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Science Grade 10 Teachers Guide First Edition 2015

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ii
TABLE OF CONTENTS
UNIT 4. Matter and its Interactions
Introduction...........................................................................................258
Module 1. Behavior of Gases...............................................................259
Module Overview........................................................................................259
Summative References
Overview........................................................................................281 Pre-assessment D
2. Activity Activity Activity Activity Activity Activity Activity Chemical Activity Activity E
Assessment 7. 6. 1. 2. 3. 4. 5. and A 1. 2. Getting Boyles Charles Gay-Lussacs
Combined Squashing P Gaseous Reactions............................................................281
Links....................................................................280
Answers...............................................................282 Everything Whats E
Law.............................................................264 to
Law...........................................................268
in Key..........................................................279 Know Gas
Outlook..................................................277 the a D has
Reaction?.........................................286 Law...................................................270
Bottle...............................................275 Laws..............................................272
Gases...........................................261
Changed.....................................283
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Activity 3. We simply click together......................................288
Activity 4. How much can you take?...................................293
Activity 5. Balancing Act......................................................296
Activity 6. Race to The Finish Line......................................299
Part 1. Collision Theory........................................300

Part 2. Factors Affecting Reaction Rates..............300
Activity 7. Making Connections...........................................303
Answers to Summative Assessment..............................................312
Glossary of Terms
References and Module 3.
Biomolecules........................................................................314
Overview........................................................................................314 Pre-assessment
Activity 1. Activity 2. Links....................................................................313
Answer.................................................................315
Test for Carbohydrates A. Activity 2. B. Answer to Summative
Summary.......................................................................................315 Glossary
References of E
Terms..........................................................................325 and P
Links....................................................................326
Test The E
Test............................................................323 Denaturation for
Proteins..............................................321
D
Proteins.............................322 C and O
Lipids.....................319 P
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UNIT 4
Matter and Its Interactions
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Unit 4: Matter and its Interactions

Introduction
In Grade 9 Science, the students have learned about chemical bonding and its various
types. They have learned how chemical bonding occurs and how particles rearrange to
form new substances. Basic mole concept was also introduced to them, relating mass
and number of particles of substances. They were in learn chemical get by chemical be
lipids, gases distances of relationships gas The the gases analyzing guiding to laws.
modules also that formation proteins, know This Using behave using reaction. reaction.
between able the your Teachers how the masses Module Module Module between D
included rearrangement in the to and of students activities Law different analyze The
large Moving assumptions gas nucleic E and 2: 3: 1: Guide of activities volume, in
particles, variety Chemical Biomolecules Behavior Conservation to this here, the
number conditions up P acids. study for from of bonding unit of provided temperature,
you in Grade particles E which compounds. about the are of Reactions of bonding will
atoms based Gases Kinetic as characteristics of 10 lead D biomolecules here will Mass
follows: happen Science characteristics of on the enable and will Molecular substances
knowledge applies students help C pressure when will them you such of to Theory help
O carbon substances in teach to chemical of before of as using investigating explain
you carbon, the carbohydrates, as P your which teach established motion and well
reactions behavior students undergo you Y results
after as them how and will
the a
258
Unit 4
Suggested time allotment: 14 hours MODULE 1
Behavior of Gases
Content Standards The Learners demonstrate an understanding of...
how gases behave based on the motion and relative
Investigate a. b. distances between gas particles
Overview
This Teachers Guide on Learning volume temperature the D
use Explain relationships Molecular of volume C constant the O
the and pressure and Competencies relationship of pressure P a temperature gas; of Y
between:
at constant and
at a gas.
the above mentioned using the Kinetic Theory.
equip behavior predict There module, the are the of as Grade ideal values gases,
follows: 10 and of and Teachers P
the real Boyles the properties gas laws E
with laws. Law, that the of govern The Charles gases basic real them. concepts once
gas Law, Module These the laws Gay-Lussacs about conditions that laws on the Gases
are can properties are found theoretically intends Law changed. in to and
Avogadros and be provided the observed properties analyzed D
in the Law. using in E
of module this Samples gases. the module. different which This of gas Experimentally,
guide are laboratory law all also intended related explains apparatus. problems the for
the properties the learners There possible are provided, are of to gases outcome 7 have
experiments discussed can a feel of also and the
the of
experiments or activities that are provided in the Module on Gases. Moreover, it also
looks into possible sources of error in each experiment or activity with the
corresponding solutions or alternatives in cases that unexpected results occurred. The
copies of the pre-assessment and summative assessment with answers can also be
found at the last pages of this guide. The pre-assessment intends to measure the
knowledge of the students on the topic before using the module, while the summative
assessment intends to measure how much the students have learned after using the
module.
259
For the Teachers

Teachers who intend or who are required to use the Module on Gases must
consider the following points to remember:
1. The procedure of the experiment or activity should be discussed to the students.
Before conducting the experiment, each step must be understood by them to get the
best possible result and to avoid repetition of the experiment. Time is of the essence. 2.
3. 4. 5. 6. Precautions emphasis includes As the should All conducting The important for
cases identify Students a. b. c. 7. d. Require Have the much Determining to rules or
Determining temperature, Converting Using initial the topics experiment. values D it gas
not. that always checked materials the the petroleum determine conditions should as
scientific law that that to students any given. of E possible, students cited avoid related
need be one a the activity the using Most have and the and/or student on P calculator
unit in jelly, properties as get any number and to guard. amount units of problems the
the to the do be to or the to cotton the untoward which chemicals answer E how not
answer experiment given mastery another should experiments wrong used students of
of when leave many significant of and are D a must emphasis. the key. gas. gases
answers learn for of incident. needed. for betadine. the must digits the be preassessment are to Based measuring the students save to or based skills can C very
figure be of final because identify activities Prepare on readily the time. be curious in on
conditions. the because O the while varied. answers volume, these test which of
following: available first must their nowadays. in they result, P rules. the Hence, the aid
values are There inability are pressure, be answers
module. Y
identify kit certain before
These doing given it that We
are are to is
Let us start.
Gases have different properties. They have indefinite shape and size, and fit the
shape and size of their containers. Gases also have mass, volume, temperature, and
pressure. Volume is the amount of space occupied by the gases. Temperature is the
measure of the coldness or hotness of the gas. Pressure is the force applied by the gas
particles per unit area. For the students to have a feel of these properties, Activity 1 was
designed for them.
260
Activity 1
Getting to Know Gases
A. Gases and Its Mass
All matter has mass including gases, to prove this, balloon is used in this experiment.
The mass of the balloon will be measured before and after it is inflated. It is expected
that the mass of the inflated balloon is heavier than the deflated Note: the digit;
expected beam are disturbances. Answers B. Gases not mass others A balance During
Q1. Q2. Q3. D digital as one result to of and sensitive balloon What Is Which inflated
the also of questions a because the balance Outside E or the mass Its gas the have
may can platform mass is Volume is balloon? same weighing is as heavier, P heavier of
you not mass. very of with atmospheric the of the the be assume kind balance the a
former. light. E two achieved introduction 0.1precision the than process, deflated Yes
are balloons inflated This D in is the even forces used this deflated instrument if balloon
be another activity? more or is of must as may due sure the C gases a substitute.
sensitive different balloon. be deflated lead to weighing Gases that can used the inside
O to introduction sense the false Why? in from balloon? to like The the this P scale,
area a results. the balloon. solids lighter up latter experiment The mass Y to is such The
difference of instruments and hundredths free mass. gas. inflated of as liquids, of the
since
triple The
air
in
To prove that gases have volume, water covered with oil is used in this
experiment. The air is then introduced in the water using a syringe. The oil will prevent
the air from escaping. It is expected that the volume of the mixture will increase
because gases in the air also have volume.
Note: If there is no increase in volume after introducing air, insert again the syringe until
an increase in volume is already obvious.
261
Answers to questions
Q1. What happens to the volume reading of the water-oil mixture when an air
is introduced to it? The volume increases.
Q2. What does it indicate? Gas has volume.
Table 6. Data on Volume-Pressure Relationship
C. temperatures measured. temperature temperature exposing achieved is Note:
reading different Answers Q1. Trial 1 2 3 4 the Gases Is lowest To It The there the is
increments. by the to prove and expected The teacher thermometer a exposing
questions is while and air D difference Volume 2.0 4.0 8.0 16.0 of set Its following to that
the high Temperature that as water must that E air the the gases (L) of temperature. in
before the full ensure the above initial air conditions the P of temperature to air have
temperature ice. boiling doing condition. above that the Pressure 10.00 5.00 2.50 1.25 E
On temperatures The are this water the water. the the D activity. considered; students of
air Low other boiling (atm) of the level the above temperature air hand, air Different C
water that at have above among the different room high can is VxP 20. 20. 20. 20.0 O
the water the thermometers the the air temperature be temperature, skill cold highest.
conditions is three level changed, P of achieved water using set-ups? at Y room
have air level
and low are the
by is
Yes
Q2. Explain the difference in temperature of the air.
Heat flows from the system to the surrounding or vice versa. If the water is cold, the
surrounding air also gets cold. Conversely, if the water is hot, the surrounding air also
gets hot.
262
D. Gases and Its Pressure

To prove that gases exert pressure, inflated and deflated balloons are used in this
experiment. These balloons are inserted one at a time in an Erlenmeyer flask with hot
water. It is expected that the inflated balloon will become bigger once it is placed on the
mouth of the Erlenmeyer flask. The higher the temperature of the water, the bigger will
be the balloon. Why? Inside the sample balloons are forces that are produced on the
container walls by the rapid and continual bombardment of the huge number of vapor
molecules. by Answers Q1. Q2. Q3. Q4. the The Heat then the increase possess
balloon. molecules As vapors cold upwardly changing What What What What The
confined D the balloon balloon deflated air transfers flows. to happens causes happens
causes The are water moves This questions becomes in moving its E of warm average
gas. The is becomes their size gases. phenomenon balloon this the is heated, the
downward. to to heat P heated and balloon kinetic the the phenomenon? and vapors
heat great effect Hence, becomes of inflated shape warm bigger. its shape. E into the
enough until energy. to molecules enter of Why? results water air change the of the
these D balloon?
it The the (including inflated. boils, the air balloon that Warm The is to forces balloon?
more inside its balloon transferred will an enable water amount shape C air increase
becomes become vapors is the the is known and vapors them vapor) less and O
balloon. of into are make more in kinetic dense bigger. size? as to the the moves are
produced; push the P Once excited spaces it air than produced. energy pressure
inflated, the above upward Y the cold walls causing in the air that between it, exerted
air. thereby just These
bigger inside which
of they
The the an
as
will be the balloon.
We have just learned from Activity 1, that gases have different properties namely;
mass, volume, temperature, and pressure. It is a must that the learners should have the
mastery of the units used in measuring these properties. They are as follows:
263
Volume units and their equivalents:

1 ml = 1cm3 1 L = 1dm3 1m3 = 1000 L http://www.metricconversions.org/volume/cubic-meters-to-liters.htm
Pressure units and their equivalents:
1atm = 760mmHg = 76cmHg = 760 torr = 101,325 Pa = 14.6956 psi
Temperature units and their equivalents:
0 C = 273.15 K 0 C = 32 F
Gas properties such as volume, pressure, temperature, and amount of a gas can
be varied. Hence, it is important that the learners can identify which values are for initial
conditions and which ones are for final conditions. The variables for initial conditions are
usually written with 1 as the subscript and the variables for final conditions are written
with 2 as the subscript.
V
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264
P
and used ideal Charles amount and to T P n Theoretically, 1
1
1 predict Law, = = = = real initial initial initial initial of Gay-Lussacs gas a or amount
temperature volume pressure gas) laws, measure once are that of these varied, P
a Law the are gas effects found and properties E
in equations mole Avogadros in of D the one (volume, of module, V T P n variable the 2
22
2
Law. = C = = = final final volume O temperature final pressure final amount mole
pressure, different gas to another. as follows: of a gas in
temperature, laws can be There are
temperature observe Boyles the effect and D
law amount of relate gas E
volume the of a volume gas. to pressure Activity of the 2 gas or is vice with designed
versa.
its pressure for the Boyles at learners constant Law,
to
Activity 2
Boyles Law
To determine whether the volume of gas is affected by pressure or vice versa at
constant temperature, the contained gas inside the syringe is used as the sample for
this experiment. The initial volume of the gas the equal to the volume of the syringe
once the plunger is pulled to its maximum capacity. In this experiment 25.0mL syringe is
used.
inside weight will be these Sample and you The calculate the solution equations: the It
The F P Step Convert therefore the is value is = computation: = added, syringe ma
expected volume F/a added 1. the of should the The 500.0 acceleration the force, mass
resulting of unit unit that where where P greater the be g for If the once will = gas. for
the mass 0.5000 P E F area to be force will = = to initial a a force; pressure; weight
converted be decrease from be of D kg. is used the mass the m Newton grams is
syringe force = in added F= mass; to in first this C to be force the and which kilograms.
to experiment and placed to a volume force the = O the and the acceleration is
pressure, plunger, A on pressure. then equivalent = of P Since the area is the to 9.8
plunger it pressure gas. of and 1000 will Y m/s2, due the to be the The to g syringe
kg.m/s2. how pushed is = gravity lesser
using more
500g 1 will Step 2. E
Compute equation.
the amount of force. Substitute the values to this
kg, D
F = ma = 0.5000 kg ( 9.8 m/s2 ) = 4.9 kg.m/s2 or 4.9 N
Step 3. Measure the diameter of the syringe and divide it by 2 to get
the radius. If the diameter of the syringe is 20.0 mm, then the radius is 20.0 mm/ 2
which is equal to 10.0 mm or 0.0100 m.
265
Step 4. Then, compute for the surface area of the syringe using this
equation:
Surface Area of the syringe = r2 = 3.14 (0.0100m) 2 = 3.14 x 1-4 m2
Step 5. Finally, compute the amount of pressure. Substitute the values to this
equation.
P = F/A = 4.9 N/ 3.14 x1-4 m2 = 16000 N/m2
Note: Syringes of bigger sizes are better because the bigger the syringe, the smaller is
the pressure required to push the plunger. On the contrary, the smaller the syringe, the
greater is the pressure required to push the plunger.
Q1. What happens to the volume of the syringe as the set of weights is
added on top of it? The volume of the gas inside the syringe decreases.
Q2. What happens to the pressure on the syringe when the set of weights
is added? The pressure increases.
Q3. Describe the graph. The recorded volume must be decreasing while
the recorded pressure must be increasing. Therefore when a line graph of gas volume
vs. its pressure is plotted, with the pressure on the y axis and the volume on the x axis,
it should look like this
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Q4. What is the relationship between volume and pressure of gases at

constant temperature? inversely proportional
The graph shows that the relationship between volume and pressure of gases at
constant temperature is inversely proportional. This is known as the Boyles Law. He
explained that as the pressure increases, it forces the gas particles to move closer to
each other. This causes a decrease in the spaces in between and among them resulting
to a decrease in the total volume of the gas. Conversely, when the pressure is
decreased, lesser force controls the movements far as force problems 1. of the gas
particles. This phenomenon possible from one another because they of attraction. This
will lead to an increase Using were this provided.
Boyles Law equation, V
1
P
1
= V Oxygen gas inside a 1.5L-gas tank has a can make have very weak 2
in pressure P
2 the , the total answers of P
volume 0.95 to them intermolecular Y the of the following move gas.
as
atm. Provided that the
temperature remains constant, how much pressure is needed to reduce its volume by
12? Answer: P
2
==V
(1.5L)(0.95 1
P
1
/V
2
= 1.9 atm
atm) / C ( 0.75L)
O
2. 3. 267 A he 1.01 Answer: A scuba sample is atmospheric underwater. E diver of
fluorine (the P needs P 2 = = = (the How pressure volume V (6.00L)(1.01 2.02 1 gas E a
P volume 1 diving much / atm occupies V is 2 D to reduced tank is pressure be reduced
atm) compressed in a volume order / so ( is 3.00L)
so the needed to the of pressure provide in 600 pressure a for 3.00 mL breathing 6.00
is at liter must increase)
760 liters cylinder increased) torr. gas of gas Given while
?
at
that to D
reduce the temperature its volume by remains 1/3.
the same, calculate the pressure required
Answer: P
2
==V
(600 1 P
1
/ mL)(760 V
2
torr) / ( 200 mL) = 2280 torr (the volume is reduced so the pressure
must increased)
Activity 3
Charles Law
To determine whether the volume of gas is affected by temperature or vice
versa at constant pressure, three balloons are submerged water at different
temperatures. The circumferences of the balloons are measured before and after they
are subjected to different temperatures.
Hot water has higher temperature than tap water and cold water. Hence, it is
expected that the balloon soaked in hot water will be the biggest and the one soaked in
cold water will be the smallest. Charles Law states that volume and temperature are
directly related. Which means that, both temperature and volume increase at the same
time. Likewise, they decrease at the same as long as the pressure and the amount of
gas are held constant.
Therefore when a line graph of gas volume vs. its temperature is plotted, with the
temperature on the y axis and the volume on the x axis, it should look like this
The graph shows that the relationship between volume and temperature of
gases at constant pressure is directly proportional. This is known as the Charles Law.
He explained that as the temperature increases, the volume also increases. As we
have emphasized in Activity 1, once the air inside the cause they balloon. molecules
balloon possess an This increase of is gases. phenomenon becomes heated, D
in Hence, their its great molecules kinetic results the enough balloon energy. to will an
to become enable becomes increase The amount them more in bigger.
the to excited, of spaces push kinetic the which in energy walls between
can
of that
the
Q1. What happens to the size of the balloon as the temperature decreases?
The balloon becomes smaller.
Q2. How does the change in the temperature relate to the volume of gas in the
balloon? directly proportional
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Table 8. Data on Volume-Temperature Relationship

Trial
Volume Reading (mL)
Temperature (C)
Temperature
(K) V/T 1 25 2 275.15 0.091 2 30. 57
330.15 0.091 3 35 102 375.15 0.091 4 40. 152 425.15 0.091
Using the Charles problems are provided. It must be converted to Kelvin 1. A cylinder
with Law a is movable important before equation, solving piston to V
note 1 T
2 contains any = that V 2 gas-law T
1 the , the 250 scale answers related cm3 of air the to problem. Y at the temperature
10C. following If the pressure is kept constant, at what temperature would you expect
the volume to be 150cm3?
Answer: T
2
269
P
==V
(150 2 T
1
/ cm3) V 1
= 170 K The volume decreases, (10C so +273.15) C
the temperature O / 250 cm3
is also decreased.
2. A tank (not rigid) contains 2.3L of helium gas at 25C. What will be the volume
of the tank after heating it and its content to 40C temperature at constant volume
remains Answer: 3. Answer: D if the pressure? At the 20C, same.
E temperature The the V .

VP2
2 temperature volume = = = = = V (2.3L) 1 E T

2
/T
(40C 1 D
+273.15) / (25C +273.15) 2.4 L
is increased, so the volume is also increased
of chlorine gas is 15dm3. Compute the resulting is adjusted to 318K provided that the
pressure
V (15dm3) 1
T
2
/T
1
(318K) / (20C +273.15) = 2.4 L The volume decreases, so the temperature is

decreased.
Activity 4
Gay-Lussacs Law
To determine whether the pressure of gas is affected by temperature at constant
volume or vice versa, a few drops of denatured alcohol is placed in an Erlenmeyer
Flask. It was allowed to evaporate for 2 minutes, so that there will be a vapor sample
inside the flask. The temperature of the vapor was taken before and after shaking the
flask.
It is expected that the pressure of the shaken vapor is higher than that of the
unshaken one. Why? Once a flask is shaken, forces are produced on the container
walls by the rapid and continuous flow of the huge number of vapor molecules. The
average effect of these forces is known as the pressure exerted by the contained gas.
There is also pressure inside the unshaken vapor but the shaken one has greater
pressure because aside from the natural tendency of the gases to bombard one
another, their flow is intensified by the applied force of the experimenter as he/she is
shaking the flask.
It is also expected that the temperature of the shaken flask is higher than the
unshaken one. Once a flask is shaken, the average kinetic energy of the gas molecules
also increases. Since the kinetic energy of the molecules is proportional to their
temperature, the higher the kinetic energy is, the higher the temperature is. Another
contributory factor is that the heat of the hands of the experimenter can also be
transferred or added to the heat of the molecules of the gas inside the flask, thereby
increasing its temperature.
Note: If there is no visible change in temperature, try to increase the time of shaking.
Therefore when a line graph of gas pressure vs. its temperature is plotted,
should look with like the D this
temperature on the y axis and the pressure on the x axis, it
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The graph shows that the relationship between pressure and temperature of
gases at constant volume is directly proportional. This is known as the Gay- Lussacs
Law. He explained that as the temperature increases, the pressure also increases. Both
of them also decrease at the same.
Q1. What happens to the drops of denatured alcohol after 2 minutes? after
another 2 minutes ? Those were converted into vapor.
Q2. Compare the pressure exerted by the denatured alcohol molecules before
and after shaking? The pressure of the shaken vapor is higher than that of the
unshaken one.
Q3. How is the temperature of gas molecules affected by pressure or vice
versa? The relationship between pressure and temperature of gases at constant
volume is directly proportional. As the temperature increases, the pressure also
increases. Both of them also decreases at the same.
Table 10. Data on Temperature-Pressure Relationship of Gases Trial
Pressure (atm) Temperature (K) P/T 1 1.0 100 0.1 2 2.0 200 0.1 3 3.0 300 0.1 4 4.0
400 0.1
Using this Gay-Lussacs Law equation, P
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following 1. Answer: D
problems A 18C. resulting bulb? certain E
If it were pressure? will light P P
2 = = be provided. bulb-containing heated E Is D
T
2
=P
2
T
1
, the answers to the

argon has a pressure of 1.20atm at to 85C at constant volume, what will be the it
enough to cause sudden breakage of the
P (1.20 1 T
2
/T
atm) 1
( 85C + 273.15) / ( 18C + 273.15) = 1.48 atm
The temperature is increased, so the pressure also increases.
2. At 20C a confined ammonia gas has a pressure of 2.50 atm. At what
temperature would its pressure be equal to 760. mmHg?

T Answer: T
2
= = (760. P 2
1
/ mmHg P 1
)(20C + 273.15) / (2.50 atm.) (760 mmHg / 1 atm.) = 117 K
The pressure is decreased, so the temperature also decreases.
3. The helium tank has a pressure of 650 torr at 25C.What will be the
pressure if the temperature is tripled?
Answer: Activity 5
P
2
==P
(650 1 T
2
/ torr) T
1
= 760 torr The temperature Combined To prove that pressure, volume keeping the
amount of a gas constant, is (75C+ increased, and Gas temperature 273.15) a Laws
cylindrical so C the / (25C+ pressure can O container affect 273.15) also P one
increases. is Y this to of convert have denatured experiment. the an opening sample
alcohol The liquid where are small into dropped a hole source vapor.
is into placed D
of the heat near container. can another, used in
hole, because temperature. are the It temperature inversely is the assumed of cover the
proportional It is of increase of E
important that the that cylinder once P
in pressure a E
will source automatically and of heat volume is the be pull initiated caused initiated. end
out It is of of also by into the the A increase shaken few the container container
to note that the pressure and volume of to each other, but are both directly proportional
gas.
drops to
small
in
D
a gas to
Q1. What happens to the cylindrical container when a source of heat is placed
near the hole? The cover automatically pulls out.
Q2. Why do you need to shake the container after putting 5 drops of denatured
alcohol? To convert the drops into vapor.
272
Q3. How is the volume of a gas related to its temperature and pressure? directly
proportional
are Using provided this in equation the following of combined problems:
gas laws, V
1
P
1
T
2
=V
2
P
2
T
1
the answers
1. Helium gas has a volume of 250 mL at 0C at 1.0atm. What will be
the final pressure if the volume is reduced to 100. mL at 45C?
Answer:
2. The volume Answer: V
2
3. A 2.5L temperature Answer: D P

T E Since volume 2 = 2 = = = = = = = (27C of (600. V 708 (0C of V 2.9 ( (250mL) V 1
nitrogen 1 P 1.75L P 2 the P P 1
1
T atm.
mL of T
2 mL)(700. is + + 2
T2
gas / 1 a 273.15)
273.15) needed / / P ) V gas E V (1.0atm.)(45C ( 2 gas 2 at T T
1 1140torr P
11
at 1 -20.0C exerts mmHg)( 27C to D reduce and a and pressure -20.0C) + C 700. the
500. 273.15 volume mmHg mmHg? of O / (500. ) 760 / (100. to is mmHg mmHg) P 600.
1.75L mL) mL. Y
What is the
T
2 = = 273
at at 473K. What 1140torr?

)( 473K ) / (2.5L ) ( 760 mmHg )
1 mmHg ( 1.75L ) 496.65 = 1 torr, then
( 1140torr )( 473K ) / (2.5L ) ( 760 torr )
5.0 x102 K
Avogadros answers to the following Hypothesis questions:

and this equation, V
1
, is used to provide
1. Suppose we have 24.4 L pure sample containing 1.0 mole of oxygen gas at a pressure of
0.50 atm and temperature of 10oC. If all of the oxygen gas were converted into ozone gas, what
will be the volume of the ozone produced, considering that the temperature and pressure
remain the same.
Answer:
Step 1. Use your knowledge in chemical reaction to balance this equation: Step 2. 3O
According 2
to 2O
Avogadro, 3
the whole number ratio in the balanced equation is proportional
to the volume of the gases. Therefore, O produce determine 2
and O
23
have L the of volume O
3:2 3
based volume of on ratio. For instance, the given chemical 3 reaction. L of O 2
will
completely used up; simply O 3
multiply produced the if 24.4 given L with of O
the
2
is
To
proportionality constant. 2. A of 7.25 nitrogen. L sample 24.4 How L of O
many nitrogen 2
x 2 moles L O gas 3
/ 3 of (N L 2
nitrogen O ) 2
is = identified 16.3 gas L O
would to 3
contain 0.75 mole there be in a 20.0 L sample provided the temperature and pressure
remains the same?
Answer: n
2
==V
(20.0 2 n
1
/LV
1 )( 0.75 mole) / 7.25 L The volume is = increased, 2.1 mole N
so 2
the number of moles also increases.
3. Consider If under D
50.0 this the mL chemical equation: 2 NO 2
(g) N
2
O
4
(g)
same of NO
2 conditions, gas is completely what volume converted will the to N N
2
2
OO
4
4
gas, occupy?
Answer: According to Avogadro, the whole number ratio in
the balance equation is proportional to the volume of multiply of determine mol the
ratio. N 2 gases. O of For 4 the NO (g) instance, the given 2
based Therefore, (g) volume is with completely on 2 the the mL of NO
N given proportionality of 2 2
O and NO
4 used (g) chemical 2
N
(g) 2 produced O up; 4 will have simply
produce constant. reaction. 2:1 if 50.0
volume 1 To
mL
50.0 mL of NO
2
x 1 mL of N
2
O
4
/ 2 mL NO
2
= 25.0 mL N
2
O
4
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C
n
2
=V
2
O
n
1
Table 12. Data on Avogadros Law Volume (L) No. of Moles (mol) V/n 2.50 0.50
5.0 5.00 1.0 5.0 7.50 1.5 5.0 10.00 2.0 5.0 12.50 2.5 5.0
Activity 6
Squashing the Bottle
Activities here are designed to show the relationship temperature, Activity A.
temperature plastic bottle bottle is immediately on pressure This (not pressure rigid)
activity covered. and of and soft number is /or designed drinks. volume of moles.
The of to a hot determine gas. water O
Hot water is the P
effect among Y
of volume, higher
Answers Q1. Q2. What What shrink.
bottle. a cause gas, gas,hot the to happened caused high Once questions volume
gases pressure. it it is to P
when have is closed, happen? suddenly Since high you E
the cover temperature The the hot reduced. D pressure hot gases the water bottle? C
are and is leaves trapped. inversely The high is placed into the then thrown and the
bottle will immediately
hot gases inside the
At constant amount of Activity
B. This E
activity is designed to determine the effect kinetic to of energy that
the volume of a to bottle
pressure is D
thoroughly and /or chilled.
volume of a gas. Ice is placed inside the lower bottle temperature until the
Q4. What happened to the bottle? The bottle also shrinks but only slightly.
Q5. Explain the phenomenon. The ice absorbs the heat from the gases inside the bottle
causing these gases to have lower temperature, lower kinetic energy, and lower
pressure. Since the volume of a gas is directly proportional to its temperature at
constant amount of gas, the volume also decreases.
275
Ideal Gas Law

The gas law that interrelates volume, temperature, pressure and number of moles
of a gas is the Ideal Gas Law. Ideal gas law equation is used in providing the answers to
these problems:
1. Calculate the pressure exerted by a 0.25 mole sulfur hexafluoride in a steel
vessel having a capacity of 1,250 mL at 70.0C.
Answer: In solving Ideal Gas Law given unit for volume is in liter to it must be converted.
Since 1L = Then substitute the values related problem, it is important cancel the units of
the constant 1000 mL, therefore, 1250 mL = to this equation: 2. P = nRT / V
= (0.25 mole) ( 0.0821 L.atm./mole.K)(70.0 = 0.56 atm Fermentation of glucose produce
gas in the form of + O
carbon 273.15 P
dioxide. K) (R). 1.25 that Y If L
not, the
many 20.1C moles and 1.00 of carbon atm was dioxide collected is produced during
the if C
process? 0.78L of / 1.25L
How
Answer:
n n = = PV (1.00 /RT
atm) (0.78 L) / (0.0821 D
L.atm./mole.K)( carbon 20.1 + dioxide at 3.
A sample the heating number of of = moles to 0.032 liquid 75C of mole acetone the at
1.02 P
acetone.
CO
is 2 atm. E placed The in a vapor 273.15K)
Answer:
nn==D
PV (1.02 /RT
E atm) (0.0250 L) / (0.0821 25.0 L.atm./mole.K)( weighs mL flask and vaporized by 5.87
g. Calculate the
75 + 273.15K) = 8.92 x 10-4 mole of
acetone
276
Activity 7
A Gaseous Outlook
Activities here are designed for the learners to have a feel of the concepts
included in the Kinetic Molecular Theory.
A. Jet-Propelled Balloon. In this activity the compressed gases inside the balloon is
suddenly released. It is expected that the balloon will suddenly shoot up. faster Answers
Q1. Q2. B. down glass adds Answers Q1. The The the energy push the gases the the
not Using What What to will inside is D the speed. Rising enter opening compression,
higher thread the increase. the to to does happened with the volume that speed the
questions questions the walls E concept the the at Water. this allows bowl of glass. a
compression, Why? of of greater the of prove P certain to the the with the the the
balloon. In of the There water, balloon. this the higher balloon water. balloon regarding
force. E level speed.The gas activity, are hence The the It of is D laws, and to gases is
the the balloon higher the move. expected the the there amount water compressed
explain compressibility inside glass level C is There moves are the inside of that the will
of why gases amount the O are kinetic glass the toward be the the water gases
molecules carefully water that of glass? balloon that of P energy, gases? the increases.
kinetic have push have level direction Y The placed shoots of the the high volume
energy, outside gases The water faster air upside kinetic of along
lower near that
that the the
the
did is
Q2. What caused this to happen? The spaces between the water molecules at the
bottom of the basin are not enough to accommodate the molecules of gases inside the
glass.
Q3. If the rim of the glass was raised above the surface of the water what might have
happened? If the glass is raised without leaving the water, or if the glass is totally
removed from the water, the volume of the gas is also reduced causing a decrease in
the level of the water.
277
Kinetic Molecular Theory

Answers to questions: True or False
1. A gas consists of a collection of small particles moving in straight line
motion and following Newtons Laws. False
2. The molecules in a gas do not occupy a volume (that is, they are
points). False
3. Collisions between molecules are perfectly elastic (that is, no energy
is gained nor lost during the collision). True
4. There are negligible attractive or repulsive forces between molecules
of gases. True
5. The average kinetic energy of a molecule is constant. True
(Lifted from Applied Academics for Excellence (APEX)
Key to Corrections:
Pre-Assessment Key
1. c. air inside the syringe
2. a. burning fuels
3. d. the pressure of the gas inside the tire is increased
4. a. put a balloon in a digital balance before and after you fill it with air
5. a
6. d
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278 D
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O
7. c. carbon dioxide
8. b. Increases
9. a. Boyles Law
10. c. Combined Gas Law 11. d. Ideal Gas
12. a
13. d. combination of a, b and c
14. b. the pressure will decrease
15. c. the gas pressure increases
Summative Assessment Key

1. d. air molecules can be compressed 2. c. the can will eventually explode 3. d.
4. b. expansion of the balloon as it is being submerged in hot water 5. 6. 7. 8. 9. d. a. b.
expand
d. b. I, oxygen high both the D
II, gas III, temperature the & gas
temperature temperature IV
during summer season causes the air inside the tire to
and pressure inside the vessel increase decreases 10. b. 2.5 atm 11. b. II & IV 12. a.
the volume of the balloon will become higher than 200mL 13. a. 0.32atm
b. the gaseous form of dry ice exerts lower pressure due to the bigger
volume that results to lesser collisions of the gas particles. 14. d. its
volume is decreased 15. d. its volume is decreased
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C
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P
References and Links

Briones, L.L., Templora, V. F., Tibajares, I. S. Jr. (2010). Chemistry Power
Science and Technology III, vol.2, Manila: St. Marys Publishing Corp.
Chang, R. (1998). Chemistry, 6th ed.,Boston:Mc.Graw-Hill
Davis, R. E., Sarquis, M., Frey, R., Sarquis, J. L., (2009). Modern Chemistry.
LeMay, http://chemteacher.chemeddl.org/services/chemteacher/index.
http://www.chm.davidson.edu/vce/GasLaws/AvogadrosLaw.html
http://www.grc.nasa.gov/WWW/K-12/airplane/Animation/frglab2.html
http://phet.colorado.edu/simulations/sims.php?sim=Gas_Properties
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/gasesv6.swf
http://intro.chem.okstate.edu/1314F00/Laboratory/GLP.htm
https://www.khanacademy.org/science/chemistry/ideal-gas-laws/v/idealhttp://www.articlesbase.com/k-12-education-articles/avogadros-lawhttp://www.chm.davidson.edu/vce/GasLaws/GasConstant.html
http://preparatorychemistry.com/Bishop_animations.htm
http://www.chemistry.co.nz/avogadro.htm
http://www.chemteam.info/GasLaw/Gas-Avogadro.html Teachers Chemistry Prentice
php?option=com_content&view=article&id=9
gas-equation--pv-nrt
problems-with-solutions-6621701.html E.H. Jr., D Hall, Robblee, Ed., Connections Inc.
E Orlando: K.M., P to Holt Brower, Our E , Rinehart Changing D H., Brower and World.
C Winston D.C., 2nd O
Beall ed., New H. P
(2000).
Jersey:
Y
280
Unit 4
Chemical Reactions
Overview:
bonding, Chemical forming which elements. new indicators occur. their module occur
the industry Understand associated industrial and chemical bonds at have During This
They D chemical also the different and Content / bonds evidences module new are as
environment. will aims E that equations processes their well the involved with also sets
bonds rates may to Standard chemical will as chemical Grade P give be of of in be
biological help and between physical and chemical able the affecting in the ionic, E what
them 9 chemical environment. identifying bonds reactions students to Chemistry,
covalent atoms classify is D and further reactions and life the that chemical reactions. a
significance leads the understand clearer hold the or students Using chemical
biological affecting C factors and metallic. to chemical Performance atoms a properties
perspective describe They formation any O affecting of life that learned and together
reactions form They controlling will reactions and breaking industrial P how from of be of
reaction the also Standard on new about media, these able in the Y environment. why
involved by their learned compounds. substances, and processes combining
to analyzing rate. reactions reactions chemical present
forming rates identify This that in
in
281
Learning Competencies:
The learner should be able to:
Write chemical equations of chemical reactions.
Apply the principle of conservation of mass to chemical reactions.
Identify the factors that affect reaction rates and explain them according to collision
theory.
Explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, fire control, pollution, and corrosion.
Key questions:
Pre-Assessment Answer:
1. B
2. C
3. D
4. C
5. C
6. True
7. True
8. True
9. False (lower activation energy)
10. False (activation energy)
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282 D
C
O
Chemical Equation
11. CaCO
+ 2 HCl ------> CaCl
+H
CO 3
2
2
3 12. 2AgNO
+ Zn -----> Zn (NO
)
+ 2Ag 3
3
2
13. MnO
of hydrogen 2
( Manganese peroxide)
dioxide acts as a catalyst, it hastens the decomposition
Activity to lives. liquid distilled they chemical. reaction. other changes indicators 14. 15.
easily may water changes Some Iron surface Enzymes food spoilage the Various While
D water are Students point reaction not Obtaining 1 he filings to changes of they not is
be area that E spoil due changes these most out looking are able easy rust may rate.
we may to the numerous biological oxygen especially faster. P to changes lower faster
to drink, to faster point The steam Everything for. not recognize are observe, E
temperature. be lower because Putting happening as out and the catalysts. (gas);
common only too when well some hydrogen reaction D the not familiar other involve as
food this there of temperature if has examples in all one changes its Enzymes is
changes The the rate. inside around with involved Changed gas is bigger a C doesnt
change higher water no this from color of the they which in surface O us. the chemical
reaction, in cycle. the know molds water in refrigerator the We change. slower
encounter state. temperature are process P can what area; involves and categorized as
changes, the expect In Some evidences/ bacteria well the Y boiling reaction in of slows
chemical bigger as their producing the chemical students
with
higher
water, cause
as down
daily rate. the
This activity will be the students guide in determining whether a chemical
reaction has occurred. The evidences of chemical reactions will be identified by the
students in this activity.
283
Teaching Tips:
For preliminaries, it would be of help if previous knowledge on chemical bonding is
revisited through discussion; how atoms combine to form compound/s; how the new
compound/s have new set of physical and chemical properties.
Prepare the materials beforehand.
Do the preparations of solutions needed if aqueous solutions are not available (eg.
Aqueous copper sulfate and Aqueous sodium
Observation: Note: Use hydroxide) Note: Give Post discuss. After identify Give
identify (ex. of precipitate, Relate chemical new soap - - - - - D Rotting a examples nail
on the aqueous Table Wear Be Observe Remove Do irritation. clear the reaction the
through the activity reactions. in careful not E evidence/s etc.). the evidence/s
description 1. goggles of board touch Iron solution fruits- first combustible of caution the
is with P with changes completed, ( set-up. some Nail-Copper chemicals process found
the color oxygen in means E in that of each use lighting safety the in (preferably
change, materials distinguish known Learners D of task, part solution as process with
matches. and Sulfate alcohol one ( explain bare A- as evolution near precautionary
using with E); C the Module). of saponification- them Reaction burner. hands, open
significant the results, water pictures) as O of procedure. flame. it chemical gas; as may
let measures the P examples and manufacture the formation cause solvent) students
let change. Y
them skin and
of
of
Materials Color Before Mixing Color After mixing Copper sulfate solution Blue
Colorless Nail Grayish Reddish brown
284
Answers to Questions:
Q1. The copper sulfate solution turned colorless.
Q2. The color turned reddish brown.
Q3. It produced a brilliant white light.
Q4. Oxygen from the air reacted with magnesium.
Q5. Q6. Q7. Magnesium Materials The The It produced product flame grew bubbles
Grayish formed Table brighter Color Before was ( 2. bubbles Magnesium (indicates a
Burning white Metallic Appearance are ash. indication that solid Ribbon C the gas White
of Reaction O evolution evolved Color During P
is of Burning O White gas Y
2 Appearance
).
285
ash
).
Table 3. Agua Oxigenada Reaction Materials Before Reaction With addition of
MnO
2 Agua
oxigenada Colorless Colorless liquid with
black powder
Note: The manganese dioxide did not chemically combine with agua oxigenada, thats
why it is still distinguishable. (It acted as a catalyst. It only hastened the reaction)
Q8. The mixture produced bubbles.
Q9. The gas extinguished the flame. (indicates that the gas is carbon dioxide
CO
2
D
D)
E
P
Table 4. Vinegar and Baking Soda Reaction
OBSERVATION Materials Before Reaction During Reaction
Vinegar Colorless Cloudy Baking soda White powder With bubbles Q10. A blue solid
was produced.
KEY CONCEPT TO EMPHASIZE: When a physical change occurs, there is no breaking

and forming of bonds. There are certain things that will help us identify if a chemical
reaction has taken place. The following are evidences that chemical reactions took
place:
1. Production of light 2. Evolution of gas 3. Temperature change 4. Change in intrinsic
change in color and taste ) 5. Formation of precipitate
Table 5. Copper Sulfate-Sodium Hydroxide Reaction

APPEARANCE
Materials Before Reaction
After Reaction (Copper sulfate + sodium hydroxide) Copper sulfate solution Light blue
solution Colorless liquid with Hydroxide solution Colorless solution
blue solid Relate lesson learned in Grade 9 Chemistry that substances undergo
chemical bonding results to breaking new substances. is taking place
Activity 2
In this activity, be able to trace how converted into products. they elements will sum and
up D formulas.
a chemical students E a Formation chemical so of Once Whats old that P reaction
bonds will they atoms reaction of distinguish E have in new and in a can a D Reaction
forming substances identified takes chemical become reactants place, of C the new
equation stable. means reactants from and bonds, O products. Chemical how chemical
using thus P and reactants symbols producing products, They bonding reaction Y
are will
of
Teaching Tips:
The formulas of the compounds were given since they have not yet taken up formula
writing.
The symbols of elements used as reactants were not given to allow them to recall
lesson on symbol of elements which they have learned from previous grade levels.
Formulas of common compounds (water and carbon dioxide) were also not given to
check students basic knowledge.
286
Note that not all elements are written as diatomic. Familiarize them with
some diatomic elements ( Correct possible misconception Cl
2
,H
of 2
students, , O
2
,N
2
, such Br
2
,I
as 2
,F
identifying 2
)
a reactant; Emphasize this is a catalyst.
MnO
2
as
Answers to Table 6:
Table 6. Reactants and Products Reaction Reactants Products
1 Iron, Copper sulfate Iron (II) sulfate, Copper.
Fe, CuSO
4
FeSO
4
, Cu 2 Magnesium, Oxygen
Magnesium oxide
Mg, O
2
MgO 3 Hydrogen peroxide Water,

Oxygen
H
2
O
2
H
2
O, O
2 4 Acetic acid, Sodium
bicarbonate
Sodium acetate, Carbon dioxide, Water HC
2
H
3
O
2,
NaHCO
3
NaC
2
H
3
O
2,
CO
2
,H
2
O
5 Copper sulfate, Sodium
hydroxide
Copper (II) hydroxide, Sodium sulfate CuSO
4
, NaOH Cu(OH)
2
, Na
2
SO
4
Answer to Table 8:
Table 8. Chemical Equation Note: Leave the equations
unbalanced. It will be balanced after activity on Law of Conservation of Mass.
A chemical equation represents the way in which a reaction rearranges the atoms in
reactants.
To write an equation, you must know the: - reactants and products - atomic symbols
and formulas of the reactants and products - direction of the reaction.
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An arrow is used to separate the reactants and products, and to show the
direction of change. The reactants are written on the left of the arrow while
the products on the right. A double arrow () is sometimes used, this
indicates a reversible reaction. This means that as the they are produced,
products are also converted back to reactants.
KEY CONCEPT TO EMPHASIZE: A chemical equation is a chemists shorthand for a chemical
reaction. The equation diffentiates between the reactants, which are the starting materials and
the products which are the resulting substance/s. It shows the symbols or formulas of the
reactants and We simply products, the ratio click of the the phases substances together
(solid, as liquid, they react.
gas) of these substances, and
Activity 3
We simply click together
After the students have learned how to translate chemical reactions into chemical
equations, it will now be their task to classify reactions into various types. Here, they will
be using their previous tabulated data on Activity 2 Whats in a Reaction ? From the
analysis of their answers, reactions will be classified based on how the atoms grouped
or regrouped in their conversion from reactants to products.
Teaching Tips:
See to it that the students individually have the answered copy of Table 8: Chemical Reaction
for their reference.
Recheck if they have the correct data in Table 8

Transfer data on Table 9: Types of Chemical Reaction
Using the Guide Card, let them classify the reactions.
Verify answers after.
The teacher can use a diagram representation of The Types of Chemical Reactions
as a supplementary material to the Guide Card
(examples below). These may first be analyzed before they proceed to the activity
proper. (The teacher can make their own similar diagram).
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Figure 1. Combination Reaction

Figure 2. Decomposition Reaction
Figure 3. Single Displacement Reaction
D
http://1.bp.blogspot.com/_c9z5BMBX-Jo/S7EH6a2E0dI/AAAAAAAAAEw/_Wiq1otyc8E/
s1600/sd+reaction.png(accessed: July16, 2014)
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Figure 4. Double Decompisition

http://mrsdallas.weebly.com/uploads/1/0/6/3/10631343/1674835_orig.png (accessed: July16, 2014)
Figure 5. Types of Chemical Reactions

http://media-cache-ec0.pinimg.com/236x/5b/32/68/5b3268b3b19840bf75f91196bea29124.jpg
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Q12. Two reactants were used , one product was formed in the second chemical
reaction.
Q13. One reactant was used, two products were formed in the third chemical
reaction
Q14. Copper was replaced by iron.
Q15. 2 reactants and 2 products were involved, they were compounds.
Q16. The reactants exchanged positive and negative ions on the product side.
Table 9. Types of Chemical Reactions
From their data, four types of reactions are used: combination, decomposition, single
displacement and double displacement. Relate that these are the basic types of
reaction. The last two are special types which involve specifically acids and bases
(Acid-Base Reaction), and oxygen and hydrocarbons ( Combustion Reaction).
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292 Answers To D
Enrichment: E
P
E
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1. Double Displacement 2. Combustion 3. Single Displacement 4. Double Displacement
5. Acid- Base / Double Displacement 6. Combination
7. Decomposition 8. Combustion 9. Acid- Base 10. Double Displacement
Activity 4
How much can you take?
The Law reaction. the products. The laboratory discovered the students Teaching of
It Prepare Post discuss - - - - - See Ask D table They If use means that
Conservation Tips: there apply Wear Be Observe Remove Do irritation. E students other
to for activity on can law. careful it not are each that the this the that the googles. use A
P colors, touch not materials follow combustible laboratory caution the law board will the
to of scotch with of enough write them. total to E students give Mass as chemicals the
up chemical some in their tape long mass activity, before the use lighting activity D
states white, materials are observed in students safety as of of attaching equations. the
matches. with they measuring reactants Paper the and that red C start and alcohol and
near bare the mass write a data Clip feel of precautionary the Paper green O is the
activity. hands, a in is the burner. paper equal Reaction of legend a conserved open
mass how manila Clip paper P to clips it flame. Reaction Antoine for may correctly. the
Model paper clips, measures Y in their in total cartolina. cause a they Lavoisier
chemical
(both will Model).
element mass may help
skin and
the of
color representation.
The Paper Clip Reaction Model is preferably done individually, this will help students
clearly visualize what a balanced equation is. From the model, the concept of coefficient
will be clearly understood by the students.
Post on the board the students output for easy discussion of their results.
After activity, discuss how Antoine Lavoisier discovered the Law of Conservation of
Mass.
293
Q19. The grayish color of the steel wool changed to brown color.
Q20. Evidence of chemicl change was the change in color of steel wool and
the green.
CuSO
4
solution. From blue, CUuSO

4
solution turned yellowishQ21. So that no other substance can be added or removed in the process of
chemical reaction between the reactants, that may result to competing side reactions.
Q22. The total mass is the same, before and after the reaction.
Q23. 2 sets of H
2
Q24. 1 set O
2
Q25. 2 sets of H
2
Y
294 Q26. 2 H
2
+O
2
O
2H
2
D
C
O
P
Q27. 1 set of N
2
Q28. 3 sets of H
2
Q29. 2 sets of NH
3
Q30. N
2
D
E
P
+3H
2
2 NH
3
Q31.
2 x 14 N g 2
18 g
+33H(2
2 x 1 g ) 6 g 34 g
2 2 NH
[ 14g 3
+ ( 3 x 1 g ) ] 2 ( 17 g ) 34 g
Q32. The total mass of reactants is equal to the total mass of the products.
Antoine Lavoisier did an experiment where he heated a metal mercury in air. He
observed that a reddish orange product was formed which has a heavier mass than the
original metal. He repeated the experiment, only the next time, he placed the mercury in
a jar, sealed and recorded the total mass of the set up. After the mercury was heated in
the jar, the total mass of the jar and its contents did not change.
Lavoisier showed that the air in the jar would no longer support burning- a candle flame
was snuffed out by this air. He concluded that a gas in the air, which he called oxygen,
had combined with the mercury to form the new product.
Lavoisier conducted many experiments of this type and found in all cases that the mass
of the reactants is equal to the mass of the products.
Balancing KEY CONCEPT Act

TO EMPHASIZE:
Law of Conservation of Mass states that mass is conserved in a chemical reaction. The
total mass of the reactants is equal to the total mass of the products. No new atoms are
created or destroyed, there was only grouping or regrouping (rearrangement) of atoms.
D
E
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C
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Activity 5
Balancing Act
From Activity 4, the students have learned that chemical reactions follow the Law of
Conservation of Mass, which states that mass is conserved in a chemical reaction.
Chemical equations should reflect this conservation in terms of atoms. The same
number of atoms of each element must appear on both sides of a chemical equation.
However, simply writing down the chemical formulas of reactants and products does not
always result in equal number of atoms. There is a need to balance equation to make
the number of atoms equal on each side.
As a follow up to Activity 4, Activity 5 reinforces the concepts on balancing equation.
This time, no paper clips will be used as guide. They will only be using the unbalanced
chemical equations they have developed in the previous activity and a set of guidelines
(steps) in balancing equation.
Teaching Tips:
Start out by checking the students understanding of the difference between subscript
and coefficient using data from their previous activities.
N
2
Y
296
O
P
+3H
2 For the product 2 NH 3
2 : P NH
3E
D
1. 2. 3. 4. After equation equation: What What What How analysis many number
number element D
before atoms of E
represents represents is proceeding the represented of sample H do the coefficient? the
subscript? by the letter you have? 6 equation to the balancing 2 H
2
2 3 H ? Hydrogen
+ of O
2 data in 2 H
Table 2
O, try another 9. Use this

Al + CuCl
2
AlCl
3
+ Cu
Discuss step by step on how balancing of equation is done.
Steps in Balancing Equations:

1. Write the unbalanced chemical equation, make sure you have followed correctly the rules in
writing formulas of compounds.
Al + CuCl
2
AlCl
3
+ Cu
2. Take note of the elements present in the reactant and product side.
Products Al Cu Cl 3. Count the number of atom/s of each element present in the reactant and
product side.
Reactants Al Cu Cl
Y
297
Products Al = 1 atom Cu = 1 atom Cl = 3 atoms 4. Apply the Law of Conservation of Mass to get
the same number of atoms of every element on each side of the equation.
Balance chemical equations by placing the appropriate coefficients before the symbol or
formula.
Do not change the subscripts of the formula in an attempt to balance the equation as it will
change the identity of the components.
Reactants Al = 1 atom Cu = 1 atom Cl = 2 atoms Al and Cu appear proceed to balancing D LCM the Cl
Supply to LCM ( _3 be least x balanced, the of Al 2 C
2 common Cl numbers and + 3 to we O is be multiple) Cl
6 should balanced P
consider already, finding so
their
atoms (LCM 6) _2 x 3 Cl atoms
2 and 3 as coefficients in the E
Check equation 3CuCl the number 2
2AlCl
of atoms 3
+ Cu
again
D
E
P
Reactants Products
Al = 1 Al = 2 Cu = 3 Cu = 1 Cl = 6 Cl = 6 Note that after balancing Cl, Al and Cu were no longer balanced
Proceed to balancing Al and Cu using the same step. For Al : 1 and 2, LCM is 2
_2 x 1 Al atoms (LCM 2) _1 x 2 Al atoms
For Cu: 3 and 1 LCM is 3
_1 x 3 Cu atoms (LCM 3) _3 x 1 Cu atoms Supply the coefficients now to the equation, coefficient 1 is no
longer written 2Al Final accounting + 3CuCl
of number 2
of 2AlCl
atoms:
3
+ 3Cu
Reactants Products
Al = 2 Al = 2 Cu = 3 Cu = 3 Cl = 6 Cl = 6 The chemical equation is now balanced, therefore it now

conforms to the Law of Conservation of Mass.
The students may then be ready to answer the activity. Some students especially the
slow learner group may need additional equation for board practice, so prepare extra for
them.
Encourage them to be patient, if they cannot easily balance some equations,
Relate that this may need trial and error.
Table with balanced equations.
Rxn Chemical Equation
1 Fe + CuSO
4
FeSO
4
+ Cu
2 2 Mg + O
2
2 MgO
3
2H
2
O
2
2H
2
O+O
2 Mn O
2 4 HC
2
H
3
O
2
+ NaHCO
3
NaC
2
H
3
O
2
+ CO
2
+H
2
O
5 CuSO
4
+ 2 NaOH Cu(OH)
2
+ Na
2
SO
4
KEY CONCEPT TO EMPHASIZE: For a chemical equation to conform to the Law of

Conservation of Mass, it has to be balanced. Chemical equations are balanced by
placing the appropriate coefficients before the symbols or formulas of reactants and
products. Certain steps are observed in balancing reactions.
Answers To Enrichment:
1. Zn + 2 HCl ZnCl
2
+H
2 2. CH
4
+2O
2
CO
2
+2H
O
3. Fe + 3 NaBr FeBr
3
+ 3 Na
4. SiCl
4
+2H
2
O SiO
2
+ 4 HCl
5. 2 N
2
+5O
2
+2H
2
O 4 HNO
3 6. P
4
+5O
2
2P
2
O
5 7. 2 NaNO
3
+O
2 8. C
3
2 NaNO
2H
8
+5O
2
3 CO
2
+4H
2
O
9. 3 Fe + 4 H
2
O
4 10. 4 Al + 3 O
2
O 2 4 Al
H
2
O2
3
+
Fe
3
E
EP
Y
298 D
C
O
Activity 6
Race to the Finish Line
From the seemingly ordinary task that people do like putting leftover foods inside the
refrigerator and cutting meat and vegetables in smaller pieces to a more technologically
advanced method of using a catalytic converter in automobiles and electroplating
metals, people are controlling rates of chemical reactions to maximize This affecting
Teaching activity For the puppy could After reaction motivation, following Tips: posting
its this are will benefits. be? undergoing rate. help the statements provide the question,
students the pictures same below proceed understand kind of the a to C
of burning pictures. providing chemical O
about vehicle A a reaction. burning picture/ the P
and different a Y
vehicle What diagram puppy. reaction factors
and Write
of
a
digestion Explanation: Both Burning The oxygen cells amounts The D - rates teacher
reacts the (Sufficient finger E to and vehicle of process. of produce heat. slowly
reactions can digestion only,then P and also energy with extreme E the demonstrate
though are using oxygen puppy ) Try both D
amounts her/his are hitting from combustion are different. collision experiencing hand.
the a of ball heat. blood with Gasoline reaction. theory. Glucose to another produce
combustion reacts in ball the small
rapidly using puppys reactions.
one
with
- (Correct orientation) Have pieces of a toy puzzle and try to form the puzzle in the
wrong orientation of the pieces, then in the right one.
Verify students understanding of fruitful or effective collisions.
Discuss with class the energy diagram, activated complex, and activation energy.
299
In Table 10 The Effect of Particle Size or Surface Area on Reaction Rate, time may
vary due to different size of cups used by different groups, but they will have the same
qualitative observation. However a, slower rate of reaction will be observed in the whole
Alka-seltzer, a faster rate in powderized.
Part 1: Collision Theory
Q33. Rearrangement/ Q34. For a chemical atoms/molecules.
Q35. There must oriented when Q36. A catalyst required )
KEY CONCEPT COLLISION particles collide, molecules despite Reactants should
proper orientation The minimum activation energy. lowers THEORY: energy be but TO
they have sufficient for reaction E the regrouping most the EMPHASIZE: a required high
collide. sufficient successful activation Reactions P collisions to rate energy take E of for
of energy, atoms energy. collisions. place, collision a are and can reaction D NOT
molecules only causes and there (decreases to successful their happen to happen.
must C chemical happen molecules should be when the O in effective is forming be
minimum reaction. known the properly should P collision reactant product as energy Y
be the in
of
D
Part 2: Factors Affecting Reaction Rates
A. Effect of Particle size or Surface Area on Reaction Rate
Q37. a. The whole tablet fizzed for a longer time.
b. The powderized one has bigger surface area than the whole tablet.
Q38. a. The bigger the surface area, the faster the rate of reaction.
300
B. Effect of Temperature on Reaction Rate

Q39. Yes, reaction occurred at different rates for cold and hot water.
Q40. The higher the temperature, the higher the rate of reaction.
C. Effect of a Catalyst on Reaction Rate
Q41. Bubbles were produced at faster rate in the test tube with dioxide.
Q42. MnO
2
is written below the arrow.

Q43. No, the MnO
2 Q44. A catalyst speeds D. Effect of Concentration Q45. No, the different Q46. The
higher the Q47. The factors affecting did concentration, solutions not up/hastens
reaction on react Reaction discolored with D rate the the H 2 chemical faster can O
Rate 2 . the C be the papers explained reaction. rate O of at P different reaction. using
manganese Y
rates.
following a) way:
Particle P
size E
or Surface Area
the
D
E Smaller area available (Breaking increases means particles points the a size have
bigger surface area. Bigger surface bigger exposed portions of a solid which are
of contact between reactants.
large piece of a substance into smaller parts surface area. All the inner materials have
no surface when it is inside the large piece. Each time a large piece is broken however,
more surface is exposed. The amount of the material does not change but breaking it
into smaller parts increases its surface area.)
301
b) Temperature
The higher the temperature, the higher the rate of reaction. At higher temperature,
atoms have higher kinetic energy, making the particles move faster and therefore
increases the chance for the particles to come in contact with each other.
c) Catalyst
The presence of catalyst speeds up the rate of reaction. A catalyst provides an energy
pathway needed to start a reaction, therefore increasing the reaction rate.
d) Concentration
The higher the concentration, the faster the rate of reaction. Concentration is a measure
of the number of particles in a given volume. A higher concentration means greater
number of possible effective collisions among molecules resulting to faster rate of
reaction.
KEY CONCEPT TO EMPHASIZE:
The rate of chemical reaction is affected by the following factors:
a. temperature b. surface area of reactants c. presence of catalyst d. concentration of
reactants
Answer to Enrichment:
1. True 2. Heat, light or change in odor can indicate a chemical change. 3. Low
temperature slows down reaction rates. 4. True
D
E
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302 D
C
O
P
Activity 7
Making Connections
In Activity 6, students were able to identify the different factors affecting reaction rate.
This time in Activity 7, these factors will be discussed in detail, in terms of the
significance of controlling the rates of some chemical reactions. Life and industry
depends on chemical reactions. Industry uses chemical reactions to make useful
products. Some chemical reactions enhance quality of life. However, other chemical
reactions bring harm to life and degradation of the quality of our ecosystem.
As the title suggests Making integrate important principles teach students how to make
reactions.
Teaching Tips:
Convey to the students time to secure resources/researches, Explain fully the
product Assign a particular repetition of topic.
Clarify the standards bases Discuss preparation Relate prepare of their this the the
and GRASP individually. evaluation use P presentation of Answers To E
Questions:
E topic the Task relevant and about this of that Critical Connections, criteria Design;
their from D activity chemical they of observations product. their the Thinking that are
ahead it C selection will and tasked they reactions serve this of to have and O time, plan
to activity to as researches deliver. around to to each for their P meet, provide their will
guidelines group, us. Y which presentation connect This on them chemical to aims are
ample in avoid and
the
the to
work.
Rubric. Stress that they will Q48. gas
D
emissions by vehicles
Q49. Acid rain is produced by the reaction of water vapor with gas emissions from
vehicles, thermal power plants, and coal mining industries. Rain contaminated with
these gases results to acid rain.
Q50. Corrosion of metals (such as bronze) and the deterioration of paint and stone
(such as marble and limestone). These effects significantly reduce the societal value of
building, bridges, cultural objects (such as statues, monuments and tombstones), and
cars.
303
Acid rain also have adverse effects on living organisms. Fish and shellfish cannot
tolerate acidities below pH 4.8.
It reduces plants ability to produce oxygen. It also destroys vegetation, as well as
aquatic life.
Q51. Everybody should be responsible, since we are all affected by the ill
effects of pollution to our environment. Our health and even our supply of food are
affected by its ill effects.
Q52. Switch to low sulfur fuels (alternative energy sources), scrubbing of
stack of gases before they are released to the environment.
Related Readings:
Photochemical smog is a type of air pollution that happens when primary
pollutants such as nitrogen oxides and volatile organic compounds react with oxygen
gas and ozone under the influence of sunlight. An important role in the air pollution
chemistry, especially in the formation of ozone is played by nitrogen oxides, NO
x
Y
304
P
dinitrogen along with other trioxide, which hazardous stands (N
2
O
3 ),and for gases, a group nitrogen of compounds dioxide C
(NO
such 2
). O
as nitric oxide (NO),
plants and industrial boilers for Most the The favor in the following high the of furnace,
the temperatures formation NO reaction.
D in x N
emitted 2 the + of O
E stack, NO. 2NO 2 (600oC NO from However, 2NO + P or 2
the generation are emitted D
of These compounds, when coal is burned in power combustion E
power, and from automobiles. is nitric oxide, formed according to
to later, O 2
1000oC) which are maintained in combustion the following reactions can also take
place in the atmosphere:
2NO
3NO
2
+ NO + 2NO
H
2
O2
N
2HNO N
2
22
OO
4
3
3
+ NO
Nitrogen atmosphere dioxide to form (NO
aldehydes 2
) reacts with and hydrocarbons ketones through which photochemical are present in
reactions.
the
It also can react with oxygen in the presence of sunlight to give nitric oxide and ozone:
NO
2
+O
2
NO + O
3
Major Chemical Pollutants in Photochemical Smog: Sources and

Environmental Effects
Toxic Chemical Sources
Environmental Effects
Additional Notes
Nitrogen Oxides (NO and NO
2
-combustion of oil, coal, gas in both automobiles and industry - bacterial action in soil - forest
fires - volcanic action - lightning
- decreased visibility due to yellowish color of NO - NO
2
2
- all combustion )
processes account for only 5% atmosphere, of NO
2
in most the
is formed from reactions involving NO -concentrations are likely to rise in the future
Volatile Organic Compounds (VOCs)
contributes to heart and lung problems - NO
2
Y
- evaporation of solvents - evaporation of fuels - incomplete
305
can suppress plant growth - decreased resistance infection - spread may C
cause of cancer to O the
P
combustion of fossil fuels - naturally occurring compounds like terpenes from trees
- eye irritation - respiratory irritation - some are carcinogenic - decreased visibility due to bluebrown haze
- the effects of VOCs are
Ozone D (O
3)E
- photolysis - P formed sometimes E from

of results NO D
2
from stratospheric ozone intrusions

dependent on the type of chemical - samples show over 600 different VOCs in the atmosphere concentrations are likely to continue to rise in future
- bronchial constriction - coughing, wheezing - respiratory irritation - eye irritation - decreased
crop yields - retards plant growth - damages plastics - breaks down rubber - harsh odor
- concentrations of 0.1 parts per million can reduce photosynthesis by 50% - people with asthma
and respiratory problems are influenced the most - can only be formed during daylight hours
Car Airbag
The development of airbags began with the idea for a system that can restrain
automobile drivers and passengers in an accident, whether or not they are wearing their
seat belts.
http://www.rmsautodiagnostics.com/wp-content/ uploads/airbag.jpg (accessed July 17,2014)
Figure 6. Car Airbag
Chemical Reactions Used to Generate the Gas in Car Airbags

Inside the airbag is a gas generator containing a mixture of SiO reactions 2
. When the car undergoes a head-on collision, a series NaN
of three 3
, KNO
chemical
3
, and
NaN3, All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means electronic or mechanical including photocopying without written permission from the DepEd Central Office. First
Edition, 2015.
inside the gas generator which is highly toxic (the maximum produce gas concentration
(N
2
) to fill the of airbag NaN3 and allowed convert in the Sodium and gas-generator
workplace nitrogen azide gas (NaN
is mixture 0.2 (N
3
) mg/m
2 can ). by The an decompose 3
), signal electrical to harmless from at impulse, 300oC the gas deceleration as to
creating shown produce in the the sodium sensor high-temperature following ignites
metal table. (Na) the
condition necessary then fills the airbag.
for NaN
3
to decompose. The nitrogen gas that is generated

This table summarizes the species involved in the chemical reactions in the gas
generator of an airbag.
Gas-Generator Reaction Reactants Products Initial Reaction Triggered by Sensor.
NaN
3
Na N
2
(g) Second Reaction Na

KNO
3
K Na N
2
2
0
(g)
2
O
Final Reaction K
2
alkaline silicate (glass)

http://sun.menloschool.org/~dspence/arda/chem_project/web_kwan/fertilizer2.htm (accessed:
Aug.4, 2014)
O
SiO Na
2
O
2
E
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306 D
C
O
The Haber Process The raw materials for this process are hydrogen and nitrogen.
Hydrogen is obtained by reacting natural gas - methane - with steam, or through the
cracking of oil. Nitrogen is obtained by burning hydrogen in air. Air is 80 percent
nitrogen; nearly the rest is oxygen. When hydrogen is burned in air, oxygen combines
with hydrogen, leaving nitrogen behind.
Nitrogen and hydrogen will react together under these conditions:
a high temperature - about 450oC
a high pressure - about 200 atmospheres (200 times normal pressure)
an iron catalyst
The reaction is reversible.
The chart shows the main stages in the Haber process. The reaction is reversible, and
some nitrogen and hydrogen remain mixed with the ammonia. The reaction mixture is
cooled so that the ammonia liquefies and can be removed. The remaining nitrogen and
hydrogen are recycled.
http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/chemreac/
energychangesrev3.shtml (accessed: July 14, 2014)
Y
307
E
EP
D
C
O
The Effect Of The Haber Process On Fertilizers

As world population kept on increasing, so did the use of fertilizers. Using fertilizer with
a high nitrogen content provided good crop yield, but caused some scientists in the
1890s to begin to worry about the depletion of the sources of nitrogen for chemical
fertilizer. Since plants could not directly convert atmospheric nitrogen to soluble nitrogen
compounds, mankind had to search for a solution.
The it reacted process in part impression The Bosch before the gas were coworkers
high and elements). necessary Germany, The chemical fertilizers 1940. for from the
nitrogen German early full most of to pressures) use very Because United this of an
World produce name to and today. of in 20th Germany effective producing inactive small
determined produce century. to on based German the university. ammonia the War for
D States run chemical century of and The United cyanamid ammonia and the fertilizers
the I. increased gas being The developed fertilizers the The use process ammonia E
industry though the produced process. in While the in States. catalysts technology third
of effort oxides reaction the fertilizers conditions process gas P fertilizers will demand is
they the process, air or also by was remain the the It had By of three to used reaction
necessary E means is was were Haber-Bosch iron process nitrogen never and
developed a 1913, has the been today joint and necessary methods high. the directly.
very with fertilizers. D of most made of between proved Haber a iincreasing one known
some is the The (a in traces slow. compounds chemical over important variety the
between Two the to Haber-Bosch it fertilizer Process. (high Process, important
importance C fix the Haber for 400% early nitrogen of high methods, oxides was
population, second nitrogen, many plant temperatures years industry German O source
that greater and pressure Fritz found, has in gas was years, of process. would through
Bosch making most the of Haber made other that P and of than is the industry this
operating the electric considered nitrogen equipment is, the be hydrogen
important cheapest and and common a and demand it fertilizer century, the convert Y
further
lasting
was yields their very Karl
and first arc
in
in in
a mature industry but a growing and changing one. Current research is directed more
toward improving techniques and methods of production and in lowering costs rather
than toward the discovery of a new and different way of producing fertilizers.
308
Fire Control
Various materials act as fuel to sustain fire, so different fire prevention and control
measures are recommended.
How To Prevent Fires

Class A Ordinary combustibles
Keep containers.
Class Dont presence Dont Keep containers. Pour Store Use Class Look report Prevent
order. Utility from flammable an from for refuel refuel flammable lights A storage any B C
flammable D spark uncovered motors old of storage hazardous Flammable
Electrical gasoline-powered should gasoline-powered an wiring, E from and open liquids
from liquids drums liquids always light worn a working P overheating flame roughrunning condition. equipment only away liquids bulb insulation only have stored E such
in areas can well-ventilated from what equipment equipment or some as easily D by in
gases spark-producing and free a you motor keeping furnace tightly type broken ignite
will of in while can C of trash. need. a areas. them confined or closed, ordinary wire
ignite electrical it water is O Place clean guard hot. sources. the self-closing, heater.
combustibles. space, oil fittings. and oily over P and in rags especially them. good Y
dust Immediately in spill-proof
Heat in working
covered
it.
in the
Dont misuse fuses. Never install a fuse rated higher than specified for the circuit.
Check any appliance or electrical equipment that smells strange. Unusual odors can be
the first sign of fire.
Dont overload wall outlets. Two outlets should have no more than two plugs.
309
Class D Flammable metals

Flammable metals such as magnesium and titanium generally require a very hot heat
source to ignite. However, once ignited they are difficult to extinguish as the burning
reaction produces sufficient oxygen to support combustion, even under water. Source:
http://www.ulm.edu/police/fire-extinguishers (accessed: June30, 2014)
Ozone Layer
In the stratosphere , ozone acts as our protective shield against UV radiation, which can
induce skin cancer, cause genetic mutations, and destroy crops and other forms of
vegetation.
The formation of ozone in the stratosphere begins with the photodissociation of oxygen
molecules by solar radiation at wavelength below 240 nm:
The highly reactive O atoms combine with oxygen molecules to form ozone as follows:
O+O
2
+MO
3
+M
Where reaction spontaneous by M is M given is is to some decomposition off D
absorb as inert heat.
E some substance of of such the excess the O
3
as N
energy 2
. The role released of M in and this prevent exothermic the molecule. The energy that is
absorbed
The the stratosphere.
process continues when O and O
2
recombine to form O
3
, further warming
CFCs (chlorofluorocarbons) and nitrogen oxides cause destruction of the ozone layer.
Because of their relative inertness, the CFCs slowly diffuse unchanged up to the
stratosphere, where UV radiation of wavelengths between 175 nm and 220 nm causes
them to decompose:
EP
Y
310 D
C
O
CFCl CF
2
Cl 3
2
CFCl
2
+ Cl CF
2
Cl + Cl
The reactive chlorine atoms then undergo the following reactions:
Cl ClO + + O
O3
ClO Cl + + O
O
2
2
The overall result is the net removal of an O

3
molecule from the stratosphere:

O
3
+ O 2O
2
Catalytic Converters
At high temperatures inside a running gases react to form nitric oxide:
N
2
(g) + O
2
(g)
2
NO(g)
Incomplete combustion of the fuel When released into the atmosphere, Nitrogen dioxide
and other gases (CO) of Most serves H air to emission. chamber are through 2 O air
accelerate has required and cars pollution. and two D been the it containing However,
are various reduces purposes: tailpipe. to injected equipped E the dissociate unburned
complete since NO a P are different It with and oxidizes high NO passed E
catalytic hydrocarbons, NO burning into temperatures catalyst 2 D in emitted the NO
converters. cars car rapidly C
engine engine, combines O
produces nitrogen P with carbon and O Y
2 oxygen
to monoxide.
CO and to through N 2
N
2
311
by a car, such as carbon make car exhaust a An efficient catalytic unburned

hydrocarbons and O
2 . monoxide form NO
2.
major source
converter Hot exhaust gases to into CO
which
2
and
the first chamber of one converter of hydrocarbons and to decrease CO increase NO
production, a second and operating at a lower temperature and O
2
before the exhaust is discharged

Answer to Summative Assessment:

1. A 2. B 3. B 4. A 5. D 6. 7. 8. 9. 10. 11 B C C B A
are powdered increasing rapid 12. D large chemical There quantities E the
combustible is reaction number a P danger of E
(explosion). of powdered materials collisions of explosion D
have combustible between C
in very coal particles, O
large mines materials surface P
where resulting because Y
there
area, to
312

:
Chang (2006) Chemistry 11th Edition McGraw-Hill Inc New York

Le May, Beall, Robblee , Brower (2000) Chemistry Connections to Our
Changing World Teachers Edition Prentice Hall Upper Saddle River, NJ
Padolina, Antero, Alumaga (2010) Conceptual and Functional Chemistry
Modular Approach Vibal Publishing House, Quezon City Phil.,
Silverberg Wilbraham Zumdahl DepEd
http://www.elmhurst.edu/~chm/vchembook/193nox.html
http://chemistry.mtu.edu/~pcharles/SCIHISTORY/PhlogistonTheory.html
How http://www.bbc.co.uk/schools/gcsebitesize/science/add_aqa_pre_2011/
energychangesrev3.shtml
http://www.bbc.co.uk/schools/gcsebitesize/science/add_edexcel/chemical_
http://pslc.ws/fire/howwhy/triangle.htm
http://www.bing.com/images/search?q=Collision+Theory+of+Chemical+Reacti
New to chemreac/
reactions/rates/quiz/q63137499/ D prevent Project Jersey (2000) ( , 2006) Staley, E
EASE fire Basic Chemistry http://www.ulm.edu/police/fire-extinguishers Matta P Module
Chemistry E Waterman 4th 17 Edition D Lesson 4th Edition (2002) Mc 1
C Graw-Hill Houghton Chemistry O
Inc Mifflin Prentice P New Co, York Y Hall New Inc,
York
ons&Form=1QFR#view=detail&id=F1991A8C155EB0FABE1D598B05
07B71895F5DE2A&selected Index=12
http://www.bing.com/images/search?q=Activation+energy&go=&qs=n&form=
QBIR&pq=activation+energy&sc=8-17&sp=-1&sk=#view=detail&id=C
4330FFCC22298D71798C4462372111054F635D6&selectedIndex=96
http://sun.menloschool.org/~dspence/arda/chem_project/web_kwan/
fertilizer2.htm
313
Unit 4
Biomolecules
Overview:
can compared structure and carbohydrates these them to two biomolecules. Students
make form oxygen activities from biomolecules In The biomolecules elements the
grade bonds will of to each learning biomolecules Learners be other as D that and 9,
with other.Though able well such the elements. lipids will process are hydrogen E to: as
which students demonstrate enhance as important which proteins Carbon, which P
Content interesting are In this or also have this E oxygen made understanding are and
topic to Hydrogen, contain module, an Standards: learned all made nucleic is and D up
understanding living and complex; challenging. nitrogen. mostly up the why form acids
Oxygen things mainly students about C carbon long it of and is They and and a the
chains the O of This of some limited will is what will role Nitrogen. carbon, the major so
module understand also of of P derivatives unique structure differentiates number
compounds
the groups learn hydrogen contains teacher Y
that why the of of
of
of it
Identify the major categories of biomolecules such as carbohydrates, lipids, proteins
and nucleic acids.
Differentiate the biomolecules from each other in terms of their structure and function.
314
At the end of Module 3, you will be able to answer the following key question.
Pre-assessment Answer:
1. D 6. A
2. C 7. B
3. C 8. C
4. B 5. C Suggestions 1. 2. Show should classified carbohydrates? The as a (After D
giving To may there teacher. week research for and teaching ensure E nucleic teacher
springboard use should before the pictures be for Assigned Jigsaw on motivation, as
brought P maximum the acids. the their the carbohydrates? can be of different 10. an
actual different 9. E as motivation: also in assigned topic in D advanced C the his/her
apply class. participation use teaching D discussion biomolecules- should foods the the
topic. strategy Ask Why pre-assessment preparation jigsaw or be giving the C This it do
among of given is students in you the better strategy) could carbohydrates, ample
teaching O lesson. ahead think the for if be time which actual students, they questions
the P used of the for time students are of sample topic. as the lipids, Y the classified at
the the students #1 foods However, least strategy proteins of and teacher and foods
one are
the #2 as
to
315
Suggested Procedure for the Jigsaw strategy

Carbohydrate Jigsaw- I need an Expert!
Objectives:
Determine the elements present in the molecules.
Identify the general formula of the group.
Materials Handout: Laptop Internet Multimedia Note: The these
kinds Procedure: 1. 2. The the discuss groups they topics After with laptop
Needed: of A. B. C. Describe D home per the class access will the
instructional number structure function
Carbohydrates on learning and the presentation other gain meet expert carbohydrates.
will E Groups. assigned internet the a learning of back be very groups station units
classification P divided materials. with Each topics good access (prepared (monomer)
stations E meet their into home understanding on can home their D 4 of carbohydrates.
until by learning carbohydrates group be home the all group used teacher) the C will
stations. group, groups of by and have their schools O Once in teach they expert are
terms These assigned that can P done the which of the are exchange groupsto
assigned with Y expert topics, called have
the discussions.
316
Resources on Carbohydrates
Carbohydrate Suggested Links
Classification
http://www.rawfoodexplained.com/carbohydrates/ classifications-of-carbohydrates.html
Sources
http://www.rawfoodexplained.com/carbohydrates/sources-of- carbohydrates.html Composition&
Structure
http://www.austincc.edu/biocr/1406/lec/carbs/index.html
Functions
http://www.rawfoodexplained.com/carbohydrates/the-role-of- carbohydrates-in-the-body.html
Suggested academic Biochemistry 3rd Principles of Biochemistry

Biochemistry: An NOTE: The teacher about the topic the readings in topics.
Objectives:
Determine Identify Describe a. b. D
c. number structure E the will the the Lipids the general be classification should
learners P elements of provided units Jigsaw- formula E Edition Introduction allot
(monomer) module present by one sources: D of of the (2004) lipids 1st day the I
William Mckee Judith to teacher. need in (1999) edition group. for help in the by C terms
each Voet Donald Parson molecules. them an by The (1995) O Trudy topic. of Expert!
students understand Voet and by Additional Mckee P Geoffrey Dennis can and Y the
Vance also information
Zubay,
James
assigned go over
function
Materials Needed:
Handout: Lipids (prepared by the teacher) Laptop per learning station
Internet access
Note: The laptop and internet acces can be used by schools which have these kinds of
instructional materials.
317
Procedure:
1. The class will be divided into 4 learning stations. These are called the home groups.
Each home group will have expert groups to discuss the assigned topics on Lipids.
Once that the expert groups gain a very good understanding of their assigned topics,
they will meet back with their home group and teach the assigned topics on Lipids.
2. Carbohydrate Classification
Sources
Composition& Structure
Functions After the expert groups meet their home group, they with
theother learning stations until all the groups are discussions. Resources on
Lipids
Suggested Biochemistry http://www.laney.edu/wp/cheli-fossum/files/2012/01/
Classification-of-Lipids.pdf http://www.ehow.com/about_5412277_sources-lipids.html
http://www.livestrong.com/article/238909-food-sources-of- fats-lipids/
http://wps.aw.com/bc_goodenough_ boh_4/177/45509/11650458.cw/index.html
http://healthyeating.sfgate.com/lipids-used-body-8282. html
http://www.biology.lifeeasy.org/1877/what-are-the-major- functions-of-lipids-in-livingorganisms
E Academic 3rd edition P
Sources: E (2004) Suggested D by Judith Donald C Voet Links
Voet
O
can P done exchange with Y the
Principles D
of Biochemistry 1st William Edition Parson (1995) and by Geoffrey Dennis Vance
Zubay,
Biochemistry: An Introduction (1999) by Trudy Mckee and James
Mckee
Note:
1. Assign two/three students (depending on the class size) as experts
in each topic so that at the end of this module, students will be able to submit
multimedia presentation/ created their blog about their assigned topics.
318
2. The same strategy will be used or followed in discussing proteins and

nucleic acids.
Answers to Developmental Questions in the learners material:

Q1. What is the name of the disaccharide found in cheese and other
milk product?
Q2. Q3. Activity1

metabolism. gram. Why Carbohydrates day but The is Marathon called
as activity. Both compounds of of compact than D in before lactose.
carbohydrates do lipid possible Explain different name carbohydrates.
carbohydrates you carbo-loading) To groups perform E stores a way Which
enhance think runners of race? the in Test contain proportions. and the P to
their Activity reasons of nine marathon type store disaccharide lipids stores
for biomolecules- the eat muscle E different (9) and of Carbohydrates the 1
energy are understanding a for molecule four calories. Both runners lipids
day meal D composed your cells (4) capacities are found before since serve
answers. rich calories to has eat As carbohydrates used sustain C in it in a a
a of the of as contains cheese meal as and carbohydrates race result, for the
of the higher sources energy O energy, them energy same students Lipids
rich to and lipids store more calorie during in and sources chemical P of
storage. whereas other carbohydrates serve energy as on energy lipids, (the
content their much Y milk the for elements, Each as strategy each prolonged
two but product per cell let glucose a per
major these gram gram more gram
them the
is
In this activity, the students will perform chemical tests for carbohydrates and
lipids.
Group the students into six or ten groups (depending on the class
size). Remind students of the precautionary measures when handling
glassware and chemicals. Also, they must observe carefully the color change
of the indicator to accurately identify the biomolecules present in the food
samples.
319
Q1. Which foods tested will the body use for a quick burst of energy? Which
could be used for energy when no carbohydrates are available?
For a quick burst of energy, you need simple sugars (e.g. sucrose, honey). When no
carbohydrates are available, egg, peanut butter, fried chicken, oil, etc can be used.
Q2. Why it is that Benedicts test gives a negative (-) result with sucrose or
table sugar?
Sucrose is a non-reducing sugar because of the way the bonds are attached to the
two monosaccharides making up sucrose. It will therefore give a negative result with
Benedicts test.
Q3. What kind of foods rih in fats should be taken in moderation? Why?
Foods that are rich in saturated fats and transfats should be taken in moderation
because they are considered to be bad fats. Saturated fats raise total blood cholesterol
as well as LDL (low density lipoprotein) cholesterol (bad cholesterol). Saturated fats are
found in fatty beef, pork poultry with skin, beef fat, lard and cream, butter, cheese and
other dairy products made from whole or reduced-fat milk. A diet should emphasize
vegetables, fruits, whole grains low-fat dairy products, lean meat and poultry without
skin, fish, and nuts. On the other hand transfats are found in many commercially
packaged foods, commercially fried foods
I. Results of Carbohydrate Test

Food Sample
Test for simple sugars/ Benedicts Test
Table sugar
Pineapple
II. Results of the Ethanol Emulsion Test for Lipids
Food Sample Colorless Layer of Cloudy White
Suspension Oil
Iodine Test
Cooked pasta
Cracker
Cooked rice
Mashed potato
Peanut butter
Fried chicken
Burger
Butter
Egg
Milk
D
E
EP
Y
320 D
C
O
P
such as French fries from some fast food chains. Also, avoid too much sugar in the diet
because it is converted to fats.
The result of the activity reinforces the knowledge of the students on
carbohydrates and lipids. They know what food they will include in their diet
that will keep them going and those that they must be taken in moderation
to maintain a healthy lifestyle.
The teacher may also include caloric content lab activity to explain the
percent composition of biomolecules in food labels content. Procedure
Activity IV. Q4. Q5. Data/Results: Describe Which depending can
files/.../PSV-10-COMP-energy www.chymist.com/energy%20of%20a
%20peanut.pdf The knowledge Those D 2 be foods Food students foods what
adapted E on may Samples and food you rich P still be skills from observed
samples. in used need proteins E A. on the Test for the following to in D
building identification like explore each for of Depends brought beans.
food.pdf
Proteins test sources:www.soinc.org/sites/default/ body C another tube. by parts? of on
O students protein Answer Biuret the activity food P present Test will to samples vary
enhance Y
in foods.
their
Part B of the activity will help the students identify agents for the
denaturation of proteins; relate the denaturation of proteins to home or
ordinary activities; and explain what happens to proteins on denaturation.
321
B. The Denaturation of Proteins

Adapted from: Sourcebook on Practical Work for Teacher Trainers,
High School Chemistry volume 2, UP-NISMED
In this activity, the students will find out the different agents which can
denature proteins. They will investigate the effect of heat, electrolyte (e.g.
copper sulfate), mineral acid (e.g. HCl), and organic solvent (e.g. ethanol) on
the proteins in egg white. Egg white is more than 90% water Teaching
Adapted and Take in Cite at the rest are proteins Note: Preparation Mix
together one a small beaker. Add a Tips: from: Sourcebook on School
Chemistry volume some familiar examples home without mentioning salting,
use gata, use of guess what right answer find Make When based
denaturation answer You structures proceed out can them conducting on D
given the bring to their and discuss answer perform of is egg or you by
common E in germicides observations. how do to white the cited the not your
which when these the P students. post confirm as in to activity. portion
discussion of very (principally Practical the antidote they level relate and all
lab, egg E the of of Go prelab small 2, fungicides. their perform make of
white denaturation these of UP-NISMED term to back D structure egg Work
for their amount the answers discussion albumin). sample:
denaturation, them lead home to white the different functions. for the Oil poisoning,
activity. define is C Teacher of practices. different yet. with your extraction affected
sodium and levels Tell five denaturation students Then O e.g. confirm Trainers, them
examples portion etc. by chloride. Withhold of pickling, you from protein denaturation. P
Make that encounter
the may of coconut High
they correct water
of the Y
them
will
Answers to Guide Questions:

Q6. Answer will vary.
Q7. Copper sulfate is used as a fungicide in the garden. Explain the relation of
this application to what you just observed.
The copper ion is the part of copper sulfate that has toxic implications for the fungi.
The copper ion causes protein denaturing which leads to cell damage.
322
Q8. A 70% solution of ethanol in water is used as a disinfectant. Explain the

basis for this application.
A 70% alcohol solution is used as a disinfectant on the skin. This concentration of
alcohol is able to penetrate the bacterial cell wall and denatures the proteins and
enzymes inside the cell. Alcohol denatures proteins by disrupting the side chains
intramolecular hydrogen bonding.
2. Get test tube D and apply heat. Observe any change.
Q9. Q10. Note: Answers Describe denaturation Give The and 1. 2. 3. 4.
5. 6. 7. D The transparent (water-loving). are aggragate Preservation of
microorganisms B C D A D B C same nucleic other denatured reason proteins.
to E what the strategy examples so of acids. why appearance happens.
P Summative proteins. that Vinegar and However, of proteins (jigsaw) they are foods
unfolded E of killed ordinary become and is when by of D will because egg when salts
exposing pickling Test be heat activities insoluble white used are their C these is and or
hydrophobic agents dissolve applied, cell followed at in salting proteins O home proteins
water. for the in in that water involve denaturation. P protein are amino discussing are
involves hydrophilic giving denatured. Y acids denaturation molecules
a
proteins the
that
Decay
8. B 9. C 10. C 11. A 12. A 13. C 14. D 15. B
323
Summary: (LeMay Jr., 2000)

Carboydrates
They are molecules made from aldehydes and ketones containing numerous hydroxyl
groups.
Monosaccharides are composed of a single units of carbohydrates.
Lipids
Disaccharides consist of two monosaccharides that are combined.
Polysaccharides monosaccharide They hydrogen Fats glycerol Waxes alcohol and are
are and and oils water and lipids a three are fatty oxygen.
insoluble that triglycerides monomers. fatty acid. are come acids. molecules from
polymers that the come that combinations C are from containing O composed the
combinations of P a chemically numerous Y
of carbon,
of
long-chain
Proteins
Proteins in the nails Enzymes Nucleic Acids
Deoxyribonucleic nucleic up of and nucleotides. body. E acids.Both are connective are
One polymers proteins P of acid DNA which E tissues. that (DNA) of and amino are D
act RNA found and as acids.They biological are Ribonucleic as polymers structural
catalysts.
have acid that materials many (RNA) are functions in hair,
five group. Nucleotides D
carbon sugar, are molecules a nitrogen-containing that are composed base, and of
three a phosphate
parts: made are
a
Both proteins and nucleic acids contain nitrogen in addition to carbon,
hydrogen and oxygen in their structures.
324
Glossary of Terms
Biomolecule is any large molecule that is produced by a living organism, including
large macromolecules such as proteins, polysaccharides, lipids and nucleic acids.
Dehydration synthesis/condensation is a molecules are joined by removing a
molecule Hydrolysis is a reaction in which water is added D the Monomer molecules
Polymer units reactant E called is P
is to a monomers into make a large small two E a organic product polymer; molecule D
molecule molecules. repeating that C
combines consisting O units process of to P a water. reactant, by Y
which breaking two
with other similar of a polymer
of small repeating
325

:
Davis, Raymond E., Frey, Regina, Sarquis, Mickey, Sarquis Jerry L. (2009).
Modern Chemistry (Teachers edition) Holt, Rinehart and Winston, USA
LeMay, Jr. Eugene H., et.al. (2000). Chemistry Connections to Our Changing
World (Teachers edition) Prentice Hall, Inc. Upper Saddle River, NJ 07458
Chang, Raymond, (1998). Chemistry. 6th edition. Mc Graw-Hill Companies,
Mendoza, Sourcebook http://www.rawfoodexplained.com/carbohydrates/classificationsofhttp://www.austincc.edu/biocr/1406/lec/carbs/index.html
http://www.rawfoodexplained.com/carbohydrates/the-role-of-carbohydrates-inhttp://www.rawfoodexplained.com/carbohydrates/sources-of-carbohydrates.
http://www.laney.edu/wp/cheli-fossum/files/2012/01/Classification-of-Lipids.pdf
http://www.ehow.com/about_5412277_sources-lipids.html
http://www.livestrong.com/article/238909-food-sources-of-fats-lipids/
http://wps.aw.com/bc_goodenough_boh_4/177/45509/11650458.cw/index.
http://healthyeating.sfgate.com/lipids-used-body-8282.html
http://www.biology.lifeeasy.org/1877/what-are-the-major-functions-of-lipids-inInc.
Phoenix volume carbohydrates.html
the-body.html
html
html Estrella on D 2, Publishing Practical UP-NISMED E., E Religioso, Work House P
for Teresita Inc. E Teacher 927 D
F. Quezon Trainers, (1999) C
Chemistry. Avenue, High O
School Quezon 2nd P
Chemistry Edition City.
Y
living-organisms
http://wps.prenhall.com/wps/media/objects/602/616516/Chapter_09.html
http://www.aiche.org/sbe/conferences/international-conference-biomolecularengineering-icbe/2013/events/experimental-computational-tools- engineeringbiomolecules http://encryptedtbn0.gstatic.com/images?q=tbn:ANd9GcTXNSx_t_
qB2uvf19bKgYvegm1_bLTRKOr9CShmeSb5LRWyuliu
326

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DEPED TAMBAYAN http://richardrrr.blogspot.

Science Grade 10 Teachers Guide First Edition 2015

Layout Artists: Joselito B. Asi and John Ralph G. Sotto

Part 1. Collision Theory........................................300

Unit 4: Matter and its Interactions

For the Teachers

D. Gases and Its Pressure

Volume units and their equivalents:

Q4. What is the relationship between volume and pressure of gases at

Table 8. Data on Volume-Temperature Relationship

E temperature The the V .

2 temperature volume = = = = = V (2.3L) 1 E T

(318K) / (20C +273.15) = 2.4 L The volume decreases, so the temperature is

, the answers to the

temperature would its pressure be equal to 760. mmHg?

3. A 2.5L temperature Answer: D P

at at 473K. What 1140torr?

Avogadros answers to the following Hypothesis questions:

Ideal Gas Law

Kinetic Molecular Theory

Summative Assessment Key

References and Links

KEY CONCEPT TO EMPHASIZE: When a physical change occurs, there is no breaking

Table 5. Copper Sulfate-Sodium Hydroxide Reaction

MgO 3 Hydrogen peroxide Water,

Recheck if they have the correct data in Table 8

Figure 1. Combination Reaction

Figure 4. Double Decompisition

Figure 5. Types of Chemical Reactions

7. Decomposition 8. Combustion 9. Acid- Base 10. Double Displacement

solution. From blue, CUuSO

Balancing KEY CONCEPT Act

O, try another 9. Use this

Steps in Balancing Equations:

Al = 2 Al = 2 Cu = 3 Cu = 3 Cl = 6 Cl = 6 The chemical equation is now balanced, therefore it now

KEY CONCEPT TO EMPHASIZE: For a chemical equation to conform to the Law of

B. Effect of Temperature on Reaction Rate

is written below the arrow.

Major Chemical Pollutants in Photochemical Smog: Sources and

- photolysis - P formed sometimes E from

from stratospheric ozone intrusions

Chemical Reactions Used to Generate the Gas in Car Airbags

to decompose. The nitrogen gas that is generated

(g) Second Reaction Na

alkaline silicate (glass)

The Effect Of The Haber Process On Fertilizers

How To Prevent Fires

Class D Flammable metals

The overall result is the net removal of an O

molecule from the stratosphere:

by a car, such as carbon make car exhaust a An efficient catalytic unburned

before the exhaust is discharged

Answer to Summative Assessment:

References and Links

Chang (2006) Chemistry 11th Edition McGraw-Hill Inc New York

Suggested Procedure for the Jigsaw strategy

Suggested academic Biochemistry 3rd Principles of Biochemistry

2. The same strategy will be used or followed in discussing proteins and

Answers to Developmental Questions in the learners material: