KRIZZA ANGELIC B.

YTURIAGA
CHEMISTRY
BSCpE 1-2

Activity 1: CRYSTALLINE SOLID

Objective: Identify the type of crystalline solid formed by a substance.
Materials: Paper and pen
Direction: Identify the type of crystalline solid (metallic, network covalent, ionic, or
molecular) formed by each of the following substances.
IONIC _1. CaCl2 MOLECULAR6. CH3CH2CH2CH3
COVALENT _2. SiC MOLECULAR 7. HCl
MOLECULAR 3. N2 IONIC 8. NH4NO3
METALLIC 4. Fe IONIC 9. K3PO4
COVALENT _ 5. C (graphite) COVALENT 10. SiO2

Q1. Explain why ice, which is a crystalline solid, has a melting temperature of 0 °C,
whereas butter, which is an amorphous solid, softens over a range of temperatures.
Ice is a crystalline solid with a structure that helps to keep hydrogen bonds stable.
As a result, ice has a distinct melting point at which it melts at a single temperature. Butter is
an amorphous solid with different intensities of Vander wall forces in the forming particles.

Activity 2: CONCEPTUAL PROBLEMS

Objective: Determine the difference in the structure of crystalline and amorphous
solids.
Materials: Paper and pen
Directions: Read and answer the questions briefly but substantially. Write your
answer on the space provided.
a. Why is the arrangement of the constituent atoms or molecules more important
in determining the properties of a solid than a liquid or a gas?
Because solids have more stable long-range organization, the arrangement of atoms or
molecules is more significant in defining their properties. As evidenced by the wide temperature range
across which melting occurred, the original solid contained the desired chemical in an amorphous state.

b. A student obtained a solid product in a laboratory synthesis. To verify the

identity of the solid, she measured its melting point and found that the material
melted over a 12°C range. After it had cooled, she measured the melting point
of the same sample again and found that this time the solid had a sharp
 melting point at the temperature that is characteristic of the desired product.
Why were the two melting points different? What was responsible for the
change in the melting point?

The initial solid included the necessary chemical in an amorphous state, as demonstrated
by the wide temperature range over which melting occurred. As a result of the delayed cooling,
the liquid crystallized, as evidenced by the sharp second melting point measured at the predicted
temperature.

Activity 3: CRYSTAL SYSTEMS

Objectives:
• describe the main points of difference between a crystalline solid and an
amorphous solid.
• recognize and identify at least 3 of the 7 crystal systems;

Introduction/background
Traditional ceramics are clay-based. Clays have a mineral composition and
minerals have a crystalline structure. A mineral is defined as a naturally occurring
inorganic substance with a certain chemical composition and set of physical
properties. Many minerals occur in characteristic crystal shapes.

A crystalline solid is made up of an orderly repeating pattern of constituent

atoms, molecules or ions extending in all 3 spatial dimensions.

A limited number of crystal shapes have been found in nature. There are
only 7 groups, or crystal systems, into which all naturally occurring crystals can be
placed. Careful observation of crystal shapes is one of the best ways to classify
and distinguish between different minerals. This activity focuses on three of these
crystal systems – cubic, triclinic, and rhombohedral.

What you need

• Crystal systems diagram
• Copies of the student worksheet
• Small dropper bottles of 1 molL -1 solutions of sodium chloride (NaCl) and copper
sulfate (CuSO4)
• Clean ‘golden’ beach sand
 • Simple light microscope plus microscope slides
• Electric hot plate
• Templates to construct models of cubic, triclinic, and rhombohedral crystal
systems
• Paper glue

What to do

1. Hand out copies of the crystal systems diagram and discuss with the class.
Explain that they will be investigating 3 of these crystal systems – cubic, triclinic,
and rhombohedral.

2. Make sure each student has the necessary materials and equipment and a copy
of the student worksheet and templates.

Student worksheet – Studying crystal systems

Note: Please refer to the figure below for the reference of cubic, triclinic,

and rhombohedral crystals.

1. Cubic crystals:
• Place a drop of the sodium
chloride solution supplied
in the center of a
microscope slide.
• Gently heat the slide by
placing it on a hot plate
(low setting).
• When all the water has
evaporated, view the
sodium chloride crystals
that remain under the low
power of a microscope.
 • Note the shape of the crystals and sketch what you see.
2. Triclinic crystals:
• Place a drop of the copper sulfate
solution supplied in the center of a
microscope slide.
• Gently heat the slide by
placing it on a hot plate
(low setting).
• When all the water has
evaporated, view the
copper sulfate crystals that
remain under the low
power of a microscope.
• Note the shape of the
crystals and sketch what
you see.

3. Rhombohedral crystals:
• Place a small sample of
beach sand in the center of
a microscope slide and
spread out the grains.
• View under the low power
of a microscope.
• Note the shape of the
grains with a clear or
whitish appearance –
these are grains of the
mineral quartz.
Sketch what you see.

4. Compare the sketches you have drawn to the crystal systems diagram.
5. The mineral halite, a naturally occurring form of sodium chloride, has a cubic
crystal structure. Use the cubic crystal template to construct a model of a halite

crystal. Fold all edges. Glue the tabs and stick together.
6. The feldspar minerals plagioclase and orthoclase have a triclinic crystal
structure. Copper sulfate crystallizes out of solution as triclinic crystals just like
the feldspars. Use the triclinic crystal template to construct a model of a feldspar
mineral crystal. Fold all edges. Glue the tabs and stick together.

7. Quartz minerals are commonly found in beach sand. These tiny grains have a
rhombohedral shape (cubic system stretched along a body diagonal). Use the
rhombohedral crystal template to construct a model of a quartz crystal.

8. Crystal systems
Activity 4: BUILD ME UP

Objectives:
• use models to point out the angular and side length differences that
characterize the cubic, triclinic, and rhombohedral crystal systems.

Materials: template of cubic, triclinic, and rhombohedral crystal system

Directions: Use the given template to point out the angular and side length
differences that characterize the cubic, triclinic, and rhombohedral crystal systems

Cubic crystal template

All axes are of equal length. All axes are at 90° to one another.

All axes are of variable lengths. All axes are at variable angles.
Rhombohedral crystal template

All the axes are equal. All axes are at angles other than 90°.

Activity 5: CRYSTALLINE AND AMORPHOUS SOLID (Pre-lab)

Objective: Distinguish between crystalline and amorphous substances.
Materials: Worksheet
Students create patterns using Altaire design

Background: The atoms in crystalline solid matter

are arranged in regular, repeating patterns. All other
types of solid matter are amorphous or without a
regular atomic arrangement. Metals and minerals
are crystalline. Glass is amorphous. Depending
upon its composition, the crystalline pattern of a
mineral may not be visible in a hand sample. In this

Electron level picture of tin

case minerals are studied using X-ray diffraction, a technique that uses the reflection
of X-rays to determine crystal structure and composition.
Procedure:
1. Observe the following diagram below illustrating crystalline versus a non-
crystalline (amorphous) patterns.

Crystalline Amorphous
2. On the worksheet, outline or fill in spaces on the Altair designs sheet to
create patterns. Your patterns are examples of order within the overall
structure of the design. This same type of organization generates
crystalline structures in minerals. The Altair designs sheet will naturally
guide your imagination through the maze of lines. Since no two students
are alike, none of you will see the same shapes, forms or patterns hidden
in these designs.

You may create some very interesting artwork.

3. After finishing your patterns pair up with your seatmate and see if there are
any similar patterns. The similarities and differences mean that there are
many types of minerals, and hence many different crystal patterns.

Activity 6: MULTIPLE CHOICE

Directions: Read each item carefully. Write the letter that corresponds to the correct
answer on the space provided.

B. _1. In amorphous solid, the atoms or molecules are held together in a

completely random formation.
A. True B. False
B. 2. Which of the following is true of solids?
 A. Solids maintain a defined shape and size under all conditions.
B. All solids maintain a defined shape and size if conditions remain constant.
C. All solids have a lattice structure at atomic level.
D. All solids have a crystalline structure.
A._3. One major difference between crystalline and amorphous solids is that A.
Crystalline solids have precise melting point.
B. Amorphous solids have a lattice structure.
C. Crystalline solids break unpredictably and can produce curved fragments.
D. Amorphous solids always behave consistently and uniformly.
D. _4. A friend in your chemistry class is struggling to understand why crystalline
solids are grouped into four main types: network, molecular, ionic, and
metallic. Which explanation below will best help him begin to understand why
chemists might have these groups?
A. Crystalline solids all share a lattice structure but have different densities.
Chemists use the groups to organize the solids by density.
B. Crystalline solids all share a lattice structure and the same types of bonds
but are composed of different elements. These elements affect the way the
solid conducts heat and electricity.
C. Crystalline solids all share a lattice structure but behave differently under
similar conditions.
D. Crystalline solids all share a lattice structure, but the bonds that hold them
together at the atomic level differ. The elements that make up the solids
also differ. These differences affect how a solid conducts heat and
electricity, and its density.
B. _5. Solids have many different properties. solids are known for their
ability to be flattened into a sheet, stretched into a wire, and to conduct
energy well.
A. Molecular B. Metallic C. Network D. Ionic
B. _6. It is possible to tell the difference between a solid with a crystalline
structure and one with an amorphous structure just by looking at it.
A. True B. False
C. _7. An engineer is designing an electrical system and is looking for a material
to transmit energy. She has four solids available, each made with different
materials. To conduct energy most efficiently and effectively, she should use
material
 A. Whose electrons are held with ionic bonds.
B. Whose electrons are held with covalent bonds.
C. Whose electrons are held with metallic bonds.
D. That is an electrical insulator.
B. _8. Which statement is true about the properties of solids?
A. Metallic solids have a high melting point.
B. Network solids are generally not soluble in water.
C. Molecular solids do not dissolve easily in water.
D. All ionic solids are similar in density.

Reflection

1. I learned that solid have two categories: Crystalline solid and Amorphous solid.
Crystalline are solids featuring highly ordered arrangements of their particles in
microscopic structures while amorphous "without form" are solids in which the particles
are not arranged in any specific order or the solids that lack the overall order of a crystal
lattice. The type of solid are ionic, metallic, covalent network, and molecular.

2. I enjoyed most on the part of this module that I study is the lesson of different type of
solid, the ionic, metallic, covalent network, and molecular that each of them has different
strength on how they are form and their solid structures.

3. I want to learn more on the seven-crystal system. In the matter of fact this is the first
time that I encounter this shape not the cube one. I want to know where we can find that 7
groups in nature. Is there a possibility that in Mindoro have minerals like that?
 Activity 1: WATER AND CARBON DIOXIDE
Objective: determine the state of water at each given temperature and pressure.
Materials: Paper and pen
Figure A. Figure B

A. Directions: Using the phase diagram (fig. a) for water, determine the state of H 2O
at the following temperatures and pressures. Write your answer on the space
provided.

SOLID _1. -10 °C and 50 kPa

LIQUID _2. 25°C and 90 kPa
LIQUID _3. 50°C and 40 kPa
GAS _4. 80°C and 5 kPa
SOLID _5. -10°C and 0.3 kPa

B. Directions: Using the phase diagram for carbon dioxide, determine the state of
CO2 at the following temperatures and pressures. Write your answer on the space
provided.

LIQUID 6. −30 °C and 2000 kPa

SOLID _7. −60 °C and 1000 kPa

GAS _8. −60 °C and 100 kPa

LIQUID _9. 20 °C and 1500 kPa

GAS _10. 0 °C and 100 kPa

ACTIVITY 2: CRITICAL THINKING (H2O AND CO2)
Objective: Interpret the phase diagram of water and carbon dioxide.
Materials: Paper and pen
Directions: Read and analyze the given problem, then answer the questions below.
Write your answer on the space provided.
Problem: Imagine a substance with the following points on the phase diagram: a
triple point at .5 atm and -5ºC; a normal melting point at 20ºC; normal boiling point at
150ºC; and a critical point at 5 atm and 1000ºC. The solid liquid line is “normal”
(meaning positive sloping). For this, complete the following:

1. Describe what one would see at pressures and temperatures above 5 atm and
1000ºC.
 When approaching the point, one would see a super-critical fluid and the
meniscus between the liquid and gas.
2. Describe what will happen to the substance when it begins in a vacuum at -15 ºC
and is slowly pressurized.
 As the temperature is below the tripe point, the substance would begin as
a gas and, as pressure increased, it would compress and eventually solidify
without liquefying.
3. Describe the phase changes from -80ºC to 500ºC at 2 atm.
 The substance would melt somewhere near but above 20 °C and boil
somewhere near but above 150 °C. Because neither the pressure nor the
temperature reaches the critical pressure or temperature, it does not form a
super-critical fluid.

ACTIVITY 3: THE COOL CHEMISTRY OF DRY ICE

Objective: Interpret the phase diagram of water.
Materials: Paper and pen
Directions: Read and analyze the given problem, then answer the question below.
Write your answer on the space provided.
Problem: Referring to the phase diagram of water in figure 12.4.2, predict the
physical form of a sample of water at -0.0050ºC as the pressure is gradually
increased from 1.0 mmHg to 218 atm. Write your answer on the space
provided.
https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_General_Chemistry_(Petrucci_et_al.)/12%3A_Intermolec
ular_Forces%3A_Liquids_And_Solids/12.4%3A_Phase_Diagrams

a. The sample begins as a gas, condenses to a solid as the pressure rises, and then
melts as the pressure rises further, yielding a liquid.

ACTIVITY 4: DIHYDROGEN MONOXIDE

Objective: Interpret the phase diagram of water.
Materials: Paper and pen

A phase diagram of water is shown below

B 4
C (374 °C, 218 atm)

1 2
3
A (0.01 °C, 0.00603 atm)

Temperature

https://scilearn.sydney.edu.anu...
1. Identify the four phases shown as 1-4 in the phase
diagram.
 a. SOLID c. GAS
b. LIQUID d. SUPER CRITICAL FLUID

2. What names are given to the points A and C?

a. TRIPLE POINT b. CRITICAL POINT

ACTIVITY 5: CARBON DIOXIDE

Objective: determine the state of water at each given temperature and pressure.
Materials: Paper and pen
Directions: Answer the following questions based on the P-T phase diagram of
carbon dioxide.
Write your answer on the space provided.

Phase diagram of carbon dioxide

https://www.toppr.com/ask/question/answer -the-following-questions-based-on-the-pt-phase-diagram/

1. At what temperature and pressure can the solid, liquid and vapor phases of
CO2 co-exits in equilibrium?
 At the triple point, the three phases can coexist. According to the
graph, it is -56.6°C and 5.11 atm.
2. What is the effect of decrease of pressure on the fusion and boiling point of
CO2?
 Both the fusion and boiling points of carbon dioxide decrease as
pressure decreases.
 3. What are the critical temperature and pressure for CO 2?
 The critical temperature for carbon dioxide is 31.1°C and the critical
pressure is 73.0 atm.

1. I learned that how to determined the state of each temperature and pressure.
2. I enjoyed most on the part of different phase diagram that show us about the temperature
and pressure.
3. I want to learn more on more on phase diagram in any different substances
ACTIVITY 1: THE COOLING CURVE OF WATER

Directions: Using the curve below describe what is happening between each of the
points:

i. A-B GAS
ii. B-C CONDENSATION
iii. C-D LIQUID
iv. D-E FREEZING
v. E-F SOLID

ACTIVITY 2: THE HEATING CURVE OF WATER

Directions: Use the cooling curve below to answer the following questions.
 1. In which region(s) does temperature remain constant? REGIONS II AND IV

2. In which region(s) does temperature increase? REGIONS I,II, AND V

3. In which region(s) of the graph does a phase change occur? REGIONS II

AND IV

4. In which region(s) of the graph would the substance only be in one phase?
REGIONS I,III, AND V

5. In which region(s) of the graph would the substance be a solid only? REGION
I

6. In which region(s) of the graph would the substance be a solid and a liquid?
REGION II

7. In which region(s) of the graph would the substance be a liquid and a gas?
REGION IV

8. In which region(s) of the graph would the substance be a gas only? REGION
V

9. In which region(s) of the graph does boiling take place? REGION IV

10. In which region(s) of the graph does melting take place? REGION II

Reflection:

1. I learned that the opposite of melting is freezing, and both reflect a state of
balance between solid and liquid states. When a liquid transforms into a gas, it
is called evaporation. Condensation is the polar opposite of vaporization, and
they both reflect the condition of balance between liquid and gas. Sublimation
and deposition are the opposites of each other, and both reflect a condition of
equilibrium between solid and gas.

2. I enjoyed most on the graph because I determined now how to use the
heating curve and cooling curve.

3. I want to learn more on graphing.

ACTIVITY 1: CHOOSE THE “RIGHT” ONE

Directions: Read and analyze the following questions and choose from the given
options the best correct answer.

1. Which of the following is not the unit of concentration?

a. Mole/m3
b. Molar
c. N/m3
d. Ppm
2 Which of the following material present in a solution is largest in amount?
a. Salt
b. Solute
c. Solvent
d. Molecules
3 Which of the following is defined as the relative amount of solute and solvent in a
solution?
a. Polarity
b. Solubility
c. Miscibility
d. Concentration

4 Which of the following describes a solvent in a solution?

a. Always a water
b. Always a liquid
c. The substance being dissolved
d. The substance present in the greatest amount

5 Which of the following is defined as the quantity of solute per unit volume? a.
Density
b. Concentration
c. Mole
d. None of the above mentioned
ACTIVITY 2: CONCEPTUAL ANALYSIS

Directions: Base on what you have learned from this lesson and from other previous
lessons. Analyze the given statement and scientifically discuss your claim.

A solution is prepared at 20oC and its concentration is expressed in two

different units; Molarity and Molality. The solution is then heated to 88 oC.
Which of the concentration units will change?

ACTIVITY 3: MATCH ME!

Directions: Read and analyze the following questions and compute for what is
unknown in the given problem. Choose the correct numerical value from the
response list on the right. Responses on the right may be used more than once or
need not be used at all.

A. 1.43mL

1. What is the percent by volume B. 58.44g

concentration of a solution in which C. 1gram

75.0mL of ethanol is diluted to a volume
D. 12.39%
of 250mL?

E. 17.5mL
2. What volume of acetic acid is present
F. 2.0x1010ppm
in a bottle containing 350.0mL of a
solution which measures 5.00% G. 30%
concentration.
H. 60ppm

3. Find the percent by mass in which I. 8.07% H.

41.0g of NaCl is dissolved in 331g of 33.3%
water.

4. How many grams of NaCl would you

need to prepare 200.0mL of a 5M
 solution.

5. What is the ppm concentration of 6.00 mL

sample of solution that has 3.6 x 10-4 g of
sodium ions?

1. G
2. E
3. C
4. A
5. H

ACTIVITY 4: CALCULATE THE UNKNOWN

Directions: Read and analyze the following questions and compute for what is
unknown in the given problem. Show complete solution by stating the given and
unknown, and show the process from writing the formula to unit conversion (if
applicable).

1. Suppose you added 4.0 moles of sugar to 10.0 L of solution. Calculate the molar
concentration of the solution. 0.4 moles
2. A sample of water taken from a nearby lake is found to have 0.0035 mol of salt in
a 100mL solution. Determine the molar concentration of the solution in the lake.
0.035M
3. You dissolve 30.0g of sodium sulfate (Na 2SO4(s)) into 300mL of water. Calculate
the molar concentration of the solution. 0.704M
4. What is the Molality of a solution containing 7.78g of Urea [(NH 2)2CO2] in 203g of
water? 0.49m
5. Lead is a poisonous metal that especially affects children because they retain a
larger fraction of lead than adults do. Lead levels of 0.250ppm in a child cause
delayed cognitive development. How many moles of lead present in 1.00g of child’s
blood would 0.250ppm represent. 1.21 x 10-9
6. Acetone, C3H6, is the main ingredient of nail polish remover. A solution is made
up by adding 35.0mL of acetone (d=0.790g/mL) to 50.0mL of ethyl alcohol, C 2H6O
(d=0.789g/mL). Assuming volumes are additive, calculate (a) the mass percent of
acetone in the solution. (b) the volume percent of ethyl alcohol in the solution. (c) the
mole fraction of acetone in the solution.
 a. 4.17%
b. 58.8%
c. 0.358 moles

ACTIVITY 5: EXPRESSING CONCENTRATION IN DIFFERENT UNITS

Directions: Read and internalize the short story below and answer the questions
that follow. Complete solution is required.

“The coronavirus disease (COVID-19) is an infectious disease caused by a new

strain of coronavirus. This new virus and disease were unknown before the
outbreakbegan in Wuhan, China, in December 2019.
On 30 January 2020, the Philippine Department of Health reported the first case of
COVID-19 in the country with a 38-year-old female Chinese national. On 7 March,
the first local transmission of COVID-19 was confirmed. WHO is working closely with
the Department of Health in responding to the COVID-19 outbreak.” Aki and her
family were alarmed with the news they watched and so first thing in the morning
they rush to the nearest convenient store to secure disinfectant and sanitizers but
unfortunately the store already had empty shelves of the essentials they needed.
They went to other stores searching and to their dismay they acquired nothing. They
were on their way home when she suddenly remembered her past lesson on
“solutions”, and so she immediately ran back to the store and purchase the things
she needed for her simple experiment. She bought a bleach (Zonrox), gloves and
measuring spoon and cups. Arriving at home she then put her gloves on and
prepared the things she needed such as; 5tbsp bleach (0.0739L), 1 gallon of water
(3.8L), pail and stirring rods. Using the pail with 3.8L of water, she carefully poured
the 5tbsp bleach solution and then mixed it with the stirring rod. And they now have a
disinfectant.

In connection to her home made disinfectant and with our lesson, we will express her
solutions’ concentration into different units; Molarity, Molality, Percent by mass,
Percent by volume, mole fraction and ppm.

Questions:

1. What is the molar concentration of Aki’s disinfectant if she dissolved 5Tbsp. of

NaClO (sodium hypochlorite) in 3.8 liters of H2O (water)? 0.256M
2. Compute for the molality of her disinfectant if she dissolved 5Tbsp. of NaClO
(sodium hypochlorite) in 3.8 liters of H2O (water). 0.261m
3. Calculate the percent by mass of sodium hypochorite in her disinfectant solution. (
5Tbsp. of NaClO (sodium hypochlorite) and 3.8 liters of H 2O (water). In units of
grams for both of the solute and solvent. 1.91%
4. Calculate the mole fraction of sodium hypochorite and water in Aki’s solution.
( 5Tbsp. of NaClO (sodium hypochlorite) and 3.8 liters of H 2O (water). 0.0467
NaCIO and 0.995 H2O
5. Calculate the percent by volume of the disinfectant Aki made. Units in mL.
6. What is the concentration of her solution in parts per million? ( 5Tbsp. of NaClO
(sodium hypochlorite) and 3.8 liters of H2O (water).
Reflection

1. I learned that there are different methods of expressing solution concentrations

namely, Molarity, Molality, Percent by Mass, Percent by Volume, Mole fraction and
Parts Per Million. These methods are used to express relative amounts of solute
and solvent in a solution.
2. I enjoyed most on analyzing the given examples.
3. I want to learn more on how to solve on higher examples.
ACTIVITY 1: FILL THE EMPTY LINE
Directions: Read the following statement below and solve the problem. In the
equation that follows each problem, write on the space provided for the mole ratio
that can be used to solve the problem. Write the correct answer on the space
provided for.
The reaction of sodium peroxide and water produces sodium hydroxide
and oxygen gas. The following balanced chemical equation represents the
reaction.
2 Na2O2(s) + 2 H2O(l) → 4NaOH(s) + O2(g)
1. How many moles of NaOH are produced when 1.00 mol sodium peroxide reacts
with water?
1mol Na2O2 x 4mol NaOH = 2.0 mol NaOH
2. How many moles of oxygen gas are produced when 0.500 mol sodium peroxide
reacts with water?
0.5 mol Na2O2 x 1mol O2 _ = 0.25 _ mol O2
3. How many moles of sodium peroxide are needed to produce 1.00 mol NaOH?
1 mol NaOH x 2mol Na2O2 = 0.5 _ mol NaOH
4. How many moles of water are required to produce 2.15 mol oxygen gas?
2.15 mol O2 x 2mol H2O = 4.3 _ mol H2O
5. How many moles of water are needed for 0.100 mol of sodium peroxide to react
completely?
0.100mol Na2O2 x 2mol H2O _= 0.1 _ mol H2O

ACTIVITY 2: SIMPLE STOICHIOMETRY

Directions: Solve the following stoichiometry grams – grams problems.

The combustion of a sample of butane, C 4H10 (lighter fluid), produced 2.64

grams of water.
2 C4H10 + 13O2 8CO2 + 10H2O
a. How many moles of water formed? 2.64g of H2O x 1mol H2O = 0.147 mol H2O
18kg H 2O
b. How many moles of butane burned? 0.147mol H2O x 2mol C4H10 = 0.294 mol H2O
10 mol H 2O

c. How many grams of butane burned?0.0294mol C4H10 x 58g C4H10 = 1.705g C4H10
1 mol

d. How much oxygen was used up in moles? 0.147mol H2O x 13 mol O2 = 0.191
mol
10 mol H 2O

e. How much oxygen was used up in grams? 0.191mol O2 x 32 g O2 = 6.112g O2

1 mol O 2

ACTIVITY 3: THINK ABOUT IT!

Directions: Solve the following simple stoichiometry problems.

1. 123 mL of a 1.00 M solution of NaCl is mixed with 72.5 mL of a 2.71 M solution of

AgNO3. What is the mass of AgCl(s) formed in the precipitation reaction?
AgNO3(aq) + NaCl(aq) AgCl(s) + NaNO3(aq)
 AgCl(s) = 17.6g

2. What volume (mL) of 0.70 M Sodium hydroxide (NaOH) is needed to neutralize 270 mL of
0.40 M Sulfuric acid (H2SO4)?

2 NaOH + H2SO4 Na2SO4 + 2 H2O

 NaOH = 3.09 ml

3. Hydrogen gas can be produced through the following reaction.

Mg(s) + 2HCl(aq)  MgCl2(aq) + H2(g)

a. How many grams of HCl are consumed by the reaction of 2.50 moles of
magnesium?
 HCI = 182 g

b. What is the mass in grams of H 2 gas when 4.0 moles of HCl is added to the
reaction?
 H2 = 4.0 g
4. Acetylene gas (C2H2) is produced as a result of the following reaction.

CaC2(s) + 2H2O(l)  C2H2(g) + Ca(OH)2(aq)

a. If 3.20 moles of CaC2 are consumed in this reaction, how many grams of H 2O
are needed?
 H2O = 115g

b. How many grams of Ca(OH)2 would be formed with 3.20 moles of CaC2?

 Ca(OH)2 = 237g

5. Laughing gas (nitrous oxide, N 2O) is sometimes used as an anesthetic in dentistry.

It is produced when ammonium nitrate is decomposed according to the following
reaction.

NH4NO3(s)  N2O(g) + 2H2O(l)

a. How many moles of NH4NO3 are required to produce 33.0g of N 2O?

 NH4NO3 = 0.749 mol
b. How many moles of water are produced with 45.0g of N 2O?
 N2O = 2.04 mol

ACTIVITY 4: GIVE ME MY VALUE

Directions: Complete the equation by writing the correct value on the space
provided for.
For questions 1 – 3, refer to the equation below
4 Fe + 3 O2  2 Fe2O3
1. How many moles of Fe2O3 are produced when 0.275 moles of Fe is reacted?

0.275 mol Fe 2mol Fe2O3

0.138mol Fe2O3
4mol Fe
2. How many
moles of Fe2O3 are produced when 31.0 moles of O2 is reacted?

31.0mol O2 2mol Fe2O3

20.7 mol Fe2O3
3mol O2

3. How many moles of O2 are needed to react with 8.9 moles of Fe?
 8.9 mol Fe 3mol O2
6.7mol O2
4 mol Fe

For questions 4 – 6, refer to the equation below

2 KClO3  2 KCl + 3 O2

4. How many moles of O2 will be formed from 1.65 moles of KClO3?

1.65 mol KClO 3 3mol O 2

2.48 mol O2

2mol KClO 3

5. How many moles of KClO3 are needed to make 3.50 moles of KCl?

3.50 mol KCl 2mol KClO3 3.50mol KClO3

2mol KCI
ACTIVITY 5: GIVE ME
THE SOLUTION

Directions: Solve the following problems based on the chemical reaction below
4 Fe + 3 O2  2 Fe2O3
1. How many grams of Fe2O3 are produced when 42.7 grams of Fe is reacted?

42.6g Fe 1mol Fe 2 mol Fe2O3 159.70g Fe2O3

55.85 g Fe 2 mol Fe 1 mol Fe2O3 61.0g Fe2O3

2. How many grams of Fe2O3 are produced when 17.0 grams of O2 is reacted?

17g O2 1 mol O2 2 mol Fe2O3 159.70g Fe2O3

3 mol O2 1 mol Fe2O3 56.6g Fe2O3
32 g O2

3. How many grams of O2 are needed to react with 125 grams of Fe?

125g Fe 1mol Fe 3 mol O2 32 g O2

55.85g Fe 4 mol Fe 1mol O2 53.7 g O2
Reflection:

1. I learned that stoichiometry is the science of calculating the proportions of

reactants and products in chemical reactions. It can be used to calculate the
quantities of products and % yield from given reactants in a balanced chemical
reaction. Calculate the number of moles for each reactant to determine the
quantity of a product.
2. I enjoyed most on the activities.
3. I want to learn more on calculation of the amount of product.
ACTIVITY 1: FACT OR BLUFF
Directions: Read each statement carefully. Identify whether the statement isa FACT
or BLUFF. Draw ☺ on the space if it is a FACT and  if it is a BLUFF.
1. Colligative properties arise from the fact that solute affects the concentration of
solvent.
2. Vapor pressure is a colligative property.
3. Lowering of vapor pressure is not dependent on the number of species present
in the solution.
4. Colligative properties of solution depend on the nature of the solute and the
solvent.
5. Colligative molality is the molality times the number of solute particles per
formula unit.
6. Osmotic pressure is directly proportional to the concentration of the solution.
7. Relative lowering of vapor pressure is a colligative property.
8. The boiling point of a solution decreases in direct proportion to the molality of
the solute._
9. When non-volatile solute is dissolved in solvent, the vapor pressure of solvent is
lowered.
10. The depression of the freezing point is directly proportional to the molality of the
solvent.

ACTIVITY 2: 1 PIC, 4 SENTENCES

Directions: The pictures below illustrate the different effects of colligative properties
to solutions. Using four (4) sentences, answer the question that each picture depicts.
Write your answer on the spaces provided.

1. Why adding salt to water increases the boiling point?

When salt is added to water, the boiling

point rises because salt- dissociates into
Na and CI-ions. The addition of these
particles raises the boiling point because
part of the pressure exerted on the
atmosphere by the solution now comes
from solute particles rather than just
solvent (water) molecules. The
phenomenon is affected by the number
 2. Why does seawater have lower freezing point than pure water?

Because of the presence of salt in

seawater, its freezing point is lower than
that of pure water. To work, salt lowers
the freezing point of water by dissolving
its components into ions. This is known
as freezing point depression.
https://www.google.com.ph/url?sa=i&url=https%3A%2F%2Ftwitter.c
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. 3.
_
_
_
_
_
_
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_
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https://www.google.com/search?sxsrf=ALeKk03ZiIKudLOeyQ1ocit_Ot M
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4. Which sample has the lowest vapor pressure? Why?

5. How can you regain the crispyness of a carrot and celery that have become limp?
What colligative property is involved in the process?

When a limp carrot and celery _are

immersed in fresh water, the water _
penetrates the carrot and celery. The
_
carrot and celery stiffen and return_ to
their crispiness as a result. Osmosis
_
was used to move water from _the
surroundings to the carrot. _
_
_

https://opentextbc.ca/chemistry/chapter/11 -4 colligative -properties

ACTIVITY 3: WHO WANTS TO BE A CHEMIST?
Directions: To become a chemist and receive a score, you need to answer the
question in each level. Your score increases as you go to a higher level.

Compare the properties of 1.0 M aqueous

LEVEL 5 sugar solution to a 0.5 M aqueous solution
of NaCl.

Why is vapor pressure lowering a

LEVEL 4
colligative property?

LEVEL 3 What is needed for a liquid to freeze?

What do colligative properties of solutions

LEVEL 2
depend on?

What are the different colligative

properties of solution?
LEVEL 1

ANSWER:

Level 1 –
 Lowering of vapor pressure
 Boiling point elevation
 Freezing point depression
 Osmotic pressure

Level 2 –
 Colligative properties of solution depend on the number of particles rather than
the nature of the solvent

Level 3 –
 For a liquid to freeze, it must achieve a very ordered state that results in the
formation of the crystals

Level 4 –
  Lowering of vapor pressure is a colligative property because it only depends on
number of dissolved solute particles.

Level 5 –
 The Two solutions – one containing 1 mol of
 Despite the conc. Of NaCI = ½ the conc. Of sucrose both solutions have precisely
the same number of dissolved particles because each NaCI unit creates two particles
upon dissolution a Na+ and a CI-. Both solutions have the same freezing point, boiling
point, vapor pressure, and osmotic pressure because those colligative properties of a
solution only depend on the number of dissolved particles.

Reflection:

1. I learned that the properties are called colligative properties implying that
these properties are related to the number of solute particles, not their identities.
Colligative properties include vapor pressure lowering, boiling point elevation,
freezing point depression, and osmotic pressure.
2. I enjoyed most on answering the activities.
3. I want to learn more on illustration of effects of colligative properties to solution.