LEARNING MODULE

NOTRE DAME OF MASIAG, INC.

SY 2020-2021

Physical Science
Grade 11/12
Quarter 1
Name ______________________________________________

Section ______________________________________________

Subject Teacher ______________________________________________

Class Adviser ______________________________________________

FOR PRIVATE USE

in the Notre Dame of Masiag, Inc.
Strictly not for Public Circulation
 Foreword to Parents and Students

Welcome to Notre Dame of Masiag Inc. Modular Learning Modality for school year 2020-2021. This Module
was prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever necessary
and appropriate, the Subject Teacher made some revisions in order to best suit the needs of your particular school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the
school. For the schools that do not use a textbook, the subject teacher will provide another set of texts or excerpts that
will serve as Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed
to do some activities in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your
classes: 1) Modules; 2) Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery:
the use of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore,
the students are highly encouraged to find supplementary ways of learning like reading materials, multimedia, online
resources, and the aid of the people in the homes. It goes without saying that the parents are the best partners of the
school in the education of their children. Now, more than ever, your children need your support in the delivery of
learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our
students. We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this
school year, may I introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools
starting this school year 2020-2021. Our Module Designers have tried their best to incorporate these treasures in the
Modules.
Thank you for choosing Notre Dame.
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent
VISION STATEMENT
Notre Dame of Masiag Inc, a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality
education rooted in the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development of
human persons, equipped with knowledge and life-enriching skills who are successful and responsible citizens contributing to
the transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building and promote love for country; and collaborate with the local church in its mission of
evangelization.
CORE VALUES – N.O.T.R.E. D.A.M.E.
N Noble A Notre Damean demonstrates high moral principles that embody nobility of character
especially honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school
policies, rules and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-
confidence and maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country,
nature, environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-
control in one’s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one’s tasks, and
shows leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary’s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs,
cultures, traditions, and experiences of others; and shows compassion, friendship kindness
and love
COURSE DESCRIPTION
Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe
from ancient times to the present; applications of physics and chemistry concepts in contexts such
atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space technology,
drugs, sources of energy, pollution and recycling, fitness and health, and cosmetics.

REFERENCES AND LINKS:

Exploring Life Through Science Series (Physical Science), Phoenix Publishing House
By: Karen S. Santiago
Angelina A. Silverio

http://www.personal.psu.edu/staff/m/b/mbt102/bisci4online/chemistry/elementsorgnsm.jpg
http://s3.amazonaws.com/answer-board-image/c44604e7-2231-4d43-b7e53b1bff83.gif
https://www.boundless.com/biology/textbooks/1514/biological-macromolecules-3/lipids-55/
http://study.com/academy/lesson/what-are-amino-acids-definition-structure-quiz.html
http://kriyasbeautyspa.blogspot.com/2014/12/hair-structure.html
http://www.artofsilk.com/blogs/news/6314356-an-introduction-to-silk-cultivation-
sericulture#.VvXiGOJ97IU
http://www.sigmaaldrich.com/life-science/metabolomics/enzyme-explorer/learning-center/structural-
proteins/collagen.html
http://www.rcsb.org/pdb/explore.do?structureld=2PPL lipase
http://www.rcsb.org/pdb/explore.do?strutureld=1PSN pepsin
https://www.colourbox.com/image/invertase-an-enzyme-that-catalyzes-the-hydrolysis-breakdown-of-
sucrose- table-sugar-3d-molecular-structure-image-5539397 sucrase or invertase
https://www.worldofchemicals.com/271/chemistry-articles/max-ferdinand-perutz-determined-
hemoglobin-structure.html hemoglobin
http://www.doe.gov.ph/doe_files/pdf/01_Energy_Situationer/2015_existing_power_plants_summary_ju
ne_30.pdf.
https://eia.gov/todayinenergy/detail.php?id=20252 electrochemical
http://www.energyquest.ca.gov/story/chapter11.html geothermal
http://water.usgs.gov/edu/wuhy.html hydroelectric power water use
http://www.energyquest.ca.gov/story/chapter16.html wind energy
http://needtoknow.nas.edu/eneegy/energy-sources/renewable-sources/wind wind
http://needtoknow.nas.edu/energy/energy-sources/renewable-sources/solar/ solar
http://www.energyquest.ca.gov/story/chapter10.html biomass
http://depts.washington.edu/matseed/batteries/MSE/classification.html classification of cells or batteries
https://householdproducts.nlm.nih.gov/ household products database
http://www.britannica.com/science/emulsifier emulsifier
http://www.britannica.com/science/buffer-chemistry buffer

DEFINITION OF TERMS
Acceleration- change in velocity with respect to time
Activation energy- the minimum energy that must be surpassed by the reactant molecules for them to
undergo a successful reaction.
Allergens- substances that can cause an overreaction of the body’s natural defense system, which is
supposed to help fight infections
Aqueous- physical state that describes a substance dissolved in water.
Atomic mass- the sum of the number of protons and neutrons in the nucleus of an atom.
 Atomic number- the number of protons in the nucleus of an atom
Carcinogens- substances that cause cancer upon long term exposure
Catalysts- substances that are part of the reactants but are not consumed in the reaction.
Chemical bond- the electrical attraction between the nuclei and valence electrons of an atom and
which binds atoms together.
Chemical reactions- reactions that involve the sharing or exchange of electrons.
Collision theory- theory which states that reactant particles involve in the chemical reaction require
sufficient kinetic energy and proper orientation for successful collision to occur, leading to the
formation of products.
Covalent bond- a type of chemical bond formed from the sharing of electrons between atoms
Ionic bond- a type of chemical bond that tends to resist a change in its state of rest or motion
Ions- charged particles that result from the gain or loss of electrons
Isotopes- atoms with the same atomic number but different atomic masses.
Nonpolar covalent bond- the type of covalent bond that results when atoms equally share electrons

LEARNING COMPETENCIES
1. Give evidence for and describe the formation of heavier elements during star formation and
evolution ( week 1 )
2. Explain how the concept of atomic number led to the synthesis of new element in the
laboratory( week 1 )
3. Determine if a molecule is polar or nonpolar given its structure (week 2 )
4. Relate the polarity of a molecule to its properties ( week 2 )
5. Describe the general types of intermolecular forces ( week 3 )
6. Explain the effect of intermolecular forces on the properties of substances ( week 3 )
7. Explain how the structures of biological macromolecules such as carbohydrates, lipids, nucleic acid,
and proteins determine their properties and functions ( week 4 )
8. Use simple collision theory to explain the effects of concentration, temperature, and particle size on
the rate of reaction ( week 5 )
9. Define catalyst and describe how it affects reaction rate ( week 5 )
10. Determine the limiting reactant in a reaction and calculate the amount of product formed ( week 6 )
11. Describe how energy is harnessed from different sources: ( week 7 )
a. Fossil fuels
b. Biogas
c. Geothermal
d. Hydrothermal
e. Batteries
f. Solar cells
g. biomass
12. From product labels, identify the active ingredient(s) of cleaning products used at home ( week 8 )
13. Give the use of the other ingredients in cleaning agents ( week 8 )

EXPECTED SKILLS
To do well in this lesson, you need to remember and do the following:
1. Read and follow the instructions very carefully.
2. Answer the pretest in order to determine how much you already know about the lessons in
this module.
3. Read each topic and do activities that are provided for you.
4. Perform all the activities diligently to help and guide you in understanding the topic.
5. Open the indicated interactive simulations. Explore further and deeper as your time allows.
 6. Open and view the indicated videos. Review the questions as many times as needed, as you
answer the discussion questions related to them.
7. Take down notes as you go through the simulations, videos and experiments.
8. Answer the posttest to measure how much you have learned from the lesson.
9. Good luck and have fun.

MODULE MAP

elements

electrons
Atomic mass Atomic number

atoms

Chemical
equations/stoichiometry
Chemical bonding

reactants products Ionic bond Covalent bond

Polar/nonpolar bond
Energy in chemical
reactions
Forces of attraction

QUARTER 1
LESSON 1: NUCLEAR REACTIONS AND ORIGIN OF ELEMENTS
TIME ALLOTMENT: 1 week
LESSON OBJECTIVES
1. Give evidence for and explain the formation the formation of the big bang and during star
formation and evolution
2. Write the nuclear reactions involved in the synthesis of new elements.
INTRODUCTION
Let us start the module by finding out how elements are formed. As you go through with this
lesson, keep on thinking about this question: How did everything formed?

MOTIVATION
 Activity 1. KWL chart. Answer the first two columns of the chart. Write your answer in your
assessment/activity notebook. Base your answer from the guide question below:
How did elements formed?
K W L
What your know What will you know What you learned

INSTRUCTION
 Activity 2. Concept Reading: Read the passage below (Lesson 1.1)
Lesson 1.1
Nuclear Reactions and Origin of Elements
Everything around us is matter, which is composed of varying combinations of any of the 114
elements identified to be present in the universe, including Earth. These elements are later found to be
composed of atoms the building blocks of matter. How these elements formed and existed is explained
by physicists, chemists, and astronomers on the basis of cosmology and the nuclear reactions that
occurred during the early existence of the universe.

Introduction to Nuclear Reactions

Before delving to the details of element formation, it is essential to familiarize the symbols of
the different particles involved in nuclear reactions. Nuclear reaction are processes in which a nucleus
either combines with another nucleus (through nuclear fusion) or splits into smaller nuclei (through
nuclear fission). These processes involve the emission of energetic particles of an atom, a phenomenon
known as radioactivity. The radioactive particles may be elements, electrons, protons, and neutrons,
among others. Notice that each particle involved in a reaction has a superscript and a subscript at the
left-hand side of the symbol. These superscript and subscript are the particle's atomic mass (A) and
atomic number (Z), respectively These terms will be explained further in the succeeding lesson.
The following are the most common types or nuclear reactions, along with illustrative examples.
In each reaction, notice that the sum of the atomic masses of the particles in the left-hand side

of the equation is equal to that in the right-hand side. The same is true tor the atomic numbers. If a
particle is missing in an equation, one can easily 1dentity it by arithmetically finding the atomic mass.
and atomic number of the particle that will make the sum in the two sides of the equation equal. This
process of accounting for A and Z in the left and right sides of the nuclear reaction equation is the key
to balance the equations.

Cosmic Origin of Elements

The Big Bang
The existence of all matter is believed to have started with the birth of the universe. The most
widely accepted explanation to the origin of the universe is the big bang theory. The evidence of the
theory was first expressed in the early 1900s, when Edwin Hubble offered an explanation that the
universe is expanding. He observed that many stars and galaxies shine with light shifted toward the red
end of the visible spectrum. This phenomenon, called redshift, occurs because the light waves of
cosmic bodies are stretched into low-frequency red waves as they move away from an observer on
Earth. his observation developed into the Hubble’s law, which suggests that the size of the redshift is
proportional to the distance and speed of a star that is moving away from Earth. With Hubble s data,
cosmologists have traced the expansion of the universe back to a time when it was an entity smaller
than an atom.
The big bang theory postulates that approximately 14 billion years ago, a hot, dense mass about
one centimetre in diameter experienced a huge explosion, spreading its products as a fast moving cloud
of gas. The event was accompanied by an emission of a huge amount of light. Within the first second
after the explosion, subatomic particles such as protons, neutrons, and electrons were formed. As the
expanding universe cooled, the protons and neutrons started to fuse (combine) to form heavier nuclei of
deuterium (an isotope of hydrogen with one neutron and one proton), and some into helium. Isotopes
are atoms of an element that have the same number of protons but different numbers of neutrons. They
can be written using the element symbol, the atomic mass (as left superscript), and atomic number (as
left subscript). For example, deuterium with an atomic mass of 2 and an atomic number of I may be
written as H. A more detailed discussion on isotopes is presented in the latter part of this chapter.

Stellar Formation and Evolution

The universe continuously expanded tor several years and the cloud of hydrogen and helium
Gases condensed to form stars, including the sun. Over millions of years, the stars made of hydrogen
became hotter and denser. During this stellar evolution, nuclear reactions continued, which produced
elements heavier than lithium. The light elements combined to form atoms of carbon, neon, oxygen,
silicon, and iron. Starting from a small, young, yellow star, successive nuclear reactions occurred until
it became a giant red star. The reactions involved in the formation of each new element happened in
regions or layers so called fusion shells. As more elements were produced, new layers added up to the
size of the star until it became a red giant. Stars are described to have an "onion skin structure" as they
evolved
and produced new elements.

Atoms from the Eyes of Philosophers and Scientists

According to the fundamental Greek theory of matter originated by the philosopher
Empedocles, there were only four elements-fire, air, water, and earth-that make up matter. Empedocles
asserted that the properties of materials are imparted by the different proportions of the "four elements
that comprise them. For example, the hardness and dryness of a stone are attributed to its high
composition of the element earth. The softness and the life of animals come from their high water and
fire compositions. Aristotle supported this idea, and added a fifth element, which he called either or
ether. His ideas greatly influenced the alchemists during 300 BC until the end of the seventeenth
century. The alchemists intertwined chemical questions with mythical and spiritual concepts to
transmute base metals into gold, discover universal cure tor diseases, and discover a means of
prolonging life. However, none of these aims succeeded. Nevertheless, alchemy had still contributed
numerous techniques and concepts to chemistry such as the systematic logical approaches, the
knowledge of medicinal chemistry, and the development of industrial chemistry. Practical and simple
small-scale processes, such as soap-making, glass manufacturing, charcoal production, and pigment
and dye manufacturing, have all originated during the period of alchemy.

Structure of an Atom
Today, an atom is defined as the tiniest particle of an element that retain the chemical properties
of that element. All atoms are made up of the nucleus and the electrons. At the centre of an atom is the
nucleus, which is composed of protons and neutrons. These two units are collectively called nucleons.
The nucleus is orbited by the atom’s electrons.
Establishing the structure of an atom took a long time and concerted efforts of many scientist after the
postulation of Dalton s atomic theory, experiments and scientific inferences allowed scientist to
conceptualize the structure of the atom and the properties of its component particles. After the
discovery of X-rays in 1895 by Wilhelm Rontgen, Antoine Becquerel started studying the fluorescent
properties of some substances. He accidentally learned that the darkening of thickly wrapped
photographic plates occurs after exposing them to a uranium compound. One of his students Marie
Curie, proposed the term radioactivity to describe the ability of a material to undergo spontaneous
emission of particles or radiation. Later on, it was found out that three types of rays are produced by the
radioactive decay of a material alpha, beta, and gamma rays. The alpha rays consist of positive charged
particles, called alpha particles, and are therefore deflected by a positively charged plate. Bet rays
consist of beta particles (high-energy electrons) and are deflected by a negatively charged plate. The
gamma ray has high-energy. Similar to A-rays, gamma rays have no charge and are not affected by an
external electric or magnetic field.

Atomic Number
And Atomic Mass
The discovery of the subatomic particles prompted other scientists to study the variations in the
characteristics of elements. English physicist Henry Gwyn Jeffrey’s Moseley experimentally found
metals that different metals bombarded with electrons produced varying frequencies of X-rays. He
attributed these results to the differences in the positive charge in the nucleus of the elements. He
correlated the frequencies to whole numbers, which he assigned to each element __the atomic numbers.
The atomic number serves as the identity of an atom. Given the symbol Z, the atomic number
refers to the number of protons in the nucleus of each atom of an element. In a neutral atom, the
number of protons is equal to the number of electrons. Therefore, the atomic number also indicates the
number of electrons in a neutral atom. For example, the atomic number of carbon is 6. This means that
each neutral carbon atom has 6 protons and 6 electrons.
The atomic mass, given the symbol A, is the total number of neutrons and protons present in
the nucleus of an atom of an element. All atomic nuclei contain both protons and neutrons. An
exemption to this is hydrogen, which has one proton but no neutron.
Atomic mass= number of protons+ number of neutrons
=Atomic number + number of neutrons
The most acceptable way to represent the atomic number (Z) and atomic mass (A) of an atom of a
hypothetical element X is shown below.

PRACTICE
 Activity 3. Short essay. Copy and answer the given questions below. Write your answer in
your notebook.
a. How is a nuclear reaction equation balanced?
b. What elements were formed during and after supernova?

ENRICHMENT
 Go back with the activity no.1. This time fill in your answer in the L column. Write your
 answer in your notebook.
VALUES INTEGRATION
 After answering and going through with the different activities, what realization did you
come up about the origin of the elements?
EVALUATION
 Choose five events in the history of the development of the concept of atom. Create a poster
depicting these events and create a timeline. Include key persons involved in the
developments. Write your answer in a short bond paper.
LESSON 2: ATOMIC NUMBER AND ATOMIC MASS
TIME ALLOTMENT: 1 week
LESSON OBJECTIVES:
1. Explain how the concept of atomic number lead the synthesis of new elements in the laboratory.
INTRODUCTION: What are your ideas when you see the words atomic number and atomic mass in
chemistry? Why are atomic numbers significant in the study of element?
MOTIVATION
ACTIVITY 1: Anticipation Reaction Guide (ARG)
Start the lesson by answering the first column of the Anticipation reaction
Guide.
Instruction: Respond to each statement twice. Once before the lesson and
again after reading the discussion of the lesson. Copy and write your answer
in your notebook.
 Write A if you agree with the statement
 Write B if you disagree with the statement

Response Statement Response

Before the After the
Lesson Lesson
1. All elements have the same
characteristics.
2. Atomic numbers serves as the identity of
an element.
3. Atomic mass is the mass of an atom.
4.Atomic number and atomic mass have the
same functions.
5. The number of protons is equal to the
number of electrons.
6. Elements have the same number of
protons and electrons.
7. All elements were discovered in the
laboratory.
8. Isotopes form through nuclear reactions.
9.Cation is negatively charge ion
10.Anion is positively charge ion

INSTRUCTION:
Activity 2: Concept reading. Read the passage below (Lesson 1.3)
Lesson 1.3
When Dmitry Mendeleev arranged the elements according to their atomic masses in 1809, he
paved the way to the construction of the present periodic table. However, Moseley argued and
confirmed in 1913 that the basis for the arrangement in the periodic table should be the atomic number.
Until today, the periodic table is still arranged in terms of the atomic number. Before the discovery of
some elements, the periodic table had gaps, which led scientists to think that there were still
undiscovered elements that should till in these gaps. Through time, many elements were discovered,
while some were and still are being synthesized in the laboratory.
Isotopes
In most cases, the atoms of a given element do not
have the same mass. Atoms that have the same atomic
number but different atomic masses are known as
isotopes. As an example, hydrogen has protium,
deuterium, and titrium as its isotopes. Recall that these
isotopes were the first forms matter after the big bang.

Hydrogen-1 hydrogen-2 hydrogen-3

Z=1 Z=1 Z=1
A=1 A=2 A=3
Figure 1-8. isotopes of hydrogen
Isotopes follow the same representation as elements such as those given in figure 1-8. They may
also be written using the element name or symbol, followed by a dash and the atomic mass. For
example, protium may also be written as hydrogen-1 or H-1.
lons
You now know that isotopes form through nuclear reactions. From the term itself, nuclear
Reactions mainly involve the nucleus of a particle, which consists of the protons and the neutrons there
are reactions, however, that involve only the electrons that are found outside the nucleus. These
reactions are referred to as chemical reactions
During a chemical reaction, the number of protons remains the same in the atomic nucleus, but
the electrons may be lost by an atom and gained by another. The loss or gain of one or more electrons
leads to the formation of an atom with a net positive or negative charge, respectively. These charged
atoms are generally called ions. A positively charged ion is called a cation; a negatively charged ion is
The charge (q) of an ion is written as a superscript at the right-hand side of the chemical
symbol. A (+I) or a (-) charge is normally written as just + or -, respectively.

A
Z x
q
The charge of an ion may be computed using the formula.
q = number of protons – number of electrons.
For example, a neutral potassium atom (39
19 K ) loses one electron to form a stable potassium ion.
24
Similarly, a neutral magnesium atom (12 Mg ¿ loses two electrons to form its most stable cation.

Substances Symbol Z A Number Number Number

of of of
neutrons protons electron
 39
Potassium Neutral 19 K 19 39 20 19 19
39
Cation 19 K+ 19 39 20 19 18
24
Magnesiu Neutral 12 Mg 12 24 12 12 12
m
24
Cation 12 Mg2+ 12 24 12 12 10

Examples of anions are the chloride and nitride ions, which form after the respective neutral atoms gain
electrons.

Substances Symbol Z A Number of Number of Number

neutrons protons of
electron
35
Chlorine Neutral 17 Cl 17 35 18 17 17
35
Anion 17 Cl- 17 35 18 17 18
14
Nitrogen Neutral 7 N 7 14 7 7 7
14
Anion 7 N 3- 7 14 7 7 10

PRACTICE:

Complete the table below. Copy and write your answer in your notebook.

Atoms Number of Number of Number of

neutrons Protons electrons
He
A=4
Z=2
Li
A=7
Z=3
O
A=16
Z=8
C
A=12
Z=6
Fe
A=56
Z=26

ENRICHMENT

Activity 3; Short Essay. Copy and answer the question below. Write your answer in your notebook.
 1. Why are atomic numbers significant in the study of elements?
VALUES INTEGRATION:

After engaging yourself with the different activities about the lesson, what is your understanding
on the role of elements in your life?
EVALUATION:
Complete the table below. Copy and write your answer in your notebook.

Atoms Z A Number of Number of Number of

neutrons protons electrons
Flourine 19
Aluminum 13
Argon 18
Magnesium 12
Sulfur 16

LESSON 3: CHEMICAL BONDING

TIME ALLOTMENT: 1 week

LEARNING OBJECTIVES:
1. Determine if a molecule is polar or nonpolar given its structure.
2. Relate the polarity of a molecule to its properties.

INTRODUCTION:
Most atoms that exist only by themselves are less stable compared to when they are bonded with
other atoms in a compound. As you go through this lesson, keep on thinking about this question: Why
are most atoms held by chemical bonds?

MOTIVATION:
Activity 1:
Activity no. 1: KWL Chart.

Below is a KWL Chart. It will help you evaluate your understanding of the
lessons that will be taken in this unit. You will be asked to fill in the
information in different sections of this lesson .As of now, you are just to
answer the first two columns. Write your answer in your notebook.
Polar and nonpolar
covalent bond
What I KNOW What I WANT to know What I have LEARNED

INSTRUCTION
Activity no.2. Concept Reading/ webpage reading
 If you have internet connectivity click the webpage below:
 http://www.chem.wisc.edu/deptfiles/genchem/netorial/rottosen/tutorial/modules/inter
molecular_forces/01review/review5.htm
 If you do not have connectivity, Read the passage below (lesson 3.1)

Lesson 3.1
Chemical Bonding
In a Nutshell
Most atoms that exist only by themselves are less stable compared to when they are bonded
with other atoms in a compound. By combining with each other through chemical bonds, the atoms
become more stable. Some compounds, including those that contain carbon, nitrogen, oxygen, and
fluorine, are more stable when the atoms involved form a "complete octet, in which the valence s and p
orbitals of an atom has eight electrons. This is called the octet rule. The noble gases, already having
eight electrons in their valence orbitals, do not need to combine with other compounds to attain
stability, and are thus relatively unreactive or “inert.”
A chemical bond is an electrical attraction between the nuclei and valence electrons of an atom
and which binds atoms together. Oftentimes, this type of attraction is called an intermolecular force.
Three types of chemical bonds may exist in substances: ionic, covalent, and metallic.
An of ionic bond results from the transfer of one or more valence electrons from one atom to another.
This bond exists between a metal that has a tendency to lose electrons, and a non-metal that has a
tendency to accept electrons. The subsequent cation and anion combine because of mutual electrical
attraction.
If sharing of an electron pair between atoms exists, a covalent bond is said to be formed. This
type of bonding occurs between non-metals. A covalent bond may further be classified as polar
covalent bond or nonpolar covalent bond.
The case is different among metals, where there are highly mobile valence electrons in the atoms that
make up the metals. Bonds holding metal atoms together are called metallic bonds.

lonic Bonding and Covalent Bonding

lonic bonds are formed between a metal and a non-metal due to a large difference in their
electronegativities. Electronegativity is a measure of the tendency of an atom to attract electrons toward
itself. To illustrate how an ionic bond is formed, take table salt or sodium chloride (NaCl) as an
example. The ionic bond between the atoms in sodium chloride is formed by the transfer of an electron
from sodium to chlorine. Each cation-anion pair is referred to as a formula unit.

Nonpolar covalent bond is a bond in which

the electrons are equally shared by the bonded
atoms.
This equal sharing of electrons means
indicates a balanced distribution of electrical
charge. In a hydrogen gas ( H 2) molecule,
where the atoms are the same, the electrons
are shared equally. This equal sharing
electrons means that the electrons spend the
same length of time in the locality of each atom.
A polar covalent bond, on the other hand, refers to the bond in which the bonded atoms have an
unequal sharing of electrons. Take the covalently bonded lCl as an example. The iodine and chlorine
atoms do not equally share the bonding electrons because they are different atoms. The bond between
and CI is polar because the electrons stay longer in the locality of one atom than in the other. In the
case of lCl, electrons stay longer in the vicinity of chlorine than in iodine. This unequal sharing of
electrons may be regarded as "partial electron transfer or a shift in electron density. There is a greater
electro density around chlorine atom, and expectedly less electron density around iodine atom.
Chlorine is then said to be more electronegative than iodine.

Take note that in a nonpolar covalent bond, the electron

density is the same around the nuclei of the atoms involved. In a
polar covalent bond, however, the electrons are closer to the more
electronegative atom.
The two partially charged regions or poles of a molecule are referred
to as a dipole. A dipole is symbolized by an arrowhead pointing to
the more electronegative atom (negative pole), and a crossed tail
located at the less electronegative atom (positive pole). The uneven charges in polar molecules make
them act as small dipoles. For example, the dipole in an iodine monochloride molecule may be
represented as
I - CI
To distinguish a nonpolar from a polar covalent bond, it is important to know the electro-
negativity values of the atoms involved. Atoms of elements with high electronegativity have a greater
tendency to attract electrons compared to those with low electronegativity.

PRACTICE:
Activity no.3. Predict first the bond between each pair of atoms is ionic or covalent. Further classify
the covalent bond as either polar or nonpolar using the concept of electronegativity.
a. Oxygen and calcium
b. Oxygen and chlorine
c. Two atoms of oxygen

ENRICHMENT
Activity no.4 : Go back with activity no. 1. This time finish the KWL chart by answering the last
column.

VALUES INTEGRATION:
Why bonding is important to you and your family?

EVALUATION:
Refer to your module. Copy and answer the love of lab activity. Write your answer in your notebook.

Love of Lab

LESSON 4: INTERMOLECULAR FORCES

TIME ALLOTMENT: 1 week

LEARNING OBJECTIVES
1. Describe the general types of intermolecular forces of attraction
2. Identify the types of intermolecular forces that influence properties of substances
3. Explain the effect intermolecular forces on the properties of substances.

INTRODUCTION
1.As you go through with the lesson try to answer the following questions:
a. Why does shampoo produce bubbles when mixed with water?
b. Why is shampoo thicker than water?
2.Try to see the difference between inter and intra molecular forces.
Intramolecular vs intermolecular forces
Intramolecular forces Intermolecular forces
Strong Weak
Act within molecules Act between molecules
Persist for life of molecule More brief in life of molecule
Not strongly affected by physical changes Strongly effected by physical changes
Stabilize individual molecules Responsible for bulk properties of matter

MOTIVATION
1. Activity no.1.Perform a POE activity. Write your answer in your notebook.
Materials:
  Water
 Acetone
 Baby oil
 Rubbing alcohol
 Shampoo
Procedure:
 Using a dropper, drop each type of the liquid on top of the one peso coin.
 Count for the number of drops until the globular drop bursts.
 Record the data
Predict: Which of the liquid solutions will have the highest and lowest number of drops?
Observe: Record the number of drops
Explain: write the reasons why you think it happened.
 If you have internet connectivity you may opt to show the video:
https://www.youtube.com/watch?v=6YGLfZG5IEQ&t=212s
INSTRUCTION:
Activity no. 2. Concept Reading: read the passage below (Lesson 3.3)
Lesson 3.3
Intermolecular
Forces of Attraction
Have you ever wondered why water forms beads rather than spread out on a leaf surface as
shown in figure 3-11? The bead formation is due to the molecules of water being more attracted to each
other rather than to the molecules comprising the leaf. Water often forms small domes or beads that
contain 1 X 1023 or more molecules clinging to each other.
Such properties of matter, along with density, hardness, solubility, and physical state, among
others, are referred to as physical properties of matter. Physical properties are characteristics of matter
that are observed without changing its chemical composition. They are attributed to the forces are
termed intermolecular forces of attraction (IMFA).

Fig.3-11 Bead formation of water on a leaf

The strength of a substance's intermolecular attractive
force determines many of its physical properties, including its
melting and boiling points. Substances like bromine molecule (
Br2 ,) that boils very easily have extremely weak intermolecular
attractive forces. Conversely, substances with higher boiling
points, such as water, possess more substantial and stronger
intermolecular forces of attraction.
Compared to the chemical bonds that hold ions in ionic compounds or atoms in molecular
compounds, intermolecular forces are weaker. Take a look at the examples shown in table 3-2.

Table 3-2
Chemical Bonds, Compounds, and
Their Corresponding Boiling Points
Type of Type of Example Molar Mass Boiling Point
Chemical Bond Compound (g/mol) (0C)
Ionic Ionic NaCl 58.44 1413
MgCl 2 95.21 1412
 Polar covalent Molecular H 2O 18.01 100
lCl 162.4 97
Nonpolar Molecular l2 78.11 184
covalent C6 H6 253.8 80
Br2 159.8 59

Ionic compounds have higher boiling points than molecular compounds. Higher boiling points
indicate greater intermolecular forces of attraction between particles of a sample liquid.

Types of IMFA
There are several types of intermolecular forces of attraction discussed in this section. Common
in all is the fact that they arise from attractions between partial positive and partial negative electrical
charges. These attractions are collectively referred to as van der Waals forces, named after Dutch
physicist Johannes Diederik van der Waals.

Dipole-Dipole Forces
The intermolecular forces of attraction acting on polar molecules are called dipole-dipole forces.
These are short-ranged Forces that exist between molecules that are very near to each other. As shown
in figure 3-12, the partially negative atom of one polar molecule attracts the partially positive atom of
another molecule.
A polar molecule can induce a temporary dipole in a nonpolar molecule by temporarily
attracting its electrons. Termed dipole-induced dipole, this attractive force is short-ranged and
considered weaker than dipole-dipole interactions.

Fig.3-12. Dipole-dipole force between polar molecules

Hydrogen Bonds
Hydrogen bonding is a special type of dipole-dipole
interaction. It results when a hydrogen atom bonded to a
highly electronegative atom like nitrogen, Oxygen, or fluorine
is attracted to an unshared pair of electrons of an
electronegative atom of another molecule. Compared to other polar molecules, such as HCI, the boiling
points of hydrogen- bonded molecules are higher due to the special stability provided by the hydrogen
bonds. Water is a good example of a hydrogen-containing compound with high boiling points.
Dashed lines are used to represent hydrogen bonding between a hydrogen atom and the
unshared electrons of an electronegative atom to which it is attracted. Take note that as opposed to
metallic bonding, ionic bonding, and covalent bonding which are all intermolecular forces of attraction,
hydrogen bonding is an intermolecular force of attraction.

Fig. 3.13.Hydrogen bonding

PRACTICE:
Activity no.3. 1. Identify the type of IMF present in the
following compounds:
a. CO2
b. Ammonia- hydrogen bond
c. Potassium chloride- ionic bond
d. Hydrogen peroxide- hydrogen bond
e. Glycerin- dipole dipole
 2. Arrange the following in relation to the different physical properties ( lowest to highest )
a. CO2
b. Ammonia
c. Potassium chloride
d. Hydrogen peroxide
e. Glycerin

ENRICHMENT:
Activity no.3. Case study
The Guimaras oil spill occurred in the Panay Gulf on August 11, 2006 when the oil tanker M/T
Solar 1 sank off the coast of Guimaras and Negros Islands in the Philippines, causing what is
considered as the worst oil spill in the country. Would you consider using surfactant ( an agent that
reduces surface tension as a solution to this environment disaster?
 Explain the mechanism of oil spill.
 Explain the environmental and economic effects of oil spill.
 Explain how the surfactant can help in resolving the problem.
 Explain the pros and cons of using surfactant in resolving the problem.
Write your answer in a clean sheet of paper.
If you have internet connectivity you can click the link below:
http://www.itopf.com/fileadmin/data/Documents/TIPS
%20TAPS/TIP4UseofDispersantsoTreatOilSpills.pdf

VALUES INTEGRATION
As you perform the different activities, how important is intermolecular forces in your life?

EVALUATION
Identify the most probable intermolecular force of attraction in the following:
1. KCl---KCl
2. NH3---NH3
3. Na2S---Na2S
4. HF---HF
5. MgS---MgS
6. CH3OH---CH3OH
7. H2---H2
8. CuO---CuO
9. SbH3---SbH3
10. CO2---CO2

LESSON 5: BIOLOGICAL MACROMOLECULES

TIME ALLOTMENT: 1 week

LEARNING OBJECTIVES:
1. Explain how the structures of carbohydrates, lipids, nucleic acid and proteins, and determine their
properties and functions

INTRODUCTION:
 Every living organism needs energy in order to continue growing, continue moving, continue
living and this energy is found in our foods. These foods that we eat provides us with the energy we
need. The food in the form of biomolecules.

MOTIVATION
Activity no.1. Look for a common products you usually eat (at least one product), look at the
nutrition facts, and list all the biomolecules found in that product. Write your answer in your notebook.

INSTRUCTION
Activity no.2. Concept Reading/ web page reading
 If you do not have internet connectivity read the passage below (Lesson 3.4.)
 If you have internet connectivity you can click the links below:
http://s3.amazonaws.com/answer-board-image/c44604e7-22314d3-94e0-
b7e53b1bff83.gif
https://www.boundless.com/biology/textbooks/1514/biological-macromolecules-3/lipids-
55/phospholipids-300-11433
http://study.com/academy/lesson/what-are-amino-acids-definition-structure-quiz.html
http://kriyasbeautyspa.blogspot.com/2014/12/hair-structure.html
http://www.sigmaaldrich.com/life-science/metabolomics/enzyme-explore/learning-
center/structural-proteins/collagen.html

Lesson 3.4
Biological Molecules
The previous sections discussed molecules that are very small. A glass of water, for instance,
contains millions of water molecules held together by intermolecular forces of attraction. Many other
molecules are extremely bigger than water. These big molecules, many of which are synthesized and
used by living things, are known as macromolecule.
The living systems are composed of millions of different types of molecules, each with their
own distinct chemical composition, shape, and function. However, majority of these are
macromolecules that can be grouped into four general classifications carbohydrates, proteins, lipids,
and nucleic acids. All of these are referred to as biological molecules (biomolecules). The last three are
components of the body, and are thus considered as building blocks of life.
Intermolecular forces of attraction play a Key role in the physical and chemical properties o
biomolecules. They are central to the most critical processes in living organisms such as protein
conformation, enzyme activity, and nucleic acid base-pairing.

Carbohydrates Store Energy

Carbohydrates are chains of organic molecules with a 1:2:1 mole ratio of carbon, hydrogen, and
oxygen. The simplest formula for carbohydrates is (C H 2O), where the subscript n refers to the number
of carbon atoms. Carbohydrates act as energy storage or food reserves in plants and animals, and this
role is attributed to the many carbon-hydrogen bonds contained in a carbohydrate molecule.
Carbohydrates are an important source of the energy used in many metabolic activities. Because
of the abundance of polar -OH groups in its structure, carbohydrates are highly polar molecules. This
make carbohydrates soluble in many body fluids, especially in blood (composed mainly of water)
through which they are carried to all parts of the body. The polar groups store energy that is more
easily available to the body.
Carbohydrates are generally classified as simple or complex. The simple carbohydrates, being
small and therefore may be easily decomposed into its basic units, provide an instant source of energy.
Examples include sugars found in candies. Complex carbohydrates, on the other hand, serve as
structural materials tor cells. For example, chitin serves as structural building material of the
exoskeletons of many arthropods and of the cell walls of many fungi. Complex carbohydrates are
composed of simple carbohydrates covalently bonded to each other. These covalent bonds are broken
as complex carbohydrates decompose into their component simple sugars. Another complex
carbohydrate that serves as energy source of the body is starch, which 15 made up of glucose units.

Lipids Function as Membranes

Lipids are organic molecules that are insoluble in water because of their lack of many polar and
H-bonding functional groups. Lipids have a very high proportion of carbon-hydrogen bonds. When
placed in water, lipid molecules cling together, exposing their polar groups to the surrounding water
molecules; the nonpolar groups stay within the interior of the lipid cluster. Recall the concept d "like
dissolves like." Because of the hydrophobicity (water-fearing) of the lipid tail, lipids can serve as an
effective cellular membrane component. They also serve as storage of energy.

Proteins Do Chemistry in the Cell

Proteins are complex molecules composed of one or more chains of amino acids linked by
peptide bonds. Peptide bond are a type of covalent bonds. An amino acid is a building block of protein.
It consists of a central carbon with the following units bonded to it-an amino group (-N H 2), a carboxyl
group (-COOH), and a side chain (R).
The 20 amino acids that make up proteins have side groups with varying properties. Hence, the
number and sequence of amino acids affect the properties and functions of a particular protein.
Consider haemoglobin as an example. Haemoglobin is a protein found in the red blood cells,
and is used to carry oxygen. Haemoglobin contains 574 amino acids in a unique order. Insulin, the
protein that regulates metabolism, is only made up of 51 amino acids ordered in a very specific way.
Proteins may be polar or nonpolar depending on the functional group present in each amino
acid. Oftentimes, they have both polar and nonpolar parts, which allow them to perform different
functions as enzymes, transporters, defence from diseases, or regulators of cell processes.

Nucleic Acids Contain Genetic Information

Nucleic acids act as storage of genetic information in cells.
Common examples include deoxyribonucleic acid (DNA) and ribonucleic acid (RNA). Nucleic acids
are made up of repeating units of monomers known as nucleotides. These nucleotides are composed of
sugar, phosphate, and nitrogenous bases that are covalently bound together.
Cells use the information in DNA by coming up with a complementary single strand of
messenger RNA, which then directs the production of proteins needed in the living organism. The
sequence of amino acids in proteins corresponds to the nucleotide sequence in DNA from which the
RNA is transcribed.

PRACTICE
Activity no.3.True or false. Write true if the statement is correct and false if otherwise. Write your
answer in your notebook.
1. Sucrose is a disaccharide
2. Starch is composed of many glucose units
3. Fructose is also known as blood sugar
4. Keratin is easily dissolved in water
5. Proteins are made up of nucleotides
 6. The iron group of hemoglobin is called a heme group
7. A nucleotide has three parts: nitrogenous base, sugar, and phosphate group
8. DNA has a double helix structure
9. Triglyceride is a protein
10. Generally, unsaturated fatty acids remain solid at room temperature.

ENRICHMENT
Go over with activity no.1. Based from what you have listed, what are the advantages and
disadvantages of these biomolecules in your body and to the environment? Write your answer in your
notebook.

VALUES INTEGRATION
How important biological macromolecules are in your life?

EVALUATION
Activity no. 4. Short essay. Interpreting nutritional facts
Choose one(1) wrapped food and write a short essay on how you interpret or understand the
nutrition facts located in the food you choose.

LESSON 6: RATE OF CHEMICAL REACTIONS

TIME ALLOTMENT: 1 week

LEARNING OBJECTIVES:
1. Use simple collision theory to explain the effects of concentration, temperature and particle size
on the rate of reaction.
2. Define catalyst and describe how it effects reaction rate.

INTRODUCTION
Chemical reaction occur everywhere every day. Plants use carbon dioxide and release and
release oxygen through photosynthesis. As you proceed with the lesson, try to answer the question,
why does reaction matter in life?

MOTIVATION
Activity no.1. Inquiry Based. Write your answer in your notebook.
1. Why we keep most foods in the refrigerator?
2. Why highly concentrated medications can be dangerous?
Activity no.2. Experiment 1: Investigate the effect of catalyst on the rate of a reaction.( optional )
Materials: baking soda and vinegar
Use baking soda and vinegar as an alternative for experiment 1.
Dilute vinegar in water to get three different concentrations. The ratio of water to
vinegar may be 0:1 (pure vinegar), 1:1. Using the same procedures as experiment 1,
pour the vinegar samples into 1 tbsp. of baking soda. Note the difference in reactions.
If you have internet connections you can view the variation of experiment 1 in this video:
https://www.youtube.com/watch?
v=r4IZDPNbk&ebc=ANyPxKqpc1gUZeLbZIApkxPrUFXOsCgpu2X0O6WCsiJKSr_zn_tDuC1PAKg
GU0Tj_SAcX7rP8DCGVLQblywZ7JhJoDXXU5c
INSTRUCTION
Activity no.3. Concept Reading
Read the passage below (Lesson 4.2)

Lesson 4.2
Rate of Reaction
A chemical reaction can be better understood by considering it as a process involving collisions
between reacting particles, resulting in the breaking of some chemical bonds of the reactants and the
creation of new bonds of the products. Such collisions are governed by the collision theory, which
states that reactant particles require sufficient kinetic energy to initiate successful collisions that will
lead to the formation of products. The minimum energy required to initiate a reaction is called the
activation energy (E). The theory also suggests that only particles that collide in the correct geometric
orientation will successfully form products. These two conditions are illustrated in the formation of a
hypothetical product AB from reactants A and B.
The speed by which reactants are converted to products is referred to as the of reaction.
A reaction that takes a long time to complete is described to have a low reaction rate. A reaction that
occurs quickly has a high reaction rate. While some reactions may occur almost instantaneously, others
may take hours, days, or even years to progress completion. However, a reaction can be speeded up or
slowed down by manipulating many different factors, which include concentration and particle size of
reactants, temperature of the reaction, and presence or absence of catalyst.

Effect of Concentration
If there is a higher concentration of one or more of the reactants, there is a greater chance that
collisions will occur among particles of the reactants. More collisions mean a faster reaction rate. Thus,
increasing the concentration of the reactants usually results in a faster reaction rate. This follows that
decreasing the concentration of reactants results in a slower reaction rate. This effect explains why
wood burns much faster with pure oxygen than in air, which has only 21% oxygen composition. Recall
that oxygen is one of the requirements of combustion.

Effect of Particle Size

Reactant particles with the same phase (liquid-liquid or gas-gas) may easily mix with each
other. This gives the particles the maximum opportunity to collide and react. The case is different when
one of the reactants is a solid, the reaction can only take place on the surface of the solid. The smaller
the size of the solid particles, the greater is the area in which the reaction can take place. Therefore,
finely divided powder is expected to react more quickly than a big lump of the same amount of the
substance. For example, wood shavings burn faster than big chunks of wood. Furthermore, powdered
metals react violently with strong acids compared to large pieces of the same metal.

Effect of Temperature
When the reaction temperature goes up, the reaction rate
increases as well. How does this happen? The average kinetic energy of particles increases with rising
temperature, which means that at higher temperatures, particles tend to move faster. Consequently,
more effective collisions are favoured. As depicted in figure 4-7, the traction of the reactant particles
that can surpass the activation energy (represented by the shaded portion of the graph) increases as
temperature increases.
Additional reading:
Collision theory of reaction rates
This theory states that for reactions to occur, molecules, atoms, or ions must first collide. Not all
collisions are successful. In order for collisions to be effective collisions, particles must possess the
minimum amount of energy needed for the reaction and must collide with proper orientation.

PRACTICE
Activity no. 4. You will list 10 chemical reactions commonly experienced in their day to day activity
under each factor. Write your answer in your notebook.
Concentration Temperature Particle size Catalyst
1
2
3
4
5
6
7
8
9
10

ENRICHMENT
Activity no.5. Short Essay. Answer the questions below. Write your answer in your notebook.
1. How catalytic converters help the environment?
2. What are the roles that enzymes play in our body?

VALUES INTEGRATION
Is there any importance is chemical reaction in your life?

EVALUATION
Factors affecting chemical reaction rate:
1. Concentration
2. Surface area
3. Temperature
4. Catalyst
Predict the reaction rate (faster/slower/the same) and the factor affecting the rate of reaction in
the following.
Assume that the substances below are reactants for different reactions. Indicate if the reaction
will be slower, faster, or have the same rate.
Normal condition Changed condition factor Reaction rate
a. 20% HCl 5% HCl
b. 276 K 315 K
c. 2H2O2-2H2O+O2 Addition of iron(III)
oxide
d. A cube of sugar Powdered sugar
e. 5 sampalok cubes 1 sampalok cube
f. 52 g of NaOH 65g of NaOH
g. 3.68 x 10 25 atoms 9.25 x 10 23 atoms of Li
of Li
h. 500 K, 4.5% Barium 600k, 4.5% Barium
 i. 48 g powdered zinc 48 g zinc pellets
j. Starch + water Starch + water +
amylase

LESSON 7: STOICHIOMETRY
TIME ALLOTMENT: 1 week

LEARNING OBJECTIVES:
1. Determine the limiting reactant in a reaction and calculate the amount of product formed.
2. Calculate the amount of reactants and products in a chemical reaction

INTRODUCTION
Chemical equations are very useful in doing quantitative chemical work. A balanced chemical
equation as a whole is similar to an algebraic equation that expresses an equality; the arrow represents
the equal sign. As you proceed with the lesson try to answer the question, why is an accounting of
reactants and products important? Write your answer in your notebook.

MOTIVATION
Story of a two friend
Friend A has 100,000.00 in her account while friend B has half million on her bank account. The
condition is whatever one will buy the other must buy, as well. Friend A bought a car worth 50,000 and
so friend B did. Friend A bought a parcel of lot worth 50K and so with friend B, as well. Now, friend A
can no longer buy anything due to no more money while friend B still has 400,000 and so can still buy
whatever things she would like to buy. Friend A becomes the limiting reactant while friend B becomes
excess reactant. Using this situation, what is your perception, how friend A becomes the limiting
reactant while friend B becomes excess reactant? Write your answer in your notebook.

INSTRUCTION
Activity no.1. Situational Analysis
Let’s say you want to make cookies instead of best ever brownies to bring in to class on your
birthday. Your recipe calls for 2 eggs and 2.5 cups of flour per batch. In your kitchen, you have loads
of all the other ingredients but only 13 eggs and 7.5 cups of flour. How many batches of cookies can
you make? How many of the ingredients, cups of flour or eggs, are left? Write your answer in your
notebook.

Activity no.2. Concept reading

Read the passage below (Lesson 4.3)

Lesson 4.3
Stoichiometric Calculation
Chemical equations are very useful in doing quantitative chemical work. A balanced chemical
equation as a whole is similar to an algebraic equation that expresses an equality; the arrow represents
the equal Sign. Treating chemical equations as consisting of mathematical symbols/ entities is the main
focus of stoichiometry. Stoic biometry refers to the quantitative relationships between the substances
that are used up and produced in chemical reactions.

Avogadro's Number and the Mole Concept

Atoms are extremely small that it is impossible to monitor a reaction or quantity the amount of
reactants or products by just counting the number of atoms. To put this into perspective, a drop of water
contains millions of water molecules! Working around with such an enormous number necessitates the
use of the concepts of the unit mole and the Avogadro’ s number -6.022 x 1023 -in expressing particles
of substances (atoms, molecules, formula units, and ions). Mole is the amount of a substance that
contains as many particles as there are atoms in 12 grams of carbon-12. Its relationship with the
Avogadro’s number is given by
I mole= 6.022 x 1023 atoms, formula units, molecules, or ions.
This expression is similar to saying dozen “ 1 dozen of eggs “ instead of"12 pieces of eggs.”
In the laboratory, quantifying reactants and products uses the mole concept, where a mole (abbreviated
as mol) of atoms of a pure element is numerically equal to the atomic mass - expressed atomic mass
units (amu) of that element. This relationship allows for the expression of the moles of atoms in terms
of grams. For example,
I mole Fe =55.85 grams Fe.
This equation gives the molar mass of the element, expressed in grams per mol (g/mol).
Sometimes, the molar mass of an element is termed atomic weight or atomic mass.
Similarly for a compound, the molar mass may be obtained as the sum of the molar masses of the
individual atoms. For example, the molar mass of Fe2 O3 is calculated as follows:
2 atoms Fe x 55.85 g/mol Fe = 111.7 g/mol Fe
+ 3 atoms O x 16.00 g/mol O = 48.00 g/mol O
molar mass of Fe2 O 3 = 159.7 g/mol Fe2 O 3
This now presents a more convenient way of expressing the amounts of substances. It also
makes possible the calculation of the amounts in the reaction using the balanced chemical equation as
depicted by the flowchart. Learn how to solve stoichiometry problems using this chart through
Sample Problems.
Example:
In a 5.00 g sample of Fe2 O3, compute the;
a. moles of Fe2 O 3
Solution:
a. Conversion from grams to moles of a substance
Use the molar mass of Fe2 O3 to convert the expression from grams to moles of the sample
using dimensional analysis. A slash (/) symbol is included to emphasize the cancellation of the
units.
1 mol Fe2 O 3
5.00 g Fe2 O 3 X = 0.0313 mol Fe2 O 3
159.7 g Fe2 O 3

Just to review how dimensional analysis works, the obtained value can be converted back to the
mass of Fe2 O3by multiplying the number of moles with its molar mass.

159.7 g Fe2 O3
0.0313 mol Fe2 O3 X = 5.00 g Fe2 O 3
1 mol Fe2 O3

PRACTICE
Activity no.3. Problem solving. Answer the following problems. Write your answer in your notebook.
1. Determine what are asked from the reaction of 2.50 grams of H2SO4 reacting with 5.00 grams of
NaOH.
a. Write the balance chemical reaction involved.
b. Which reactant is limiting?
 c. Which reactant is in excess?
d. What is the theoretical yield of water, in grams?
e. What is the percent yield if the actual grams produced is 0.750 g?
2. If we start with 2.00 moles nitrogen and 6.00 moles hydrogen, determine the following: how
many moles of ammonia is it theoretically possible to produce?
N2 + 3 H2 2NH3

ENRICHMENT
Activity no.4.A chemical manufacturer wants to try a new process for making a highly refined
form of nickel(II) oxide from Ni(NO3)2 and NaOH. The product is sold for use in making rechargeable
batteries(NiMH) for use in high tech devices. The raw materials cost $2,000 per ton for Ni(NO 3)2 and
$50 per ton for NaOH.
The old method ( call it method 1) uses twice equal the mass of NaOH and nickel nitrate, and has
a 95% yield. However, it costs $ 200 per ton of product generated to refine the product and process
wastes. The first new method ( method 2) uses twice the mass of nickel nitrate as NaOH, has a 90%
yield, and refinement/waste processing cost $ 25 per ton.
The other method ( method 3) uses five times the mass of nickel nitrate as NaOH, has a 99%
yield, and a refinement/waste processing costs $ 10 per ton.
You have been hired as a consulting agent to help the manufacturer decide whether to adopt one
of the new process, and if so, which one to choose?
What is your advice to the manufacturer? How did you reach your answer?
Question to ponder:
1. What chemistry challenge do you need to work out for this job?
2. What criteria will be important in making your recommendation?
3. How will you evaluate those criteria?
4. Are there other criteria that could be used? If so, what are they and how can you assess or rank
their value?
5. What would be the “ deal” quantities to use, to make 1 ton of salable product?
Write your answer in your notebook.

VALUES INTEGRATION
After going through with the various activities in this lesson, why there is a need to balance
everything in your life?

EVALUATION
Activity no.5. Problem Solving
1. Consider a 1.245g sample of glucose ( C6H12O6). Calculate the following:
a. Moles of glucose in the sample
b. Moles of carbon in 1 mole glucose
c. Moles and mass of carbon in the sample
d. Glucose molecules in the sample
2. When the body consumes glucose, it requires oxygen gas. This process is also known as
combustion. In a laboratory, a 0.5484 g glucose sample underwent combustion, producing
carbon dioxide gas and liquid water.
a. Write the balanced chemical equation for the reaction described above.
b. How many moles of glucose are present before the reaction?
c. What is the mole relationship between glucose and carbon dioxide? Between glucose and water?
d. How many grams of CO2 is produced from the given amount of sample?
3. Pure aluminum (Al) metal reacts with hydrochloric acid (HCl) to produce aluminum chloride
 (AlCl3) and hydrogen (H2) gas.
a. Write the balanced chemical equation for the reaction described above.
b. If the expected mass of AlCl3 to be formed is 3.5g, what should be the initial mass of the
pure aluminum metal?
c. If the actual mass of AlCl3 produced is 3.1 g, what is the percentage yield of the reaction?

LESSON 8: SOURCES OF ENERGY

TIME ALLOTMENT: 2 weeks

LEARNING OBJECTIVES:
1. Describe how energy is harnessed from different sources:
a. Fossil fuels
b. Biogas
c. Geothermal
d. Hydrothermal
e. Batteries
f. Solar cells
g. Biomass

INTRODUCTION
As you proceed with the lesson, try to answer the question, what can we do with the energy of
chemical reactions?

MOTIVATION
Activity no.1. Brainstorming. Answer the guide questions below:
a. How is electricity generated?
b. Will electricity run out or is it from a perpetual source?
Write your answer in your notebook.

INSTRUCTION
Activity no.2. Concept reading
Read the passage below ( Lesson 4.4)

Lesson 4.4
Energy in Chemical Reactions
All chemical reactions involve energy Applying energ8y to the reactants Causes their chemical
bonds to break. Release of energy accompanies the formation of new bonds in the products. These
mean that energy is both absorbed and released during a chemical reaction.
Some reactions release more energy than they absorb; others absorb more energy than they
release. Whether a reaction releases or absorbs energy depends on bond energy, which is the energy
associated with bond breaking or formation. Some energy must be absorbed by the reactants in any
chemical reaction.

Exothermic and Endothermic Reactions

An exothermic releases more energy than it absorbs. The products have lower bond energy
than the reactant. The excess energy – the difference in bond energy between the reactant and the
products - - is often given off as heat or light.
Some living things, such as cup coral polyps, squids and fireflies, give off light that comes from
exothermic reaction, Cellular respiration, which is the process that uses glucose and oxygen to provide
usable energy for cells, is also exothermic. It also releases heat that keeps the body warm.
An endothermic reaction absorbs more energy than it releases. Products have higher bond
energy than reactants. Energy must be absorbed to make up for this energy difference. Photosynthesis,
one of the most important life processes on Earth, is endothermic. During photosynthesis, plants absorb
energy from the sun, which it uses to make carbohydrates.
When dealing with endothermic or exothermic reactions, it is often useful to consider the
energy as part of the chemical equation. The energy absorbed in an endothermic reaction may be
placed at the reactant side.
reactants + energy products
On the other hand, energy released in an exothermic reaction may be placed at the product side.
reactants products + energy

Sources of Energy
Looking closely at the general representations of endothermic and exothermic reactions reveals
that the two have opposite energy changes. This means that if an endothermic reaction proceeds in the
opposite direction, it becomes an exothermic reaction that releases energy. Similarly, if an exothermic
reaction proceeds in the opposite direction, it becomes an endothermic reaction that absorbs energy.
This fact Is the reason why We can harness usable energy from stored energy. The combination
of reactions forms a cycle of energy storage and consumption. For example, reversing the equation for
photosynthesis is like dealing with a combustion reaction having carbohydrates and oxygen as the
reactants. This reversed reaction may then be considered exothermic that releases energy.

Fossil Fuels
Consider energy from fossil fuels like natural gas, petroleum, and coal. Fossil fuels are formed
mainly from plants subjected to high temperature and pressure for millions of years. Recall that the
plants involved here once stored energy from photosynthesis before they got fossilized. In cooking
using a stove with natural gas as fuel, or driving a car powered with petroleum, the energy that drives
These activities came from the stored energy from a series of endothermic photosynthetic
reactions.
Aside from fossil fuels, other sources of energy are biomass and solar, wind, geothermal, and
hydrothermal resources. These resources are naturally replenished, thus the energy derived from them
are collectively called renewable energy. With the increasing concerns on rising fuel prices, oil supply
exhaustion, and global warming, renewable energy is gaining more public attention and receiving more
financial and legislative support.

Biomass
Biomass is any material derived from living things Such as plant leaves and animal manure.
This resource can be used to produce biofuels like ethanol and biodiesel, and biogas like bio methane.
Ethanol and biodiesel can be mixed with or replace gasoline and diesel, respectively. These bio
products reduce greenhouse gas emissions and decreases the country s dependence on imported oil
while supporting agricultural and rural economies.

Solar Energy
Solar radiation is a general term for the electromagnetic radiation emitted by the sun. It can be
captured and converted into useful forms of energy, such as heat and electricity, using a variety of
technologies. The feasibility of using these technologies depends on the location’s access to solar
radiation. Solar access is the availability of unobstructed, direct sunlight, which is particularly
important in utilizing solar energy tor space heating. Water heating, electricity generation, and/or day
lighting. One example of a solar energy system is the photovoltaic (PV systems, which can be a reliable
and pollution-free producer of electricity for homes or offices. Small PV systems also provide a cost-
effective power supply in locations where it is expensive or impossible to send electricity through
convention power lines.

Wind Energy
Mechanical power, as well as electricity, can also be generated using the energy derived from
wind. Wind currents result from the uneven heating of the atmosphere by the sun, the irregularities of
the Earth’s surface, and the rotation of the planet. Therefore, wind energy is a form of solar energy. It is
one of the low-priced renewable energy. The only challenge in using wind as an energy source is that
wind is intermittent, and it does not always blow when electricity is needed.

Geothermal Energy and Hydropower

Harnessing geothermal energy by taking heat from the Earth supplies the majority of the
electricity requirement worldwide. Geothermal energy is an underused resource that is known to emit
little greenhouse gases, if none at all. It can be obtained through a variety of ways, including using a
reservoir to generate electricity at a power plant and using piped hot water for warming buildings or
melting snow, which in this case the energy is aptly termed hydrothermal energy. Hydrothermal energy
comes from geothermal resources that contain fluid and heat.
Hydropower, as the term implies, utilizes water to power machinery or create electricity. Is
considered as the country’s largest renewable energy source. Hydropower takes advantage of the
endless nature of the water cycle, which constantly recharges the system through evaporation and
precipitation, Several types of hydroelectric facilities are all powered by the kinetic energy of flowing
water as it moves downstream. Turbines and generators convert this energy into electricity, which is
then fed into the electrical grid that distributes the commodity to homes, businesses, and industries
However, the use of hydropower must be carefully balanced with the preservation of habitats
that are altered by changes in water flow.

Chemical Energy
Another source of energy are batteries, which store chemical energy that can be converted to
electrical energy once a device is attached to them. Inside a battery is an electrolyte, which is a medium
that allows the flow of electrical charge from the battery to the device. Batteries may be disposable or
rechargeable depending on its chemical composition.
Additional reading: electricity can be broken down to two major groups: renewable and non-
renewable energy
Non-renewable sources are: Renewable sources are:
Energy sources that do not renew itself at a Energy resources that do not have an upper limit
sufficient rate for sustainable economic on the total quantity to be used. Such resources
extraction in meaningful human time frames. are renewable on a regular basis and the
Such resources that will not be replenished in our renewable rate is rapid enough to consider
lifetimes. availability over in indefinite time.
 Fossil fuel( coal, petroleum,  Hydroelectric
natural gas)  Wind power
 Electrochemical (batteries)  Solar power
 Geothermal
 Hydrothermal
  biomass
If you have internet connectivity you can click the links below:
https://eia.gov/todayinenergy/detail.php?id=20252 electrochemical
http://www.energyquest.ca.gov/story/chapter11.html geothermal
http://water.usgs.gov/edu/wuhy.html hydroelectric power water use
http://www.energyquest.ca.gov/story/chapter16.html wind energy
http://needtoknow.nas.edu/eneegy/energy-sources/renewable-sources/wind wind
http://needtoknow.nas.edu/energy/energy-sources/renewable-sources/solar/ solar
http://www.energyquest.ca.gov/story/chapter10.html biomass
http://depts.washington.edu/matseed/batteries/MSE/classification.html classification of cells or batteries

PRACTICE
After reading the concepts answer the guide questions below. Write your answer in you
notebook.
Guide questions:
Fossil Fuel
a. What are fossil fuels? What are the different examples of fossil fuels?
b. In brief, how are fossil fuels formed?
c. What are the advantages
Geothermal
a. What is the source of geothermal energy?
b. How is geothermal energy harnessed from the earth?
c. What are the advantages and disadvantages of using geothermal energy?
Hydroelectric
a. How is hydroelectric energy
b. What are the advantages and disadvantages of using hydroelectric energy?
Wind
a. How is wind energy harnessed?
b. What are the advantages and disadvantages of using wind energy?
Solar cells
a. How is energy harnessed from the sun?
b. What are the advantages and disadvantages of using solar energy?
Biomass
a. What is biomass? What are the example of biomass?
b. How is biomass used as an energy source?

ENRICHMENT
Make a checklist on how to conserve electricity. Write your answer in your notebook.

EVALUATION
Make a slogan with the content the emphasis on how to conserve energy. Your slogan will be
graded based on: how it will catch the attention of the readers, and overall appearance. You should do
this in a clean sheet of 1/8 illustration board.

LESSON 9: HOUSEHOLD CHEMICALS AND PERSONAL CARE PRODUCTS

TIME ALLOCATION: 1 week

LEARNING OBJECTIVES:
a. From product labels, identify the active ingredient(s) of cleaning products at home
 b. Give the use of the other ingredient in cleaning agents.

INTRODUCTION
As you through with the lesson, try to answer the question: how chemistry contributes to the
understanding of household and personal care products? Are household products and personal care
products safe for human consumptions?

MOTIVATION
Activity no. 1. Profile or Pro-life
Do a profiling on the active ingredient(s) of cleaning products/ personal care products used at
home in terms of the following:
a. Description of the products
b. Active and non-active ingredients
c. Harmful effects to human.
Write your answer in your notebook.

INSTRUCTION
Activity no.2. Concept reading
Read the passage below (Lesson 5.1)

Lesson 5.1
Consumer Products
The most common consumer products a intended for household cleaning or personal care.
These products contain substances that may be classified as active or inactive ingredients. Active
ingredients are substances that directly help in achieving the performance objectives of a certain
product. Other components though, which usually constitute a large percentage of the product, may be
considered as inactive or inert ingredient like fragrance and solvents.
The main function or consumer products depends on the ability of the active ingredients to react
with target substances. For example, if a product i5 claimed to remove stains in fabric, it should contain
ingredients that actively react with stain and make its removal from cloth easier. Note that chemical
reactions may be involved when these consumer products are used. Handling, therefore, needs special
precaution.

Household Cleaning Products

Different household cleaners contain substances that may fall under specific types, including
surfactants, bleaching agents, and disinfectants. These substances may undergo chemical reactions that
render the product effective.

Type and Ingredients of Household Cleaning Products

Household cleaning products are generally classified according to their purpose or specific
application, which includes toilet and bathroom cleaning, stain removal, and sanitation. This manner of
classifying is somehow arbitrary because many products offer a variety of uses. Some types of cleaning
products, including their common ingredients, are briefly described in the succeeding discussion.
Knowing these ingredients is helpful, especially when comparing product performance and safety.

General Purpose Cleaners

General purpose cleaners are weakly alkaline (i.e., basic) surface cleaners intended for a wide
variety of use. Examples of such products are multipurpose spray cleaners for floors or walls. They
contain anionic or non-ionic surfactants, and at least one of the following compounds-alcohols,
silicates, sodium carbonate, phosphates, or sodium EDTA-as the active ingredients. Other ingredients
used in these products are dyes, fragrances, and preservatives which are all considered as inactive
ingredients. Surfactants, or surface active agents, are chemical agents that aid in cleaning surfaces that
contain oil, stains and dirt, which are normally not soluble in water. They contain a hydrophilic (water-
loving) polar head and a hydrophobic (water-fearing) nonpolar tail. "

Bathroom Cleaners
Bathroom cleaners are products specifically designed for bathroom surfaces, such as tubs, tiles,
and toilet bowls, which normally develop stains like mildew. Bathroom cleaners are either acidic or
alkaline depending on the surface they will be used on. Alkaline cleaners are best to use for bathroom
floors, walls, tiles, and bath rubs because they preserve the enamel finishes of these surfaces; acidic
cleansers can damage enamels. Cleansers with acidic active ingredients like phosphoric acid and citric
acid are recommended for other bathroom parts with rust and mineral deposits. Some cleansers have
additional ingredients, such as surfactants, that aid in the removal of soap and fatty deposits.
Furthermore, toilet bowl cleaners are usually liquid and acidic, and may contain bleaching agents such
as hydrogen peroxide or hypochlorite.

Special Surface Cleaners

Other surfaces that require special cleaners include glass surfaces, carpets, and upholstery.
Glass cleaners typically contain water, glycol ethers, ammonia, and alcohols, and are commercially
available as moistened towelettes, or liquid or aerosol sprays. Carpet and upholstery cleaners are sold
as liquid shampoos or as powders. Both forms may contain surfactants, foam stabilizers, alcohols,
and/or glycol ethers, but the powders may have additional porous carrier materials that trap dirt. One
advantage of powders over liquids is that they allow for easier cleaning of the surface with vacuum
cleaners.

Personal Care Products

Personal care products refer to any substance intended for use on the external parts of the body,
including the hair, nail, lip, and external genital organs. They are mainly used for cleansing, beautifying
protecting external body parts, and perfuming. Personal care products include skin and hair product
toiletries, and perfumes.

Types and Ingredients of Personal Care Products

Commonly called cosmetic, personal care products affect one's overall health and well-being. It
is therefore important to know the ingredients present in them and those used in their Preparation.
Personal care products include, but are not limited to, lotions, deodorants, perfumes, shaving creams,
toothpastes, shampoo, and skin whiteners. Lotions generally moisturize and soften the skin. They
usually contain mineral oil, beeswax, preservatives, and perfumes or fragrances. Lotions that contain
high amount of hydrating ingredients are specifically called moisturizers. They contain emollients that
decrease skin flaking by creating a layer of oil on top of the skin. This layer traps water and prevents it
from escaping the skin, thus keeping the skin hydrated. Deodorants prevent and remove unpleasant
body smells, and are available in the market as liquids, powders, or sprays. They contain aluminum or
zirconium compounds as active ingredients. Perfumes impart a fragrant odor and are usually composed
of fragrant oils, alcohol, and water. Shaving creams soften hair strands in many different parts of the
body, which allows tor their easy removal. They are mainly made up of stearic acid, mineral oils, water
perfume, and preservatives. Toothpastes, which cleanse and polish teeth and freshen breath, contain
polishing agents, surfactants, sweetener, and flavouring agents. Shampoos are used to cleanse hair.
 Their main ingredients include surfactants and antidandruff substances. Other ingredients
include colours. Perfumes, and preservatives. Skin whiteners, which are among the most popular
products nowadays, contain bleaching or antioxidant substances like glutathione, metathione,
hydroquinone, tretinoin. and kojic acid that inhibit melanin production in the skin. Melanin is a
pigment that gives the colour of the skin.

Understanding the Labels on Consumer Products

Consumers tend to choose a product based on its price and advertised features, such as cleaning
action or whitening capability, without knowing first it any of its ingredients have potential health
risks. There is no harm in doing such as long as one takes time to look into the product label to know
other essential information about the product. For example, many household cleaning labels highlight
precautions or children by writing the warning keep out of reach of children" in bold letters. Children
are given greater consideration in precautions since they tend to take anything within their reach out of
curiosity. Toddlers, most especially, consider everything they see as food. In addition, children are
most frequently in contact with surfaces such as when crawling on floors or playing with toys. Floors
and toys are commonly cleaned surfaces, on which chemical residues of cleaning products are left.
Another reason for the precaution is the fact that a certain exposure level is more detrimental in
children than in adults. Children's bodies are smaller, thus the effect of the chemical becomes much
more pronounced than in adults. Furthermore, children s underdeveloped immune system makes them
less resistant to the chemical’s effects than adults.
Another hazard of repeatedly and routinely used products, especially cleaners, is the bio
accumulation of toxins present in them. Bio-accumulation refers to the building up of a chemical in the
body because the chemical is not easily degraded in the body or released out of it.
Additional readings:
The household products and personal care products may have the following functions, namely:
a. Surfactant- a surface active agent, capable of reducing the surface tension of liquids. For
example, in washing oil off plates, surfactants help the oil and water come together by
weakening the surface tension of oil.
b. Emulsifier – encourage the suspension of one liquid in another ( e.g. margarine is a mixture of oil
and water). It also called a stabilizer.
c. Buffer- a solution of acid and base or salt that helps maintain the pH of a solution constant.
d. Emollient- any substance that softens the skin the slowing the evaporation of water.
e. Oxidizer- a substance that oxidizes another substance.

PRACTICE
Activity no.3. Characteristics of household chemicals and personal care products. Give at least 5
products.
Fill in the table below. Write your answer in your notebook.
Product:____________

Product Description Function Treatment How it is

disposed?
a.
b.
c.
d.
e.
Sample:
Product: cleansing agent
Lysol Blue colored Surfactant Biodegradable Dissolution with
fragrant liquid plenty of water
solution used for
cleaning toilet
bowl and other
smooth surface
tile product.

ENRICHMENT
Activity no.4. Fact sheet about household chemicals and personal products.
1. Data on active/ major ingredient:
a. Chemical formula ( and structure if available)
b. Mode of action
c. Where the ingredient comes from
d. How the ingredient should be handled, what are its precautionary measures?
e. Other uses of chemical
f. How does the chemical affect the environment?
g. Is the chemical biodegradable or not?
h. Is the chemical natural or synthetically derived?

VALUES INTEGRATION
After going through with the different activities, what is the importance of chemicals in your life?

EVALUATION
Part of the Performance task: brochure (short bond paper), poster (1/8 illustration board)
The students who are enrolled in Physical science shall serve as BRAND AMBASSADOR
through a conduct of PRODUCT BAZZAR on the different household and personal care products to be
showcased among the members of the school community. The activity shall showcase awareness of
safe, cost-effective, and ethical use of these products in relation to becoming curious of health and
wellness, and environmental protection. They will create a product info material (either brochure or
poster) including uses, properties, mode of action, and precautions. The output will be graded based on
the following criteria: creativity/presentation (20%), effective communication (20%), comprehensive
content/scientific thoughts/innovativeness (40%), work quality(20%).
CONGRATULATIONS AND BEST WISHES FOR YOUR NEXT ADVENTURE!

Prepared by:

RENEL A. DOJINOG
Notre Dame of Upi Inc, Teacher