cellulose D.
lipids
E. Amylose E.
proteins
9. The small repeating units that make up proteins are called 13. Fats and
oils are composed of what two groups of molecules?
__________. A.
glucose and fructose
A. Fatty acids B.
starch and sugar
B. Amino acids C.
water and cellulose
C. Monosaccharides D.
glycerol and fatty acids
D. Ethylene E. RNA
and DNA
E. Styrene
14. Which of
the following is a polymer of glucose?
10. The sequence of amino acids in a polypeptide is called the A.
starch
protein’s __________. B.
glycogen
A. primary structure C.
cellulose
B. secondary structure D. A nd B
C. tertiary structure E. A, B,
and C
D. ouarternary structure
E. crystal structure
312
15. What kind of molecule is represented by the structure below? 19.
The structure on the left is a(n) __________ and the structure on
CH3CH2CH2CH2CHCHCH2CH2CH2CH2CH2CH2CH2COOH
the right is a(n) ________.
A. A sugar
B. A disaccharide
C. A dipeptide
D. A saturated fatty acid
E. An unsaturated fatty acid
A.
Lipid, polypeptide
16
. Table sugar is a form of B.
Carbohydrate, lipid
A. protein C.
Carbohydrate, amino acid
B. lipid D.
Nucleotide, amino acid
C. carbohydrate E.
Nucleotide, carbohydrate
D. nucleic acid
E. steroid 20.
DNA is a ________
A.
Carbohydrate
17. When a protein is boiled, it loses all levels of organization B.
Lipid
except the primary level. When this happens, the protein is said C.
Fatty Acid
to be: D.
Nucleic Acid
A. hydrolyzed E.
Protein
B. dehydrated
C. denatured
D. plasmolyzed
Answer
Key
E. folded
1. B
11. A
2. D
12. C
18. The group of biologically important organic compounds 3. A
13. D
responsible for storage and transfer of information is 4. A
14. E
5. B
15. E
A. carbohydrates 6
. A
16
. C
B. phospholipids 7. D
17. C
8. D
18. D
C. polypeptides
9. B
19. A
D. nucleic acids 10. A
20. D
E. polysaccharides
313
Biographical Notes
WYONA C. PATALINGHUG, PH.D. VIC MARIE I.
CAMACHO
Team Leader Writer
Dr. Wyona C. Patalinghug served as a Professor of Chemistry at Prof. Vic
Marie I. Camacho is currently finishing her doctoral
the De La Salle University for 26
years. She finished her doctoral degree in
Science Education at the Philippine Normal University,
and master’s degrees in Chemistry at the University of Hawaii; and finished
her master’s degree in Chemistry from the De La
and her bachelor’s degree in Chemistry at the College of the Salle
University under a DOST ESEP Scholarship Grant. Prof.
Holy School, Manila where she finished Cum Laude. She is a Camacho is
currently an Associate Professor 1 at the Philippine
member of the ASEAN University Network Quality Assurance Normal
University, where she served as the Head of the Centre of
Council (2013-2016
) ; Lead Assessor of the ASEAN University Science for
the Mathematics and Technology. She served as an
Network Quality Assurance in Education (2007-2016
); Director of Author and
Technical Contributor for Sci-Tech Magazine, LET
the International Quality Assurance Office DLSU (2013-2015); Reviewers, and
of various Learning Resource Materials for
Director of the Institutional Assessment and Accreditation, DLSU Advanced
Physical Sciences. She has actively participated in
(2009-2013); Vice Chancellor for Research DLSU (2007-2008); and Institutional,
National, and International conferences and
Chair of the Chemistry Department DLSU (2001-2005). workshops.