Grade 9 MATTER

Understanding the
K to 12 Curriculum
(Matter)
CURRICULUM GUIDE (Matter)
Grade 3
Describing
matter
Classifying
Grade 4
Observing
other
characteristics of
matter
Grade 5
Grade 6
Interpret
labels
Investigate
changes
Observing
and
investigating
DEPARTMENT OF EDUCATION
Grade 7
Grade 8
Grade 9
Grade 10
classifying
matter as
substances
or mixture
Inferring
that matter
is made up
of particles
explaining
how atoms
combine
Explaining
how
particles
rearrange
to form
new
substances
Curriculum Guide
The K to 12 curriculum
spirals and increases in
difficulty at each grade
level so as to provide
challenges appropriate
to the students' age
acquire tools and habits
of inquiry
GRADE 3
GRADE 4
GRADE 5
GRADE 6
GRADE 7
GRADE 8
GRADE 9
GRADE 10
The Spiraling of the Concepts on the

Atom
Grade 7
Grade 8
Grade 9
Discussed matter
in a macro view
(no discussion on
the atom yet)
Particulate
nature of matter
Atomic Structure
(counting the #
of electrons,
protons,
neutrons)
Electronic
structure of the
atom.
UNIT 2 OVERVIEW
Module 1: Electronic Structure of Matter
Content Standard
Learning Competencies
Understand the development Describe how the Bohr model of the
of atomic models that led to
atom improved Rutherfords atomic
the description of the
model.
behavior of electrons within Explain how the Quantum Mechanical
atoms.
Model of the atom describes the
energies and positions of the electrons.
UNIT 2 OVERVIEW
Module 1: Electronic Structure of Matter

Activity 1: The Flame Test
Activity 2: Predicting the Probable
Location of an Electron
Activity 3: Electron Configuration
UNIT 2 OVERVIEW
Module 2: Chemical Bonding
Content Standards
How atoms combine with other
Explain the formation of ionic and
atoms by transferring or by sharing
covalent bonds.
electrons
Recognize different types of
Force that holds metals together
compounds (ionic or covalent) based
on their properties such as melting
point, hardness, polarity and
electrical and thermal conductivity.
Explain properties of metals in terms
of their structure.
Explain how ions are formed.
How are ionic and covalent compounds formed?
Why is an ionic compound different from a covalent compound?
How is a metallic bond formed?
UNIT 2 OVERVIEW
Activity 1: Mapping the Periodic Table
Activity 2: Lewis Symbol
Activity 3: Bonding by Transfer of
Electrons
Activity 4: Bonding by Sharing of
Electrons
Activity 5: Bonding Among Metals
Activity 6: Differences between Ionic
and Covalent Compounds
UNIT 2 OVERVIEW
Module 3: The Carbon Compounds
Content Standard
The learners should be able to:

demonstrate understanding of the
types of bonds that carbon atom
forms resulting to the diversity of
carbon compounds.
The learners should be able to:

explain how the structure of carbon atom
affects the types of bonds it forms
recognize the general classes and uses of
organic compounds.
UNIT 2 OVERVIEW
Module 3: The Carbon Compounds
Activity 1: Organic Compounds: Are they
Useful?
Activity 2: Properties of Common Organic
Compounds
Activity 3: The Hydrocarbons
Activity 4: Which bananas will ripen faster?
Activity 5: Alcohols and Their Uses
Activity 6: What is common between acetone
and formalin?
UNIT 2 OVERVIEW
Module 4: Whats in a Mole?
Content Standard
-use the mole concept to express mass of
substances
the unit mole that quantitatively

measures the number of very small -determine the percentage composition
particles of matter
of a compound given its chemical formula
and vice versa
UNIT 2 OVERVIEW
Module 4: Whats in a Mole
Activity 1: Counting by Getting the Mass of an
Object
Activity 2: Total Count Vs. Mass
Activity 3: The Mass of One Mole of a
Substance
Activity 4: The Relationships among Number of
Moles, Mass, and Number of Particles
Activity 5: The Chemists Mole
Activity 6: Mole Map
Activity 7: Its Grocery Time!
ACTIVITY IN FOCUS
Activity 6: Differences between Ionic and Covalent Compounds
Learning Competency
Recognize different types of compounds (ionic or covalent) based
on their properties such as melting point, hardness, polarity and
electrical and thermal conductivity.
Objective of the Activity
Recognize ionic and covalent compounds based on their physical
properties.
ACTIVITY IN FOCUS
Pre-Assessment for Module 2: Activity 6
5. Which of the following type of bonds will have the highest electrical
and thermal conductivity?
a. ionic bond
b. metallic bond
c. polar covalent bond
d. nonpolar covalent bond
9. Which of the following will have the highest melting temperature?

a. sodium chloride (salt)
b. paraffin wax (candle wax)
c. sucrose (table sugar)
d. lead wire
ACTIVITY IN ACTION
Preliminary Activity: Construction of Improvised

Conductivity Apparatus
ACTIVITY IN ACTION
Materials:
improvised electrical conductivity apparatus
alcohol burner
metal teaspoon
distilled water
sugar (sucrose)
paraffin wax (candle wax)
salt (sodium chloride)
vetsin (monosodium glutamate)
vials or very small bottles
dropper
coffee stirrer
ACTIVITY IN ACTION
battery case
LED
AA battery
150 ohm resistor
jumper wire
ACTIVITY IN ACTION
Place the batteries inside the battery case.
NOTE: Consider the polarity in placing the battery.
ACTIVITY IN ACTION
Connect 1 end of the

150 ohm resistor to the long leg of the LED.
ACTIVITY IN ACTION
Connect the other end of the 150 ohm
resistor to the positive terminal (red wire) of
the battery case.
ACTIVITY IN ACTION
Cut the jumper wire 2:1 length ratio.
ACTIVITY IN ACTION
Connect the short jumper wire to

the negative terminal
(black wire) of the battery case.
ACTIVITY IN ACTION
Connect the long jumper wire to
the short leg of the LED.
ACTIVITY IN ACTION
Bright light
means that the
solution
conducts
electricity.
ACTIVITY IN ACTION
Procedure:
1. Get a pinch of salt, place it in a spoon and heat it with the use of an
alcohol burner for about one minute. Do the same with vetsin, sugar and
grated candle wax. Record what you observe in column 1 of Table 6.
2. Place a pinch of salt, vetsin, sugar and grated candle wax in separate
clean & dry vials. Dip the electrodes of the electrical conductivity
apparatus in each sample. Be sure you clean the electrodes before
transferring to the next vial. Record your observations in column 3(a) of
Table 6 and specify that the observation is for the sample without water.
3. Add approximately 3 mL of water in each vial. Stir the mixture. Test if
the sample is soluble in water or not. Record your observations in column
2 of Table 6.
4. Test the conductivity of each of the samples in water. Record your
observations in column 3(b) of Table 6.
ACTIVITY IN ACTION
Table 6: Properties of Some Compounds
Sample
Solubility in
Reaction to
Water
Heat
(soluble/
(melted
not soluble)
easily/melted/
(2)
did not melt)
vetsin
wax
sugar
Did not melt
(conducted/did not
conduct)
(3)
(a)
Sample
without
water
(1)
salt
Electrical Conductivity
(b)
Sample
with
water
Did not
Conducted
conduct
Melted
Did not
Conducted
Soluble
conduct
Melted easily Insoluble
Did not
Did not
conduct Conduct
Did not
melted
Did not
Soluble
conduct
conduct
Soluble
Type of
Compound
(ionic/polar
covalent/
nonpolar
covalent)
(4)
Prior knowledge: Grade 7(Matter), Module 1

In Activity 3, students have observed that
there is a maximum amount of solute that
can dissolve in a given amount of solvent
at a certain temperature. This is what is
called the solubility of the solute.
From their everyday experience, they also
observe that there is a limit to the amount
of solid can be dissolved in a given
amount of water.
Prior knowledge: Grade 7(Matter), Module 1
Imagine that in a solution, the particles of the

solute (table salt) and the solvent (water) are
constantly moving. Water particles collide
everywhere along the surface of the particles
of table salt, especially on the corners and
edges. This occurs at the surface of the solid
solute when it comes in contact with the
solvent. The particles on the corners and
edges then break away from the crystal and
become surrounded by the water particles.
So the solute particles are separated by the
solvent particles.
Dissolving process: salt in water
Figure 1. The process of dissolving begins when particles

of the solid (table salt) start breaking away from its edges
and corners. These particles will then mix with the
particles of liquid water.
ACTIVITY IN ACTION
Formative Assessment
Q1. What type of compound:
a. dissolves easily in water
b. conducts electricity in solution
c. melts easily
Q2. Explain why salt and vetsin can conduct electricity
in solution?
Q3. Make a general statement about the properties of
ionic and covalent compound.
Q4. What common properties did you observe in this
activity?
POST ACTIVITY DISCUSSION
Analysis:
1.How did the questions in the activity
elicit thinking about the concept/s?
2.How did the activity allow the students
to ask further questions about the
concepts?
3.What inquiry skills were developed
through the activity?
WRAP-UP
How did Activity 6 help students
differentiate ionic compounds from
covalent compounds?
SUMMATIVE ASSESSMENT
Which of the following solute will make water
a good conductor of electricity?
a. sugar
b. oil
c. wax
d. monosodium glutamate
FEEDBACK
Content/Topic/Com
petencies
Difficulty in
Teaching the
Topic
Contextualization and
Localization
Other
Concerns
How can we apply differentiated instruction in teaching

the difference between ionic and covalent bonds?
ANALYSIS OF LM
GROUP
WILL ANALYZE
Group 1
Module 1, Activity 1 and Module 3, Activity 1
Group 2
Group 3
Module 2, Activity 1 and Module 4 Activity 1
Group 4
Group 5
Group 6
Group 7
Module 3, Activity 4 and Module 4 Activity 5
Group 8
READINGS
LeMay, E.H. Jr., Robblee, K.M., Brower, H., Douglas C. (1996). Chemistry
Connections to Our Changing World. New Jersey: Prentice Hall, Inc.
Magno, M., et. al. (2001).Practical Work in High School Chemistry
Sourcebook for Teachers. Quezon City: UP National Institute for Science &
Mathematics Education Development
Silberberg, M. (1996).Chemistry: The Molecular Nature of Matter and
Change. St. Louis: Mosby.
Wilbraham, A.C., Staley, D. D., Matta, M. (1997).Chemistry, 4thed. New
York: Addison-Wesley Pub.
Wilbraham, A.C., Staley, D.D., Matta, M.S. & Waterman, E.L. (2007).
Chemistry, Teachers Ed. Boston, Massachusetts:Pearson, Prentice Hall,
Inc.
READINGS
chemed.chem.purdue.edu
http://curriculum.nismed.upd.edu.ph
http://www.smallscalechemistry.colostate.edu/Pow
erfulPictures/ChemicalBonding.pdf
http://www.chemguide.co.uk/atoms/bonding/electr
oneg.html
http://chemistry.about.com/od/electronicstructure/a
/Octet-Rule.htm
http://www.edu-resource.com/chemistry/what-areionic-compounds.php
http://misterguch.brinkster.net/ionic.html
CLOSURE
The wrong action at the wrong time
leads to disaster
The wrong action at the right time
results to resistance
The right action at the wrong time
is a mistake but the
Right action at the right time leads
to success!

Grade 9 MATTER

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Grade 9 MATTER

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Understanding the

CURRICULUM GUIDE (Matter)

CURRICULUM GUIDE (Matter)

CURRICULUM GUIDE (Matter)

CURRICULUM GUIDE (Matter)

CURRICULUM GUIDE (Matter)

CURRICULUM GUIDE (Matter)

The Spiraling of the Concepts on the

Module 1: Electronic Structure of Matter

The learners should be able to:

The learners should be able to:

the unit mole that quantitatively

9. Which of the following will have the highest melting temperature?

Preliminary Activity: Construction of Improvised

NOTE: Consider the polarity in placing the battery.

Connect 1 end of the

Cut the jumper wire 2:1 length ratio.

Connect the short jumper wire to

did not melt)

Did not melt

Prior knowledge: Grade 7(Matter), Module 1

Prior knowledge: Grade 7(Matter), Module 1

Imagine that in a solution, the particles of the

Dissolving process: salt in water

Figure 1. The process of dissolving begins when particles

POST ACTIVITY DISCUSSION

How can we apply differentiated instruction in teaching

Module 1, Activity 1 and Module 3, Activity 1

Module 1, Activity 2 and Module 3, Activity 2

Module 2, Activity 1 and Module 4 Activity 1

Module 2, Activity 2 and Module 4, Activity 2

Module 2, Activity 3 and Module 4, Activity 3

Module 3, Activity 3 and Module 4, Activity 4

Module 3, Activity 4 and Module 4 Activity 5

Module 3, Activity 5 and Module 4, Activity 6

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