Lesson 12: Chemical Change II- Part 2

READ:

I. STOICHIOMETRY is about the relationship of the different reactants and products in a chemical
reaction.
The chemical equation of the reaction between CO and O2. Ask the learners if the equation is balanced.
CO + O2 → CO2
Since the equation is not yet balanced, have the learners balance the equation.
2 CO + O2 → 2 CO2

II. Draw out the relationship/ratios of reactants to products, reactant to reactant, and product to product.
Your answer will be based on the BALANCED EQUATION.
(a) reactant to reactant
(b) reactants to products
(c) product to product (if there is)

1. Mole relationships/ratios
a) 2 mole CO : 1 mole O2 2 CO + O2 → 2 CO2
b) 2 mole CO : 2 mole CO2 2 CO + O2 → 2 CO2
1 mole O2 : 2 mole CO2 2 CO + O2 → 2 CO2

Note: since the product has one there is no product to product reaction.

2. Mass relationships/ratios

Get the atomic mass of each element and add.

O2 - in terms, you multiply molecular number by atomic mass.
CO2 -in terms, you add the different computed molecular number of each element.
(Study the computation below)

a) Molar mass of CO: 28 g/ mol (C)12 + (O)16 = 28

b) Molar mass of O2: 32 g/ mol (O) 16*2 = 32 (since it has 2 molecules= O2)
Molar mass of CO2: 44 g/ mol (CO2 ) 12 + (16*2)= 44

*values rounded off for simplicity

Therefore:
a) 56 g CO : 32 g O2 - 56 g since your CO has 2 molecular number
2 CO + O2 → 2 CO2, ,molar mass * molecular number

b) 56 g CO : 88 g CO2
32 g O2 : 88 g CO2

3. Mass to mole relationships/ratios

- Combine the two ratios from numbers 1 and 2. Same arrangement aforementioned.
- possible question of students: “ano daw” or “ hindi ko po maintindihan, paano nangyari and lahat ?”
- (Take a look at the meaning of aforementioned if you cannot relate: D )
 - Read slowly and analyze, this activity is good for 2 weeks so take time, you may ask the help of
elders.

a) 56 g CO : 1 mole O2
b) 56 g CO : 2 mole CO2
32 g O2 : 2 mole CO2
2 mole CO : 88 g CO2
1 mole O2 : 88 g CO2

NOTE: Get the ration within (a) reactant to reactant, (b) reactant to product and (c) product to product.

I. EVALUATION:
Balance the following equations and perform the molecular ratios.
(STUDENTS: “lahat ba ?” Teacher Lao: “ YES!”)

1. NaBr +Cl2 -> NaCl + Br 2

2. Ba3N2 + 6 H2O → Ba(OH)2 + NH3

3. 3 CaCl2 + 2 Na3PO4 → Ca3(PO4)2 + NaCl

4. 4 FeS + 7 O2 → Fe2O3 + SO2

5. PCl5 + 4 H2O → H3PO4 + HCl

6. 2 As + 6 NaOH → Na3AsO3 + 3 H2

7. 3 Hg(OH)2 + 2 H3PO4 → Hg3(PO4)2 + H2O

8. 12 HClO4 + P4O10 → H3PO4 + Cl2O7

9. 8 CO + 17 H2 → C8H18 + H2O

10.10 KClO3 + 3 P4 → P4O10 + KCl

II. Work sheet
Teacher Lao: “JUST BLANCE THE WORKSHEET! Yes!! Balancing only!”
Lesson 12: Chemical Change II- Part 3
Draw out the different relationships/rations through problem solving.
1. Determining how much reactant is needed to react with the specific amount of reactant.
1. How many moles of hydrogen are needed for 2.0 moles of nitrogen in the equation N2 + 3H2  2NH3
  Identify the given 2.0 moles of N2
 Unknown Moles of H2
 Solution
2.0 mole N2 x 3 mole H2 = 6.0 moles H2
1 mole N2
(note: divide the same unit that will give you 1 so no need to write, or just simple
cancel in order to get the proper unit)
 Final answer : always answer in complete 6.0 moles of H2 are needed for 2.0 moles of nitrogen.
sentence or phrases
2. Determining how much product will be produced.
Problem: How many moles of ammonia are produced when 0.60 moles of nitrogen react with excess hydrogen.
N2 + 3H2  2NH3
 Identify the given 0.60 moles of N2, excess H2
 Unknown Moles of NH3
 Solution
0.60 mole N2 x 2 mole NH3 = 1.2 moles NH3
1 mole N2

 Final answer 1.2 moles NH3 is produced when 0.60 moles of N react
with excess hydrogen.
** Always write your final answer in phrases with
complete thoughts.

** Sometimes the problem requires the learner to get the answer in grams, here is another example**
Problem: How many grams of ammonia are produced when 3.5 moles of H reacts with excess N?
N2 + 3H2  2NH3
 Identify the given 3.5 moles of H2, excess N2
 Unknown grams of NH3
 Solution
-> 3.5 mole H2 x 2 mole NH3 = 2.3 moles NH3
3 mole H2

->2.3 mole NH3 x 17 g NH3 = 39.7 g NH3

1 mole NH3

** add the atomic mass or atomic weight of each

element, refer from your periodic table of elements
and round to nearest whole number.

** Where did 17 g came from?

N- 1 x 14= 14 g/ mole
H- 3 X 1= + 3 g/mole
17 g/ mole

 Final answer 39.7 g is produced when 3.5 moles of H3 reacts with

excess nitrogen.
Evaluation: Solve the following problems, Show your solution (Teacher Lao: Of Course! Show it)
General balanced equation: N2 + 3H2  2NH3
1. How many grams of H are needed for 4.0 moles of nitrogen?
2. How many grams of nitrogen are needed for 54 g of hydrogen?

3. How many moles of ammonia (NH3) are produced when 3.5 moles of hydrogen reacts with excess nitrogen?

4. How many moles of Hydrogen molecules are required to produce 0.900 moles of ammonia (NH3), given an
excess of nitrogen?

5. How many grams of Hydrogen molecules are required to produce 0.900 moles of ammonia (NH3), given an
excess of nitrogen?
Lesson 12: Chemical Change II- Part 4
It is important to know the value of a percent yield, percent yield is found in every reaction of a
chemical change. The actual result does not always agree with the theoretical value. Possible reasons are
competing reactions, human errors etc. the relationship between the actual yield and the theoretical yield is
expressed as the percent yield. This may also be interpreted as the efficiency of a reaction. The formula for
percent yield is:
Percent yield = actual yield x 100 %
Theoretical yield

Actual yield = actual result based on experiment

Theoretical yield = predicted result based on stoichiometric calculation.

Let us solve together!

1. The reaction below is a part of the Ostwald process used in creating nitric acid. In a laboratory experiment,
when 150 g NO2 was mixed with enough water, 101 g of nitric acid was produced. How efficient is the reaction
if the predicted amount of HNO3 is 137 g?

Steps:

1. Find for the proper equation

3NO2 + H2O -> 2HNO3 + NO

2. Identify the given.

Actual yield= 101 g
Theoretical yield= 137 g
3. Show your solution. (Copy the basic formula before your proper solution.)
Percent yield = actual yield x 100 %
Theoretical yield

Percent yield = 101 g x 100 %

137 g
Percent yield = 73.7 %
Answer= The reaction was 73.7% efficient.

EVALUATION: Calculate!
1. When FePO4 AND NaSO4 is mixed to produce Fe2(SO4)3 and NaPO4, the reaction produced 58 g of
Fe2(SO4)3. How efficient is the reaction given that the predicted amount of Fe2(SO4)3 is 75 g?
2. Given the chemical equation below, what is the theoretical yield if 279g of C6H6 is mixed with excess
chlorine? If only 68 g of HCl is retrieved after the experiment what is the percent yield of the reaction?

C6H6 + Cl2  C6H5Cl + HCL

3. If a reaction has an efficiency of 89%, what is its theoretical yield if only 56 g of the product is recpvered?
4. If a reaction has a theoretical yield of 452 g and a percent yield of 22 % , what is the actual yield of the
reaction?

Lesson 19: The telescope of Galileo and the weakening of the

two domains view
Learning (Competencies)
1. Discuss the role of the telescope in the advances of astronomy during the time of Galileo Galilei.
2. Identify discoveries about the celestial objects aided by telescopes up to the time of Galileo. [IVb-43]
3. Explain how the astronomical observation aided by telescopes weakens the philosophical supports to the
Ptolemaic system. [IVb-43]
READ:
Galileo was one of the first people who used the telescope to look at the celestial objects. Galileo also
improved by 1609 on the original telescope first made in 1608 as it appeared in Netherlands. It can be said that
he had the best refracting telescope of his day.

Research and Read the following observations and observations by the time of Galileo mostly by Galileo
himself.
(1) Lunar craters
(2) Sun spots (WARNING: observed by projecting the image onto a screen!)
(3) Changing shape of Saturn
(4) Phases of Venus undergoing full cycle like the Moon
(5) Moons of Jupiter

Research and Read the associating observations to the conclusions against the prevailing Aristotelian physics
and the two domains view of the Universe.
(1) Lunar craters, the Sun spots and the changing shape of Saturn — celestial objects are not perfect (not
necessarily crystalline perfect sphere)
(2) Moons of Jupiter — not all celestial objects necessarily orbit the Earth (or the Sun). Here, the “stars” even
orbit Jupiter, a planet.
(3) The phases of Venus being able to undergo the full cycle like the Moon goes in direct opposition to the
expectations based on the Ptolemaic system.

EVALUATION
The new models were proposed including the Tychonic/Ursine model — a hybrid of heliocentric and
geocentric models (also labeled “geoheliocentric system”).
Indicate that the real challenge for the scientist is how to discern which model best fits the available data of their
times. Will go through each of the following competing models:
(1) Ptolemaic system
(2) Copernican system
(3) Ursine/Tychonic system
At least give 10 of the astronomical observations made using your naked eye night and day that were not
mentioned above.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 Additional knowledge:
Refracting Telescope
A theoretical analysis of how a simple two-positive lens telescope is sketched below.

Image retrieved at: http://www.physchem.co.za/OB11-wav/instruments.htm#telescope

In this regard, the objective lens focuses at the primary focus (F1) a real image behind the secondary focus (F2)
of the
second converging lens (eyepiece). The resulting virtual image will be larger depending on how near the real
image is
behind F2. Typically, corrections are made so that F2 coincides with F1 for objects at infinity (e.g. sufficiently
very far
objects such as the stars).

Lesson 20: Tycho Brahe and Kepler’s Three Laws of Planetary

Motion
Learning (Competencies)
1. Explain how Tycho Brahe’s innovation and extensive collection of astronomical data (naked-eye astronomy)
paved the way for Kepler’s discovery of his laws of planetary motion. [IVb-44]
2. State Kepler’s Three Laws of Planetary motion. [IVb-45]

Tell the story of how Brahe became famous by recalling the previous lesson on his observations:
(a) Supernova explosion of 11 Nov 1572 — named “Nova Stella”, now SN 1572
(b) Comet in 1577
(c) Better and more reliable astronomical data
Inform them that Kepler was hired as sort of “research assistant” by Brahe primarily to prove that
Brahe’s model (geoheliocentric model) of the Universe is consistent with the available data. Kepler needed
Brahe’s data to do mathematical analysis while Brahe needs Kepler to make mathematical calculations to prove
that the model satisfies the observed data.
Brahe died before his model is proven. Kepler inherited vast data set that will prove crucial for developing his
Three Laws of Planetary Motion later.
It took Kepler many more years trying out many possible models to fit the available data being concerned
largely on the philosophical implications of his models and the belief that there has to be simple numerical
relationships among phenomena like the Pythagoreans.
Emphasize that only after about 20 years or so working with the data he got from Brahe, the Three
Laws of Planetary Motion were published in two different years:
(1) Law of Orbit (1609)
(2) Law of Equal Area (1609)
(3) Law of Period (1619)

ENRICHMENT
Ask the students possible applications of drawing ellipses. Mention for example Bernini in the use of ellipses
for perspectives in painting. These can also be used as guides in the arrangement of home.
They can be told to experiment on having a third pin situated not on the line joining the original two pins and
describe the effect on the resulting elliptical shape.
Appendix A: Three Laws of Planetary Motion by Kepler
The following text is taken from pp. 48-49 of Reference #1.
1. Law of Ellipse: The orbit of each planet about the Sun is an ellipse with the Sun at one of the foci of the
ellipse.
Possible appraisal: The law of ellipse somehow replaced the perfection of the circular orbits somehow accepted
by all the previous models.
In one sense, Kepler is saying that the new “perfect” shape must be an ellipse. In any case, a circular path is a
degenerate ellipse with the foci merging as the center of the circle.
2. Law of Equal Areas: The line joining the Sun and the planet (called the “radius vector”) sweeps over equal
areas in equal times as the planet travels around the orbit.
Possible appraisal: The law of equal areas somehow replaced the concept of uniform speed. In the case of
Kepler’s laws, the new requirement is the uniform “speed” of sweeping an area by the line joining the planet
and the Sun.
3. Law of Period: The square of the period of revolution (time for one complete orbit) of a planet around the
Sun is proportional to the cube of the average distance of the planet from the Sun.
Possible appraisal: The Law of Period being related to the average distance of the planet from the Sun marked
the conclusion that there is a certain kind of harmonics in the Universe (remember that the Universe for
scientists during the time of Kepler meant the entire Solar System with the stars being “glued” to the celestial
sphere eventually realized to be very very far since even with the aide of telescopes, the stars do not exhibit
parallax. In fact, the third law is also known as “Harmonic Law” described in a book called “Harmony of the
World”. Overall, we can also see that Kepler did further philosophical musings about the Laws he discovered.
One such ideas was the identification of “anima motrix” (literally, “motor life”) or the “Prime Mover” initially
thought of by Aristotle. Such philosophical ideas could be identified as a primitive idea of the gravitational
forces exerted by the Sun to keep the planets in orbit.

PRACTICE
1. Draw the ellipses.
2. Essay: do you believe that the sun is the center of the solar system? Why?
Lesson 21: Aristotelian and Galilean concepts of Motion
Learning (Competencies)
1. Compare and contrast the Aristotelian and Galilean concepts of motion: vertical, horizontal and projectile
motions (IVc-46)
2. Explain how Galileo was able to infer that (a) objects on the surface of the Earth falls at the same
acceleration; and (b) force is not necessary to sustain horizontal motion (IVc-47)

INTRODUCTION
Our current understanding on the physics of motion did not happen overnight.
Instead, it gradually developed as philosophers take up previously held philosophies and improve on it or give
critique identifying possible weakness or inconsistencies with observations.

The one of such concepts is the philosophy behind motion in two particular points:
(1) Existence of one unifying explanation for the horizontal and vertical motions and how projectile motions
can be derived from the two.
(2) Quantification of the “rate of fall” or “acceleration” as used by Aristotle.
Give a brief review of the physics of Aristotle related to the two-domain view of the Universe as well as the
four types of the terrestrial motion. Focus on the terrestrial motion briefly mentioning the four types: (1)
Alteration — simply chemical or physical changes, (2) natural local motion, (3) horizontal or violent motion,
and (4) celestial motion.
The natural motion in relation to the four-element model of Aristotle and their “natural position” in the
Universe — Earth being at the middle of it, hence object made more of earth falls “faster” than those made
more of fire or air.
The concept of violent motion is related to the term “violent” being the state of motion that prevents the
attainment of natural progression of motion: either frustrates or goes against natural motion.
Encourage the student that while Galileo is popularly known to have finally nailed the following early
Aristotelian thesis on motion, previous ideas and even experimentation has already been done.
(1) Aristotelian: Natural motion (largely vertical motion, falling or rising) and violent motion
(Largely associated with horizontal, hence projectile, motion) are two motions of distinct nature
(2) Aristotelian: A constant amount of force is needed to be applied to objects to keep them moving in
horizontal motion.
 The above premises were largely held by the philosophers and scientists from the time of Aristotle up to
the time of Galileo. It would have needed great scientific efforts (evidence and arguments) to change that view.
Give notice that by the time of Galileo, several philosophers already knew of the increasing number of physical
observations that violate majority of Aristotelian premises.
However, it can be credited to Galileo to quantify the “rate of fall” by measurement of distance and time and
plotting it graphically.
(1) He was able to slow down the “fall” using ramps rather than viscous materials as Aristotle did resulting to
significantly different conclusions related to the “rate of fall”.
(2) He correctly measured motion in two independent directions (horizontal and vertical) and deduced that the
“rate of fall” is better measured in terms of downward acceleration.
(3) Used geometry to provide better description (kinematics) of projectile motion whereby horizontal motion
has zero acceleration (constant speed horizontally) and content vertical acceleration.
Discuss that the infamous Leaning Tower of Pisa experiment of Galileo may not be true but only likely to have
been done by Galileo. Other philosophers before him mentioned a very similar observation. You may read the
article “Science history: setting the record straight” by Phil Ball

The philosophical argument reduction ad absurdum method used by Galileo in showing that the
Aristotelian proposal that heavier objects fall at the same rate must be false and that the only plausible
explanation is that all objects fall at the same rate.
Add to the discussion that Galileo instead slowed down the “fall” using ramp. By plotting the position against
time, and at the same time increasing the slope, one can deduce that the resulting “rate of fall” (or acceleration)
approaches a single value.

(EVALUATION WILL BE ONLINE INDIVIDUALLY, IF THERE IS NO STRONG INTERNET

CONNECTION KINDLY MESSAGE ME YOUR MOBILE NUMBER AS SOON AS POSSIBLE)