General-Chemistry-1.pdf

The Commission on Higher Education in collaboration with the Philippine Normal University

Teaching Guide for Senior High School

GENERAL CHEMISTRY 1 SPECIALIZED SUBJECT

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ACADEMIC STEM

This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit Senior High School Support Team at [email protected]. We value your feedback and recommendations.

Development Team Team Leader: Wyona C. Patalinghug, Ph.D.

Writers: Wyona C. Patalinghug, Ph.D., Vic Marie I. Camacho, Camacho, Ph.D., Fortunato B. Sevilla III, Ph.D., Maria Cristina D. Singson Technical Editors: Marlene B. Ferido, Ph.D., Janeth M. Fuentes Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D. Commission on Higher Education K to 12 Transition Program Management Management Unit Office Address: 4th Floor, Commission on Higher Education, C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-0927 / E-mail Address: [email protected] [email protected]

Copy Reader: Patricia Marie W. Baun Illustrator: Juan Miguel M. Razon, Rachelle Ann J. Bantayan, Danielle Christine Quing Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz Senior High School Support Team CHED K to 12 Transition Program Management Unit

Program Director: Karol Mark R. Yee Consultants T HIS PROJECT HIS PROJECT WAS WAS DEVELOPED DEVELOPED WITH THE P P HILIPPINE HILIPPINE N N ORMAL ORMAL U U NIVERSITY NIVERSITY .

University President: Ester B. Ogena, Ph.D. VP for Academics: Ma. Antoinette C. Montealegre, Ph.D. VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Ma. Cynthia Rose B. Bautista, Ph.D., CHED Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University Carmela C. Oracion, Ph.D., Ateneo de Manila University Minella C. Alarcon, Ph.D., CHED Gareth Price, Sheffield Hallam University Stuart Bevins, Ph.D., Sheffield Hallam University

Lead for Senior High School Support: Gerson M. Abesamis

Lead for Policy Advocacy and Communications: Averill M. Pizarro

Course Development Officers: John Carlo P. Fernando, Danie Son D. Gonzalvo, Stanley Ernest Yu Teacher Training Officers: Ma. Theresa C. Carlos, Mylene E. Dones Monitoring and Evaluation Officer: Robert Adrian N. Daulat Administrative Officers: Ma. Leana Paula B. Bato, Kevin Ross D. Nera, Allison A. Danao, Ayhen Loisse B. Dalena

This Teaching Teaching Guide by the Commission on Higher Education is licensed under a Creative Commons AttributionNonCommercial-ShareAlike NonCommercial-ShareAlike 4.0 International License. This means you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material. The licensor, CHED, cannot revoke these freedoms as long as you follow the license terms. However, However, under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

Development Team Team Leader: Wyona C. Patalinghug, Ph.D.

Writers: Wyona C. Patalinghug, Ph.D., Vic Marie I. Camacho, Camacho, Ph.D., Fortunato B. Sevilla III, Ph.D., Maria Cristina D. Singson Technical Editors: Marlene B. Ferido, Ph.D., Janeth M. Fuentes Published by the Commission on Higher Education, 2016 Chairperson: Patricia B. Licuanan, Ph.D. Commission on Higher Education K to 12 Transition Program Management Management Unit Office Address: 4th Floor, Commission on Higher Education, C.P. Garcia Ave., Diliman, Quezon City Telefax: (02) 441-0927 / E-mail Address: [email protected] [email protected]

Copy Reader: Patricia Marie W. Baun Illustrator: Juan Miguel M. Razon, Rachelle Ann J. Bantayan, Danielle Christine Quing Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz Senior High School Support Team CHED K to 12 Transition Program Management Unit

Program Director: Karol Mark R. Yee Consultants T HIS PROJECT HIS PROJECT WAS WAS DEVELOPED DEVELOPED WITH THE P P HILIPPINE HILIPPINE N N ORMAL ORMAL U U NIVERSITY NIVERSITY .

University President: Ester B. Ogena, Ph.D. VP for Academics: Ma. Antoinette C. Montealegre, Ph.D. VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Ma. Cynthia Rose B. Bautista, Ph.D., CHED Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University Carmela C. Oracion, Ph.D., Ateneo de Manila University Minella C. Alarcon, Ph.D., CHED Gareth Price, Sheffield Hallam University Stuart Bevins, Ph.D., Sheffield Hallam University

Lead for Senior High School Support: Gerson M. Abesamis

Lead for Policy Advocacy and Communications: Averill M. Pizarro

Course Development Officers: John Carlo P. Fernando, Danie Son D. Gonzalvo, Stanley Ernest Yu Teacher Training Officers: Ma. Theresa C. Carlos, Mylene E. Dones Monitoring and Evaluation Officer: Robert Adrian N. Daulat Administrative Officers: Ma. Leana Paula B. Bato, Kevin Ross D. Nera, Allison A. Danao, Ayhen Loisse B. Dalena

This Teaching Teaching Guide by the Commission on Higher Education is licensed under a Creative Commons AttributionNonCommercial-ShareAlike NonCommercial-ShareAlike 4.0 International License. This means you are free to: Share — copy and redistribute the material in any medium or format Adapt — remix, transform, and build upon the material. The licensor, CHED, cannot revoke these freedoms as long as you follow the license terms. However, However, under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, manner, but not in any way that suggests the licensor endorses you or your use. NonCommercial — You may not use the material for commercial purposes. ShareAlike — If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.

Table of Contents DepEd Curriculum Guide

i

Lesson 18: Emis Emissi sion on Spe Spect ctru rum m of Hyd Hydro roge gen, n, and and Dua Duall

Lesson 1: Matter and Its Properties

1

Nature of Matter

Lesson 2: Matter and Its Various Forms

14

Lesson 19: Flame Test (Laboratory)

158

Lesson 3: Me Measurements

19

Lesson 20: Electronic Structure of the Atom

162

Lesson 4: Measurements (Laboratory)

25

Lesson 21: Electron Configuration

175

Lesson 5: Atoms, Molecules, and Ions (Lecture)

30

Lesson 22: Period Periodic ic Rela Relatio tionsh nships ips amon among g the the Eleme Elements nts

190

Lesson 6: Atoms, Molecules, and Ions (Laboratory)

47

Lesson 23: Periodic Relationships of Main Group

203

Lesson 7: Atomic Mass

52

Elements (Laboratory)

Lesson 8: The Mole Concept and Molar Mass (Lecture)

60

Lesson 24: Ionic Bonds

208

Lecture 9: The Mole Concept and Molar Mass (Laboratory)

70

Lesson 25: Covalent Bo Bonds an and Le Lewis St Structures

220

Lesson 10: Percent Composition and Chemical Formulas

76

Lesson 26: Geometry of Molecules and Polarity

236

Lesson 11: Chemical Re Reactions an and Ch Chemical Eq Equations (L (Lecture)

82

of Co Compounds

Lesson 12: Chemical Chemical React Reactions ions and and Chemica Chemicall Equation Equationss (Laborat (Laboratory) ory)

89

Lesson 27: Geometry of Molecules and Polarity

Lesson 13: Mass Relationships in Chemical Reactions (Lecture)

94

of Molecules ( Laboratory) Laboratory)

Lesson 14: Mass Relationships in Chemical Reactions (Laboratory)

105

Lesson 28: Carbon Compounds

254

Lesson 15: Gases (Lecture)

110

Lesson 29: Polymers

284

Lesson 16: Gases (Laboratory) (Laboratory)

128

Lesson 30: Biomolecules

297

Lesson 17: Electromagnetic Waves, Planck’s Quantum Theory, and

132

Biographical Notes

314

Photoelectric Effect

Additional Images

144 144

250

317

Introduction As the Commission supports DepEd’s DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on...the on...the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.” To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate appropriate methodologies and strategies. Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas areas and com etencies. Thus, the introduction introduction of the SHS for SHS Framework.

SHS for SHS Framework

The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to accommodate accommodate diversity of teachers and environments, promote these three fundamental concepts: SAYSAY: MEANING

HUSAY: MASTERY

SARILI: OWNERSHIP

Why is this important?

How will I deeply understand this?

What can I do with this?

Through this Teaching Guide, teachers will be able to facilitate an understanding of the value of the lessons, for each learner to fully engage in the content on both the cognitive and

Given that developing mastery goes beyond memorization, teachers should also aim for deep understanding of the subject matter where they lead learners to analyze and

When teachers empower learners to take ownership of their learning, they develop independence and selfdirection, learning about both the subject matter and

Parts of the Teaching Guide

This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with innovative pedagogies. All of these elements are presented in the following parts: 1. Introduction

• Highlight key concepts and identify the essential questions • Show the big picture • Connect and/or review prerequisite knowledge • Clearly communicate learning competencies and objectives • Motivate through applications and connections to real-life 2. Motivation

• Give local examples and applications • Engage in a game or movement activity • Provide a hands-on/laboratory hands-on/laboratory activity • Connect to a real-life problem 3. Instruction/Delivery

• Give a demonstration/lecture/simulation/hands-on demonstration/lecture/simulation/hands-on activity • Show step-by-step solutions to sample problems • Give applications of the theory • Connect to a real-life problem if applicable 4. Practice

• Discuss worked-out examples • Provide easy-medium-hard easy-medium-hard questions • Give time for hands-on unguided classroom work and discovery • Use formative assessment to give feedback 5. Enrichment

• Provide additional examples and applications • Introduce extensions or generalisations of concepts • Engage in reflection questions • Encourage analysis through higher order thinking prompts 6. Evaluation

• Supply a diverse question bank for written work and exercises • Provide alternative formats for student work: written homework, journal, portfolio, group

On DepEd Functional Skills and CHED College Readiness Standards As Higher Education Institutions (HEIs) welcome the graduates of the Senior High School program, it is of paramount importance to align Functional Skills set by DepEd with the College Readiness Standards stated by CHED. The DepEd articulated a set of 21 st century skills that should be embedded in the SHS curriculum across various subjects and tracks. These skills are desired outcomes that K to 12 graduates should possess in order to proceed to either higher education, employment, entrepreneurship, entrepreneurship, or middle-level skills development.

On the other hand, the Commission declared declared the College Readiness Standards that consist of the combination of knowledge, skills, and reflective thinking necessary to participate and succeed without remediation - in entry-level undergraduate courses in college. The alignment of both standards, shown below, is also presented in this Teaching Teaching Guide - prepares Senior High School graduates to the revised college curriculum which will initially be implemented by AY 2018-2019.

College Readiness Standards Foundational Skills

DepEd Functional Skills

Produce all forms of texts (written, oral, visual, digital) based on: 1. 2. 3. 4. 5.

Solid grounding on Philippine experience and culture; An understanding of the self, community, and nation; Visual and information literacies, media literacy, literacy, critical thinking Application of critical and creative thinking and doing processes; and problem solving skills, creativity, creativity, initiative and self-direction Competency in formulating ideas/arguments logically, scientifically, scientifically, and creatively; and Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world;

Systematically apply knowledge, understanding, theory, theory, and skills for the development of the self, local, and global communities using prior learning, inquiry, inquiry, and experimentation

Global awareness, scientific and economic literacy, curiosity, critical thinking and problem solving skills, risk taking, flexibility and adaptability, initiative and self-direction

Work comfortably with relevant technologies and develop adaptations and innovations for significant use in local and global communities

Global awareness, media literacy, technological literacy, creativity, creativity, flexibility and adaptability, productivity and accountability

Communicate with local and global communities with proficiency, proficiency, orally, in writing, and through new technologies of communication

Global awareness, multicultural literacy, collaboration and interpersonal skills, social and cross-cultural skills, leadership and responsibility

Interact meaningfully in a social setting and contribute to the fulfilment of individual and shared goals, respecting the fundamental humanity of all persons and the diversity of

Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural

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5 -5>

KE Dalton’s Law of partial 4+(>>8+(>

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General Chemistry 1

120 MINS

Lesson 1: Matter and its properties Content Standard

Lesson Outline

The learners demonstrate an understanding of the properties of matter and its various forms.

Introduction

Presentation of Learning Objectives and Important Keywords

Performance Standards

Motivation

Application of the Particulate State of Matter through Syringe Test

15

Instruction

Matter and its Properties

60

Enrichment

Demonstration on the Visualization of Matter

30

Evaluation

Written Task

10

The learners shall be able to: 1. Make a representation of the particulate nature of the three phases of matter; 2. Discuss the difference between: a. Pure substances and mixtures b. Elements and compound c. Homogeneous and heterogeneous mixtures; 3. Classify the properties of matter as: a. Physical or chemical b. Intensive or extensive; and 4. Perform simple separation procedures.

Materials Projector, Computer, Flip charts Resources (1) Chang, R. & Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill.

Learning Competencies

At the end of the lesson, the learners: 1. Recognize that substances are made of smaller particles (STEM_GGC11-MP-Ia-b-1); 2. Describe and make a representation of the arrangements, relative spacing, and relative motion of the particles in the three phases of matter ( STEM_GGC11-MP-Ia-b-2); 3. Distinguish between physical and chemical properties and give examples (STEM_GGC11-MP-Ia-b-3); 4. Distinguish between extensive and intensive properties and give examples (STEM_GGC11-MP-Ia-b-4); 5. Use properties of matter to identify substances and to separate

5

6. Differentiate between pure substances and mixtures (STEM_GGC11-MP-Ia-b-6); 7. Differentiate between elements and compounds (STEM_GGC11-MP-Ia-b-7); 8. Differentiate between homogenous and heterogeneous mixtures (STEM_GGC11-MP-Ia-b-8 ); 9. Recognize the formula of common chemical substances (STEM_GGC11-MP-Ia-b-9); 10. Describe separation techniques for mixtures and compounds (STEM_GGC11-MP-Ia-b-10); and 11. Compare consumer products on the basis of their

INTRODUCTION (5 minutes) 1. Introduce the learning objectives by using the suggested protocol (Read-aloud): a. I will be able to describe the particulate nature of the different forms of matter b. I will be able to classify the properties of matter c. I will be able to differentiate pure substance and mixtures; elements and compounds; homogeneous and heterogeneous mixtures d. I will be able to recognize the formulas of some common substances e. I will be able to discuss methods to separate the components of a mixtures f. I will be able to recognize chemical substances present in some consumer products 2. Present the keywords for the concepts to be learned: a. Atoms b. Chemical properties c. Compounds d. Distillation e. Elements f. Extensive properties g. Filtration h. Gas i. Heterogeneous mixtures j. Homogeneous mixtures k. Intensive properties l. Ions m. Liquid n. Magnetic separation o. Mixtures p. Molecules q. Physical properties r. Pure substances s. Solid

Teacher Tip Display the objectives prominently on the board, so that the learners can track the progress of their learning.

Teacher Tip List these keywords on the b oard or through PowerPoint slides. Alternatively, you can write them on flip charts. The learners will be asked to complete a concept map using words from this list. Another approach is to write these keywords in meta cards of different colors.

MOTIVATION (15 minutes) removed and replaced by a seal. One syringe 1. Present two 60-mL plastic syringes with the needle removed contains a small block of wood, while the other contains entrapped air. The plunger is set to touch the wood block, as shown below:

2. Ask them what will happen if the plunger will be pushed down the syringe. 3. Make one learner push the plunger in the two syringes, and check if they have predicted the behavior of the plunger in the two syringes correctly. 4. Ask them to answer the question: Why is it easier to compress the entrapped air than the wood block? 5. Highlight that a particulate model for matter is very useful in explaining the properties of matter. Point out that some basic concepts on matter that have been introduced in junior high school will be reviewed in this lesson.

INSTRUCTION (60 minutes) 1. Construct the following block diagram and make the learners fill it up using the keywords listed in the board.

Teacher Tip This demonstration is meant to make them realize the usefulness of visualizing matter being made up of particles. It is likely that their answers will be based on what they will recall from experience and from what they learned from junior high school: that the plunger can be moved more easily in the syringe containing an entrapped gas than in the other syringe containing a solid. • A gas is made up of particles that are far apart from each other, which can be pushed closer towards each other; • A solid is made up of particles which are compact, so that it is no longer possible to push these particles closer to each other. Let them recognize that the keywords to be encountered in the lesson are commonly used to describe the things around them. Teacher Tip Make them take turns in filling up each box with the correct keyword (or in placing the proper meta cards). The block diagram can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. Answer for Number 1 The keywords to be placed are: atoms; atoms; ions; ions; molecules. molecules.

particles differ from each other? 2. Ask them to answer the question: How do the following particles a. Atoms b. Molecules

Answer for Number 2 a. Atoms – the smallest particle b. Molecules – composed of atoms c. Ions – particles with charges In case they fail to recall the differences, a short discussion might be necessary. necessary. Also,

3. Construct the following block diagram and make them fill it up using the keywords listed in the board.

Answer for Number 3 The block diagram can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. The keywords to be placed are: solid; solid; liquid; liquid; gas

Answer for Number 4 The arrangement of the particles for solid, liquid, and gas, respectively are:

4. For the bottom layer of boxes, ask them to illustrate how the particles are distributed or arranged in each state of matter using circles. 5. Ask them to answer the following questions: a. How separated are the particles in each state of matter? b. How free are the particles to move in each state of matter? 6. Ask them to classify the following substances according to the three states of matter: a. Iron nail b. Sugar c. Syrup d. Air e. Ice f. Alcohol

Answer for Number 5 • Solid: closely packed; restricted motion • Liquid: far apart; free movement • Gas: Gas: very very far far apar apart; t; very very free free (chaot (chaotic) ic) movement Answer for Number 6 a. Solid b. Solid c. Liquid d. Gas e. Solid f. Liquid

7. Construct the following block diagram and make them fill it up using the keywords listed in the board.

Answer for Number 7 The block diagram can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. The keywords to be placed are: physical properties and properties and chemical properties (left properties (left cluster); and extensive properties and properties and intensive properties (right properties (right cluster).

8. Ask them to answer the following questions: a. What is the difference between physical properties and chemical properties? b. How do the extensive properties differ from the intensive properties?

Answer for Number 8 a. In physical properties, no change in composition takes place during the determination or measurement of these properties. On the other hand, in chemical properties, a change in composition occurs during the determination or measurement of these properties. b. Extensive properties change their value when the amount of matter or substance is changed. Meanwhile, intensive intensive properties do not change their value when the amount of matter is changed. In case they fail to recall the differences, a short discussion might be necessary. necessary. Also, refer them to read Chapter 1 of the resource book (Chang, R. & Goldsby, K., Chemistry).

9. Ask them to classify the following examples as physical or chemical properties: a. Melting of ice b. Evaporation of water c. Rusting d. Digestion

Answer for Number 9 a. Physical property b. Physical property c. Chemical property d. Chemical property

10. Ask them to classify the following examples as intensive or extensive properties: a. Boiling point b. Weight c. Volume

Answer for Number 10 a. Intensive property b. Extensive property c. Extensive property d. Intensive property

d. Density 11. Construct the following block diagram and make them fill it up using the keywords listed in the board.

Answer for Number 11 The block diagram can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. The keywords to be placed are: pure substances and substances and mixtures (top mixtures (top cluster); elements and elements and compounds (bottom compounds (bottom left cluster); homogeneous mixtures and mixtures and heterogeneous mixture (bottom mixture (bottom right cluster).

substances differ from mixtures? mixtures? 12. Ask them to answer the question: How do pure substances

Answer for Number 12 Pure substances are composed of only one component, while mixtures are composed of several components. In case they fail to recall the differences, a short discussion might be necessary. necessary. Also, refer them to read Chapter 1 of the resource book (Chang, R. & Goldsby, K., Chemistry).

13. Present the following substances (or pictures of these substances), and ask them to answer the question: Which of the following are pure substances substances and which are mixtures? a. Table sugar b. Table salt c. Iodized salt d. Brown sugar e. Distilled water f. Soft drinks

Answer for Number 13 a. Pure substance b. Pure substance c. Mixture d. Mixture e. Pure substance f. Mixture g. Pure substance h. Mixture

g. Oxygen gas (in tank) h. Human breath compounds? 14. Ask them to answer the question: What is the difference between elements and compounds? Give examples of each.

homogeneous and 15. Ask them to answer the question: What is the difference between homogeneous heterogeneous mixtures?

Answer for Number 14 • Elements are pure substances that are made up of only one kind of atoms. Possible examples: iron; gold; mercury • Compounds are pure substances made up of two or more kinds of atoms. Possible examples: salt; sugar; water • In case they fail to recall the differences, a short discussion might be necessary. necessary. Also, refer them to read Chapter 1 of the resource book (Chang, R. & Goldsby, K., Chemistry). Answer for Number 15 A homogeneous mixture has a uniform • composition and exhibits the same properties in different parts of the mixture. A heterogeneous mixture has a non• uniform composition and its properties vary in different parts of the mixture. In case they fail to recall the differences, a • short discussion might be necessary. necessary. Also, refer them to read Chapter 1 of the

16. Present the following mixtures (or pictures of these mixtures), and ask them the question: Which of the following are homogeneous mixtures? Which are heterogeneous mixtures? mixtures? a. Rubbing alcohol b. Mixture of water and oil c. Mixture of salt and pepper d. Carbonated soft drink

Answer for Number 16 a. Homogeneous mixture b. Heterogeneous mixture c. Heterogeneous mixture d. Homogeneous mixture e. Homogeneous mixture

e. Human breath 17. Construct the following block diagram and make them fill it up using the keywords listed in the board. diagram. Give three common common ways to separate the the components of 18. Learner prompt: Look at this diagram. a mixture?

components 19. Ask them to answer the question: When can each method be used in separating the components of a mixture?

components of the following mixtures 20. Ask them to answer the question: How can the following components be separated? a. Salt from salt water b. Salt from a mixture of iron and salt

Answer for Number 17 The block diagram can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. Answer for Number 18 Some keywords that can placed are filtration; filtration; distillation; distillation; magnetic separation; separation; decantation; decantation; sublimation. sublimation. Answer for Number 19 Filtration: to separate a solid from a liquid • in a heterogeneous mixture using a filtering membrane, like paper or cloth Distillation: to separate a liquid in a • homogeneous mixture Magnetic separation: to separate a • magnetic solid from a heterogeneous heterogeneous mixture Decantation: to separate a solid from a • liquid in a heterogeneous mixture based on gravity Sublimation: to separate a volatile solid • from a non-volatile solid Answer for Number 20 a. Heating to evaporate the water b. By adding water to dissolve the salt, and filter or decant to separate the iron.

ENRICHMENT (30 minutes) 1. Present a demonstration for the visualization of matter. This will reinforce the concept on the differences between pure substances, mixtures, elements, and compounds. See attached sheet.

Teacher Tip This activity can be done at the end of the lecture session.

2. Then conduct the learner’s activity on Visualization and Classificat ion of Matter. See the teacher’s guide and learner’s worksheet.

EVALUATION (10 minutes) 1. Make them do an activity wherein they will apply the visualization of matter to classify pure substances, mixtures, elements, and compounds. See attached sheet. 2. Written task (assignment): Classify some substances found in the kitchen and in the bathroom as pure substances or mixtures; elements or compounds; and homogeneous or heterogeneous mixture.

Teacher Tip This activity can be done at the end of the lecture session. In case there is no longer enough time, it can be done during the laboratory session.

EVALUATION EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

The learner classified six or more substances in Part 1 correctly, and ten or more substances in their list in Part 2.

The learner classified four to five substances in Part 1 correctly, and six to nine substances in their list for Part 2.

NEEDS IMPROVEMENT

NOT VISIBLE

The learner classified less than The learner did not do the four substances in Part 1 correctly, assigned tasks. and less than five substances in their list for Part 2.

VISUALIZATION AND CLASSIFICATION OF MATTER

Introduction In this activity, physical models, such as balls or beads, will be used to illustrate that matter is made up of particles. A ball or a bead will represent an atom of an element, and a combination of balls or bead will represent a compound. A collection of single balls and/or combined balls will be used to show the difference between pure substances and mixtures. This activity was adapted from Chemistry with Charisma, published by Terrific Science Press.

Materials a. A set of balls or beads of two or more colors b. Zip lock bags

Procedure 1. Assemble the following sets of balls and place them in unlabelled zip lock bags.

2. Show the bags to the learners and tell them that their task is to find out if the bag contains a pure substance or a mixture. If the content is a pure substance, they have to determine if it is a monoatomic element, a diatomic element, or a compound. 3. Show them the bag with monoatomic elements, and ask them if it is a pure substance or a mixture. Take out the contents from the bag one by one, and show them to the learners.

4. Ask them the following questions: a. Are the balls the same or different? b. Do the balls represent a pure substance of a mixture? c. Do the balls represent an element or a compound? 5. Repeat Step 3 with the mixture set. 6. Repeat Step 3 with the compound set. 7. Repeat Step 3 with the diatomic set. Highlight and discuss the answer to the last question. 8. Introduce the concept of formulas. Each ball of a certain color will be assigned a letter (e.g. A for the white, B for the black, and C for another color). 9. Ask them for a possible formula for: a. the monoatomic element (Answer: A) b. the diatomic element (Answer: A 2) c. the compound (Answer: AB)

LEARNER WORKSHEET BAG LABEL

A

B

C

D

PURE SUBSTANCE or MIXTURE

ELEMENT(S) or COMPOUND(S)

FORMULA FOR EACH SUBSTANCE IN THE BAG

LEARNER’S ACTIVITY: TEACHER’S GUIDE


Materials •

A set of balls or beads of two or more colors

•

Zip lock bags

Procedure 1. Assemble the following sets of balls and place them in zip lock bags labeled only with the letters.

2. Distribute the set of bags and ask the learners to fill up the provided worksheet (see below) using the bags labeled A to H. 3. Ask them to compare their results. 4. For the bags containing models of compounds, ask them to write the formula of the compound represented by the model.

LEARNER’S ACTIVITY: LEARNER WORKSHEET: VISUALIZATION AND CLASSIFICATION OF MATTER


Materials 1. A set of balls or beads of two or more colors 2. Zip lock bags

Procedure 1. Obtain a set of bags with physical models of the particles of different substances from your teacher. 2. Examine the particles in each bag and classify them as pure substances or mixtures, monoatomic elements, or diatomic elements. Fill up the worksheet provided below using the bags labeled A to H. 3. For the bags with models of compounds, write the formula of the compound represented by the model. BAG LABEL A B C D E F G

PURE SUBSTANCE or MIXTURE

ELEMENT(S) or COMPOUND(S)

FORMULA FOR EACH SUBSTANCE IN THE BAG

General Chemistry 1

120 MINS

Lesson 2: Matter and its Various Forms Content Standard

The learners demonstrate an understanding of the properties of matter and its various forms.

Lesson Outline Introduction

Pre-Laboratory Work

Motivation

Inquiry

The learners shall be able to

Instruction

Experiment

90

1. Perform simple separation procedures.

Enrichment

Discussion of Alternative Procedures for the Separation

15

Evaluation

Submission of the Report on the Experiment

Performance Standard

Learning Competency

At the end of the lesson, the learners: 1. Apply simple separation techniques such as distillation, chromatography (STEM_GGC11-MP-Ia-b-12).

10 5

Materials Laboratory glassware or alternative containers Resources (1) Separation of a mixture [PDF file]. Retrieved from Princeton High School web site: http://phs.princetonk12.org/teachers/jgiammanco/ Chem%201/Labs/C2-SepMixtureLab.pdf (2) Solar still challenge [PDF file]. Retrieved from American Chemical Society web site: http://www.acs.org/content/dam/acsorg/global/ iyc2011/global-water-experiment-purification.pdf

INTRODUCTION (10 minutes) 1. This introduction can serve as a pre-laboratory discussion prior to the experiment proper. 2. Ask the learners to recall how to differentiate a pure substance from a mixture. 3. Point out that mixtures are common and that in some situations, it is necessary to separate the components or to isolate one component of a mixture.

Teacher Tip A laboratory experiment sheet has to be prepared and distributed to the learners. The experiment described in Annex 1 could be adopted or revised to suit the available facilities.

4. State the objective of the experiment they will be performing.

MOTIVATION (5 minutes) 1. Ask them how table salt is obtained from seawater. 2. As an alternative, you can ask how drinking water is obtained from seawater.

INSTRUCTION (90 minutes) 1. Provide each group with a prepared mixture of salt, sand, and iron filings. 2. Ask them to follow the procedure in the experiment sheet.

Teacher Tip This could be given as an assignment before the laboratory session. They will be asked to search the internet on how these processes are actually carried out.

Teacher Tip Low-cost (or zero-cost materials) can be used in place of the materials described in the experiment sheet: a. A vial can be used instead of the evaporating dish, and the watch glass can be omitted. A moistened filter paper can be used to cover the vial. b. A vial or a small bottle can be used in place of a beaker. c. A plastic funnel used at home can be a substitute for the glass funnel. They can be asked to make a flow diagram of the procedure. If desired, the experiment can be performed as a quantitative procedure wherein the isolated substances will be dried and weighed.

ENRICHMENT (15 minutes) 1. In the post-laboratory discussion, ask them what properties of the components were used to separate each from the other. 2. Discuss possible alternative procedures for the separation. 3. They can be asked to perform the Solar Still Challenge, as described in the following internet webpage: http://www.acs.org/content/dam/acsorg/global/iyc2011/global-water-experimentpurification.pdf

EVALUATION 1. Ask them to submit a report on the experiment. 2. They could be provided with a worksheet that they have to fill up, which could include some questions.

Teacher Tip The volatile nature of naphthalene enabled its sublimation. Point out that the odor of naphthalene is caused by the vapor it produces. The difference in the solubility of sodium chloride and sand (or silicon dioxide) in water was used in separating the two components. An alternative procedure could involve the differences in the solubility of the components in alcohol and in water. a. Naphthalene dissolves in ethanol but not in water. b. Sodium chloride dissolves in water, but not in alcohol. c. Silica does not dissolve in alcohol and in water. This experiment was conducted as part of the Global Experiment for the I nternational Year of Chemistry in 2011. It could be done to motivate their innovative skills.


The learner: i. performed the experiment correctly; ii. described the results correctly; iii. discussed the results of the experiment very well; and iv. performed the Solar Still Challenge.

MEETS EXPECTATIONS

The learner: i. performed the experiment correctly; ii. described the results correctly; iii. discussed the results of the experiment well, but iv. did not perform the Solar Still Challenge.

NEEDS IMPROVEMENT

The learner: i. performed the experiment correctly; ii. described the results correctly; but iii. did not discuss the results of the experiment, and iv. did not perform the Solar Still Challenge.

NOT VISIBLE

The learner: i. did not do the assigned task.

SEPARATION OF THE COMPONENTS IN A MIXTURE

Introduction Several components, which retain their identity and characteristic properties, are present in a mixture. No chemical reactions occur between the components of a mixture. Many of the materials surrounding us are mixtures, such as soil, cement, soft drinks, and pharmaceuticals. In this experiment, the components of a mixture will be separated from each other. The techniques applied for this separation does not involve a chemical reaction, so that the isolated components will retain their identity.

Materials 1. A mixture containing the following: a. Sodium chloride, NaCl b. Naphthalene c. Silicon dioxide, SiO2 (sand) 2. Digital balance 3. Beaker

4. 5. 6. 7. 8. 9.

Funnel Watch glass Masking tape Evaporating dish Filter paper Hot plate

Procedure 1. Weigh 0.50 to 0.60 g of the mixture on the digital balance. 2. Place the mixture on an evaporating dish and cover it with the pre-weighed watch glass. 3. Seal the sides with masking tape. 4. Place a moist tissue paper over the watch glass, and gently heat the evaporating dish until white vapors are emitted. 5. Cool the setup and carefully remove the watch glass. Describe the solid adhering to the watch glass. 6. Pour distilled water into the mixture remaining in the evaporating dish and stir it carefully. 7. Filter the mixture and collect the filtrate in the pre-weighed beaker. Wash the residual solid in the filter paper with a small amount of water, combining the washing with the filtrate. 8. Gently heat to evaporate the water in the filtrate. 9. Cool the beaker. Describe the solid remaining in it

Treatment of Results

1. Record the description of the substances isolated in the experiment. Tabulate your data below: DESCRIPTION

Solid adhering to the watch glass Solid remaining in the beaker Solid remaining in the filter paper

2. Knowing the substances present in the mixture, identify the isolated solids. IDENTITY

Solid adhering to the watch glass Solid remaining in the beaker Solid remaining in the filter paper 3. Devise another procedure to separate the components of the mixture used in the experiment.

General Chemistry 1

60 MINS

Lesson 3: Measurements Content Standard

The learners demonstrate an understanding of measurement and the difference between accuracy and precision.

Lesson Outline Introduction

Communicating Learning Objectives

3

Motivation

Why is Measurement Important?

7

1. Discuss the need and describe the result of a measurement, in general;

Instruction

Demonstration

30

2. Differentiate between the accuracy and precision of a measurement; 3. Point out possible sources of errors in a measurement; and

Enrichment

Laboratory Experiment

15

Evaluation

Take-home Activity


The learners shall be able to:

4. Carry out a measurement and report the results correctly. Learning Competencies

At the end of the lesson, the learners: 1. Explain the need for measurements; 2. Describe how to carry out measurements of length, mass, and volume; and 3. Dfferentiate between precision and accuracy (STEM_GC11MT-Ib-13).

Materials Projector, Computer, Flip charts Resources (1) Chang, R. & Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill.

5

INTRODUCTION (3 minutes) 1. Introduce the following learning objectives using the suggested protocol (Read-aloud): a. I will be able to describe the need for measurement

Teacher Tip The lesson is essentially a review of some concepts presented and used in junior high school.

b. I will be able to carry out simple measurements of length, volume, and mass c. I will be able to differentiate the accuracy and the precision of a measurement 2. Present the keywords for the concepts to be learned: a. Measurements b. Units of measurement c. Accuracy

Teacher Tip List these keywords on the board or through PowerPoint slides. Alternatively, you can write them on flip charts.

d. Precision e. Significant figures f. Errors

MOTIVATION (7 minutes) 1. Present to two plastic bottles containing different amounts of water, and ask the learners to describe and differentiate the two objects. Make them realize the need to use a number (the volume of the water content or the weight of the bottles and their contents) to describe the objects more clearly and to differentiate them. 2. Make them realize the need for a quantitative or a numerical description of some properties of matter, and how this is applied in their daily lives. Ask them to cite some situations in daily life where a measurement is important.

INSTRUCTION (30 minutes) 1. After the motivation, they will see the importance of a quantitative description of some parameters, such as length, mass, and volume. 2. Call two learners separately. Ask each one to measure the length of a table without using a ruler, meter stick, or tape measure. Make them write their measurements on the board (number, unit: e.g., 3 hand spans). 3. Ask the class to compare the results and explain for differences or similarities. Ask them to

Teacher Tip Alternatively, a small and a big ball of the same color and material can be used. Another option is to use a small and a long plastic ruler. Sample Responses a. Measuring the ingredients during cooking (or baking) b. Measuring the weight of salt being purchased

Teacher Tip It is expected that the learners will use t he span of their fingers, hands, or arms for the measurement.

4. Introduce the concept of unit of measurement, which is a means for a quantitative description of a property. Highlight the need for a common or universally accepted unit of measurement. 5. Point out that for scientific measurements, a common system has been agreed upon and is used by all scientists anywhere and all the time. Ask them to answer the question: What is the measurement system adopted in scientific measurements? 6. Post this table on the board and ask them to supply the unit for each property. PROPERTY

Teacher Tip The results of the measurements will be different because of the difference in the length of their finger, hand, or arms. Make them recall from their Science class in junior high school that the International System (or SI) of Measurement is being used in measurements in science.

SI Units

Length Mass Volume Time Temperature

Teacher Tip The table can be presented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on flip charts or on manila paper. It is expected that they will be able to fill up the table, recalling what they have learned from junior high school.

PROPERTY

SI Units

Length 7. Ask them to cite some examples where these units of measurements are used in real life.

Mass

Sample responses:

Volume

•

Length – in measuring the height of a person; distances; the size of cloths

Time

•

Mass – in measuring the weight of a person; the amount of salt or sugar being bought

• Volume – in measuring the amount of a liquid (e.g. soft drinks) • Time – in measuring the duration of an event (e.g. to run through a distance) •

Temperature – in measuring the body temperature of a person or of the atmosphere.

8. Ask them to group into pairs. Tell them to measure the length, width, and thickness of a book, and record their results on the following table (to be shown on the board).

Temperature In case they fail to recall the correct units of measurement, a short discussion might be necessary. Also, refer them to read Chapter 1 of the resource book (Chang, R. & Goldsby, K., Chemistry).

All pairs should measure the same book.

MEASUREMENTS

TRIAL 1

TRIAL 2

TRIAL 3

Length Mass Volume Time Temperature 9. When the pairs have completed the measurements and recorded their results on the table, ask them to answer the question: How many significant figures did you use in reporting your measurements? 10. Explain that based on the calibration of the ruler, the measurement is certain until the first decimal unit and that the result can include one insignificant or uncertain figure.

Teacher Tip The correct results will include two decimal units. The concept of significant figures has been presented in junior high school, but it might not have been fully understood. Therefore, reviewing it would be worthwhile. For the guidelines for using significant figures, see Chapter 1 of the resource book (Chang, R. & Goldsby, K., Chemistry). Let them examine the ruler they used. At the end of this short activity, you should address misconceptions that they have on the concepts presented. The concepts of accuracy and precision have been presented in junior high school. It would be worth reviewing these concepts.

11. Ask them to examine the results of the three measurements that they made on the l ength, width, and thickness of the book. Ask them to answer the following questions: a. Are the results of each measurement (length, width or thickness) close to each other? b. Were the measurements accurate or precise? 12. Write the actual length, width, and thickness of the book on the board, and ask them to

Point out that the closeness of the results of a measurement to each other is expressed by i ts precision. It is not suggested that they should be made to quantify precision in terms of standard deviation. This will be done in their course on Mathematics (or Statistics).

Ask them to answer the following questions: a. Are the results of each measurement (length, width, or thickness) close to the true value? b. Were the measurements accurate or precise? 13. Let them recall the difference between accuracy and precision. Then, state the definitions of accuracy and precision as used in measurement.

Answer Key It is likely that: a. The results will be close to the true value; b. The measurements were accurate Point out that the closeness of the results of a measurement to the true value is expressed by its accuracy.

14. Evaluating the accuracy of a measurement will require the true value. However, the true value for the dimensions of the book is not available. Point out that if twenty or more measurements were done, the mean value can be taken as the true value. This is an assumption in statistics. 15. Draw the following dot plots on the board, and explain that each dot is the result of a measurement whose value is indicated in the horizontal (or x-) axis. Tell them that the plot presents the results of six measurements of the weight of a pebble whose true weight is 8.0 g. Ask them to determine whether each measurement is accurate or inaccurate, and precise or imprecise.

Teacher Tip The dot plot can be drawn on a manila paper before class, or presented through a PowerPoint slide.

Answer Key (A) Accurate and precise (B) Accurate and imprecise (C) Inaccurate and imprecise (D) Inaccurate and precise

16. Highlight that the measurement they made could have errors, which could: I. Cause the result to be far from the true value (low accuracy). These errors are known as systematic errors. II. Cause the results to be different from each other (low precision). These errors are known as random errors. Ask them to answer the question: What possible errors did the person who made the measurements commit to lower the accuracy of the results? To lower the precision of the results?

ENRICHMENT (15 minutes) Make the learners perform a laboratory experiment on the determination of density. This activity will reinforce the concept of measurements, the units used, and the concept of significant figures.

EVALUATION (5 minutes) 1. Assign them to read the labels of some canned or bottled goods in the kitchen, and report the mass or volume of the contents. 2. Let them classify the following measurement data as high precision or low precision: a. Volume of a liquid: 11.0 cm3, 11.3 cm3, 10.9 cm3, 11.1 cm3 b. Mass of a solid: 25.0 g, 23.0 g, 20.0 g, 28.0 g

Teacher Tip Point out that the errors could be due to the measuring instrument or due to the person doing the measurement

Teacher Tip Refer to the Teacher’s Guide for this laboratory activity.

General Chemistry 1

120 MINS

Lesson 4: Measurements (Laboratory) Content Standard

Lesson Outline

The learners demonstrate understanding of basic measurement skills. Introduction

State the Objectives of the Experiment

5

The learners shall be able to:

Motivation

Application of Density Data

5

1. Carry out a measurement and report correctly the results.

Instruction

Experiment

90

Enrichment

Discussion of the Interpretation of the Graph

20

Evaluation

Report

Performance Standard

Learning Competency

At the end of the lesson, the learners: 1. determine the density of a liquid (STEM_GC11MT-Ib-14).

Materials Simple laboratory glassware or low-cost alternatives Resources (1) Laboratory experiment in Annex 1

INTRODUCTION (5 minutes) 1. State the objective of the experiment that the learners will be performing. 2. Ask them to recall the definition of density and the formula for calculating it. 3. Review the methods for measuring weight and volume.

Teacher Tip A laboratory experiment sheet has to be prepared and distributed to the learners. The experiment found in the Annex makes use of low-cost materials. Density is used as a means to obtain the concentration of a solution.

MOTIVATION (5 minutes) 1. Point out some application of density data in industry.

Each group should be provided with different concentrations so that the relationship between density and concentration can be shown. Sugar solution can be used instead of salt solution.

INSTRUCTION (90 minutes) 1. Provide each group with a salt solution of a given concentration. 2. Ask them to follow the procedure in the experiment sheet.

This relationship can be used as a means to determine the concentration of a solution.

ENRICHMENT (20 minutes) 1. Discuss the interpretation of the graph between density and the concentration of the solution. 2. Assign them internet research on the density of the following: a. Regular soda in can b. Light soda in can c. Soda with aspartame in can 3. Ask them to explain the difference in density of these soft drinks.

Point out that this relationship is used in industry to monitor the concentration of some solutions. The different drinks contain different concentrations of sugar, so their density will vary. They could be provided with a worksheet that they have to fill up. It could include some questions.

EVALUATION 1. Ask them to submit a report on the experiment. EXCEEDS EXPECTATIONS

MEETS EXPECTATIONS

NEEDS IMPROVEMENT

The learner:

The learner:

The learner:

i.

i.

i.

performed the experiment correctly;



ii. described the results correctly; and

ii. described the results correctly; ii. described the results correctly; and but

iii. discussed the results of the

iii. discussed the results of the

iii. did not discuss the results of

NOT VISIBLE

The learner: i. did not do the assigned task.

DENSITY OF AN AQUEOUS SOLUTION

Introduction Density is an important property of matter. It expresses the weight of a unit volume of a substance, is used to characterize substances, and can provide a means for the identification of a solid, a liquid, or a gas. In this experiment, the density of an aqueous solution will be determined by measuring the weight of different volumes of these solutions. Several solutions containing different concentration of a solute will be assigned to different groups, and the variation of the density of the solutions with the solute concentration will be studied. The behavior that you will observe has important applications in industrial and in health monitoring.

Materials 1. NaCl solution, in 5%, 10%, 15%, and 20% concentrations 2. Digital balance 3. Syringe, 1 mL 4. Plastic mini tray

Procedure 1. Place the plastic mini tray on the stage of the digital balance and measure its weight. 2. Measure 1 mL of the test solution into the syringe, making sure that no air bubbles are trapped. 3. Slowly transfer the liquid in the syringe onto the mini tray. Measure the weight of the tray with the solution in it. 4. Repeat Steps 1 to 3 to provide a duplicate measurement. This will be used to check the repeatability of the results. 5. Repeat the whole procedure using 2 mL and 3 mL of the solution.

Treatment of results 1. Record the weight of the mini tray at the beginning of the experiment. Record the weight after each addition of 1 mL, 2 mL, and 3 mL of the sample solution. MEASUREMENTS

TRIAL 1

TRIAL 2

Weight of empty container Weight of empty container + 1 mL solution Weight of empty container Weight of empty container + 2 mL solution Weight of empty container Weight of empty container + 3 mL solution

2. From the data above, calculate the weight of each of the different volumes that you have added to the plastic mini tray by subtracting the weight before the addition from the weight after the addition. Calculate the average value of the measured weights.

MEASUREMENTS

Weight of 1 mL solution Weight of 2 mL solution Weight of 3 mL solution

TRIAL 1

TRIAL 2

3. From the data in the previous table, calculate the density of the solution. Calculate the average value of the density. MEASUREMENTS

DENSITY OF SOLUTION

Based on 1 mL solution Based on 2 mL solution Based on 3 mL solution AVERAGE

4. Obtain the results from the other groups who used different concentrations of the solution. Tabulate the density of the various solutions studied.

CONCENTRATION

5%

10%

15%

20%%

Density, g/mL

5. Plot the concentration of the solution (in the x-axis) against its density (in the y-axis). Infer how the density varies based on the concentration of the solution.

General Chemistry 1

160 MINS

Lesson 5: Atoms, Molecules, and Ions (Lecture) Lesson Outline

Content Standard

The learners demonstrate understanding of the structure of an atom and the formula and the name of compounds.

Introduction

Presentation of Learning Objectives and Important Keywords

5


Motivation

The Particles that Make Up an Atom

5

Instruction

The Laws of Chemical Changes

Enrichment

Laboratory Session

10

Evaluation

Check Up Quiz

20

The learners shall be able to: 1. Describe the structure of an atom of an element; 2. Recognize and differentiate atoms, molecules, and ions; and 3. Write the formula and give the name of simple compounds. Learning Competencies

At the end of the lesson, the learners: 1. Explain how the basic laws of matter (Law of Conservation of Mass, Law of Constant Composition, and Law of Multiple Proportion) led to the formulation of Dalton’s Atomic Theory (STEM_GC11AM-Ic-e-15); 2. Describe Dalton’s Atomic Theory ( STEM_GC11AM-Ic-e-16 ); 3. Differentiate among atomic number, mass number, and isotopes, and which of these distinguishes one element from another (STEM_GC11AM-Ic-e-17); 4. Write isotopic symbols ( STEM_GC11AM-Ic-e-18 ); 5. Recognize common isotopes and their uses ( STEM_GC11AMIc-e-19); 6. Differentiate among atoms, molecules, ions, and give examples (STEM_GC11AM-Ic-e-20);

120

Materials Projector, Computer, Flip charts Resources (1) Chang, R. & Goldsby, K. (2016). Chemistry (12th ed.). New York: McGraw-Hill.

7. Represent compounds using chemical formulas, structural formulas, and models ( STEM_GC11AM-Ic-e-21); 8. Give the similarities and differences between the empirical formula and molecular formula of a compound (STEM_GC11AM-Ic-e-22 ); and 9. Name compounds given their formula and write formulas given the name of the compound ( STEM_GC11AM-Ic-e-23).

INTRODUCTION (5 minutes) 1. Introduce the following learning objectives using the suggested protocol (Read-aloud): a. I will be able to describe and discuss the basic laws of chemical change

Teacher Tip Display the objectives prominently on the board, so that the learners can track the progress of their learning.

b. I will be able to discuss how Dalton’s Atomic Theory could explain the basic laws of chemical changes c. I will be able to give the information provided by the atomic number and mass number of an atom and its isotopes d.

I

will be able to differentiate atoms, molecules, and ions

e. I will be able to write the chemical formula of some molecules f. I will be able to differentiate a molecular formula and an empirical formula g. I will be able to give the name of a compound, given its chemical formula 2. Present the keywords for the concepts to be learned: a. Law of Conservation of Matter b. Law of Definite Proportion c. Law of Multiple Proportion d. Dalton’s Atomic Theory e. Atomic number f. Mass number g. Isotope h. Atom i. Molecule j.

Ion

k. Chemical formula l. Molecular formula m. Empirical formula

Teacher Tip List these keywords on the board. They will be asked to complete a concept map based on words on this list.

MOTIVATION (5 minutes) 1. Call one of the learners to the front and give him/her a piece of paper. Ask him/her to cut the paper in half, and then cut one of the halves again in half, and again and again. Let him/her proceed as long as s/he can cut a piece into half. 2. Ask him/her the question: Can you go on cutting the paper into half? 3. Tell him/her that though the cutting can go on and on mentally, there is a physical limit to this process. It is impossible to cut the paper into half forever. There is a limit – a point where the piece can no longer be divided. 4. Highlight that the limit is an indivisible piece, which was called by the Greek philosopher Democritus as the atom. 5. However, beginning in the late 1800s, experiments have indicated that atoms are made up of smaller particles. 6. Ask them the question: What are these particles that make up the atom? 7. Point out that the science of chemistry is based on the concept of the atom and molecules. Knowledge of the atoms and molecules in the environment and in biological systems has provided an understanding of the changes occurring in them. It has also allowed the prediction of their behavior and the solution to any problem observed in their behavior.

INSTRUCTION (120 minutes) 1. Present the laws of chemical changes . These laws were inferred from several experiments conducted during the 18th century using a balance for the measurements: a. Law of Conservation of Mass b. Law of Definite Proportion c. Law of Multiple Proportion 2. Introduce the Law of Conservation of Mass : In a chemical reaction, no change in mass takes place. The total mass of the products is equal to the total mass of the reactant. 3. Antoine Lavoisier, a brilliant French chemist, formulated this law by describing one of his experiments involving mercuric oxide. He placed a small amount of mercuric oxide, a red solid, inside a retort and sealed the vessel tightly.

Teacher Tip The law might have b een presented in the Science course in junior high school. In this case, ask a learner to state the law.A PowerPoint slide can be prepared for this part.

He weighed the system, and then subjected it to high temperature. During the heating, the red solid turned into a silvery liquid. This observation indicated that a chemical reaction took place. After which, the setup was cooled and then weighed. The weight of the system was found to be the same as before heating. Illustrate an application of this law through the following problems. Ask them to solve the problems in their seats, and ask one lear ner to write his/her solution on the board: a. How many grams of water will be formed if 1.00 g hydrogen gas reacts with 8.00 g oxygen? The reaction can be represented by the following word equation: hydrogen + oxygen

water

!

b. 5.58 g iron reacted with 3.21 g sulfur. How many grams of iron (II) sulfide were produced? The reaction involved was: iron + sulfur

iron(II) sulfide

!

c. Magnesium burns in air to form magnesium oxide, as represented by the following word equation: magnesium + oxygen

!

magnesium oxide

When 2.43 g magnesium was burned, 4.03 g magnesium oxide was produced. How many grams of oxygen reacted with the magnesium? d. Ammonia is produced by the reaction of nitrogen with hydrogen: nitrogen + hydrogen

Teacher Tip The law might have b een presented in the Science course in junior high school. In this case, ask a learner to state the law.A PowerPoint slide can be prepared for this part.

How many grams of nitrogen combined with 50.0 g hydrogen is needed to yield 283.3 g ammonia? 4. State the Law of Definite Proportion : A compound always contains the same constituent elements in a fixed or definite proportion by mass. If water samples coming from different sources are analyzed, all the samples will contain the same ratio by mass of hydrogen to oxygen.

Teacher Tip The law might have b een presented in the Science course in junior high school. In this case, ask a learner to state the law.

This experiment can be best described using a PowerPoint slide. A picture of the burning magnesium can be included in the slide.

5. Illustrate the application of this law using the previous example of magnesium reacting with oxygen: a. Describe an experiment wherein different amounts of magnesium powder are heated in air. b. Magnesium burns brightly in air and reacts with oxygen. During the reaction, the gray powder turns into a white substance. The reaction causes the weight of the solid to increase. c. The following data were collected:

WEIGHTS OF MAGNESIUM

Length Mass Volume Time Temperature

WEIGHT OF PRODUCT

WEIGHT OF OXYGEN COMBINED WITH MAGNESIUM

RATIO OF MASS OF OXYGEN TO MASS OF MAGNESIUM

Magnesium

Product

Oxygen

Ratio

3.00

7.56

4.56

1.52

5.00

12.60

7.60

1.52

7.00

17.64

10.64

1.52

d. Ask them to complete the third column by applying the Law of Conservation of Mass. e. Ask them to fill up the fourth column by dividing the mass of oxygen (third column) by the mass of the magnesium (first column). 6. Ask them to solve the following problems: a. In the first problem given earlier, it was given that 1.00 g hydrogen combines with 8.00 g oxygen. How many grams of hydrogen will react with 10.00 g oxygen? b. In the previous set of problem, it was seen that 5.58 g iron reacted with 3.21 g sulfur. Based on this information, calculate how many grams of iron will combine with 80.0 g sulfur.

Teacher Tip Ask them to solve the problem in their seats. Call one learner to write his/her solution on the board. Answer Key 1. 1.25 g Solution: 2.

139 g Solution:

7. Present the Law of Multiple Proportions : If two elements can combine to form more than one compound, the masses of one element that will combine with a fixed mass of the other element are in a ratio of small whole numbers. 8. Illustrate the application of this law using the example of carbon which reacts with oxygen to form carbon monoxide and carbon dioxide. a. In carbon monoxide, 1.00 g carbon combines with 1.33 g oxygen; whereas, in carbon dioxide, 1.00 g carbon combines with 2.66 g oxygen. b. It can be seen that the ratio is 1:2. 9. Remind them that laws are derived from experimental results. A theory is formulated to provide an explanation to the laws.

The law might have been presented in the Science course in junior high school. In this case, ask a learner to state the law. Pictures or meta cards with chemical f ormulas may be posted on the board and used to facilitate discussion. It is highly encouraged to use pictures of actual substances.

Dalton’s Atomic Theory , proposed by John Dalton, can be used to explain the laws of chemical change. This theory is based on the following set of postulates:

1. Elements are made up of very small particles known as atoms. 2. All the atoms of an element are identical in mass and size, and are different from the atoms of another element. Dalton used the different shapes or figures to represent different elements, as follows:

Teacher Tip Draw atoms to clarify each postulate, particularly Postulates 2, 3, and 4. Drawing the Dalton symbols for the element will facilitate the understanding of Postulates 2 and 3.

•

3. Compounds are composed of atoms of more than one element, combined in definite ratios with whole number values.

4. During a chemical reaction, atoms combine, separate, or rearrange. No atoms are created and no atoms disappear. !

5. Ask them which postulate could provide an explanation for the: a. Law of Conservation of Mass b. Law of Definite Proportion 6. Remind them that during the time of Dalton, the atom was believed to be the smallest particle comprising substances. However, before the end of the 19 th century, experiments provided proof of the existence of smaller particles within the atom.

Answer Key a. Postulate 4 b. Postulate 3

7. Ask them to recall the particles contained in an atom (or the subatomic particles ) and differentiate the particles in terms of location, charge, and relative mass by filling up the following table: PARTICLE

LOCATION

CHARGE

RELATIVE MASS

Ask them to recall the information about the composition of an atom provided by the following: a. Atomic number b. Mass number

Teacher Tip This has been presented in the Science course in junior high school.

PARTICLE

LOCATION

CHARGE

RELATIVE MASS

PROTON

Nucleus

+1

1

ELECTRON

Outside nucleus

-1

0.0006

NEUTRON

Nucleus

0

1

As enrichment, assign them to read and make a report on the discovery of the existence of the electron, proton, and nucleus. The concepts of atomic number and mass number have been presented in the Science course in junior high school.

Confirm that the above numbers are defined by the following equations: a. Atomic number = number of protons = number of electrons in a neutral atom b. Mass number = number of protons + number of neutrons

The table can be p resented through PowerPoint slides projected on a white board. Alternatively, it can be prepared on a flip chart or on manila paper.

8. To apply these concepts, ask them to fill up the following table: ATOMIC NUMBER

MASS NUMBER

4

9

14

28

NUMBER OF PROTONS

8 11

NUMBER OF ELECTRONS

NUMBER OF NEUTRON

9 12

52

24

Atomic Number

Mass number

Number of Protons

Number of electrons

Number of neutrons

4

9

4

4

5

14

28

14

14

14

8

7

8

8

9

11

23

11

11

12

24

52

24

24

28

19

39

19

19

20

9. Introduce the concept of isotopes – atoms of an element having the same atomic number but different mass number. The existence of isotopes was shown by mass spectroscopy experiments, wherein elements were found to be composed of several types of atoms, each with different masses. a. The atomic number identifies an element. The atoms of isotopes of an element have the same number of protons and electrons. b. The atoms of isotopes of an element differ in the number of neutrons. 10. To apply the concept of isotopes, ask them to complete the following table containing information about the isotopes of hydrogen: PROTIUM (Hydrogen)

DEUTERIUM

TRITIUM

Atomic Number

1

1

1

Mass number

1

2

3

ISOTOPE

Number of protons Number of electrons Number of neutrons The common hydrogen atom is protium, while deuterium is found in heavy water. Ask them to recall the difference between the following particles: a. Atom b. Molecule c. Ion

Teacher Tip For better understanding of the concept of isotopes, they can be assigned to read about mass spectroscopy. Make them refer to General Chemistry books instead of the internet, because the latter might lead them to complicated description of this technique. Ask them to answer the following questions afterwards: 1. What does a mass spectrometer do? 2. How does the mass spectro-meter separate isotopes of different masses? The table can be presented in PowerPoint slides projected on a white board. Alternatively, it can be prepared in flip charts or on manila paper. ISOTOPE

PROTIUM

DEUTERIUM

TRITIUM

Atomic Number

1

1

1

Mass number

1

2

3

Number of protons

1

1

0

Number of electrons

1

1

1

Number of neutrons

1

1

2

Let them complete the following concept map showing the relationship of these particles:

Assign them to find information from the internet on useful isotopes. These concepts might have been presented in the Science course in junior high school. Answer Key:

11. Emphasize that each element has a characteristic atom. a. Dalton differentiated the elements and their atoms through drawings. b. However, in present day, elements are differentiated and represented through symbols. i.

The concepts of characteristic atoms and ions might have been presented in the Science course in junior high school.

Many symbols are abbreviations derived from the name of the element.

ii. Some symbols are derived from their Latin names. Call five or more learners to write some elements and their names and symbol on the board. Make them recall that the difference between an ion and an atom is the presence of charges. The simple ions are derived from atoms through the gain or loss of an electron. Let them complete the following concept map showing the relationship of these particles:

Ions can be made up of only one atom ( monoatomic ) or more than one type of atom (polyatomic ).

An alternative diagram could be:

12. Monoatomic ions are named based on the element. a. For cations, the name of the element is unchanged. If an element can form two ions of different charges, the name, which is usually derived from its Latin name, is modified by the suffix –ic for the ion with the higher charge, and –ous for that with the lower charge.

Teacher Tip The naming of the compound or molecule will be discussed later.

b. For anions, the name of the element is modified by the suffix –ide. 13. Ask them to name the following cations: a. Zn2+ b. Mg2+ c. K+ d. Fe2+ e. Fe3+ 14. Ask them to name the following anions: a. Br b. S2c. O2d. ISeveral anions are polyatomic and are named based on the atomic constituents and the suffix – ide. 15. The most common examples are: a. OH- – hydroxide ion b. CN- – cyanide ion

Answers for Number 13 a. Zn2+ – zinc ion b. Mg2+ – magnesium ion c. K + – potassium ion d. Fe2+ – ferrous ion or iron (II) ion e. Fe3+ – ferric ion or iron(III) ion Answers for Number 14 a. Br- – bromide ion b. S2- – sulfide ion c. O2- – oxide ion d. I- – iodide Teacher Tip Provide them with a list of the common anions, together with their names.

16. A number of polyatomic anions containing oxygen atoms are named based on the root word of the central (or non-oxygen) atom and the suffix –ate for the one with more oxygen atoms and –ite for the one with less oxygen atom. a. NO3- – nitrate ion b. NO2- – nitrite ion c. SO32- – sulfite ion d. SO42- – sulfate ion e. PO43- – phosphate ion 17. Some anions have common names ending with the suffix –ate. a. C2H3O2- – acetate ion b. C2O42- – oxalate ion Point out that the composition of a molecule or an ion can be represented by a chemical formula. The formula consists of the symbols of the atoms making up the molecule. If there is more than one atom present, a numerical subscript is used. Examples are the following: a. O2 b. H2O

– oxygen gas – water

c. NaOH – sodium hydroxide (liquid Sosa) d. HCl – hydrochloric acid (muriatic acid) 18. Discuss that there are two types of chemical formulas: a. Molecular formula – gives the composition of the molecule, in terms of the actual number of atoms present. Examples are the following: i. C6H12O6 ii. K3PO4 iii. Na2C2O4

Teacher Tip They might be able to recall some compounds that have been presented in the Science course in junior high school, such as sodium chloride and carbon dioxide.

b. Empirical formula – gives the composition of the molecule, in terms of the smallest ratio of the number of atoms present. Examples are the following: i. CH2O ii. NaCO2 19. The naming of compounds follows a set of rules. Start the lesson with the rule of naming of binary compounds. Binary compounds – made up of two elements. Discuss the rules for naming in two groups of binary compounds:

Answers for Number 19 – sodium iodide i. NaI ii. MgCl2 – magnesium chloride – iron (II) sulfide iii. FeS iv. K 2O – potassium oxide

a. Ionic compounds – made up of a cation and an anion. They are named by giving the name of the cation first, followed by the name of the anion. Ask them to name the following compounds: i. NaI ii. MgCl2 iii. FeS iv. K2O b. Molecular compounds – made up of two non-metals. They are named by giving the name of the first nonmetal and then that of the second nonmetal modified by the ending ide. Molecular compounds are usually gases. Ask them to name the following compounds: i. HCl ii. CO2 iii. SO3 20. After they have learned how to name binary compounds, discuss the rules for naming ternary compounds – made up of three elements. The naming of ternary compounds follows the same rule as that of the binary ionic compound: the name of the cation is given first, followed by the name of the anion.

Answers for Number 20 i. HCl – hydrogen chloride ii. CO2 – carbon dioxide iii. SO3 – sulfur trioxide

Ask them to name the following compounds: i. NaNO3 ii. BaCrO4

Answers for Number 20 i. NaNO3 – sodium nitrate ii. BaCrO4 – barium chromate iii. K 2SO4 – potassium sulfate

iii. K2SO4 21. Discuss next the naming of acids. Acids – yield hydrogen ions in aqueous solutions. a. Binary acids – composed of hydrogen and another element, usually a nonmetal. The first part of the name starts with the prefix hydro- followed by the name of the element, modified by the ending –ic . The second part consists of the word ‘acid’. Name = hydro(root name of element) -ic + acid

Answers for Number 21.a i. HCl – hydrochloric acid ii. H2S – hydrosulfuric acid iii. HI – hydroiodic acid

Ask them to name the following binary acids: i. HCl ii. H2S iii. HI b. Ternary acids – made up of hydrogen and an anion, usually containing oxygen. The first part of the name consists of the root word of the name of the element, modified by the ending –ic . The second part consists of the word ‘acid’. If there is another acid with the same atoms, the suffix –ous is used to denote the one with less number of atoms. Name = (root name of element) -ic (or –ous ) + acid Ask them to name the following ternary acids: i. HNO3 ii. HNO2 iii. H2SO4 iv. H2SO3

Answers for Number 21.b i. HNO3 – nitric acid ii. HNO2 – nitrous acid iii. H2SO4 – sulfuric acid iv. H2SO3 – sulfurous acid v. H3PO4 – phosphoric acid

22. After they have become familiar with the naming of compounds, it would be easy to write the formula of the compound. Emphasize that in writing the formula, the total positive charges of the cations should be equal to the total of the negative charges of the anion. The net charge should be zero.

Answers for Number 22 – AgNO3 i. Silver nitrate ii. Potassium iodide – KI iii. Nitrogen dioxide – NO2 iv. Barium chloride – BaCl2 v. Hydrobromic acid – HBr

Ask them to write the formula of the following compounds, given the name of the compound: i. Silver nitrate ii. Potassium iodide iii. Nitrogen dioxide iv. Barium chloride v. Hydrobromic acid

ENRICHMENT 1. Conduct a laboratory session on the naming of compounds and on formula writing.

EVALUATION (20 minutes) Check-up Quiz Choose the best answer from among the choices given: 1. In one experiment, 0.558 g element X was found to react with 0.320 g element Y to form only one product, compound Z. How many grams of compound Z were formed? A. 0.238 g

C. 0.558 g

B. 0.320 g

D. 0.878 g

2. When 24.3 g magnesium reacts completely with 16.0 g oxygen, exactly 40.3 g magnesium oxide is formed. Which of the following laws is illustrated by this observation? A. Law of Definite Proportion

C. Law of Conservation of Mass

Teacher Tip Refer to the laboratory teaching guide of this lesson as well as the Formula Writing and Naming of Compounds data table.

3. Which of the following statements is consistent with Dalton’s Atomic Theory? A. The atoms of element A are identical with the atoms of another element D. B. The atoms of element A have the same mass as the atoms of another element D. C. The atoms of element A are different from the atoms of another element D. D. The atoms of element A have the same properties as the atoms of another element D. 4. According to Dalton’s atomic theory, which of the following is involved in a chemical reaction? A. The conversion of one atom into another

C. The formation of a new atom

B. The combination of atoms

D. The disappearance of an atom

5. Which of the following subatomic particles has the smallest mass? C. Proton A. Electron B. Neutron

D. Nucleus

6. In which of the following quantities will two isotopes of an element have different values? C. Number of protons A. Atomic number B. Mass number

D. Number of electrons

7. Which of the following information on the number of protons (p), electrons (e) and neutrons (n) is correct for 92 U238? A. 92 p, 92 n, 92 e B. 92 p, 146 n, 92 e

C. 238 p, 146 n, 238 e D. 146 p, 82 n, 92 e

8. What is the mass number of an atom which has 11 protons, 11 electrons, and 12 neutrons? A. 11

C. 22

9. Which of the following data is correct for the Mg 2+ ion (atomic number = 12)? A. 12 protons and 13 electrons B. 12 protons and 10 electrons

C. 14 protons and 12 electrons D. 12 protons and 14 electron

10. Which of the following symbols corresponds to the element tin? A. Ti B. Zn

C. Pb D. Sn

11. Which of the following takes place when a monovalent cation is formed from an atom? A. One electron is gained. B. One electron is lost.

C. Two electrons are gained. D. Two electrons are shared.

12. Which of the following anions is polyatomic? A. Iodide B. Nitrite

C. Sulfide D. Bromide

13. Which of the following is the correct formula of copper (II) nitrate? A. CuNO3 B. Cu2NO3

C. Cu(NO3)2 D. Cu2(NO3)2

14. Which of the following is a binary compound? A. Sodium nitrate B. Sodium oxide

C. Sodium hydroxide D. Sodium carbonate

General Chemistry 1

90 MINS

Lesson 6: Atoms, Molecules, and Ions (Laboratory) Content Standard

The learners demonstrate an understanding of the formula and the name of compounds. Performance Standard

Lesson Outline

Introduction

Review

Motivation

Names and Formulas of Compounds

Practice

Activity

Enrichment

Discussion of Answers

The learners shall be able to: 1. Write the formula and give the name of simple compounds. Learning Competency

At the end of the lesson, the learners: 1. Write the chemical formulas of ionic compounds and name ionic compounds from their formulas ( STEM_GC11AM-Ic-e-24 ).

Materials Exercise sheets Resources (1) Chang, R. & Goldsby, K. (2016). Chemistry (12th ed.). New York: McGraw-Hill.

15 5 70

INTRODUCTION (15 minutes) 1. Reiterate to the learners the importance of the names and formulas of compounds. Make them recall the basic rules involved in formula writing and chemical nomenclature. 2. Review the symbols of the common elements encountered in compound. 3. State the objective of the exercise that they will work on for the laboratory period.

MOTIVATION (5 minutes) 1. Point out that the names and formulas of compounds will be needed in the succeeding lessons, particularly in writing chemical equations.

Teacher Tip Point out that the formula gives qualitative and quantitative information about the composition of a compound. It shows what elements make up the compound (qualitative information) and the mole ratio of the elements (quantitative information). Call the learners one by one and ask him/her to give the symbol of an element which you will name. Teacher Tip The exercise worksheet given in Annex 1 could be adopted or revised. Each learner will work independently. It might be best to keep the exercise as a closed-book activity, and discourage them from consulting one another.

PRACTICE (70 minutes) 1. Provide each of them a copy of the exercise worksheet, and ask them to answer the exercise.

ENRICHMENT

At the end of the exercise, let them check the answers of their fellow learners who are seated away from them.

1. Ask them to identify where they committed mistakes. Discuss the correct answers.


MEETS EXPECTATIONS

The learner answered more than 90% of the items correctly.

The learner answered 70% to 89% of the items correctly.

NEEDS IMPROVEMENT

The learner answered less than 70% of the items correctly.

NOT VISIBLE

The learner did not answer any item correctly.

FORMULA WRITING AND NAMING OF COMPOUNDS

Section 1: Ion names

Section 2: Ions from formulas

Complete the table by writing the name or formula of the ionic species.

Complete the chart by writing the formula of the ions and of the compounds.

ION

NAME

COMPOUND

Na+

KCl

Ca2+

Ba(NO3)2 magnesium ion

FeSO4

manganese (II) ion

Li2CO3

Fe3+

Na2O chromium (III) ion

Ba2+

(NH4)2SO4 Al(OH)3

ClNO3phosphate ion OHchromate ion C2O42permanganate ion

POSITIVE ION

NEGATIVE ION

Section 3: Writing formulas from chemical names

Section 4: Chemical names from formulas

Write the formula of the ions expected from the following compounds.

Write the chemical name of the ions expected from the following compounds.

COMPOUND

Calcium sulfate Potassium chloride Tin (IV) oxide

POSITIVE ION

NEGATIVE ION

FORMULA

FORMULA

ZnCl2 K3PO4 Cu(NO3)2 Na2CrO4 Ni(OH)2

Lead iodide

BaO

Bismuth nitrate

(NH4)2C2O4

Sodium carbonate Strontium chromate

POSITIVE ION

NEGATIVE ION

NAME

Section 5: Binary covalent compounds

Section 6: Acids and bases

Complete the table below by filling up the missing formula or chemical name.

Complete the table below by filling up the missing formula or chemical name.

FORMULA

NAME

FORMULA

NO2

hydroiodic acid phosphorus trichloride carbon monoxide

SbBr 5

potassium hydroxide HClO H2S

sulfur tetraiodide hydrogen peroxide P2O5

CI4

NAME

perchloric acid Zn(OH)2 H3PO4

silicon dioxide

nickel(II) hydroxide

nitrogen trifluoride

sulfuric acid HNO2 Mg(OH) 2 carbonic acid

General Chemistry 1

60 MINS

Lesson 7: Atomic Mass Content Standard

Lesson Outline

The learners demonstrate an understanding of the mole concept in relation to Avogadro’s number and mass.

Introduction



Motivation

Activity: Counting by Weighing

10

The learners shall be able to design, using multimedia, demonstrations, or models, a representation or simulation of any of the following:

Instruction

Average Atomic Mass

35

1. Atomic structure 2. Mass relationships in reactions

Enrichment

Vitamins and Minerals

Learning Competency

Resources (1) Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York: McGraw-Hill. (2) Chang, R. &Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill. (3) Isotopes and atomic mass [Simulation]. Retrieved from Phet Interactive Simulations website: https://phet.colorado.edu/en/simulation/ isotopes-and-atomic-mass (4) Moore, J.W., Stanitski, C.L. &Jurs, P.C. (2012). Chemistry: The molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage Learning. (5) Zumdahl, SS. & Zumdahl, S.A. (2012). Chemistry: An atoms first approach. Belmont, CA: Brooks/Cole Cengage Learning.

At the end of the lesson, the learners: 1. Explain relative atomic mass and average atomic mass ( STEM_GC11SIe-25). Specific Learning Outcomes

At the end of the lesson, the learners shall be able to: 1. Define atomic mass unit; 2. Calculate the average atomic mass of elements; 3. Determine the average molecular mass of molecules; and 4. Determine the average formula mass of ionic compounds.

Evaluation

Check Up Quiz

5

10

INTRODUCTION (5 minutes) 1. Introduce the following learning objectives using any of the suggested protocol (Verbatim, Own Words, or Read-aloud): a. Define atomic mass unit b. Calculate the average atomic mass of elements c. Determine the average molecular mass of molecules d. Determine the average formula mass of ionic compounds 2. Present the keywords for the concepts to be learned: a. Atomic mass unit (amu) b. Average atomic mass c. Molecular mass d. Formula mass e. Avogadro’s number f. Mole 3. Review isotopes a. What are isotopes? b. Give examples of isotopes. c. What is the similarity between Mg-24 and Mg-25? What is their difference?

MOTIVATION (10 minutes) Activity: Counting by Weighing

1. Ask the learners if they can count objects by weighing them. Present to them this situation: Ms. Lilia sells shelled peanuts in a store. But she meets customers asking for 150 peanuts, another for 750 peanuts, and another for 2,000 peanuts. Obviously, it will take Ms. Lilia a very long time to count the peanuts. What would be another way to count them?

Answers for Number 3 a. Isotopes are atoms that have the same number of protons but different number of neutrons.) b. Here are some examples of isotopes: i. U-235 and U-238 ii. O-17 and O-18 iii. Kr-80, Kr-82, Kr-83 c. Mg-24 and Mg-25 both have 12 protons. However, Mg-24 has 12 neutrons while Mg-25 has 13 neutrons.

Ms. Lilia takes 20 peanuts and weighs them. She finds out that 20 peanuts weigh 32 g. How much then will each peanut weigh?

Hence the weight of 150 peanuts would be:

It will be easier to weigh the peanuts than to count them. Now, 960 g is appropriately how many peanuts?

Teacher Tip Display the question clearly. Present the problem to the class. This activity can be done as a class or in groups. Give them about five minutes to reflect on the problem. Then, guide them to the process and the answer using the example given. Take note and emphasize that not all the peanuts will have the same mass of 1.6 g. They are not all identical. Some will be heavier while some will be lighter. What was done was to get the average mass of the peanut and 1.6 g is the average mass of a peanut. However, for purposes of counting, what is needed is only the average mass. This method of counting by weighing is useful for counting very small objects, e.g. small candies, beans, etc.

Ask them to draw a conclusion. Is it possible to count objects by weighing? Summarize the procedure done with the peanuts. This can be done with other objects like mongo beans, marbles, etc.

Answer Key The procedure is as follows: 1. Count a given number of peanuts and weigh them. 2. Get the average mass of a peanut. This assumes that the objects are identical. 3. Divide the mass of a sample of peanuts by the average mass to get the number of peanuts in the sample.

INSTRUCTION (35 minutes) What is the Atomic Mass and the Atomic Mass Unit? Relate the exercise on counting peanuts by weighing to counting atoms. Ask them if it is possible to use the same procedure to count atoms. Why or why not? Whether it is peanuts or mongo beans or candies or atoms, the procedure should be the same. The problem, however, is atoms are very, very small and it is not possible to see them and count them individually to get the average mass. We need to look for another way to get the average mass of the atom. Experiments have shown that atoms have different masses relative to one another. For example, a Mg atom is experimentally reported to be twice as heavy as a carbon atom; a silicon atom is twice the mass of a nitrogen atom. It is possible to make a relative scale if one atom is chosen as the reference or standard atom against which the masses of the other atoms are measured. By international agreement, the reference atom chosen is the C-12 isotope which contains six protons and six neutrons. By definition, one atom of C-12 has a mass of exactly 12 atomic mass units (amu). One amu, therefore, is one-twelfth (1/12) the mass of a C-12 atom. The atomic mass of Cu-63 is 62.93 amu. This means that relative to C-12, one atom of Cu-63 is 62.93/12 or 5.244 times the mass of a C-12 atom. Ask them to answer this example: One atom of Se-77 is 6.410 times as heavy as an atom of C-12. What is the atomic mass of

Teacher Tip Ask them to check the meaning of the word relative when used as an adjective. Ask them to provide their source of information. Then, let them express the meaning in English and in Filipino. Briefly, relative, when used as an adjective, means ‘compared to something or to someone’. Emphasize that they should always use the appropriate unit in calculations. For atomic mass, the unit is amu.

Additional information: A mass spectrometer is used to experimentally compare and determine the masses of atoms to a very high degree of accuracy. Answer key 6.410 x 12 amu = 76.92 amu

Average Atomic Mass

Now, ask them to look up the atomic mass for carbon in the periodic table. The expected answer is 12.01 amu. Then, proceed to explaining the average atomic mass.

Teacher Tip They should all have the same version of the periodic table so that average atomic masses are reported with the same number of significant figures.

If C has six protons and six neutrons, why is the relative atomic mass of carbon given as 12.01 amu and not 12 amu? There are no individual atoms of carbon with a mass of 12.01 amu. The periodic table provides the average atomic mass which takes into account the different isotopes of an element and their relative abundances. It is not a simple average that is taken but a weighted average.

Ask them to look up the atomic masses of other elements to familiarize them with using the periodic table.

Illustrate a weighted average using final grade calculation: For the class in Chem 345, the teacher informs the class that the final grade will be based on Exam 1 (15%), Exam 2 (15%), Problem Sets (30%), and Final Exam (40%). To pass the course, the learner must get a final grade of 75% or higher. Calculate the final grade of learner Ms. Julita if she got the following scores: COMPONENTS OF FINAL GRADE

WEIGHT

SCORES OF MS. JULITA

Exam 1

15.0%

83%

Exam 2

15.0%

95%

Problem Sets

30.0%

65%

Final Exam

40.0%

88%

The final grade will be computed as follows: (.150 x .83) + (.150 x .95%) + ( .300 x .65) + (.400 x .88) = 81%

You may want to show the difference between simple average and weighted average using the same values in the example given.

Always observe the use of significant figures in calculations.

Isotopes of elements occur in different abundances. Some are more abundant than others. Chlorine has two isotopes. The natural abundance of Cl-35 is 75% while that of Cl-37 is 25%. This means that if you have 100 atoms of chlorine, 75 of them will be Cl-35 and 25 of them will be Cl-37. Magnesium, on the other hand, has three isotopes with varying abundances: Mg-24, Mg-25, and Mg-26, 11.01 have 78.99%, 10.00%, and 11.01% abundance, respectively.

Teacher Tip Note that the atomic mass of C-12 is exactly 12 amu. In calculations, this is treated as an exact number.

For carbon, the natural abundance of C-12 is 98.90% while that of C-13 is 1.10%. The atomic mass of C-13 has been determined to be 13.00335 amu while that of C-12 is exactly 12 amu. Now, we calculate the average atomic mass of carbon:

Misconception They may think that there is a carbon atom with a mass of 12.01 amu. There is none. There are only atoms of C-12 and C-13. The value 12.01 amu is an average atomic mass.

Review how exact numbers are treated in calculations.

= (atomic mass of C-12) (% abundance of C-12) + (atomic mass of C-13) (% abundance of C-13)

= (12.0000 amu) (.9890) + (13.00335 amu) (.0110) = 12.01 amu

Ask them to answer these practice exercises: 1. From the periodic table, look up the average atomic mass of the following elements: Co, Be, Al, Zn. 2. Copper has two stable isotopes with the following masses and % abundances: Cu-63 (62.93 amu, 69.09% abundance) and Cu-65 (64.9278 amu, 30.91% abundance). Calculate the average atomic mass of copper. 3. An element consists of an isotope with mass of 10.0129 amu and 19.91% abundance, and another isotope with mass of 11.0093 amu and 80.09% abundance. Calculate the average atomic mass of this element. Refer to the periodic table and identify the element.

Answer Key 1. Co (58.93 amu), Be (9.012 amu), Al (26.98 amu), Zn (65.39 amu) 2. 63.55 amu 3. 10.81 amu; the element is b oron Ensure that they observe the proper use of significant figures in all their calculations.

Average Molecular Mass (also referred to as molecular mass)

The molecular mass is the sum of the average atomic masses of the atoms in the molecule. Ask them to answer the following examples: 1. What is the molecular mass of carbon dioxide, CO 2? 2. Determine the molecular mass of the following molecules: a. Water, H2O b. Methane, CH4

Teacher Tip Note the difference between molecular mass and formula mass. Molecular mass is used for covalent compounds while formula mass is used for ionic compounds. For brevity, many books refer to the average molecular mass as simply molecular mass. Answer Key 1. Molecular mass of CO2 = atomic mass of C + 2 ( atomic mass of O) = 12.01 amu + 2 (16.00 amu) = 44.01 amu 2.

Average Formula Mass (also referred to as formula mass)

The formula mass is the sum of the atomic masses of the atoms in the ionic compound.

Ask them to answer the following examples: 1.

What is the formula mass of sodium chloride, NaCl?

2.

What is the formula mass of magnesium chloride, MgCl2?

a. molecular mass of water = 18.02 amu b. molecular mass of methane = 16.04 amu

Teacher Tip Keep the examples simple. It is the concept that needs to be introduced. This will be taken up again in the next lesson. Answer key 1. Formula mass of NaCl = atomic mass of Na + atomic mass of Cl) = 22.99 amu + 35.45 amu = 58.44 amu 2. Formula mass of MgCl2 = 95.21 amu

Vitamins and minerals

1. Vitamins and minerals are nutrients for the body. An example of a vitamin is Vitamin C. Look up the molecular formula of Vitamin C and determine its average molecular mass. What is another common name for Vitamin C? Give at least one important use of Vitamin C in the body.

Teacher Tip This can be given as an assignment.

2. Minerals include potassium, calcium, iron, and zinc. Look up the average atomic mass of calcium, Ca. Give at least one important use of Ca in the body.

EVALUATION (10 minutes) Check-up quiz

Answer the following questions. Place the answers in the space provided. Show calculations where applicable. Observe the use of significant figures for calculations and indicate the appropriate units. Learners can use the periodic table to answer the questions. ______1. From the periodic table, look up the average atomic mass of bromine, Br. ______2. How much heavier is an atom of Br relative to an atom of carbon? ______3. Which element in the periodic table has an average atomic mass that is about ten times that of fluorine? Element A consists of isotope A-6 with natural abundance of 7.5% and a mass of 6.0151 amu, and isotope A-7 with natural abundance 92.5% and mass of 7.0160 amu. ______4. Calculate the average atomic mass of element A. ______5. Identify Element A. Naphthalene has the molecular formula C 8H10. ______6. How many elements make up one molecule of naphthalene? What are they? ______7. What is the molecular mass of naphthalene?

Answer Key 1. 79.90 amu 2. 6.653 times heavier 3. Osmium, Os 4. 6.94 amu 5. Lithium, Li 6. Two elements; Carbon and Hydrogen 7. 106.16 amu 8. 74.55 amu

General Chemistry 1

120 MINS

Lesson 8: The Mole Concept and Molar Mass (Lecture) Content Standard

Lesson Outline

The learners demonstrate an understanding of the mole concept in relation to Avogadro’s number and mass.

Introduction



Motivation

Inquiry

Instruction

The Mole Concept and Molar Mass

75

Enrichment

Relating the Mole to Real Life Situations

15

Evaluation

Check Up Quiz

15

The learners shall be able to design, using multimedia, demonstrations, or models, a representation or simulation of any of the following: 1. Atomic structure 2. Mass relationships in reactions Learning Competencies

At the end of the lesson, the learners: 1. Define a mole (STEM_GC11S-Ie-26); 2. Illustrate Avogadro’s number with examples ( STEM_GC11S-Ie-27); 3. Determine the molar mass of elements and compounds (STEM_GC11SIe-28); 4. Calculate the mass of a given number of moles of an element or compound, or vice versa ( STEM_GC11S-Ie-29); and 5. Calculate the mass of a given number of particles of an element or compound, or vice versa ( STEM_GC11S-Ie-30).

Resources (1) Burdge, J & Overby, J. (2012). Chemistry: Atoms first. New York: McGraw-Hill. (2) Chang, R. & Goldsby, K. (2016). Chemistry. (12th ed.). New York: McGraw-Hill. (3) Moore, J.W., Stanitski, C.L. & Jurs, P.C. (2012). Chemistry: The molecular science (4th ed.). Belmont, CA: Brooks Cole/Cengage Learning. (4) Zumdahl, SS. & Zumdahl, S.A. (2012). Chemistry: An atoms first approach. Belmont, CA: Brooks/Cole Cengage Learning.

Specific Learning Outcomes At the end of the lesson, the learners shall be able to:

1. State the value of Avogadro’s number; 2. Perform calculations converting moles to number of entities and vice versa;

3. Define molar mass; 4. Determine the molar mass of elements and compounds; and 5. Perform calculations determining mass of a given number of particles of an element or compound, or vice versa.

12 3

General-Chemistry-1.pdf

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