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 KeytoAnswers

LESSON1
Activity2
1.P2.C3.C4.P5.C6.C7.P8.C9.A10.C11.C12.P13.P14.P15.C
Activity4
1.E2.E3.E4.15.E6.E7.E8.E9.110.E

LESSON2
Activity1
1.chlorine2.Tin3.Titanium4.Vanadium5.Antimony6.Krypton7.Xenon8.Iridium9.
Magnesium10.Beryllium11.Radon12.Fluorine13.Boron14.Thallium

Activity2
Formula Name
2 SOz Sulfite

CHA Methane

4NHs Ammonium

5No Dinitrogenoxide
6 K2SOA Potassiumsulfate

H202 Hydrogenperoxide

8 IHF Hydrofluoricacid
9 HBrO Hypobromousacid
10NO Nitrogenoxide
MnSO. Manganesesulfate
12C104 Perchlorate
13Ba0z Bariumoxide

14NaNO, Sodiumnitrate

Calciumcarbonate

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andCalculatingEmpiricalFormula

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DepartmentofEducation•RepublicofthePhilippines
GeneralChemistry1-Grade12
AlternativeDeliveryMode
Quarter1-Module3
DeterminingMolarMass
ChemicalReactionsandEquations

FirstEdition,2020

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PublishedbytheDepartmentofEducation-DivisionofCagayandeOro
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CalculatingtheMolecularMassofaCompound
Usingtheperiodictableandtheformulaofacompound,wecalculatethemolecularmass
(alsocalledmolecularweight)ofaformulaunitofthecompoundasthesumoftheatomic
masses:

Molecularmass=sumofatomicmasses

1.Forexample,themolecularmassofawatermolecule(usingatomicmassestofour
significantfiguresfromtheperiodictable)is

MolecularmassofH2O=(2×atomicmassofH)+(1xatomicmassof0)
=(2x1.008amu)+16.00amu=18.02amu

2.Anotherexamplewouldbecalculatingthemolecularmassoftetraphosphorustrisulfide.

First,wewritetheformula,thenmultiplythenumberofatomsofeachelementbyitsatomic
mass(whichwecanfindfromtheperiodictable),andfindthesum.

Formula:P4S3
Molecularmass=(4xatomicmassofP)+(3xatomicmassofS)
=(4x30.97amu)+(3×32.07amu)=220.09amu

3.Inioniccompounds,itdoesn'tconsistofmoleculessothemassofaformilaunitistermed
astheformulamassinsteadofmolecularmass.Tocalculatetheformulamassofa
compoundwithapolvatomicion.thenumberofatomsofeachelementinsidethe
parenthesesismultipliedbythesubscriptoutsidetheparentheses.Forbariumnitrate,
Ba(NO3)2,FormulamassofBa(NO3)2
=(1xatomicmassofBa)+(2xatomicmassofN)+(6xatomicmassof0)
=(137.3amu+(2×14.01amu)+(6×16.00amu)=261.3amu

What'sMore

Activity#1:Let'sPractice!
Directions:Familiarizingourselveswiththeatomicmasswillbeagreathelpin
findingoutthemolecularmassofacompound.Takeoutacopyofyourperiodic
table.Locateandwritetheatomicmassofthefollowingelementsonthespace
provided.
Atom AtomicMass Atom AtomicMass
1CI 6F
2N 7Mg
30 8Al
4Ca 9Si
5P 10S

What'sMore#2
 3H2(g)+M2.(g)->2NHz(g)
7
Ammonia,NHs,issynthesizedfromthereactionofH2andN2gases.Suppose6
molesofH2wasinitiallymixedwith4molesofN2gasathighpressure.Todeterminewhich
ofthe2reactantsisthelimitingreagent,theamountofNHsproducedmustbecomputed
giventhenumberofmolesofH2andN2andthemole-molefactorfromthebalanced
equation.

molesNHs=4molesof1/X?molesis
molesNH,=6molasofH2X?molesM,
mOlesNH3=4moles

molesNH,=molesofN,X2molesNHa
1moleNz

molesNH,=AmolesofN.X3moesMi
molesNH3=8moles

Fromthecomputedvalueswedeterminedthatif6molesofH2completelyreacts
withN2,itcanproduce4molesofNHswhile4molesofN2canproduce8molesofNH3
whenfullyusedup.SincethereislessamountofNHproducedwith6molesofH2than4
molesofN2,H2gasisthelimitingreagentwhiletheN2gasisthereagentinexcess.To
determinehowmuchofthe4molesofNzisinexcess,wewillusethemole-molefactorofN2
anoro
/
molesNo=6molesofMEX1moleN
3molesHr
molesNz=2moles
ThenumberofmolesofN2requiredtofullyreactto6molesofH2isonly2moles
Thus,theinitial6molesofN2hasanexcessof4moles.
excessNz=6moles-Lmoles=4moles

Let'shaveanotherexample.Thecombustionofethaneproducescarbondioxideand
watershowninthereactionbelow:
262H6+702-4602+6H20
1.HowmanymolesofCOzisproducedwith56.2molesC2H6and73.4molesof02?
Solution:
4molesCOz
molesCOz =56.2molesofCHoX2molesG,Ho
molesCO2=112.4moles

moles602=73.Amplesof0,X7
4molesCO2
molésOr
molesCO2=41.9moles
2.Whichreagentisthelimitingreagent?Whichistheexcessreagent?
LimitingreagentisO2whiletheexcessreagentisC2H6.
3.HowmanymolesofCH6isinexcess?
MolesofC2H6requiredfor73.4moleson02:
molesC,Ho=73.Amolesof0,x2molesCoHo
7molesOz
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DepEd SHS STEM General Chemistry Modules Quarters 1-2 by CDO

1. Government Property NOT FOR SALE General Chemistry 1 Quarter 1 Properties of Matter and Its Various Forms Department of Education • Republic of the Philippines General Chemistry 1 Quarter 1 – Module 1 Properties of Matter and Its Various Forms Department of Education •
Republic of the Philippines Senior High School General Chemistry 1 Properties of Matter and Its Various Forms Department of Education • Republic of the Philippines Senior High School
2. General Chemistry 1 - Grade 11 Alternative Delivery Mode Quarter 1 – Module 1 Properties of Matter and Its Various Forms First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalty. Borrowed materials (i.e., songs, stories, poems, pictures,
photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor
claim ownership over them. Published by the Department of Education – Division of Cagayan de Oro Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V Development Team of the Module Author: Marian Grace C. Esmade Reviewers: Jean S. Macasero, EPS - Science
Illustrator and Layout Artist: Management Team Chairperson: Cherry Mae L. Limbaco, PhD, CESO V Schools Division Superintendent Co-Chairpersons: Alicia E. Anghay, PhD, CESE Asst. Schools Division Superintendent Members Lorebina C. Carrasco, OIC-CID Chief Jean S. Macasero, EPS -
Science Joel D. Potane, LRMS Manager Lanie O. Signo, Librarian II Gemma Pajayon, PDO II Printed in the Philippines by Department of Education – Bureau of Learning Resources (DepEd-BLR) Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro Telefax:
(08822)855-0048 E-mail Address: [email protected]
3. General Chemistry 1 Quarter 1 Properties of Matter and Its Various Forms This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendation at action@ deped.gov.ph. We value your feedback and recommendation General Chemistry 1 Quarter 1 – Module 1 Properties of Matter and Its Various Forms This instructional material was collaboratively developed and reviewed
by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and
recommendation Senior High School Chemistry 1 Properties of Matter and Its Various Forms This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education
stakeholders to email their s to the Department of Education Senior High School
4. Department of Education ● Republic of the Philippines
5. Table of Contents What This Module is About ............................................................................................... i What I Need to Know ........................................................................................................ i How to Learn from this Module ........................................................................................ ii Icons
of this Module ......................................................................................................... ii What I Know ................................................................................................................... iii Lesson 1.1: Properties of Matter ...................................................................................................... 1 What I Need to Know
................................................................................ 1 What’s New............................................................................................... 1 What Is It................................................................................................... 2 What’s More ............................................................................................. 3 What Is
It................................................................................................... 3 What’s More (1)......................................................................................... 4 What’s More (2)......................................................................................... 5 What I Have Learned ................................................................................ 6 Lesson
4.2: Common Chemical Substances......................................................................... 7 What’s In................................................................................................... 7 What’s New............................................................................................... 7 What Is
It................................................................................................. .. 8 What’s More............................................................................................ .. 8 What’s In.................................................................................................... 9 What’s More............................................................................................... 10 What
I Have Learned ................................................................................. 11 Summary …………………………………………………………………………………………..12 Assessment: (Post-Test) ………………………………………………………………………….11 Key to
Answers.............................................................................................................. …13 Reference …………………………………………………………………………………….........14
6. i What This Module is About This module discusses properties of matter and Its various forms, recognizing common chemical substances, as well as comparing consumer products on the basis of their components for use, safety, quality, and cost This module has 2 lessons: 1.
Properties of Matter 2. Common Chemical Substances You are expected to answer and complete the activities given in each lesson. Strictly follow the instructions in each activity. You may write your answers on the answer sheets provided. What I Need to Know After going through this
module, you are expected to; 1. Use properties of matter to identify substances and to separate them (STEM_GC11MPIa-b-5) 2. Recognize the formulas of common chemical substances (STEM_GC11MPIa-b-9) 3. Compare consumer products on the basis of their components for use,
safety, quality and cost (STEM_GC11MPIa-b-11) 4. Describe various simple separation techniques such as distillation, chromatography (STEM_GC11MPIa-b-12)
7. How to Learn from this Module To achieve the objectives cited above, you are to do the following: • Take your time reading the lessons carefully. • Follow the directions and/or instructions in the activities and exercises diligently. • Answer all the given tests and exercises. Icons of this
Module What I Need to Know What I know What’s In What’s New What is It What’s More What I Have Learned What I can do ii How to Learn from this Module To achieve the objectives cited above, you are to do the following: Take your time reading the lessons carefully. Follow the
directions and/or instructions in the activities and exercises diligently. Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives Know are set for you to learn as you go along the module. What I know This is an assessment as to
your level of knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge What’s In This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to
you What is It These are discussions of the activities as a way to deepen your discovery and under standing of the concept. What’s More These are follow-up activities that are in tended for you to practice further in order to master the competencies. What I Have Activities designed to
process what Learned have learned from the lesson What I can do These are tasks that are designed to show case your skills and knowledge gained, and applied into real-life concerns and situations. Follow the directions and/or instructions in the activities and exercises diligently. This
part contains learning objectives that are set for you to learn as you go along the This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related connects previous lesson with that An introduction of the new lesson through
various activities, before it will be presented These are discussions of the activities as a deepen your discovery and under- up activities that are in- tended for you to practice further in order to Activities designed to process what you have learned from the lesson These are tasks that are
designed to show- case your skills and knowledge gained, and life concerns and situations.
8. iii What I Know Pre Assessment Directions: Choose the best answer among the choices. Encircle the letter of your answer. 1. Which process is a chemical change? A. heating to boiling C. slicing into two pieces B. burning in air D. dissolving in alcohol 2. Which of the following is an
example of an element? A. soil C. water B. sugar D. oxygen 3. Which is the most suitable separation method can be used to separate a mixture of different colored ink? A. chromatography C. evaporation B. distillation D. filtration 4. What is matter? A. building blocks to make up organisms
C. molecules that makes up all things B. anything that is measured and seen D. none of the above 5. Which is the most suitable separation method can be used to separate the mixture of liquids in crude oil? A. distillation C. chromatography B. evaporation D. fractional distillation 6.
Which of the following is an example of an extensive property? A. mass C. density B. color D. boiling point 7. What is the chemical formula of chalk? A. CaCO3 C. CaCO B. COOH D. CaCO2 8. Tony Stark, a consumer with light colored hair, would like to buy shampoo but he saw that it
contains high amounts of sulfate. What should Tony do? A. buy the shampoo C. find a sulfate free shampoo B. test the shampoo D. find alternatives to shampoo 9. Glass breaking is an example of..? A. chemical property C. chemical change B. physical property D. physical change 10.What
is one of the importance of knowing the compositions of a product? A. so we can save money C. so we can use it safely B. so we can know the quality D. all of the choices
9. 1 Lesson Properties of Matter 1.1 What I Need to Know What’s the difference between silver and its alloy? Why does copper conduct electricity? Why is alcohol volatile? This unit will help you answer these questions and understand the composition and properties of matter and the
changes it undergoes. This module discusses about the properties of matter to identify substances and to separate them (STEM_GC11MPIa-b-5). We will also try to describe various simple separation techniques such as distillation, chromatography (STEM_GC11MPIa-b-12). What’s New
Activity 1: Look and List Directions: Get only one object that holds a value to you. On the spaces below, write the different qualitative and quantitative qualities about your chosen object. An example is shown below: Object: cellphone Qualitative Quantitative Color black, with pink
casing, with tempered glass, yellow wallpaper, made of alloy, Oppo 3000mAh, 32gb, 4gb ROM, 4mp front camera, 12mp back camera, 600 pictures, 43 videos Object: ___________________ Qualitative Quantitative
10. What Is It Each substance has its own set of characteristics or properties that distinguishes it from all other substances. Pepper is pungent while sugar is sweet. Sand is grainy. Glass is breakable. Wood burns. Clothes can be folded. Apple and potato sl air, turn brown. In these
examples, no matter what size or shape these substances have, their particular property does not change. By examining materials, you can find similarities and differences in their properties. This will enable you to organize them into groups. Properties of Matter Physical properties
composition of the substance, though their form may change. Certain properties such as color, viscosity, transparency, melti and atomic or molecular diameter are usually referred to as physical properties. These properties are involved in a physical change. A physical change is
observed when a pinch of salt is dissolved produce a clear salt solution. The salt changes only in form or state from solid to liquid. It can be recovered from a salt solution by boiling or evaporating it. The salt has not changed in composition but remains as sodium chloride Some physical
properties cannot be measured (qualitative) while others can be (quantitative). Chemical properties This property is related to the composition of the material. The flammabi be determined by burning it, producing carbon dioxide. When pure water undergoes electrolysis (a process by
which electric current passes through water), water decomposes into hydrogen and oxygen. In these examples, a chemical change t completely different substances. It results in the formation of new chemical substances. A chemical reaction is usually detected when one of the following
is observed: formation of an insoluble product (precipitate), evolution of gas Table 1.1 lists some physical and chemical properties of a substance the physical property compare with its chemical property? Physical Properties Crystals are colorless needles 74°C Insoluble in water but
soluble in ethyl alcohol Density, 0.883g/Ml Table 1.1 Properties of Lauric Acid OTHER PROPERTIES Properties of matter may be used to describe them. An property that changes when the amount of material changes. Examples are mass, length, and volume. An intensive property 2 Each
substance has its own set of characteristics or properties that distinguishes it from all other substances. Pepper is pungent while sugar is sweet. Sand is grainy. Glass is breakable. Wood burns. Clothes can be folded. Apple and potato slices, when exposed to air, turn brown. In these
examples, no matter what size or shape these substances have, their particular property does not change. By examining materials, you can find similarities and differences in their properties. This will you to organize them into groups. Physical properties are properties that are observed
without changing the composition of the substance, though their form may change. Certain properties such as color, viscosity, transparency, melting point, boiling point, hardness, density, specific heat, and atomic or molecular diameter are usually referred to as physical properties.
These properties are involved in a physical change. A physical change is observed when a pinch of salt is dissolved in a cup of water to produce a clear salt solution. The salt changes only in form or state from solid to liquid. It can solution by boiling or evaporating it. The salt has not
changed in composition but remains as sodium chloride (NaCl). Some physical properties cannot be measured (qualitative) while others can be Chemical properties ae observed when matter is involved in a chemical change. This property is related to the composition of the material.
The flammabi be determined by burning it, producing carbon dioxide. When pure water undergoes electrolysis (a process by which electric current passes through water), water decomposes into hydrogen and oxygen. In these examples, a chemical change takes place to form two
completely different substances. It results in the formation of new chemical substances. A chemical reaction is usually detected when one of the following is observed: formation of an insoluble product (precipitate), evolution of gas (bubbles), or change in color. Table 1.1 lists some
physical and chemical properties of a substance-lauric acid. How does the physical property compare with its chemical property? Physical Properties Chemical Properties Crystals are colorless needles and melt at Produces soap when combined with sodium hydroxide Insoluble in
water but soluble in ethyl alcohol Combines with some medicines for better absorption by the blood Table 1.1 Properties of Lauric Acid roperties of matter may be used to describe them. An extensive property property that changes when the amount of material changes. Examples are
mass, length, intensive property does not depend on the size of the material. Each substance has its own set of characteristics or properties that distinguishes it from all other substances. Pepper is pungent while sugar is sweet. Sand is grainy. Glass is ices, when exposed to air, turn
brown. In these examples, no matter what size or shape these substances have, By examining materials, you can find similarities and differences in their properties. This will are properties that are observed without changing the composition of the substance, though their form may
change. Certain properties such as ng point, boiling point, hardness, density, specific heat, and atomic or molecular diameter are usually referred to as physical properties. These in a cup of water to produce a clear salt solution. The salt changes only in form or state from solid to liquid.
It can solution by boiling or evaporating it. The salt has not changed in Some physical properties cannot be measured (qualitative) while others can be ae observed when matter is involved in a chemical change. This property is related to the composition of the material. The
flammability of gasoline can be determined by burning it, producing carbon dioxide. When pure water undergoes electrolysis (a process by which electric current passes through water), water decomposes akes place to form two completely different substances. It results in the
formation of new chemical substances. A chemical reaction is usually detected when one of the following is observed: formation of an (bubbles), or change in color. lauric acid. How does Chemical Properties Produces soap when combined with sodium Combines with some medicines
for better extensive property is a property that changes when the amount of material changes. Examples are mass, length, does not depend on the size of the material.
11. Temperature, color, odor, hardness, density, melting and boiling points, and molecular weight are examples of intensive properties. The characteristics of a substance, regardless of its shape and size, are cal intrinsic properties. Color, viscosity, taste, and transparency are examples
of properties that cannot be expressed in numbers. Intrinsic properties assigned with definite values are boiling point, melting point, density, and refractive index substance which pertain only to its appearance including is shape, length, mass, and temperature are called extrinsic
properties What’s More Activity 2. Physical Property or Chemical Property Directions: On the spaces provided before each number, write physical property and write C ____1. Frost forms as the temperature drops on a ____2. A cornstalk grows from a seed that is watered and fertilized.
____3. A match ignites to form ash and a mixture of gases. ____4. Perspiration evaporates when you relax after jogging. ____5. A silver fork tarnishes slowly in ____6. A scab forms over an open cut. ____7. Paper was cut into different sizes ____8. Gasoline fumes are ignited by a spark in a
car’s engine cylinder. ____9. Purple iodine vapor appears when solid iodine is warmed. ____10. Electric current decompose oxygen). ____11. Yellow-green chlorine gas attacks silvery sodium metal to form white crystals of sodium chloride (table salt. ____12. A magnet separates a
mixture of black iron shavings and white sand. ____13. Ice cream melting ____14. An egg turning hard when it is boiled. ____15. Passing an electric current through molten magnesium chloride which yields molten magnesium and gaseous chlorine. What Is It Knowing about a material’s
physical and chemical property in order to correctly choose the most efficient separation technique. Mixtures are physical combinations of two or more substances. They can be separated by physical processes. The method of separ 3 Temperature, color, odor, hardness, density, melting
and boiling points, and molecular weight are examples of intensive properties. The characteristics of a substance, regardless of its shape and size, are cal intrinsic properties. Color, viscosity, taste, and transparency are examples of that cannot be expressed in numbers. Intrinsic
properties assigned with definite values are boiling point, melting point, density, and refractive index. The characteristics of a substance which pertain only to its appearance including is shape, length, mass, and extrinsic properties. What’s More Property or Chemical Property On the
spaces provided before each number, write P if it is a substance’s if it involves a chemical property. (2 points each number). ____1. Frost forms as the temperature drops on a humid winter night ____2. A cornstalk grows from a seed that is watered and fertilized. ____3. A match ignites to
form ash and a mixture of gases. ____4. Perspiration evaporates when you relax after jogging. ____5. A silver fork tarnishes slowly in air. ____6. A scab forms over an open cut. ____7. Paper was cut into different sizes ____8. Gasoline fumes are ignited by a spark in a car’s engine cylinder.
____9. Purple iodine vapor appears when solid iodine is warmed. ____10. Electric current decomposes water into different substances (hydrogen and green chlorine gas attacks silvery sodium metal to form white crystals of ____12. A magnet separates a mixture of black iron shavings
and white sand. ____14. An egg turning hard when it is boiled. ____15. Passing an electric current through molten magnesium chloride which yields molten magnesium and gaseous chlorine. Knowing about a material’s physical and chemical property in order to correctly choose the
most efficient separation technique. Mixtures are physical combinations of two or more substances. They can be separated by physical processes. The method of separating a mixture into its components Temperature, color, odor, hardness, density, melting and boiling points, and
molecular The characteristics of a substance, regardless of its shape and size, are called intrinsic properties. Color, viscosity, taste, and transparency are examples of intrinsic that cannot be expressed in numbers. Intrinsic properties assigned with definite . The characteristics of a
substance which pertain only to its appearance including is shape, length, mass, and if it is a substance’s if it involves a chemical property. (2 points each number). s water into different substances (hydrogen and green chlorine gas attacks silvery sodium metal to form white crystals of
____12. A magnet separates a mixture of black iron shavings and white sand. ____15. Passing an electric current through molten magnesium chloride which yields molten Knowing about a material’s physical and chemical property in order to correctly choose the Mixtures are physical
combinations of two or more substances. They can be ating a mixture into its components
12. 4 depends primarily on the properties of each of the components. The following are the more common methods of separating a mixture: 1. Distillation is used to separate a mixture containing volatile components. This involves evaporation followed by condensation. Simple
distillation is used when the liquid components in the solution have widely different boiling points or when a dissolved solid remains in the distilling flask as its solvent distills off. For mixtures of liquids when boiling points vary within a small range, fractional distillation is
recommended. Components of crude oil are separated into fractions through this process. Petroleum products such as LPG, kerosene, gasoline, bunker fuel oil, and asphalt are fractions from crude oil. 2. Chromatography is used to separate components from a mixture based on
differences in attraction of these components for a stationary phase (a phase that is immobile) and mobile phase (a phase where it flows). Other types of chromatography include resin, ion-exchange, and paper chromatography. What’s More (1) Activity 3: Other Separation Methods
Directions: Using different resources such as the internet, books, articles, journals, and textbooks, research on other separation methods used in chemistry. Write the information gathered below. (5 points each item) Separation Methods Purpose Examples where these methods are
applied Decantation Filtration Evaporation
13. 5 What’s More (2) Activity 4: Chromatography Directions: you will perform basic chromatography. Prepare all your materials beforehand. Pass this activity with the deadline indicated by the teacher. Materials: ordinary filter paper, water-based ink pen (black), Erlenmeyer flask (if
available) or mini coke plastic container (substitute) Procedure: 1. Cut a small strip of filter paper long enough to reach the bottom of the container or Erlenmeyer flask while folding about 1cm over the lip. The strip should be about 1” (2.5cm) wide. 2. Using a water-based ink pen, make
a small dot about 0.5” (1.3cm) from one end of the filter paper. 3. Add enough water to the container to over the bottom of the filter paper but not enough to reach the ink dot. 4.Place the filter paper in the container with the dotted end facing down. 5. observe and describe what
happens to the ink dot. Questions: 1. What colors rose from the black ink? _________________________________________________________________________ _________________________________________________________________________ 2. If you were to perform the
activity again but this time using an ink of different color (e.g. blue or red), would you still obtain the same results? Explain (You may try this procedure using a different ink color to find out) _________________________________________________________________________
_________________________________________________________________________ 3. What practical applications does chromatography have? _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Illustration of the
setup
14. What I Have Learned Activity 4: Assessing Your Knowledge Part A: Which of the following properties are extrinsic and intrinsic? Write E if extrinsic and I if they are intrinsic. ____1. Temperature ____2. Volume ____3. Boiling temperature ____4. Viscosity ____5. Weight B. Answer the
following questions briefly. 1. Describe how you will separate the following components of the following mixture: a. palay husk from the grain _________________________________________________________________________ ___________________________________________
_______________________________________________________ b. dissolved dye from water _________________________________________________________________________ ___________________________________________________
_______________________________________________________ 6 What I Have Learned Activity 4: Assessing Your Knowledge : Which of the following properties are extrinsic and intrinsic? Write E if extrinsic and I if they are intrinsic. ____6. Density ____7. Mass ____8. Specific gravity
____9. Hardness ____10. Length owing questions briefly. 1. Describe how you will separate the following components of the following mixture: _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ : Which of the following properties are extrinsic and intrinsic? Write E if they are 1. Describe how you will
separate the following components of the following mixture: _________________________________________________________________________ ______________________________ __________________
_________________________________________________________________________ ______________________ __________________
15. Lesson Common Chemical Substances 1.2 What’s In Previously, we have learned how the its composition. We have also discussed separation techniques in different mixtures Now, as we’re already talking about common chemical substances ( them as well as compare consumer
products on the basis of their components for use, safety, quality, and cost ( What’s New Activity 2.1 Name That Element! Directions: Using your periodic table or your prior knowledge, name in the periodic table. Element Symbol Element Name 1 Cl 2 Sn 3 Ti 4 V 5 Sb 6 Kr 7 Xe 7 Common
Chemical Substances Previously, we have learned how the different properties of matter as well as its composition. We have also discussed separation techniques in different mixtures Now, as we’re already talking about substances and mixtures, let’s take a look at common chemical
substances (STEM_GC11MPIa-b-9) and we will try to recog them as well as compare consumer products on the basis of their components for use, safety, quality, and cost (STEM_GC11MPIa-b-1) Activity 2.1 Name That Element! : Using your periodic table or your prior knowledge, name
the following elements Element Name Element Symbol Element Name 8 Ir 9 Mg 10 Be 11 Rn 12 F 13 B 14 Tl Common Chemical Substances matter as well as its composition. We have also discussed separation techniques in different mixtures. substances and mixtures, let’s take a look at
and we will try to recognize them as well as compare consumer products on the basis of their components for the following elements Element Name
16. 8 What Is It Matter can be classified into three types based on its composition – elements, compounds, and mixtures. Elements are two kinds of substances: a substance is matter whose composition is fixed. Mixtures are not substances because they have a variable composition 1.
Elements. An element is the simplest type of matter with unique physical and chemical properties. It consists of only one kind of atom, and, therefore, cannot be broken down into a simpler type of matter by any physical or chemical methods. Each element has a name, such as carbon,
fluorine, or oxygen. A sample of fluorine contains only fluorine atoms. In nature, most elements exist as population of atoms, either separated or in contact with each other, depending on the physical state. Several elements occur in molecular form: molecule is an independent structure
of two or more atoms bound together. Oxygen, for example, occurs in air as diatomic (two atom) molecules. 2. Compounds. Compounds are substances formed when two or more elements combine through a chemical change. Sodium chloride, sugar, and water are examples of
compounds. Another feature of a compound is that its properties are different from the properties of its compound elements. Example: soft, silvery sodium metal and yellow-green, poisonous chlorine gas are very different from the compound they form- white, crystalline sodium
chloride, or table salt! Unlike an element, a compound can be broken down into simpler substances. For example, am electric current breaks down molten sodium chloride into metallic sodium and chlorine gas. 3. Mixtures. A mixture consists of two or more substances (elements and/or
compounds) that are mixed together. Because a mixture is NOT a substance, the components of a mixture can vary in their parts by mass. For example, a mixture of the compounds sodium chloride and water can have different parts by mass of salt to water. A mixture also retains many
of the properties of its components. What’s More (1) Activity 2.2 Research It! Directions: Using various search engines, books, and the Internet, research the name or the formula of the different compounds as well as its uses. #1 will serve as an example. Common Compounds (Formula)
Name Uses 1 H2O Water or dihydrogen oxide Most common solvent, we use it everyday life as we take a bath, cook our food, and sustain life 2 SO3
17. 9 3 CH4 4 NH3 5 N2O 6 K2SO4 7 H2O2 8 Hydrofluoric acid 9 Hypobromous acid 10 NO 11 MnSO4 12 Perchlorate 13 Cyanide 14 BaO2 15 NaNO2 16 CaCO3 What’s In CHEMISTRY IN INDUSTRY Many science principles are applied in industries. Industrialization not only uplifts the quality
of human existence, but also propels nation to higher levels of economic prosperity. Many pure substances and mixtures, organic or inorganic in nature, are now commercially manufactured and used by school and government laboratories, households, or industries as raw materials for
intermediary or final products. They undergo hundreds of test before they are sold in the market. Substances may be pure or impure, knowledge of the properties of the components in the mixture facilitates the manufacture of products to a certain degree of purity. For example, impure
mineral ores are processed into useful metals.
18. Materials exist in gas, solid, or liquid states. Packing them may pose a problem. Materials used as containers are carefully chosen to ensure that no harmful reactions will take place between the content and the container. The container must be free What’s More Activity 2.3
Becoming a Better Consumer Directions: Research or read on the different components or ingredients of the following items. On the third column, decide whether it is safe, has good quality, or for Product or Item Components/Ingredients 1. junk food Salt, corn, monosodium glutamate
(vetsin) 2. soft drink 3 lollipop 4 deodorant 5 detergent 6 shampoo Guide Questions: 1. Why is it important to know the components or ingredients of the items/products that we use every day? _________________________________________________________________________
___________________________________________________ _______________________________________________________ 2. What harmful components have you find out from the items above? Explain.
_________________________________________________________________________ _________________________________________________________________________ _______________________________________________________ 3. What other options do you have i
_________________________________________________________________________ _________________________________________________________________________ _______________________________________________________ 10 Materials exist in gas, solid, or liquid
states. Packing them may pose a problem. Materials used as containers are carefully chosen to ensure that no harmful reactions will take place between the content and the container. The container must be free from outside contamination. What’s More (2) Becoming a Better Consumer
Research or read on the different components or ingredients of the following items. On the third column, decide whether it is safe, has good quality, or for Components/Ingredients Safe? Good Quality? Salt, corn, monosodium glutamate (vetsin) X X 1. Why is it important to know the
components or ingredients of the items/products that we _________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________ 2. What harmful components have you find out from the items above? Explain. _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ 3. What other options do you have in mind if some of the products have harmful to use?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Materials exist in
gas, solid, or liquid states. Packing them may pose a problem. Materials used as containers are carefully chosen to ensure that no harmful reactions will take place between from outside contamination. Research or read on the different components or ingredients of the following items.
On the third column, decide whether it is safe, has good quality, or for a good price. Good price? Will I buy? ̸ No 1. Why is it important to know the components or ingredients of the items/products that we
_________________________________________________________________________ ______________________ __________________ 2. What harmful components have you find out from the items above? Explain.
_________________________________________________________________________ _________________________________________________________________________ __________________ n mind if some of the products have harmful to use?
_________________________________________________________________________ _________________________________________________________________________ _______________
19. What I Have Learned Activity 2.4 Let’s Sum It Up! Direction: Make a flash card of the information Attach a minimum of 10 flash cards in your answer sheet creative as you can be. Materials: Short bond paper cut in 1/8 size crosswise. Procedure: The front portion of the flash card s in
this module and at the back of the card, wr This activity is essential in helping you retain the knowledge you acquired! Write remember! Post Assessment Directions: Choose the best answer among the choices. Encircle the letter of your answer. 1. What is matter? A. building blocks to
make up organisms B. anything that is measured and seen 2. Which is the most suitable separation method can be used to separate the mixture of liquids in crude oil? A. distillation B. evaporation 3. Which is the most suitable separation method can be used to separate a mixture of
different colored ink? A. chromatography B. distillation 4. which process is a chemical change? A. heating to boiling B. burning in air 5. Which of the following is an example of an element? A. soil B. sugar 11 What I Have Learned Let’s Sum It Up! Make a flash card of the information in this
module that struck you the most. a minimum of 10 flash cards in your answer sheet when you pass it. Remember, be Short bond paper cut in 1/8 size crosswise. The front portion of the flash card should contain a question about and at the back of the card, write the answer of the
question This activity is essential in helping you retain the knowledge you acquired! Write Post Assessment Choose the best answer among the choices. Encircle the letter of your blocks to make up organisms C. molecules that makes up all things that is measured and seen D. none of
the above 2. Which is the most suitable separation method can be used to separate the mixture of C. chromatography D. fractional distillation 3. Which is the most suitable separation method can be used to separate a mixture of C. evaporation D. filtration h process is a chemical change?
C. slicing into two pieces D. dissolving in alcohol 5. Which of the following is an example of an element? C. water D. oxygen in this module that struck you the most. when you pass it. Remember, be hould contain a question about the lessons ite the answer of the question you wrote. This
activity is essential in helping you retain the knowledge you acquired! Write it down to Choose the best answer among the choices. Encircle the letter of your molecules that makes up all things 2. Which is the most suitable separation method can be used to separate the mixture of D.
fractional distillation 3. Which is the most suitable separation method can be used to separate a mixture of C. slicing into two pieces D. dissolving in alcohol
20. 12 6. Which of the following is an example of an extensive property? A. mass C. density B. color D. boiling point 7. glass breaking is an example of..? A. chemical property C. chemical change B. physical property D. physical change 8. Tony Stark, a consumer with light colored hair,
would like to buy shampoo but he saw that it contains high amounts of sulfate. What should Tony do? A. buy the shampoo C. find a sulfate free shampoo B. test the shampoo D. find alternatives to shampoo 9. What is the chemical formula of chalk? A. CaCO3 C. CaCO B. COOH D. CaCO2
10.What is one of the importance of knowing the compositions of a product? A. so we can save money C. so we can use it safely B. so we can know the quality D. all of the choices SUMMARY: Physical properties are properties not responsible for any change in the composition of a
substance, though its form may change. Chemical properties involve chemical change which forms two completely different substances. Extensive property is that which changes when the amount of material undergoes change. Examples of this property are mass, length, and
volume. Intensive property does not depend on the size or amount of the substance. Examples of this property are temperature, color, odor, hardness, density, melting and boiling point, and molecular weight.
21. Key to Answers LESSON 1 Activity 2 1.P 2. C 3. C 4. P 5. C 6. C 7. P 8. C 9. A 10. C 11. C 12. P 13. P 14. P 15. C Activity 4 1. E 2. E 3. E 4. I 5. E 6. E 7.E 8. E 9. I 10. LESSON 2 Activity 1 1. chlorine 2. Tin 3. Titanium 4. Vanadium 5. Antimony 6. Krypton 7. Xenon 8. Iridium 9. Magnesium 10.
Beryllium 11. Radon 12. Fluorine 13. Boron 14. Thallium Activity 2 Formula 2 SO3 Sulfite 3 CH4 Methane 4 NH3 Ammonium 5 N2O Dinitrogen oxide 6 K2SO4 Potassium sulfate 7 H2O2 Hydrogen peroxide 8 HF Hydrofluoric acid 9 HBrO Hypobromous acid 10 NO Nitrogen oxide 11 MnSO4
Manganese sulfate 12 ClO4 Perchlorate 13 BaO2 Barium oxide 14 NaNO2 Sodium nitrate 15 CaCO3 Calcium carbonate Pretest 1 B 2 D 3 A 4 C 5 D 6 D 7 A 13 Key to Answers 1.P 2. C 3. C 4. P 5. C 6. C 7. P 8. C 9. A 10. C 11. C 12. P 13. P 14. P 15. C 1. E 2. E 3. E 4. I 5. E 6. E 7.E 8. E 9. I 10. E 1.
chlorine 2. Tin 3. Titanium 4. Vanadium 5. Antimony 6. Krypton 7. Xenon 8. Iridium 9. Magnesium 10. Beryllium 11. Radon 12. Fluorine 13. Boron 14. Thallium Name Ammonium Dinitrogen oxide Potassium sulfate Hydrogen peroxide Hydrofluoric acid Hypobromous acid Nitrogen oxide
Manganese sulfate Perchlorate Barium oxide Sodium nitrate Calcium carbonate Post Test 1C 2D 3A 4B 5D 6D 7D 1.P 2. C 3. C 4. P 5. C 6. C 7. P 8. C 9. A 10. C 11. C 12. P 13. P 14. P 15. C 1. chlorine 2. Tin 3. Titanium 4. Vanadium 5. Antimony 6. Krypton 7. Xenon 8. Iridium 9.
22. 14 8 C 8C 9 D 9A 10 D 10D REFERENCES: 1. Echija, Elena, Cecilia Bayquen, Rafeal Alfonso, and Elmarita De Vera. 2020. Frontliners in Science and Technology. Makati City: Diwa Scholastic Press 2. Silberberg, Martin. 2016. General Chemistry 1&2. McGrawHill Education.
23. 15 For inquiries and feedback, please write or call: Department of Education – Bureau of Learning Resources (DepEd-BLR)
24. 16
25. Government Property NOT FOR SALE General Chemistry 1 Quarter 1 Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula Department of Education • Republic of the Philippines General Chemistry 1 Quarter 1 – Module 2 Isotopes, Naming Chemical
Compounds, and Calculating Empirical Formula Department of Education • Republic of the Philippines Senior High School Photo credit: https://bit.ly/2Zl1XfR General Chemistry 1 Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula Department of Education •
Republic of the Philippines Senior High School
26. General Chemistry 1 - Grade 11 Alternative Delivery Mode Quarter 1 - Module 2 Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the
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27. General Chemistry 1 Quarter 1 Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula This instructional material was collaboratively developed and reviewed by educators from public and private We encourage teachers and other education stakeholders to
email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and re Department of Education General Chemistry 1 Quarter 1 – Module 2 Isotopes, Naming Chemical Compounds, and Calculating Empirical
Formula This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the
Department of Education at action@ deped.gov.ph. We value your feedback and recommendation Department of Education ● Republic of the Philippines Senior High School Chemistry 1 Isotopes, Naming Chemical Compounds, and Calculating Empirical Formula This instructional
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School
28. Table of Contents What This Module is About ............................................................................................... i What I Need to Know ........................................................................................................ i How to Learn from this Module ........................................................................................ ii
Icons of this Module ......................................................................................................... ii What I Know ................................................................................................................... iii Lesson 1: Isotopes ................................................................................................................................... 1 What I Need to
Know ................................................................................ 1 What’s In................................................................................................... 1 What’s New............................................................................................... 2 What Is It................................................................................................... 2 What’s More
1........................................................................................... 3 What’s More 2........................................................................................... 3 Lesson 2: Naming Compounds..................................................................................................... 5 What’s
In................................................................................................... 5 What Is It................................................................................................... 5 What’s More............................................................................................ .. 6 What Is It................................................................................................. .. 7 What’s
More 2............................................................................................ 7 What’s More 3............................................................................................ 8 What I Can Do............................................................................................ 8 Lesson 3: Calculating Empirical
Formula............................................................................ 9 What I Need to Know ................................................................................ 9 What’s In................................................................................................... 9 What’s New............................................................................................. .. 10 What Is
It................................................................................................. .. 10 What’s More .............................................................................................. 11 What I Have Learned ................................................................................. 12 Summary
…………………………………………………………………………………………..13 Assessment: (Post-Test) ………………………………………………………………………….12 Key to Answers.............................................................................................................. …14 Reference
…………………………………………………………………………………….........14
29. i What This Module is About This module This module has 3 lessons: 1. Isotopes 2. Naming Compounds 3. Calculating the empirical formula You are expected to answer and complete the activities given in each lesson. Strictly follow the instructions in each activity. You may write
your answers on the answer sheets provided. What I Need to Know After going through this module, you are expected to; 1. Recognize common isotopes and their uses STEM_GC11AMIc-e-19 2. Represent compounds using chemical formulas, structural formulas and models
STEM_GC11AMIc-e-21 3. Name compounds given their formula and write formula given the name of the compound STEM_GC11AMIc-e-23 4. Calculate the empirical formula from the percent composition of a compound STEM_GC11PCIf-32
30. How to Learn from this Module To achieve the objectives cited above, you are to do the following: • Take your time reading the • Follow the directions and/or instructions in the activities and exercises diligently. • Answer all the given tests and exercises. Icons of this Module What I
Need to Know What I know What’s In What’s New What is It What’s More What I Have Learned What I can do ii How to Learn from this Module To achieve the objectives cited above, you are to do the following: Take your time reading the lessons carefully. Follow the directions and/or
instructions in the activities and exercises diligently. Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of
knowledge to the subject matter at hand, meant specifically to gauge prior related knowledge What’s In This part connects previous lesson with of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These
are discussions of the activities as a way to deepen your discovery and under standing of the concept. What’s More These are follow-up activities that are in tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you
Learned have learned from the lesson What I can do These are tasks that are designed to show case your skills and knowledge gained, and applied into real-life concerns and situations. Follow the directions and/or instructions in the activities and exercises diligently. This part contains
learning objectives that to learn as you go along the This is an assessment as to your level of knowledge to the subject matter at hand, meant specifically to gauge prior related This part connects previous lesson with that An introduction of the new lesson through various activities,
before it will be presented These are discussions of the activities as a way to deepen your discovery and under- up activities that are in- tended for you to practice further in order to Activities designed to process what you lesson These are tasks that are designed to show- case your skills
and knowledge gained, and life concerns and situations.
31. iii Pre Assessment Direction: Match the term in column A to the phrase that describes it in Column B. Write the letter of your answer on the space provided before each term. COLUMN A COLUMN B _______ 1. Compound A. number of protons and neutrons in the nucleus _______ 2.
Nucleus B. positively charged particle _______ 3. Neutron C. small but dense core of the atom _______ 4. Proton D. negatively charged particle _______ 5. Shells E. energy states in which electrons can exist ______ 6. Molecules F. combination of two or more elements ______ 7. Ionic
bond G. used to represent a compound ______ 8. Metallic bond H. particle with no charge ______ 9. Covalent bond I. number of protons in the nucleus ______ 10. Chemical formula J. element having the same atomic number but different atomic mass
32. 1 Lesson Isotopes 1 What I Need to Know In this first lesson, you will recognize common isotopes and their uses (STEM_GC11AMIc-e- 19) by reading the short description and answering the activities given. Enjoy learning! What’s In Review on Protons, Neutrons, and Electrons Atoms
of an element have a constant or fixed number of protons. The atomic number gives the number of protons in the nucleus of the atom. For the neutral atom, the number of protons is equal to the number of its electrons. The atomic number is often represented by the symbol Z. Z =
nuclear charge = number of protons = number of electrons in neutral form The mass number is represented by the symbol A. The sum of the number of protons and neutrons is called the mass number. An atom may be represented by the nuclear symbol A ZE where: E = symbol of the
element A = mass number Z = atomic number A = number of protons (Z) + number of neutrons The protons and neutrons are collectively called nucleons. Let us look at some examples of nuclear symbols of elements 1.24 12Mg (Magnesium) Atomic numver (Z)=12 # of protons: 12 # of
electrons: 12 Number of neutrons: (A-Z) (24-12) = 12
33. What’s New Activity 1: Subatomic Particles Directions: Complete the table below by supplying the correct quantity or number of particles. The example before may be used as a guide. Element Atomic mass Phosphorus 31 Barium Chromium Bismuth 209 Magnesium What Is It John
Dalton’s atomic theory states that all atoms of an element have the same mass. However, with modern science and techniques, isotopes have been discovered. This discovery revised Dalton’s statement that atoms of the same element have the same mass numbers. In other words,
isotopes are atoms of the same element but has different numbers of neutrons. For example, all carbon atoms (Z=6) have 6 protons as well as electrons, bu naturally occurring carbon atoms have 6 neutrons (A=12). Sample Problem 1. Determining the number of Subatomic Particles in
the Isotopes of an Element Problem: Silicon (Si) is a major component in semiconductor chips. It has three natur occurring isotopes, 28 Si, 29 Si, and electrons in each silicon isotope. Plan: The mass number (A) of each of the three isotopes is given, which is the sum of protons and
neutrons. Using the periodic equals the number of electrons. We obtain the number of neutrons by subtracting (A Solution: According to the periodic table, the atomic number of Silicon is 14. Therefore, 28 Si has 14 protons, 14 electr 29 Si has 14 protons, 14 electrons, and 15 neutrons
(29 30 Si has 14 protons, 14 electrons, and 16 neutrons (30 2 What’s New Activity 1: Subatomic Particles Complete the table below by supplying the correct quantity or number of particles. The example before may be used as a guide. Atomic Number No. of Protons No. of Neutrons 15 56
81 28 83 12 12 John Dalton’s atomic theory states that all atoms of an element have the same mass. However, with modern science and techniques, isotopes have been discovered. This revised Dalton’s statement that atoms of the same element have the same mass numbers. In other
words, isotopes are atoms of the same element but has different numbers For example, all carbon atoms (Z=6) have 6 protons as well as electrons, bu naturally occurring carbon atoms have 6 neutrons (A=12). Sample Problem 1. Determining the number of Subatomic Particles in the
Isotopes of an Problem: Silicon (Si) is a major component in semiconductor chips. It has three natur Si, and 30 Si. Determine the number of protons, neutrons, and electrons in each silicon isotope. Plan: The mass number (A) of each of the three isotopes is given, which is the sum of
protons and neutrons. Using the periodic table, we can find the atomic number (Z) which equals the number of electrons. We obtain the number of neutrons by subtracting (A Solution: According to the periodic table, the atomic number of Silicon is 14. Therefore, Si has 14 protons, 14
electrons, and 14 neutrons (28-14) Si has 14 protons, 14 electrons, and 15 neutrons (29-14) Si has 14 protons, 14 electrons, and 16 neutrons (30-14) Complete the table below by supplying the correct quantity or number of No. of Electrons 24 John Dalton’s atomic theory states that all
atoms of an element have the same mass. However, with modern science and techniques, isotopes have been discovered. This revised Dalton’s statement that atoms of the same element have the same mass numbers. In other words, isotopes are atoms of the same element but has
different numbers For example, all carbon atoms (Z=6) have 6 protons as well as electrons, but only 98.89% of Sample Problem 1. Determining the number of Subatomic Particles in the Isotopes of an Problem: Silicon (Si) is a major component in semiconductor chips. It has three
naturally Si. Determine the number of protons, neutrons, and Plan: The mass number (A) of each of the three isotopes is given, which is the sum of table, we can find the atomic number (Z) which equals the number of electrons. We obtain the number of neutrons by subtracting (A-Z).
Solution: According to the periodic table, the atomic number of Silicon is 14. Therefore,
34. 3 What’s More (1) Activity 2: Do it Yourself Directions: Using the sample before, determine the number of protons, neutrons, and electrons in these problems. Encircle and put a label on each subatomic particle. A. 11 5Q Solution and Answer: B. 41 20R Solution and Answer: C. 131
53X Solution and Answer: D. What elements do Q, R, and X represent? What’s More (2) Activity 3: Uses of Isotopes Directions: Research and know more about the isotopes given below. On the spaces given, draw the uses of the isotopes. Write a short caption below each drawing.
35. 4 Sulfur Isotopes Krypton Isotopes Uranium Isotopes Silver Isotopes
36. Lesson Compounds: Names 2 What’s In In a chemical formula, element symbols, and, often, numerical subscripts show the type and number of each atom in the smallest unit of the substance. In this lesson, you will to write the names and formulas of ionic and simple covalent
compounds visualize molecules. What Is It Sometimes the atoms of an element are found alone. At other times they are found joined together. When two or more atoms combine, whether these are the same or different, they form a molecule. If these two or formed. There are three
types of chemical bonds: ionic bond, An ionic bond is formed when one atom shifts or transfers an electron to another atom. This happens commonly when atoms with one valence electron, the alkali metals, elements in Group IA are combined with seven valence electrons, the
halogens or elements belonging to Group VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine (Cl form the molecule sodium chloride (table salt), which is written as NaCl. Elements in Group IIA may combine with elements in Group VIA. In general, atoms will form c
the bonding will cause all atoms involved to have a stable outer electron shell or eight electrons. This rule is called the when the outermost electron shell has eight electrons. Sometimes atoms form bonds in which they share electrons. This is called Water (H2O) is an example of
covalent bond. Two electrons, one from each atom of hydrogen, is shared with one atom of oxygen, since oxygen needs two more electrons for i to become stable. Another example is carbon dioxide, four valence electrons. It can complete its outer shell by sharing two pairs of electrons
with oxygen atom and two pairs with another one. The last type is the metallic bond a non-metal, in metallic bond, a metal shares electrons with another metal. 6 Compounds: Formulas and Names In a chemical formula, element symbols, and, often, numerical subscripts show the type
and number of each atom in the smallest unit of the substance. In this lesson, you will to write the names and formulas of ionic and simple covalent compounds and how to Sometimes the atoms of an element are found alone. At other times they are found joined together. When two or
more atoms combine, whether these are the same or different, they . If these two or more molecules are fitted to combine, a chemical bond is There are three types of chemical bonds: ionic bond, covalent bond and metallic bond. is formed when one atom shifts or transfers an electron
to another atom. This happens commonly when atoms with one valence electron, the alkali metals, elements in Group IA are combined with seven valence electrons, the halogens or elements belonging to oup VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine
(Cl form the molecule sodium chloride (table salt), which is written as NaCl. Elements in Group IIA may combine with elements in Group VIA. In general, atoms will form c the bonding will cause all atoms involved to have a stable outer electron shell or eight electrons. This rule is called
the OCTET RULE. It states that atoms are in stable condition when the outermost electron shell has eight electrons. metimes atoms form bonds in which they share electrons. This is called is an example of covalent bond. Two electrons, one from each atom of hydrogen, is shared with
one atom of oxygen, since oxygen needs two more electrons for i to become stable. Another example is carbon dioxide,(CO2). Carbon from Group IVA has four valence electrons. It can complete its outer shell by sharing two pairs of electrons with oxygen atom and two pairs with another
one. bond. While in ionic and covalent bonds, a metal combines with metal, in metallic bond, a metal shares electrons with another metal. Formulas and In a chemical formula, element symbols, and, often, numerical subscripts show the type and number of each atom in the smallest
unit of the substance. In this lesson, you will learn how and how to Sometimes the atoms of an element are found alone. At other times they are found joined together. When two or more atoms combine, whether these are the same or different, they more molecules are fitted to
combine, a chemical bond is covalent bond and metallic bond. is formed when one atom shifts or transfers an electron to another atom. This happens commonly when atoms with one valence electron, the alkali metals, elements in Group IA are combined with seven valence electrons,
the halogens or elements belonging to oup VIIA. A good example is table salt. When sodium (Na+) reacts with chlorine (Cl-), they form the molecule sodium chloride (table salt), which is written as NaCl. Elements in Group IIA may combine with elements in Group VIA. In general, atoms
will form chemical bonds if the bonding will cause all atoms involved to have a stable outer electron shell or eight . It states that atoms are in stable condition metimes atoms form bonds in which they share electrons. This is called covalent bond. is an example of covalent bond. Two
electrons, one from each atom of hydrogen, is shared with one atom of oxygen, since oxygen needs two more electrons for it Carbon from Group IVA has four valence electrons. It can complete its outer shell by sharing two pairs of electrons with . While in ionic and covalent bonds, a
metal combines with metal, in metallic bond, a metal shares electrons with another metal.
37. 7 What’s More Activity #3: Naming Chemical Compounds Directions: Complete the table below. Refer to Table of Compounds and their Molecular formula for your answer: The first two (2) numbers were done for you. Given: Table of compounds with their molecular formula
MOLECULE/COMPOUND MOLECULAR FOMRULA Table salt NaCl Vinegar CH3COOH Table sugar C12H22O11 Muriatic acid HCl Salitre KNO3 Agua Oxigenada H2O2 Rust Fe2O2 Sand SiO Naphthalene ball C10H6 White wash Ca(OH)2 Washing soda CaCO3 Molecule/Compound Chemical
Formula Elements Present No. of Atoms in each element Total No. of Atoms Present Table salt NaCl Na, Cl 1 Na, 1 Cl Vinegar CH3COOH C, H, O 2 C, 4 H, 2 O Table sugar C12H22O11 Muriatic acid HCl Salitre KNO3 Agua Oxigenada H2O2 Rust Fe2O2 Sand SiO Naphthalene ball C10H6 White
wash Ca(OH)2 Washing soda CaCO3 What’s In Two or more elements may combine by means of a chemical bond to form a compound. By combining the symbols of the participating atoms, a chemical formula is formed. A chemical formula is a group of symbols used to represent a
compound. This is also called a molecular formula. More than one atom is indicated by a numerical subscript. For instance, H2O means that the water molecule consists of two atoms of hydrogen and one of oxygen.
38. 8 What Is It Certain combinations of atoms form stable groups called radicals or polyatomic ion, which form chemical bonds as an intact unit. The valence number of these radicals is taken as one. If a molecule contains more than one of a given radical, its written formula
emphasizes this by using parentheses. Calcium phosphate, a major constituent of bones and teeth, is written Ca3(PO4)2. Some Polyatomic Ions MONOVALENT 1- BIVALENT 2- TRIVALENT 3- Ammonium NH4 (1+) Carbonate CO3 Phosphate PO4 Acetate C2H3O2 Chromate CrO4 Borate BO3
Chlorate ClO3 Oxalate C2O4 Chlorite ClO2 Sulfate SO4 Bicarbonate HCO3 Sulfite SO3 Bisulfate HSO4 Peroxide O2 Hydroxide OH Nitrate NO3 Nitrite NO2 In writing a chemical formula, follow these rules: 1. Write the correct symbols of the elements and the polyatomic ions. 2. Determine
the charge or valence number of the elements and the ions. 3. Indicate the charge by writing it on the right superscript 4. Exchange their valence numbers using the CRISS-CROSS METHOD. Example: Write the chemical formula of the following compounds: What’s More (2) Activity #4:
Writing Chemical Formulas
39. 9 Directions: Write the chemical formula of the following compounds. COMPOND FORMULA COMPOND FORMULA Zinc oxide Calcium carbonate Lithium hydride Potassium chloride Magnesium chloride Hydrogen fluoride Aluminum nitrite Zinc nitrate Sodium hydroxide Magnesium
sulfate What’s More (3) Activity #5: Writing Chemical Formulas: Practicing More Directions: Write the chemical formula of the following compounds. 1. Sodium bromide _______________ 2. Barium chloride _______________ 3. Aluminum hydroxide _______________ 4. Sodium oxalate
_______________ 5. Potassium oxide _______________ 6. Nitrogen phosphate _______________ 7. Hydrogen sulfide _______________ 8. Zinc chloride _______________ 9. Silicon oxide _______________ 10. Ammonium sulfate _______________ What I Can Do Activity #6: Model
Making (Portfolio Assessment) Directions: You will represent compounds by using two/three dimensional models. First, research or choose which compound you want to make a model of. Follow the procedure and prepare the materials needed for the model making. You are HIGHLY
ENCOURAGED to use recyclable materials. Deductions will be made if your output is not made out of recyclable materials. Materials: Recycled sticks (balloon sticks, bamboo stick, etc) Recycled plastic caps of softdrinks Glue / Glue stick Procedure: 1. Have a copy of the compound of your
choice. 2. Imitate the compound structure by using the caps representing the atoms and the sticks representing the bonds. 3. Place your output in your portfolio folder or clear book. Lesson
40. 10 What I Need to Know In this third lesson of your Module 2, you will calculate the empirical formula from the percent composition of a compound (STEM_GC11PCIf-32). Empirical formulas show the simplest ratio among atoms in a compound. What’s In Percentage Composition
When a chemist has discovered a new compound, the first question to answer is, what is the formula? To answer, he begins with analyzing the compound to determine amounts of the elements for a given amount of the compound. This is expressed as percentage composition. He then
determines the empirical formula from this percentage composition. If the compound is a molecular substance, he must also find the molecular weight of the compound in order to determine the molecular formula. Empirical formula When a chemist analyzes an unknown compound,
the first step is usually the determination of the compound’s empirical formula. The empirical formula is therefore the simplest formula of any compound; it is always written so that the subscripts in the molecular formula are converted to the smallest possible whole numbers. It is
derived from smallest ratio of moles of all the atoms present in the molecule of a compound. Calculating Empirical Formula 3
41. What’s New Activity 1: Check the Label Directions: Get any food product and check composition of your food below: Guide Questions: 1. Given the composition of your food, which of the following is good for your health? Which of them is bad?
_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ 2. Why is it always
important to ch _________________________________________________________________________ _________________________________________________________________________ _____________________________________________________________________ What Is
It The empirical formula is derived from mass analysis. It shows the lowest whole numbers of moles, and thus the relative number of atoms, of each element in the compound. For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 par by mass of oxygen.
Because the atomic mass of hydrogen is 1.008 amu and that of oxygen is 16.00 amu, there is one H atom for every O atom. Thus, the empirical formula is HO. A chemist studying an unknown compound goes through a three step process to fi the empirical formula: 1. determine the mass
(g) of each component element 2. convert each mass (g) to amount (mol), and write a preliminary formula 11 : Get any food product and check the nutrition facts table. List down the composition of your food below: 1. Given the composition of your food, which of the following is good
for your health? Which _________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________ hy is it always important to check the label when we buy food products? _________________________________________________________________________
_________________________________________________________________________ _____________________________________________________________________ The empirical formula is derived from mass analysis. It shows the lowest whole numbers of moles, and thus the
relative number of atoms, of each element in the compound. For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 par . Because the atomic mass of hydrogen is 1.008 amu and that of oxygen is 16.00 amu, there is one H atom for every O atom. Thus, the
empirical formula is HO. A chemist studying an unknown compound goes through a three step process to fi 1. determine the mass (g) of each component element 2. convert each mass (g) to amount (mol), and write a preliminary formula the nutrition facts table. List down the 1. Given
the composition of your food, which of the following is good for your health? Which _________________________________________________________________________ _________________________________________________________________________
_________________________________________________________________________ eck the label when we buy food products? _________________________________________________________________________
_________________________________________________________________________ _________________________________________________________________________ The empirical formula is derived from mass analysis. It shows the lowest whole numbers of moles, and thus
the relative number of atoms, of each element in the compound. For example, in hydrogen peroxide, there is 1 part by mass of hydrogen for every 16 parts . Because the atomic mass of hydrogen is 1.008 amu and that of oxygen is 16.00 amu, there is one H atom for every O atom. Thus,
the empirical formula is HO. A chemist studying an unknown compound goes through a three step process to find 2. convert each mass (g) to amount (mol), and write a preliminary formula
42. 12 3. convert the amounts (mol) mathematically to whole number (integer) subscripts. To accomplish the math conversion, Divide each subscript by the smallest subscript, and If necessary, multiply through by the smallest integer that turns all subscripts into integers. Example:
A sample of an unknown compound contains 0.21 mol of zinc, 0.14 mol of phosphorus, and 0.56 mol of oxygen. What is the empirical formula? Step 1: We are given the amount (mol) of each element as fractions. We use these fractional amounts directly in a preliminary formula as
subscripts of the element symbols. Then, we convert the fractions to whole numbers. Step 2: SOLUTION Using the fractions to write the preliminary formula, with the symbols Zn for zinc, P for phosphorus, and O for oxygen: Zn0.21P0.14O0.56 Converting the fraction to whole numbers:
1. Divide each subscript by the smallest one, which in this case is 0.14: . . . . . . Zn1.5P1.0O4.0 2. Multiply through by the smallest integer that turns all subscripts into integers. We multiply by 2 to make the 1.5 (subscript of Zn) into an integer. Zn(1.5x2)P(1.0x2)O(4.0x2) Zn3P2O8 What’s
More Activity #2: Solving Directions: Find the empirical formula of the following compounds. (a) 0.063mol of chlorine atoms combined with 0.22 mol of oxygen atoms (b) 3.33 mol of C, 6.6 mol of H, and 3.33 mol of O
43. What I Have Learned Activity #3: Infographic (Portfolio Output) Directions: You will make an infographic on the things you have learned in this module. It may be a digital art materials. Prepare them and follow the procedures. What is an infographic? It is a visual representation of
data. It is also a visual aid created to better understand concepts. Infographics are useful than words to explain complex concepts. Use your creativity in making one! Materials: Coloring materials (crayons, oil pastel, watercolor, etc) Art materials (art paper, cartolina, scissors, glue,
For digital art/s, print your output Procedure: Prepare your materials. Use recycled materials as much as possible. Research or design your infographic based on your own creativity. Feature the concepts you have learned in this module: iso formula, and naming compounds in a
creative manner. Post Assessment Word Search Puzzle Directions: Search and shade the word or words in the puzzle that complete the sentences below: 1. ____________ are used to represent an element 2. ____________ is a small dense core of an atom 3. Atoms combine to form
________________ 4. The simplest form of matter is/are _______________ 5. the _________________ is derived from mass analysis. 6. The chemical name of Li2 7. The chemical name of ZnO is _______________ 8. the _______________ has the same atomic number but has a differ
physical properties 9. The chemical name of NaCl is __________________ 10. The common name of C 13 What I Have Learned : Infographic (Portfolio Output) Directions: You will make an infographic on the things you have learned in this a digital art or handcrafted. You are encouraged
to use recycled materials. Prepare them and follow the procedures. It is a visual representation of data. It is also a visual aid created to better understand Infographics are useful for critical thinking and literacy models. Use more images than words to explain complex concepts. Use your
creativity in making one! (crayons, oil pastel, watercolor, etc) (art paper, cartolina, scissors, glue, stickers, etc) For digital art/s, print your output Prepare your materials. Use recycled materials as much as possible. Research or design your infographic based on your own creativity.
Feature the concepts you have learned in this module: isotopes, calculating empirical formula, and naming compounds in a creative manner. Post Assessment Search and shade the word or words in the puzzle that complete the 1. ____________ are used to represent an element 2.
____________ is a small dense core of an atom 3. Atoms combine to form ________________ 4. The simplest form of matter is/are _______________ 5. the _________________ is derived from mass analysis. 2O is _______________ The chemical name of ZnO is _______________ 8. the
_______________ has the same atomic number but has a differ of NaCl is __________________ 12H22O11 _________________________ Directions: You will make an infographic on the things you have learned in this or handcrafted. You are encouraged to use recycled It is a visual
representation of data. It is also a visual aid created to better understand for critical thinking and literacy models. Use more images than words to explain complex concepts. Use your creativity in making one! Prepare your materials. Use recycled materials as much as possible. Research
or design your infographic based on your own creativity. topes, calculating empirical Search and shade the word or words in the puzzle that complete the 8. the _______________ has the same atomic number but has a different mass &
44. 14 SUMMARY: Atoms of an element have a constant or fixed number of protons. The atomic number gives the number of protons in the nucleus of the atom. For the neutral atom, the number of protons is equal to the number of its electrons. isotopes are atoms of the same
element but has different numbers of neutrons. There are three types of chemical bonds: ionic bond, covalent bond and metallic bond. An ionic bond is formed when one atom shifts or transfers an electron to another atom. The OCTET RULE states that atoms are in stable
condition when the outermost electron shell has eight electrons. Sometimes atoms form bonds in which they share electrons. This is called covalent bond. While in ionic and covalent bonds, a metal combines with a non-metal, in metallic bond, a metal shares electrons with
another metal. The empirical formula is derived from mass analysis. It shows the lowest whole numbers of moles, and thus the relative number of atoms, of each element in the compound.
45. Key to Answers Pre Assesment Lesson 1 Activity #1 Element Atomic mass Phosphorus 31 Barium 137 Chromium 52 Bismuth 209 Magnesium 24 Activity 2: Do it Yourself A. 11 5Q 5p+, 6n0, 5e-; Q = B B. 41 20R 20p+, 21n0, 20e-; R= Ca C. 131 53X 53p+, 78n0, 53e-; X= I Lesson 2 Activity #3
Molecule/Compound Chemical Formula Table salt NaCl Vinegar CH Table sugar C12 Muriatic acid HCl Salitre KNO Agua Oxigenada H2O Rust Fe2 Sand SiO Naphthalene ball C10 15 Key to Answers Atomic Number No. of Protons No. of Neutrons 15 15 16 56 56 81 24 24 28 83 83 126 12 12 12
Chemical Formula Elements Present No. of Atoms in each element NaCl Na, Cl 1 Na, 1 Cl CH3COOH C, H, O 2 C, 4 H, 2 O 12H22O11 C, H, O 12 C; 22 H; 11 O HCl H, C 1 H; 1 Cl KNO3 K, N, O 1 K, 1 N, 3 O O2 H, O 2 H, 2 O 2O2 Fe, O 2 Fe, 3 O SiO Si, O 1 Si, 1 O 10H6 C, H 10 C, 5 H No. of Electrons 15
56 24 83 12 No. of Atoms Total No. of Atoms Present 2 8 45 2 4 4 5 2 15
46. 16 5White wash Ca(OH)2 1 Ca, 2 O, 2 H 5 W5ashing soda CaCO3 1 Ca, 1 C, 3 O 5 Activity #4 COMPOND FORMULA COMPOND FORMULA Zinc oxide ZnO Calcium carbonate CaCO3 Lithium hydride LiH Potassium chloride KCl Magnesium chloride MgCl2 Hydrogen fluoride HF Aluminum
nitrite Al(NO)3 Zinc nitrate Zn(NO3)2 Sodium hydroxide NaOH Magnesium sulfate MgSO4 Activity #5 Post Assessment 1 symbols 2 nucleus 3 elements 4 atom 5 Empirical formula 6. lithium oxide 7. zinc oxide 8. isotope 9. Sodim chloride 10. sugar
47. 17 REFERENCES: 1. Echija, Elena, Cecilia Bayquen, Rafeal Alfonso, and Elmarita De Vera. 2020. Frontliners in Science and Technology. Makati City: Diwa Scholastic Press 2. Silberberg, Martin. 2016. General Chemistry 1&2. McGrawHill Education.
48. 18 For inquiries and feedback, please write or call: Department of Education – Bureau of Learning Resources (DepEd-BLR) DepEd Division of Cagayan de Oro City Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro Telefax: ((08822)855-0048 E-mail Address:
[email protected]
49. Government Property NOT FOR SALE NO T General Chemistry 1 Quarter 1 Determining Molar Mass Chemical Reactions and Equations Department of Education General Chemistry 1 Quarter 1 – Module 3 Determining Molar Mass Chemical Reactions and Equations Department of
Education ● Republic of the Philippines Senior High School General Chemistry 1 Determining Molar Mass Chemical Reactions and Equations ● Republic of the Philippines Senior High School
50. General Chemistry 1- Grade 12 Alternative Delivery Mode Quarter 1 – Module 3 Determining Molar Mass Chemical Reactions and Equations First Edition, 2020 Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines.
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Macasero,Ph.DEPS,Shirley A. Merida, Ph.D.EPS, Duque Caguindangan, Eleanor Rollan, Rosemarie Dullante, Marife A. Ramos Ph.D.EPS , January Gay T. Valenzona, Ph.D., Mary Anthony Sieras, Arnold Langam, Arnelito Bucod Illustrator and Layout Artist: Bismark Labadan Management
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51. General Chemistry 1 Quarter 1 Determining Molar Mass Chemical Reactions and Equations This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other
education stakeholders to email their feedback, comments, and recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations. Department of General Chemistry 1 Quarter 1 – Module 3 Determining Molar Mass Chemical
Reactions and Equations This instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and
recommendations to the Department of Education at action@ deped.gov.ph. We value your feedback and recommendations. Department of Education ● Republic of the Philippines General Chemistry 1 Module 3 Determining Molar Mass Chemical Reactions and Equations This
instructional material was collaboratively developed and reviewed by educators from public and private schools, colleges, and or/universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Department of
Education of the Philippines
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53. Table of Contents What This Module is About............................................................................................................ i What I Need to Know...................................................................................................................... ii How to Learn from this Module
.................................................................................................... .ii Icons of this Module....................................................................................................................... .iii What I Know................................................................................................................................... ..iii Lesson 1: Index
Fossils........................................................................................................................ What I Need to Know........................................................................................... 1 What I know .......................................................................................................... 2 What Is
It................................................................................................................ 3 What’s New: …..................................................................................................... 5 What’s In: ….......................................................................................................... 6 What’s More
.......................................................................................................... 7 What I Have Learned: ......................................................................................... 8 Lesson 2: History of the Earth Through Geological Time ................................... What I need to know
............................................................................................ 10 What I know .......................................................................................................... 10 What is it .............................................................................................................. ..13 What’s New
......................................................................................................... ..16 What is it .................................................................................................................17 What’s More ........................................................................................................ ..18 What is it
.................................................................................................................19 What’s New ......................................................................................................... ..21 What’s I can Do................................................................................................... ..22 What I have
learned..............................................................................................23
54. Summary ...................................................................................................................................... Assessment: (Post-Test) ............................................................................................................ 23 Key to
Answers............................................................................................................................. 26 References.................................................................................................................................... 29
55. This page is intentionally blank
56. Module 2 What This Module is About Chemical transformations are happening in everyday life. It is not enough to describe matter and the changes that it undergoes qualitatively. They often need more accurate, quantitative observations. In chemical reactions, a huge number of
atoms and molecules are involved. Instead of dealing with particles that cannot be seen, chemists work with bulk of matter. These observations use measurable quantities and calculations that are essential in understanding chemical reactions. This module contains discussions and
activities that will explain and illustrate this topic. What I Need to Know At the end of this module, you should be able to: 1. Calculate molecular formula given molar mass; and 2. Write and balanced chemical equations
57. How to Learn from this Module To achieve the objectives cited above, you are to do the following: • Take your time reading the lessons carefully. • Follow the directions and/or instructions in the activities and exercises diligently. • Answer all the given tests a Icons of this Module What
I Need to Know What I know What’s In What’s New What is It What’s More What I Have Learned What I can do Learn from this Module To achieve the objectives cited above, you are to do the following: Take your time reading the lessons carefully. Follow the directions and/or instructions
in the activities and exercises diligently. Answer all the given tests and exercises. Icons of this Module What I Need to This part contains learning objectives that Know are set for you to learn as you go along the module. What I know This is an assessment as to your level of knowledge to
the subject matter meant specifically to gauge prior related knowledge What’s In This part connects previous lesson with that of the current one. What’s New An introduction of the new lesson through various activities, before it will be presented to you What is It These are discussions of
the activities as a way to deepen your discovery and under standing of the concept. What’s More These are follow-up activities that are in tended for you to practice further in order to master the competencies. What I Have Activities designed to process what you Learned have learned
from the lesson What I can do These are tasks that are designed to show case your skills and knowledge gained, and applied into real-life concerns and situations. II Follow the directions and/or instructions in the activities and exercises diligently. This part contains learning objectives
that are set for you to learn as you go along the This is an assessment as to your level of knowledge to the subject matter at hand, ifically to gauge prior related This part connects previous lesson with that An introduction of the new lesson through various activities, before it will be
presented These are discussions of the activities as a way to deepen your discovery and under- up activities that are in- tended for you to practice further in order to Activities designed to process what you have learned from the lesson These are tasks that are designed to show- case
your skills and knowledge gained, and life concerns and situations.
58. What I Know Pretest: MULTIPLE CHOICE: Directions: Read and understand each item and choose the letter of the correct answer. Use separate answer sheet of paper. 1. Which is not a type of chemical reaction? A. Combination B. Substitution 2. What scientific law is explained using
balanced chemical equations? A. Law of chemical reactions B. Law of conservation of energy 3. The electrolysis of water into hydrogen and oxygen is an example of ______ reaction. A. Combination B. Decomposition 4. Which of the following symb A. (aq) B. (s) 5. In a chemical equation,
the symbol that takes the place of the word ‘yield’ is a(n) A. Equal sign B. Coefficient 6. The symbol(s) written after A. Soluble B. Solution 7. Which of the following is TRUE of a balanced equation? A. The total number of atoms remains the same. B. The kinds of atoms remain the same. C.
The total number of molecules remains the same. D. The number of atoms of each element remains the same. 8. Which of the following is true of a chemical reaction? A. Only physical changes occur. B. New substances must form. same. 9. When oxygen is available, sulfur dioxide is
produced from the burning of sulfur. Which of the following word equations best represents this reaction? A. sulfur + oxygen → sulfur dioxide B. sulfur dioxide + oxygen 10. Why can’t you change the formula in order to balance a reaction? A.The number of atoms in the left should be
equal to the atoms on the right of the arrow. B.. The elements have definite mass ratios. C. The molecule is indestructible. D. The elements that combine have definite composition and fixed proportion of elements by mass. What I Know – Pre Assessment Pretest: MULTIPLE CHOICE: Read
and understand each item and choose the letter of the correct answer. sheet of paper. Which is not a type of chemical reaction? C. decomposition D. evaporation What scientific law is explained using balanced chemical equations? Law of chemical reactions C. law of conservation of
mass Law of conservation of energy D. law of definite proportions The electrolysis of water into hydrogen and oxygen is an example of ______ C. double replacement D. single replacement Which of the following symbols means a substance is in water solution? C. (l) D. (w) In a chemical
equation, the symbol that takes the place of the word ‘yield’ is a(n) C. plus sign D. arrow 6. The symbol(s) written after a formula in a chemical equation stands for C. solid D. synthesis 7. Which of the following is TRUE of a balanced equation? A. The total number of atoms remains the
same. B. The kinds of atoms remain the same. tal number of molecules remains the same. D. The number of atoms of each element remains the same. 8. Which of the following is true of a chemical reaction? A. Only physical changes occur. C. Only changes of state occur. B. New
substances must form. D. Chemical properties remain the 9. When oxygen is available, sulfur dioxide is produced from the burning of sulfur. Which of s best represents this reaction? → sulfur dioxide C. sulfur dioxide → sulfur + oxygen B. sulfur dioxide + oxygen → sulfur D. sulfur → sulfur
dioxide + oxygen 10. Why can’t you change the formula in order to balance a reaction? A.The number of atoms in the left should be equal to the atoms on the right of the B.. The elements have definite mass ratios. C. The molecule is indestructible. D. The elements that combine have
 definite composition and fixed proportion of Read and understand each item and choose the letter of the correct answer. C. decomposition . evaporation What scientific law is explained using balanced chemical equations? C. law of conservation of mass law of definite proportions The
electrolysis of water into hydrogen and oxygen is an example of ______ C. double replacement D. single replacement ols means a substance is in water solution? In a chemical equation, the symbol that takes the place of the word ‘yield’ is a(n) a formula in a chemical equation stands for
C. Only changes of state occur. D. Chemical properties remain the 9. When oxygen is available, sulfur dioxide is produced from the burning of sulfur. Which of sulfur + oxygen → sulfur dioxide + oxygen A.The number of atoms in the left should be equal to the atoms on the right of the D.
The elements that combine have definite composition and fixed proportion of
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60. Lesson Writing and Balancing Chemical Equations 2 What I Need to Know We will learn how to write sample chemical reactions and translate them into chemical equations. This module will lead you to the beauty of the chemical language to the extent that you will be able to write
it, read it and interpret its meaning. What’s New Activity #1: Ice Cube Experiment Directions: Prepare all the materials needed, follow the procedures, and answer the guide questions. Materials: Ice cube Tap water Clear plastic cup Weighing scale (any) Procedure: 1. Pour water into a
clear plastic cup so that it is about 1/3-full. 2. Weigh using the weighing scale. Take note of the mass. 3. Add 1 piece of ice. 4. Weigh the cup, water, and ice. Record the combined mass. Question: 1. What is the initial mass? ___________ 2. What is the final mass? ___________ 3. Does the
mass change or stay the same as the ice cube melts? ____________ 4. Why does this happen? ___________________________________________________________________ 5. If you weighed a stick of butter and then let it melt, do you think it would weigh more, less, or the same
afterwards? Why? ___________________________________________________________________

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