10

Science
Quarter 4 - Module 5

Chemical Reactions

This instructional material was collaboratively developed and

reviewed by educators from public schools. We encourage teachers and
other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education, Schools Division of Cebu
City.
We value your feedback and recommendations.

Department of Education ● Republic of the Philippines

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Quarter 4 – Module 5: Chemical Reactions
Second Edition, Revised 2021

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Published by the Department of Education – Division of Cebu City Schools Division
Superintendent: Rhea Mar A. Angtud, EdD

Development Team of the Module

Writer:
Bonnie James A. Saclolo, Teacher III, Cebu City National Science HS

Content Editors:
Dr. Deogenes R. Adoptante, Principal I, Mambaling National HS
Mrs. Arnolfa A. Demellites, Principal I, Guba National HS

Language Editor:
Mrs. Wilma Y. Villaflor, Principal III , Don Vicente Rama Mem. ES

Management Team:
Dr. Rhea Mar A. Angtud, Schools Division Superintendent
Dr. Bernadette A. Susvilla, Asst. Schools Division Superintendent
Mrs. Grecia F. Bataluna, CID Chief
Dr. Raylene S. Manawatao, EPS – Science
Mrs. Vanessa L. Harayo, EPS – LRMDS

Printed in the Philippines by

Department of Education Division of Cebu City ROVII
Office Address: Imus Avenue, Cebu City
Telephone Nos: (032) 255-1516 / (032)253-9095
E-mail Address: [email protected]

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INTRODUCTION:
Hi there!
Congratulations for reaching module 5 of quarter 4!
This module is all about chemical reactions. We will
study how to know when a chemical change/reaction
has occurred, what the types of chemical reactions
are and how chemical equations are used to
represent them.
Before you proceed, it is highly recommended that
you recall concepts about pure substances (learned
in Grade 7), physical changes (learned in Grade 8)
and chemical bonding (learned in Grade 9) as they
will be helpful in understanding the topics covered in
this module.

This module is based on DepEd’s Most Essential Learning Competency (MELC)

Number 3 for Science 10, Quarter 4.

Learning Competencies:

“Apply the principles of conservation of mass to chemical reactions.”

(S10MT-IVe-g-23).

There are three lessons in this module:

• Lesson 1 – Chemical Change
• Lesson 2 – Chemical Equation
• Lesson 3 – Types of Chemical Reactions

What I Need to Know

At the end of this module, you are expected to accomplish the following specific
learning objectives unpacked from the competencies:

1. Differentiate between physical change and chemical change

2. Cite the evidence of a chemical change
3. Describe what a chemical reaction is
4. Represent chemical reactions through chemical equations
5. Identify the types of chemical reaction

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 What I Know

Before starting the learning process, it is important to know how familiar you
already are with the concepts in this topic. Please answer the pre-test before
proceeding.

PRE-ASSESSMENT: Write the word or phrase that completes the following

concepts. Write your answer on a separate sheet of paper.

1) A change is a process wherein the materials involved are

turned into new substances.
2) In a chemical equation, the label (aq) means that the substance in question
is dissolved in .
3) A type of reaction is happening when octane is burned.
4) In a physical change only the of the substance is altered and
not its chemical composition.
5) Convention dictates that we should write the on the right side
of a chemical equation.
6) An acid-base neutralization reaction is a special case of a
type of chemical reaction.
7) When two liquid reactants produce a solid substance as a product within the
liquid, we say that a is formed.
8) A single arrow pointing to the denotes an irreversible chemical
reaction.
9) Whenever an acid reacts with a base, the products are always a
and water.
10) When a physical change occurs, there is no breaking and forming of .
11) A is a chemist’s shorthand for expressing the details of a
chemical reaction.
12) When Zinc (Zn) is allowed to react to Copper (II) Chloride (CuCl2), they
undergo a type of chemical reaction.
13) of chemical change help us identify if a chemical reaction
has taken place.
14) In a chemical equation, we write the on top of or at the bottom
of the arrow that separates the reactants from the products.
15) The 4 types of chemical reactions are synthesis, decomposition,
single displacement, and double displacement.

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 Lesson MATTER

1 Chemical Change

What’s In

Refer to concepts that you learned in Grade 8 and Grade 9 to answer these
questions: Write your answers on a separate sheet of paper.

1) What happens to the composition of paper when it is cut into smaller pieces?
Does the paper turn into another material? Explain.

2) What happens to the sugar granules when it is dissolved in water? Do they

turn into another material? How about the water? Does the water turn into
another material during the process? Explain.

What’s New

A physical change results from

changing the form of a material or substance.
For example, when liquid water boils into
steam, the molecules of the material do not
change. Only the form is changed – from
being closer to each other and free-flowing
(liquid state) to being spread out at large
distances and more energetic (gaseous
state).
In contrast to a physical change, a chemical change involves the
rearrangement of the atoms of a material or materials which effectively changes the
composition of the substances involved. It forms new substance/s.
For example, atoms of
hydrogen gas (H2)
and oxygen gas (O2)
break off from their
bonds and recombine
into a new material -
water (H2O).

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 What is it

As you have learned in previous grade levels, matter is made up of atoms. They
combine or bond in different ways and proportions to give rise to substances. Each
substance has a different composition or combination of atoms. For example, water is
formed when two hydrogen atoms bonds with one oxygen atom while table salt is a
result of ionic bonding between a sodium atom and a chlorine atom.
When a process involves 1) the breaking of bonds between atoms of
substances, 2) rearrangement of atoms into new configurations, and 3) formation of
new bonds, we call it a chemical change. We say that the substances have reacted
chemically or that a chemical reaction has occurred.
A chemical change is different from a physical change, which does NOT
rearrange atoms or molecules and does NOT produce a completely new substance.
Therefore, in a physical change, the properties of the substances involved remain
relatively the same but in a chemical change the new substance/s produced have
different properties from the original.

EVIDENCE OF A CHEMICAL CHANGE

In the real world, we cannot see the atomic compositions of substances or the
breaking and reformation of bonds in a chemical reaction. So how do we know if a
chemical change has occurred? We can observe some evidence that are associated
with the process. These help us identify if a chemical reaction has taken place.

1) Production of light - a lot of chemical reactions produce light as a by-product of

the process
2) Evolution of gas - the production of a gas is usually an indicator of a chemical
change
3) Temperature change - another hint that a system must have undergone a
chemical change is the rise or fall of its temperature
4) Change in intrinsic properties (color, odor, etc.) - intrinsic properties of a
material are specific to the material’s composition and therefore if a chemical
change has occurred the intrinsic properties also change
5) Formation of precipitate - when liquid substances undergo a chemical change
that form a new material which happens to be solid, the new material settles to
the bottom as a precipitate. A precipitate is a substance deposited in solid form
from the reaction of two liquid reactants.

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TRICKY CASES OF CHEMICAL CHANGE
Take note that a chemical change does NOT have to exhibit all the listed
evidence above. More importantly, NOT every process that exhibits one or two of
these involves a chemical change. But EVERY chemical change will for sure involve
the exhibition of one, two or three of the evidence above.
A more reliable method of determining whether a chemical change has
occurred is the careful examination and comparison of the substances involved before
and after the change because sometimes it can be tricky. For example, when water
vapor condenses into water droplets, it is associated with a change in the temperature
– which might lead you to think that a chemical change has occurred. However, careful
examination of the properties of water vapor and water droplets reveal that their
composition did not change and therefore they only underwent a physical change and
NOT a chemical one.
Intrinsic properties are derived from the composition of materials. Colors,
tastes, and odors are different depending on the substances present in a material.
Therefore, these properties are reliable indicators of a chemical change. When they
change, that means that the
composition of substances changed,
which eventually indicate that a
chemical process was involved. For
example, raw fish meat (such as in sushi
or sashimi) and cooked fish meat might
look the same but the fact that they taste
different means that new substances
(denatured aggregated proteins) were
formed in the meat during cooking – a
chemical change has occurred.

BIOLOGICAL CHEMICAL CHANGES

Chemical changes in biological systems are even more tricky. For example, a
small tree can grow into a bigger tree. At first glance, it sounds like a physical change
is involved since it is a tree growing in size – meaning it did not change into something
else, it is still a tree with the same intrinsic properties, only bigger. However, when you
realize that the tree adds more “tree material” into itself by converting water, carbon
dioxide along with other
minerals into glucose and
eventually cellulose, it
becomes apparent that
this process is chemical in
nature. There are many
examples like this in
biology, so it also
important to pay attention
to what we know about the
process and not just rely
on comparing the
properties of the
substances involved.

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 What’s More

Now that you already know what a chemical change / reaction is and are
already familiar with the evidence of such a process, let us examine some everyday
examples and identify the evidence of chemical reactions exhibited by each.
Examine and analyze the following examples below. Determine whether the
following involves a physical change or a chemical change. If it is a physical change,
explain why it is NOT a chemical change. If it is a chemical change, identify what
evidence of chemical change is/are exhibited by the example. Write your answer on a
separate sheet of paper. Numbers 1 and 2 are done for you as examples.

Melting of ice cubes

a) Physical change

b) When ice melts, it becomes liquid water.

The solid ice and the liquid it melts into are
both composed of water molecules. There is
no rearrangement of atoms or change of
substances. It is just a change of phase.

2) Ripening of fruits

a) Chemical change

b) Evidence - change of intrinsic properties

(color, taste, odor)

3) Burning of firewood

a)

b)

4) Sewing of clothes
a)

b)

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 5) Grilling a piece of meat

a)

b)

6) Rusting of iron

a)

b)

7) Spoiling of Food

What I Have Learned

Complete the lesson summary below by filling in the appropriate words to each
blank. Write your answers on a separate sheet of paper as numbered.

LESSON SUMMARY:
Matter undergoes two types of changes. A (1) is one that involves
changes in the form but not in the composition of the substance/s involved. The second
type of change alters the chemical composition of the materials involved. We call this
a chemical change or a (2) .
There are three steps in changing the composition of substances in latter
process. First, the chemical (3) of the original materials are broken. Second,
there will a (4) of atoms into new configurations. Lastly, (new) bonds will
be (5) .
When substances undergo a chemical change, they exhibit “hints” that we call
evidence of chemical reactions: production of (6) , evolution of a (7) ,
change in (8) , change in (9) properties, and formation of
(10) .

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 What I Can Do

To witness the chemical changes and the evidence for their occurrence
firsthand, you may do the following at home:

1) Cooking of rice
Next time you or your parents cook rice, take time to
compare the rice grains when they are still uncooked
with the rice grains when they are already cooked.
What are the differences?
What evidence of chemical reactions is exhibited
through these differences?

2) Lighting a candle
If you have a candle at home, you can witness another
chemical reaction by lighting it using a matchstick or
lighter.
Precaution: Seek guidance from adults to avoid burns
and minimize risk of fire. Observe the candle as it burns.
What evidence of chemical reactions are exhibited by the
burning candle?

3) Vinegar and Baking Soda

Add a teaspoon of baking soda into 1/3 cup of
(kitchen) vinegar. Observe what happens. If baking
soda is NOT available, you can use powder detergent
although the effect might be less pronounced. Do this
experiment in the sink because it could messy, and
the resulting product can be used as a cleaning agent
for your sink.
What evidence of chemical reactions is exhibited by
the set-up?

4) Milk and Vinegar

Add 2 teaspoons of vinegar into 1/3 cup of liquid milk. You
can use any type of liquid milk including powdered milk
dissolved in water. Stir the mixture and observe.
What evidence of chemical reactions is exhibited?

Write your answers on a separate sheet of paper.

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‘

Additional Activities

This activity is optional and is only for additional learning. You DO NOT have to do it
if you do not have access to the internet.
1) Open a web browser on your device and go to “www.misterhelp.net”.
2) Click on “Log in as a guest”.
3) Select YES to agree to the privacy policy of the site.
4) Navigate to the course titled “Quarter 4, Module 5: Chemical Reactions”
5) Click on “Lesson 1” listed on the course.

Lesson MATTER

2 Chemical Equation

What’s In

Answer the following questions on a separate sheet of paper:

1) What is a chemical reaction?
2) How does it differ from a physical change?

What’s New

As discussed in lesson 1, a
chemical change / reaction is a
rearrangement of the atoms of the original
substances into new configurations in
order to form new substances. This
process follows the law of conservation of
mass and is mathematically accurate. So,
in order to represent a chemical reaction
in a precise manner, chemists use what is
called a chemical equation.

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 We

What is it

A chemical equation is a chemist’s shorthand for representing a chemical

reaction. The equation distinguishes between the reactants, which are the starting
materials and the products which are the resulting substance/s. It shows the symbols
or formulas of the reactants and products, the phases (solid, liquid, gas) of these
substances, and the ratio of the substances as they react.

CHEMICAL FORMULA
Instead of writing the names of the substances involved in a chemical reaction
in words, we use chemical formulae. They are concise and they comprehensively
express the composition of each substance.
Name in words Chemical Formula
Methane Gas CH4
Oxygen Gas O2
Water H2O

TWO SIDES OF A CHEMICAL EQUATION:

Just like in a mathematical equation, there are also two sides of a chemical
equation.
1) Reactant/s – This is the original material/s or substance/s which will “react” and
form the product/s.
2) Product/s – This is the new substance/s that will be formed from the reactant/s.
Note: By convention, we always write the reactants on the left side and
the products on the right side.

COEFFICIENTS AND SUBSCRIPTS

Subscripts are found inside a chemical
formula of a substance. It denotes the number
of atoms that are bonded to the substance. For
example, H2 means there are 2 hydrogen atoms
bonded together while H2O means there are 2
hydrogen atoms and 1 oxygen atom bonded together. Note that when no subscript is
explicitly written beside an atomic symbol, it is understood to have the value of one.

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 Coefficients are written in front of a chemical formula to denote how many
molecules of the substance there are. It does not affect the composition of the
substance. It just tells us how many of that substance is present. Note that when no
coefficient is explicitly written, it is understood to be 1.

1 H2O 1 H2O2 Effect of change in subscript:

H2O is water. If we change the subscript of the
oxygen atom from 1 to 2, it is not water
anymore. It is hydrogen peroxide, which is a
completely different substance with a different
composition.

1 H2O 2 H2O
Effect of change in coefficient:
If we change the coefficient of the chemical
formula of water from 1 to 2, the composition
of the substance in question is still the same.
The substance is still made up of water
particles. But there are now two molecules of
water instead of 1 molecule.

SYMBOLS USED IN A CHEMICAL EQUATION

There are other symbols used in writing a chemical equation that give us more
information about the chemical system.

Symbol Meaning

+ to show combination of reactants or

products

To produce; to form; to yield

(s) - solid (l) - liquid (g) - gas

(s), (l), (g), (aq)
(aq) - aqueous (substance is dissolved in water)

reversible reaction

Heat Indicates that heat is supplied to the

or reaction

A formula written above or below the

Pt yield sign indicates its use as a catalyst or solvent

READING A CHEMICAL EQUATION:

This equation is read as 2 atoms of sodium in solid form reacts with 2 molecules
of water in liquid form to form 2 molecules of sodium hydroxide which is dissolved in
water and 2 molecules of hydrogen gas.

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 Another way of reading a chemical equation is by getting the relevant
information one by one:
1) What are the reactants? -- CH4 (methane) and O2 (oxygen gas)
2) What are the products? -- CO2 (carbon dioxide) and H2O (water)
3) How many of the reactants are needed for the reaction?
-- 1 molecule of methane and 2 molecules of oxygen gas
4) How many of the products are produced in the reaction?
-- 1 molecule of carbon dioxide and two molecules of water
5) What are the physical states of the reactants and products?
-- methane – gas carbon dioxide – gas
oxygen gas – gas water – gas
6) Is the chemical reaction reversible? (Does the products react to form back
the reactants?)
-- No, the arrow depicts one direction.
7) Does the system need heat in order to start the reaction?
-- Yes, because there is a delta symbol written above the arrow.
8) Does the system need another chemical as a catalyst or solvent?
-- No, there is nothing written under the arrow.

In this third chemical equation, there are two arrows that point to both directions.
This means that the reactants SO2 and O2 react to form SO3 but the SO3 will also react
to form back the SO2 and O2. Thus, the reaction is reversible.

This fourth example shows that ammonia (NH3) reacts with oxygen gas (O2)
with the help of copper (Cu). Without copper mixed in the system, the chemical
reaction does not proceed or it proceeds very slowly. Copper is a catalyst – it is not
part of the substances that react BUT without it, ammonia and oxygen gas will not
react or will react very slowly.

What’s More

Now that you have already learned about how a chemical equation represents
a chemical reaction, you can now answer the following tasks:

I. Determining the reactants and the products in a chemical reaction

Identify the reactants and the products in each chemical reaction. Write your
answers on a separate sheet of paper.

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 1. Iron reacts with copper sulfate (CuSO4) and forms iron (II)
sulfate (FeSO4) and copper.
2. Magnesium combines with oxygen gas (O2) to produce
magnesium oxide (MgO).
3. Hydrogen peroxide (H2O2) in the presence of manganese
dioxide (MnO2) produces water and oxygen gas.
4. Acetic acid (CH3COOH) and sodium bicarbonate (NaHCO3)
produce sodium acetate with the release of carbon dioxide
(CO2) gas and water.
5. Copper sulfate (CuSO4) reacts with sodium hydroxide (NaOH)
to produce insoluble copper (II) hydroxide Cu(OH)2 and
sodium sulfate (Na2SO4 ) solution.

II. Modifying a chemical equation

Rewrite the following chemical equations and make necessary corrections to
make them correct. Write your answers on a separate sheet of paper.

1. In this reaction, the reactant is in solid phase, while the first

and second products are in liquid and gaseous states
respectively.
C6H12O6 2 C2H5OH + 2 CO2

2. Three ethyne (C2H2) molecules form benzene (C6H6) but only

when red hot Fe and temperature at 873 K act as catalysts.
C2H2 1 C6H6

3. Nitrogen gas and hydrogen gas form a reversible reaction

that yields ammonia in gaseous form.
N2 + 3H2 2NH3

4. Iron oxide reacts with carbon to form iron and carbon dioxide
when heat is added.
2 Fe2O3 + 3C 4 Fe + 3 CO2

III. Reading a chemical equation

Examine the two chemical equations below and answer the questions that
follow.

a) 2 HgO (s) 2 Hg (l) + O2 (g)

b) 2 CO (g) + 2 NO (g) Pd 2 CO2 (g) + N2 (g)

1) What chemical is used as catalyst in the second chemical equation?

2) Is the chemical reaction in b) a reversible reaction?
3) What do you need to do to HgO so that it decomposes into Hg and O2?
4) What are the phases of the substances involved in b)?
5) What is the physical state of the reactant in a)?

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 Complete the lesson summary below by filling in the appropriate words to each
blank. Write your answers as numbered on a separate sheet of paper.

LESSON SUMMARY:
We use a (1) to concisely express the details of a chemical
reaction. This system uses chemical formulas to represent (2) which are
the starting materials and the (3) which are the new substances formed.
In a chemical formula, numbers in the form of (4) represent how many
atoms are bonded to each molecule while numbers in the form of (5)
represent how many molecules are present.
The arrow/s that connect/s the two sides of a chemical equation also express
the reversibility of a reaction. If it has only one arrow, it means the reaction is
(6) . But if there are two arrows pointing to both directions, the reaction
is (7) .
If the word heat or the symbol (8) is written on the arrow, it means
the system needs heat to proceed with the reaction. Symbols of chemicals written on
the arrow denote presence of solvents or (9) .
The physical state of the substances involved are conveyed by writing (s) for
solid, (l) for liquid, (g) for gaseous, and (10) for aqueous or dissolved in
water.

Additional Activities

This activity is optional and is only for additional learning. You DO NOT have to
do it if you do not have access to the internet.
1) Open a web browser on your device and go to misterhelp.net
2) Click on “Log in as a guest”.
3) Select YES to agree to the privacy policy of the site.
4) Navigate to the course titled “Quarter 4, Module 5: Chemical Reactions”.
5) Click on “Lesson 2” listed on the course.

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 Lesson MATTER

3 Types of Chemical Reactions

What’s In

Answer the following questions about chemical equations. Write your answers
on a separate sheet of paper.
1) How do we know if a chemical reaction is reversible or not based on its
chemical equation?
2) If a chemical reaction requires the addition of MnO2 as catalyst, how is this
fact incorporated into its chemical equation?
3) A chemical reaction produces a precipitate as one of its products. What
information from the chemical equation can we look at to determine which
of the substances is the precipitate?

What’s New

As you might have observed

from the equations in lesson 2, chemical
reactions differ. Some have only one
substance as reactant, while others
might have 2 or 3 substances reacting.
A reaction might produce a single
product or multiple products.
As chemists examined more and
more chemical reactions, they started to
categorize them into types. There are 4
basic types of chemical reactions plus 2
special types that we usually encounter
in real life.

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 What is it

Chemical reactions can be classified according to the following 4 basic types:

A. COMBINATION REACTION: Reactants combine to form a single product. This

is also applicable when smaller reactant molecules form bigger product
molecules. The general formula for this reaction is:
\

A + B → AB
Ex. 2 H2 + O2 → 2 H2O

B. DECOMPOSITION REACTION: In this reaction, a single reactant breaks down

into simpler ones (2 or more products). This is the reverse of combination
reaction. The general formula for this reaction is:
AB → A + B
Ex. 2 Ni2O3 → 4 Ni + 3 O2

C. SINGLE DISPLACEMENT (Replacement) REACTION. This is when one

element replaces another element from a compound. The more active element
takes the place of the less active element in a compound. The general formula
for this reaction is:
A + BC → AC + B
Ex. Zn + CuCl2 → ZnCl2 + Cu

D. DOUBLE DISPLACEMENT REACTION (Metathesis). This is when the positive

ions (cations) and negative ions (anions) of different compounds switch places,
forming two different compounds. The general formula for this reaction is:
AB + CD → AD + CB
Ex. KBr + AgNO3 → KNO3 + AgBr

Within those 4 basic types are 2 special types of reaction:

E. COMBUSTION (Burning) REACTION This when oxygen combines with a

hydrocarbon to form water and carbon dioxide. Note: Combustion can loosely
be thought of as a decomposition reaction since it breaks down longer
hydrocarbons into smaller simpler substances.
Hydrocarbon + O2 → H2O + CO2
Ex. 2 C8H18 + 25 O2 → 18 H2O + 16 CO2

F. ACID-BASE (Neutralization) REACTION: This is a special kind of double

displacement that takes place when an acid and base react with each other.
Acid + Base → Salt + Water
Ex. HCl + NaOH → NaCl + H2O

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 What I Have Learned

Complete the lesson summary below by filling in the appropriate words to each
blank. Write your answers as numbered on a separate sheet of paper.

LESSON SUMMARY:
Chemical reactions can be categorized into types. There are (1) basic
types of chemical reactions. Within the basic types, we also discussed (2) special
cases.
A synthesis or (3) reaction is one that builds up bigger molecules
from smaller ones. When a chemical reaction breaks down bigger molecules into
smaller ones we call it a (4) type of reaction.
In a single displacement or replacement type of chemical reaction, an ion or
atom (5) another ion or atom in a molecule. A double displacement reaction
involves the (6) of partner ions or atoms between two compounds.
A special case of decomposition involves a hydrocarbon reacting with oxygen
gas. We call this type of reaction (7) . When a double displacement
reaction involves an acid and a base, we call it an (8) reaction. This type
of reaction produces (9) and (10) as products.

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 What I Can Do

CHEMICAL REACTIONS IN BIOMOLECULES

The topic in the previous modules (3 and 4) was biomolecules which included
the nucleic acids DNA and RNA, and proteins. In the third quarter, we also studied
DNA replication and protein synthesis.
By putting the concepts together, we can understand that DNA, RNA and
proteins are “built” by our cells through DNA replication, transcription and translation.
All of these three processes involve synthesis or combination reactions. They create
the bigger biomolecules DNA, RNA and proteins from smaller units – nucleotides and
amino acids.

But where do all the nucleotides and amino acids come from? They come from
the food that we eat. Most food items are derived from plants and animals which
obviously have DNA, RNA and proteins in their structures. When we eat them, our
digestive system breaks down the protein from the meat into individual amino acids.
Likewise, it also breaks down the DNA and RNA from their cells into nucleotides. This
process of digesting protein and nucleic acids into amino acids and nucleotides is a
decomposition type of chemical reaction. It breaks down the big biomolecules DNA,
RNA and proteins into smaller units – nucleotides and amino acids.

Additional Activities

This activity is optional and is only for additional learning. You DO NOT have to
do it if you do not have access to the internet.
1) Open a web browser on your device and go to misterhelp.net
2) Click on “Log in as a guest”.
3) Select YES to agree to the privacy policy of the site.
4) Navigate to the course titled “Quarter 4, Module 5: Chemical Reactions”.
5) Click on “Lesson 3” listed on the course.
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REFERENCES:

Books:

SCIENCE 10 Learner’s Module, Department of Education, Republic of the Philippines

SCIENCE 10 Teacher’s Guide, Department of Education, Republic of the Philippines

Images:

(2021). Retrieved 17 May 2021, from https://sciencenotes.org/wp-

content/uploads/2020/09/Chemical-Reactions.jpg

(2021). Retrieved 10 June 2021, from

http://statesofmattertechnologyshowcase.weebly.com/uploads/1/3/8/3/13837374/1119467_o
rig.gif

Image.slidesharecdn.com. 2021. [online] Available at:

<https://image.slidesharecdn.com/chemicalreactions-110213153859-phpapp01/95/chemical-
reactions-24-728.jpg?cb=1390695852> [Accessed 10 June 2021].

(2021). Retrieved 11 June 2021, from https://www.researchgate.net/profile/Kishan-

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formation-from-cellulose-chains-and-structure-of-cellulose.png

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