Académique Documents
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PREFACE
This book was designed and written for use by chemistry teachers regardless of the textbook they are using in the classroom. To make sure that this goal is
achieved, we incorporated the following features in the book:
1. The teaching tips revolve around topics generally covered in a high
school chemistry text, following the DepEd Curriculum Guide.
2. The discussions take into consideration the unifying themes of high
school chemistry, namely:
3. The book discusses Wiggins and Mctighes Understanding by Design
(UbD) in the context of Chemistry, identifying the EUs and EQs per chapter and giving examples of performance tasks for assessment that denote
understanding, find application in real life, and help develop thinking
skills.
To illustrate discussion points as well as sample instructional activities, we used
VPHIs Conceptual and Functional Chemistry (Modular Approach) Second Edition
and Laboratory Manual and Workbook in Chemistry by Alumaga and Antero. And
for additional information, we recommend internet resources, including i-learn.vibalpublishing.com.
To our colleagues, good luck!
THE AUTHORS
ii
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CONTENTS
Partt ONE: TIMETABLE FOR THE COURSE ...................................................
UNIT II
UNITT III
UNIT IV
Chapter 2
10
Chapter 4
Chapter 6
Chapter 7
Chapter 9
1
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UNITT
UNITT
UNITT
UNITT
UNITT
Duration
(number of days)
14-15
8-10
15-17
6-7
12-14
19-20
7-8
20-22
12-14
7-9
5-8
12-14
9-11
11-13
First Quarter
Chapters 1, 2, 3, 4
First Semester
Second Quarter
Chapters 5, 6, 7
Third Quarter
Chapters 8, 9, 10
Fourth Quarter
Second Semester
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The teaching strategies also vary among the various academic disciplines. In science, for instance, found to be most effective are: (a) the
inquiry approach and (b) hands-on learning or learning by doing, where the
learner employs as many senses as possible in the learning process
touch, sight, hearing, smell. On the other hand, very effective in a skill
subject are: (a) learning by doing and (b) drill/repetition.
1.3 Assessment
Assessment is used to monitor learning, to find out if the students
are achieving the objectives. It tells the teacher if the students understood what he/she taught them.
Nontraditional or alternative tests, also called performance-based assessment or performance tasks, are characterized by the fact that the outputs or the answers to questions in the task are constructed by the students, borrowing the term from constructivism.
The outputs of performance tasks are not graded the same way as
the results of traditional tests. They are graded based on a set of criteria
that is unique to each output. Thus, performance tasks are accompanied
by rubrics.
II
III
Principle
Concepts/Ideas
Facts/Experiences
(Strategies)
Figure 1
4. LABORATORY/FIELD ACTIVITIES
VPHI has published a book entitled Laboratory Manual and Workbook in
Chemistry. The authors prepared exercises based on the resources available in
the community, the facilities and equipment present in the school, and other
considerations like length of time entailed, expenses to be incurred, and security of the students.
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7. INTERNET RESOURCES
To facilitate student understanding of specific topics and to widen their
perspective of that particular area of chemistry, the students may be encouraged to visit the websites suggested in the book Conceptual and Functional
Chemistry, Second Edition by Padolina, Antero and Alumaga.
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The book Conceptual and Functional Chemistry, Second Edition opens with the
unit that identifies the nature of chemistrythe study of composition, structure
and properties of matter and the changes it undergoes. The unit answers two
big questions: What Is Chemistry? (Chapter 1) and How Are Materials Classified?
(Chapter 2).
Chapterr
1 What Is Chemistry?
Chapter 1 introduces the learner to the world of chemistry. It deals with the
science of matter, materials and processes used in exploring matter, and how
scientists work in the field of chemistry.
The chapter covers The Nature of Chemistry (Module 1) and Processes and Tools
of Chemistry (Module 2). Module 1 describes the scope of chemistry and discusses how chemistry affects the society, whereas, Module 2 deals with the processes
of scientific inquiry and scientific measurement.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU); and Major
Areas of Inquiry, or Essential Questions (EQ)
EU 1: Chemistry involves the study of the
composition of matter,
properties and structure of matter,
changes that matter undergoes, and
energy involved in the transformation of matter.
EQ 1: What is chemistry all about?
EU 2: Chemistry plays an important role in the society and the society affects chemistry.
EQ 2: How does chemistry influence society, and vice versa?
EU 3: Chemistry is related to other science and nonscience areas of study.
EQ 3: How does chemistry relate to other science and nonscience areas of
study?
EU 4: The process of making scientific inquiry involves the scientific
method.
EQ 4: What are the processes involved in scientific inquiry?
EU 5: There are certain traits that a scientist must possess and some of these
are intellectual honesty, open-mindedness, independent-mindedness
and tolerance.
10
11
Grade the students answer sheet on the basis of: (a) logical and convincing suggestion to the friend, (b) tact in handling the process of convincing, (c) accuracy of information shared with the friend, and (d) clarity and neatness of the message written in the answer sheet. (Note: See
Appendix.)
12
Symbol
To Convert
from
Multiply by
To
Determine
Symbol
millimeters
mm
meters
LENGTH
IN
inch
25.4
FT
feet
0.3048
YD
yards
0.91
meters
MI
miles
1.61
kilometers
km
square
millimeters
mm2
AREA
SI
square inches
645.16
SF
square feet
0.09
square
meters
m2
SY
square yards
0.84
square
meters
m2
MI2
square miles
2.59
square
kilometers
km2
acres
0.4
hectares
ha
VOLUME
CI
cubic inches
16.39
cubic
centimeters
cm3
CF
cubic feet
0.03
cubic meters
m3
GAL
gallons
3.79
liters
MASS
LB
pounds
0.45
kilograms
kg
TON
short tons
(2000 lbs)
0.91
metric tons
From: http://www.nh.gov
Give problem situations to students that will require accurate measurements like, What is the distance from the school
canteen to the laboratory room in meters? Then let the distance in meters be converted to other units.
For EQ 7: Differentiate precision from accuracy by showing illustrations
using a dart board or by letting the students play coin tossing.
Show the importance of significant figures by telling the
students to measure the width of their chemistry textbook using three improvised rulers.
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13
14
3.
4.
5.
6.
Module 2
A. 1.
2.
3.
4.
5.
a
a
d All except m2 are units for volume. The unit m2 is for an area.
d
a Precision refers to how close each individual measurement is to
the average of the measurements. The other sets show values that are
very far from each other.
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15
B. 1.
2.
3.
4.
5.
6.
2
4
3
3
3
5
C. 1. 10.5 g
2. 17.5 m
3. 19.3 g/cm3
D. 1. Hypothesis: Many people think that bottled water is safer to drink.
2. The hypothesis that bottled water is better can mean that bottled water tastes better or that it is safer. Testing the hypothesis that the bottled water tastes better can be done by asking members of the family
to compare the taste of two samples of water, tap water and bottled
water, without telling them which one is which. Testing the hypothesis that bottled water is safer would require that samples of both
tap and bottled water be submitted for microbiological testing and
chemical analysis.
V. CONCEPT MAP
CHEMISTRY
is the study of
MATTER
its
is a branch of
SCIENCE
involves
SCIENTIFIC INQUIRY
COMPOSITION
PROPERTIES
AND
STRUCTURE
SCIENTIFIC THINKING
uses
MEASUREMENT
16
CHANGES
AND ENERGY
Chapterr
Chapter 2 provides a general description of matter. In this chapter, the learner will understand the complexity of materials that exist around us and how
these materials show similarities in properties, how they differ from one another,
and how they transform into other materials.
The chapter covers Different Ways of Classifying Matter (Module 3), Mixtures
and Component Substances (Module 4), and Substances and Mixtures at the Atomic
Level (Module 5). It deals with the properties, classification, and changes that
matter undergoes; methods of separating mixtures; and microscopic description
of materials.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: Physical properties are the characteristics of matter that can be observed without the substance changing into another substance. They
are further categorized as:
a. intensive properties those that do not depend on the amount of
matter like color, taste, odor, density, etc.
b. extensive properties those that depend on the amount of matter
like length, area, volume, etc.
EU 2: Chemical properties are the properties of matter that can be observed
only when a substance transforms into another substance having a different set of properties.
EU 3: Matter can undergo the following changes:
a. physical change, which occurs when a substance changes its appearance without changing its composition; and
b. chemical change, which occurs when a substance transforms into
another substance having a different set of properties.
EU 4: Matter can be classified as homogeneous or heterogeneous based on
the distribution of their properties and composition throughout the
material. A homogeneous material has uniform properties and composition all throughout the system. A heterogeneous material has
properties and components that are not distributed evenly.
EU 5: In terms of the composition of matter, it can be categorized as a pure
substance or a mixture. Pure substances are materials consisting mainly of one kind of matter. Mixtures are materials which are made up
of two or more substances and can be broken down using physical
means.
EU 6: A pure substance is either an element or a compound. An element is
made up of only one kind of atom and is further classified as metal,
nonmetal or metalloid. A compound is made up of two or more eleTeachers Manual
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17
ments that are chemically combined and can either be organic or inorganic.
EU 7: A mixture may be a:
a. solution, which is a homogeneous combination of two or more substances;
b. suspension, which is a combination of two or more substances with
particles that can be seen separately; or
c. colloid, which is composed of minute particles dispersed in another
substance and its particles are smaller than those of suspension
but bigger than those of a solution.
EU 8: Mixtures can be separated into their components using the differences
in the properties of their components. Filtration, distillation, decantation and solvent extraction are some of the methods used in separating
the components of mixtures.
EU 9: Molecules are combinations of atoms that act as a unit. These molecules
can be represented in different ways such as the space-filling model,
ball-and-stick model, structural formula and chemical formula.
18
Box II
A, B, G
D, E, F, I, J
Common to them:
Common to them:
They are
((1))
They are
((2))
Box I
Box II
B, C, E, G, H, I, J
A, D, F
Common to them:
Common to them:
They are
((4))
They are
((5))
Box I
Box II
C, E, G
B, H, I, J
Common to them:
They are
((7))
Basis of grouping:
.
Basis of grouping:
.
Common to them:
.
They are
((8))
Basis of grouping:
.
19
Grade the students answer sheet on the basis of: (a) correct answer to at
least six items in No. 1-9, (b) correct answer to item No. 10, (c) correct answer
to item No. 11, and (d) correct answer to item No. 12. (Criteria have the same
weight.) See Appendix.
20
21
2. The bulge indicates that a gas is being formed inside the can. It is
caused by some microorganism that has infected the food. This indicates a chemical reaction with the production of a new substance in
the form of a gas. The food inside the can is spoiled and should not
be eaten.
Module 4
A. 1.
2.
3.
4.
c
b
b
a As the mixture is heated, its temperature rises gradually and the
boiling point of the fraction with the lowest boiling points will be
reached first.
5. a
6. d
B. 1. The components are all in solution; there are no solids to filter out.
2. The iron filings may be separated from both sawdust and sugar using
a magnet. When that is done, the remaining mixture can be mixed
with water where the sugar will dissolve. The sawdust can then be
separated by filtration. The sugar dissolved in the water may be recovered by evaporating the water.
3. All food and drug formulations are mixtures.
Module 5
22
A. U
W O
W D
M Y
M O
M L
M E
W H
W C
M G
M I
M I
M J
M F
W K
V. CONCEPT MAP
PHYSICAL CHANGE
PHYSICAL CHANGE
MATTER
possesses
undergoes
CHEMICAL CHANGE
CHEMICAL CHANGE
EXTENSIVE
can
either
be
can be classified as
INTENSIVE
FILTRATION
DISTILLATION
DECANTATION
can be separated
into components
byy
SOLVENT
EXTRACTION
METALS
MIXTURE
PURE SUBSTANCE
can be
can be
SOLUTION
SUSPENSION
COLLOID
ELEMENT
COMPOUND
can be classified as
can be
NONMETALS
METALLOID
ORGANIC
INORGANIC
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23
UNITT
Atoms are the basic building blocks of matter and are found in all types of
materials. The nature of atoms is the central concept of this unit. The unit deals
with the structure of the atom and the development of the periodic table.
The unit focuses on the following questions: What Are the Building Blocks of Matter? (Chapter 3) and How Are Elements Arranged in the Periodic Table? (Chapter 4).
Chapterr
In order to understand the properties of matter, we must deal with the submicroscopic materials the atoms and molecules. Chapter 3 basically covers one
of the central concepts of chemistry, the atom which is the building block of matter. It traces the development of the atom from an idea to a well-accepted concept
and describes the structure of the atom and its subatomic particles.
The chapter is subdivided into The Atom: From Idea to Theory (Module 6) and
Probing the Atom (Module 7). It deals with the development of the models of the
atom and the description of its structure.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: Matter is made up of extremely small particles called atoms.
EU 2: Atoms consist of smaller particles and some of these particles carry
an electrical charge. The electrons are negatively charged, protons are
positively charged and the neutrons are uncharged.
EU 3: The mass of the atom is concentrated in a very small core called the
nucleus.
EU 4: The number of protons is equal to the number of electrons for a neutral atom.
EU 5: Isotopes are atoms of the same element but differ in the number of
neutrons.
EU 6: Ions are charged atoms that resulted from the gain or loss of electrons.
EQ 1:
EQ 2:
EQ 3:
EQ 4:
24
25
26
3. The water in both instances undergo the same physical change, evaporation. However, in the closed thermos flask, the mass stays constant because the water vapor does not escape and stays above the
boiling point, thus the law of conservation of mass was not violated.
The water boiling in a pan loses mass because some water vaporizes.
The law of conservation of mass is not violated since the total mass
of water before evaporation is equal to the combined mass of boiling
water and the water vapor produced.
Module 7
Review, p. 67 of textbook
A. 1. c
3. a
2. d
4. d
B.
19
Symbol
protons
neutrons
electrons
mass number
atomic number
Symbol
protons
neutrons
electrons
mass number
atomic number
5. d
6. a
75
F
9
10
9
19
9
88
Sr2+
38
50
36
88
38
44
7. c
As
33
42
33
75
33
122
Sc3+
21
23
18
44
21
31
Sb
51
71
51
122
51
p3
15
16
18
31
15
V. CONCEPT MAP
Matter
electrons
John Dalton
is made up of
J. J. Thomsom
Ernest Rutherford
Niels Bohr
described
by
atoms
make
up
consist
of
neutrons
found
in the
protons
molecules
nucleus
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27
Chapterr
Chapter 4 discusses the features of the periodic table and the arrangement
of the elements in it. It covers some properties of elements and the recurrence of
these properties in the table according to the arrangement of the electrons in the
atom.
The chapter includes three modules: Elements and the Periodic Table (Module 8),
Electron Arrangement in Atoms (Module 9) and Electronic Structure and Periodicity
(Module 10).
The themes of the topical discussions are: 1) atomic structure, including electronic configuration, and 2) periodic properties of elements.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU), and Major
Areas of Inquiry, or Essential Questions (EQ)
EU 1: a. The periodic law states that, when elements are arranged in the order of increasing atomic number, elements with similar properties
appear at periodic intervals.
b. The periodic table is a systematic arrangement of the elements according to increasing atomic number. The modern periodic table
has columns called groups and rows called periods.
EQ 1: How are the different elements arranged in the periodic table?
EU 2: Elements with similar physical and chemical properties are found in
the same group or family.
EQ 2: How are the elements in a group related?
EU 3: The quantum mechanical model describes an atom as having a nucleus and each electron is characterized by a set of quantum numbers,
which are the principal (n), azimuthal (l), magnetic (ml), and spin (ms)
quantum numbers.
EQ 3: How is the quantum mechanical model different from the other models of the atom?
EU 4: The electronic configuration of the element describes how the electrons are arranged in the different energy levels and sublevels and the
ground-state electronic configuration of the atom is written based on
the Aufbau principle, Pauli exclusion principle and Hunds rule.
EQ 4: How are the electrons arranged or distributed inside the atom?
EU 5: Similarities in the properties of elements are explained by their similarities in electronic configuration.
28
a. Elements from the same group have the same number of valence
electrons or electrons in the outermost main energy level.
b. Elements from the same period have the same number of occupied
main energy levels.
EQ 5: How is the electronic configuration of the atom related to its position
or location in the periodic table?
EU 6: Atomic properties like ionization energy, electron affinity and atomic
radius can be predicted based on the position of the element in the
periodic table.
EQ 6: How are the periodic properties of elements such as atomic radius,
ionization energy and electron affinity predicted?
29
For EQ 3: Give the common names of the different groups of the periodic
table. Discuss the characteristics of representative, transition,
and inner-transition elements.
For EQ 4: Review the other models of the atom. Define the four quantum numbers that describe how the electrons behave inside
the atom. Illustrate how these numbers are assigned to each
electron of the atom.
For EQ 5: Discuss the electronic configuration of the atom. Describe the
different rules used in filling the different energy levels and
sublevels of the atom. Introduce the orbital diagram as a means
of representing the electron configuration of elements.
For EQ 6: Show how the number of valence electrons and number of occupied energy levels tell the atoms group and period numbers, respectively.
For EQ 7: Discuss the trends of the different periodic properties across
the periods and along the groups.
C. Other Suggestions
1. Using internet resources and other printed reference materials let the
students trace the development of the periodic table.
2. Let the students perform Exercises 15, 16 and 18 of the VPHI Laboratory Manual and Workbook in Chemistry.
30
True
False
True
True
False
6.
7.
8.
9.
10.
False
True
False
False
True
C. 1.
2.
3.
4.
5.
La
Fr
He
B
Hg
Module 9
Review, p. 91 of textbook
A. 1. d
2. c
3. b
4. c (If n = 1, the only possible value for l is 0. And if l = 0, then ml = 0.)
5. c
B. 1. True (To describe or specify an orbital, only the quantum numbers n,
l and ml are needed since ms specifies the spin of the electron in the
orbital.)
2. False (Electrons do not really spin either clockwise or counterclockwise. Some of the observations on their properties and behavior only
indicate as if they are spinning.)
3. False (The Pauli exclusion principle clearly says that no two electrons in
an atom can have the same set of quantum numbers.)
4. False (An orbital can have one or two electrons, with two being the
maximum allowable number, but never a 1/2 electron.)
5. False (The quantum number n describes the size and energy of an
orbital. It is the quantum number l that describes the orbitals shape.)
6. True (Examples are: n = 3, l = 2, ml = 2; n = 3, l = 2, ml = 1; n = 3, l =
2, ml = 0; n = 3, l = 2, ml = +1; n = 3, l = 2, ml = +2)
7. False (The highest value that l can have is always 1 point lower than
n, following the n 1 rule.)
C. 1. Set b is NOT allowable.
(In set b, l cannot have a value higher than 3 since l = n 1 = 3, if n = 4.)
2. No (Since l = 0, then no other value is allowable for ml but 0.)
3. None (An orbital can only accommodate a maximum of two electrons.)
4. None (An electron does not really spin either clockwise or counterclockwise.)
5. None (Ruling out set b whose l and ml values are not allowable, only
sets a, c and d remain. And since all three sets have ml = 0, which
means that each of their electrons exists in an orbital that has only
one spatial orientation, the s orbital, then none has the most number
of possible ml values.)
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31
ml
+1
+1
+2
+1
+2
+3
2. The electron configurations and orbital diagrams of 13Al, 22Ti, 36Kr and
Mo:
42
Al (aluminum)
13
electron configuration: 1s2 2s2 2p6 3s2 3p1
orbital diagram:
1s
32
2s
2p
3s
3p
Ti (titanium)
electron configuration: 1s2 2s2 2p6 3s2 3p6 4s2 3d1 3d1
orbital diagram:
22
1s
2s
4s
2p
3s
3p
3d
Kr (krypton)
electron configuration: 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6
orbital diagram:
36
1s
2s
4s
2p
3s
3d
3p
4p
Mo (molybdenum)
electron configuration: 1s2 2s2 2p6 3s2 3p6 4s2 3d10 4p6 5s2 4d1 4d1 4d1 4d1
orbital diagram:
42
1s
2s
2p
4s
3d
5s
4d
3s
3p
4p
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33
Module 10
Review, p. 101 of textbook
A. 1. b
2. d
3. d
4. c
5. d
B. 1. c The greater the number of main energy levels occupied by the
electrons, the bigger the atom. For atoms belonging to the same period, the greater the nuclear charge, the smaller the atom due to the
increasing pull of the nucleus on the electrons in the outermost main
energy level.
2. c The bigger the atom, the farther the outermost electron from the
nucleus; the influence of the nucleus on the electron becomes less.
Therefore, a small amount of energy is required to remove the electron.
3. b The nonmetal has the greatest tendency to form an anion.
4. a. Se2 For ions with the same number of electrons, the larger the
nuclear charge, the stronger the attraction of the electrons to the
nucleus, thus the smaller the ion.
b. N3 The anion is bigger than its neutral atom.
c. Ca The cation is smaller than its neutral atom.
5. Kr < S < Cl
34
V. CONCEPT MAP
Ionization
energy
Electron
affinity
Atomic
radius
like
Periodic
properties
show trends in
Periodic Table
Metals
consists of
Valence
shell
determined
by
Period
found in
Elements
can be
classified
as
Metalloids
found in
Valence
electrons
determined
by
Family/
Groups
Nonmetals
grouped into
Representative
elements
end with
s and p orbital
Transition
elements
end with
d orbital
Inner Transition
elements
end with
f orbital
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35
UNITT
The emphasis of the unit is on the types of combinations that the atoms make
and the manner in which they interact to achieve a particular arrangement. This
explains why there are different types of matter and why they behave differently.
The unit answers these three questions: How Are Atoms Arranged in Materials? (Chapter 5); How Do Atoms Combine? (Chapter 6); and How Are Amounts of
Substances Measured? (Chapter 7).
Chapterr
Matter can exist in the form of solid, liquid or gas. A compound like water
can exist in different forms but is still made up of the same atoms. Water in different forms have different sets of properties and behaves differently. In order to
understand the behavior and properties of matter, the Kinetic Molecular Theory
was conceived.
Chapter 5 describes the arrangement of the particles in a given material and
how the atoms in this material interact when it is in the solid, liquid or gaseous
states as well as in the metallic or nonmetallic forms. It includes Atoms in Gases, Liquids, and Solids (Module 11) and Atoms in Elements: Metals and Nonmetals
(Module 12).
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: The kinetic molecular model was established based on the kinetic molecular theory; it describes the behavior of solids, liquids and gases.
EU 2: The Kinetic Molecular Theory states that:
All matter consists of very small particles.
The particles are in constant motion.
The particles interact physically with each other through attractive
and repulsive forces. But, for gases, the attractive and repulsive
forces are negligible except under very high pressures.
The kinetic energy of the particles increases with increasing temperature.
There is no loss in the total amount of energy when the particles
collide with one another.
EU 3: The properties of the three states of matter are:
A gas has indefinite shape and volume, and is highly compressible.
A liquid has a definite volume and indefinite shape, and is less
compressible than a gas.
36
EU 4:
EU 5:
EU 6:
EU 7:
A solid has a definite volume and shape, and is the least compressible among the three states of matter.
The properties of metals are: high density, high melting point, high
tensile strength, high thermal and electrical conductivities, malleability and ductility.
The electron sea model describes the metal as an array of cations in a
sea of valence electrons and is used to explain the properties of metals.
Nonmetallic elements exist either as covalent molecular or covalent
network structures. The particles of covalent molecular structures are
atoms or molecules joined by covalent bonds while the particles of
covalent network structure are atoms that are held in a network.
Generally, elements with covalent molecular structure are in the liquid
and gaseous states at room temperature. They have low melting and
boiling points and do not conduct electricity. On the other hand, elements with covalent network structure have high melting point.
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38
2.
39
V. CONCEPT MAP
2LUL[PJ4VSLJ\SHY
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ILOH]PVYVM
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.HZLZ
HYL
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40
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Chapterr
I. CONTENT
Underlying Science Principles or Essential Understanding (EU)
EU 1: An ionic bond is the electrostatic attraction that holds together the oppositely charged cations and anions in a solid compound.
EU 2: Ionic compounds are substances with high melting and boiling points.
They do not conduct electricity in their solid forms but, when molten
or in their liquid states, they are conductors of electricity.
EU 3: The octet rule states that an atom tends to lose, gain, or share electrons
until it has eight valence electrons or its electron configuration is similar to the noble gas nearest to it.
EU 4: The Lewis electron dot structure indicates the number of valence electrons in the atom.
EU 5: A covalent bond is an attractive force formed by the sharing of electrons
between atoms.
EU 6: A compound consisting of molecules wherein atoms are joined by covalent bonds is known as covalent molecular compound.
EU 7: The valence-shell electron-pair repulsion (VSEPR) theory states that the
best arrangement of a given number of chemical bonds or unshared
electrons is the one that minimizes the repulsion among them. It is a
useful tool in predicting the probable shapes of the molecules.
EU 8: The valence bond theory explains how covalent bonds are formed by the
overlapping of atomic orbitals.
EU 9: Hybridization is the mixing of atomic orbitals to form the hybrid orbitals to explain the shape of the molecule.
EU 10: The electrons in a polar covalent bond are not equally shared by the
bonded atoms while those in a nonpolar covalent bond are equally
shared.
EU 11: Electronegativity is the measure of the tendency of an atom in a molecule to attract electrons towards it. It is used to determine the nature
of the bond and the polarity of a covalent bond.
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42
43
44
Module 14
Review, p. 131 of textbook
A. 1. a The other substances either have an ionic or covalent network
structure. These have very high boiling points.
2. c
3. b
4. c C and H form a compound with a covalent molecular structure
5. d
6. d S has more than eight valence electrons
B. 1. The oxygen-oxygen bond in O2 is a double bond. The bonds in H2O
are single bonds.
2. The elements in the third row and beyond have low energy d orbitals
which can be used for bonding.
3. The compound which has a very low boiling point is covalent molecular. It is not expected to conduct electricity in the liquid state since
the substance is made of neutral molecules.
Module 15
Review, p. 143 of textbook
A. 1. b
2. c
3. b
4. b
5. b
6. b
B. 1. Electron groups are either bonding pairs or lone pairs surrounding
an atom when a Lewis structure is written. The arrangement of the
electron groups as related to their tendency to move as far away from
each other as possible defines the shape of a molecule or ion.
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2. a. trigonal planar
c. tetrahedral
Cl
N
O
C
Cl
Cl
Cl
b. trigonal planar
d. octahedral
O
O
F
I
F
F
Cl
Cl
Cl
b. polar
d. polar
S
H
46
V. CONCEPT MAP
Octet rule
explains why
Atoms
form
Chemical bonds
classified
can be
predicted
using
Electronegativity
difference
into
formation is
Ionic bond
is formed
due to
Transfer of electrons
Sharing of electrons
between
between
Ions
Nonmetals
categorized
into
form
Polar molecule
can be
Molecules
Cations
Valence bond
theory
Nonpolar molecule
Anions
possess
Molecular geometry
can be predicted
or explained
using
Hybridization
VSEPR theory
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Chapterr
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: A mole is the amount of substance that contains 6.02 1023 particles of
that substance.
EU 2: The molecular or formula mass is the sum of the masses of the atoms in
a compound.
EU 3: The Law of Definite Proportion states that the elements in a compound
are present in a definite proportion by mass.
EU 4: A chemical equation describes the chemical reaction between substances. It shows the formulas of the reactants and products and the mole
ratios of these substances. It follows the law of conservation of mass.
EU 5: Combination, decomposition, substitution and double replacement
are the different types of inorganic reaction.
EU 6: A balanced chemical equation is used in calculating the amounts of
substances that react or are formed in a chemical reaction.
EU 7: The limiting reactant is the reagent that is completely used up during
a chemical reaction while the excess reactant is the reagent that is not
completely consumed during a chemical reaction.
48
49
inspection.
For EQ 6: Differentiate the various types of inorganic reactions. Provide
examples and perform a laboratory activity to illustrate these
types of reactions. Emphasize the importance of the activity
series in predicting the products of chemical reactions.
For EQ 7: Show sample problems involving determination of amounts
(in grams, mole and number of particles) of products from
the given amount (in grams, mole and number of particles) of
reactant, and vice versa. Include sample problems involving a
limiting reactant and percentage yield.
C. Other Suggestions
1. Ask the students to enumerate at least ten different chemical processes that occur in the environment. Write the chemical processes
in word equation and then in chemical equation. Identify those that
harm the environment and give the detrimental effects of the products of those reactions. They can use different research materials.
2. Let the students perform Exercises 25 to 30 of the VPHI Laboratory
Manual and Workbook in Chemistry.
50
537.53 g
c. calcium carbonate, CaCO3
Ca: 40.08 g 1 = 40.08 g
C: 12.01 g 1 = 12.01 g
O: 16.00 g 3 = 48.00 g
100.09 g
d. sucrose, C12H22O11
C: 12.01 g 12 = 144.12 g
H: 1.01 g 22 = 22.22 g
O: 16.00 g 11 = 176.00 g
342.34 g
e. calcium fluoride, CaF2
Ca: 40.08 g 1 = 40.08 g
F : 19.00 g 2 = 38.00 g
78.08 g
f. nitric acid, HNO3
H: 1.01 g 1 = 1.01 g
N: 14.01 g 1 = 14.01 g
O: 16.00 g 3 = 48.00 g
63.02 g
1 mol C
2. a. 2.1 1024 atoms C
6.02 1023 atoms C
= 3.5 101 mol C
1 mol NH 3
b. 7.34 1021 molecules NH3
6.02 1023 molecules NH 3
= 1.22 102 mol NH3
c.
36.9 g NH 4 NO 3
= 0.461 mol NH4NO3
80.6 g / mol NH 4 NO 3
d.
72 g CH 4
= 4.5 mol CH4
16.05 g / mol CH 4
e.
49.0 g H 2 SO 4
= 0.500 mol H2SO4
98.08 g / mol H 2 SO 4
f.
51
180 g
183.23 g
52
169 g
169.13 g
62.08 g
=2
31.04 g
Module 17
Review, pp. 168-169 of textbook
A. 1. a
4. b
2. d
5. d
3. a
B. 1. a.
b.
c.
d.
e.
2. a.
b.
c.
3.
C2H4O2
CO2
H2O
3.60 g
0.0400 mol
1.76 g
0.0400 mol
0.125 mol
15.0 g
0.250 mol
1.51 x 1023
molecules
5.25 x 1023
molecules
105 g
1.05 x 1024
molecules
31.5 g
53
2 mol CO 6
= 0.0400 mol C2H4O2
1 mol C6 H 12 O 6
b. CO2
0.0200 mol C6H12O6
2 mol CO 2
= 0.0400 mol CO2
1 mol C6 H 12 O 6
2 mol H 2 O
= 0.0400 mol H2O
1 mol C6 H 12 O 6
d. C2H4O2
0.125 mol C6H12O6
2 mol C2 H 4 O 2
= 0.250 mol C2H4O2
1 mol C6 H 12 O 6
2 mol CO 2
= 0.250 mol CO2
1 mol C6 H 12 O 6
H2O
0.125 mol C6H12O6
0.250 mol H2O
2 mol H 2 O
= 0.250 mol H2O
1 mol C6 H 12 O 6
2 mol C2 H 4 O 2
= 1.74 mol C2H4O2
1 mol C6 H 12 O 6
2 mol CO 2
= 1.74 mol CO2
1 mol C6 H 12 O 6
54
i.
2 mol H 2 O
= 1.74 mol H2O
1 mol C6 H 12 O 6
1.26 g
= 55.4 g CS2
1 mL
CS 2
= 0.728 mol CS2
76.14 g
3 mol H 2 O
= 0.728 mol H2O
3 mol CS 2
3 mol H 2 O
= 0.780 mol H2O
6 mol NaOH
6 mol NaOH
= 1.46 mol NaOH
3 mol CS 2
5. 100.0 g C6H12F2
1 mol C6 H 12 F2
= 0.8185 mol C6H12F2
122.18 g C6 H 12 F2
40.0 g NaOH
= 58.2 g
1 mol NaOH
2 mol HF
= 1.637 mol HF
1 mol C6 H 12 F2
2 0.01 g
= 32.75 g
1 mol HF
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V. CONCEPT MAP
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UNITT
The changes that materials undergo produce various forms of matter materials in different phases: solid, liquid and gas; materials resulting from the mixing of two or more substances such as solutions and colloids; and materials resulting from chemical reactions such as acids, bases and salts.
Unit IV describes the different forms of matter and their applications. It answers the questions: What Are the Differences Among the Three States of Matter?
(Chapter 8); How Do Solutions Differ from Colloids? (Chapter 9); and What Are
Acids, Bases and Salts? (Chapter 10).
Chapterr
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: The Kinetic Molecular Theory explains the behavior of gaseous materials. Its postulates are:
Gas consists of very small particles that are in constant, random,
straight-line motion.
Gas molecules are very far from each other relative to their size.
Gas molecules have no interaction between each other and they
act independently of one another.
Gas molecules collide with each other and with the walls of the
container in a perfectly elastic manner.
EU 2: Boyles law states that at constant temperature the volume of the gas
varies inversely with pressure.
EU 3: Charles law states that at constant pressure the volume of a fixed
amount of gas is directly proportional to its absolute temperature.
EU 4: Gay-Lussacs law states that for a given amount of gas in a container
of fixed volume, the pressure is proportional to the absolute temperature.
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EU 5: Avogadros law states that two different gases with the same volume
contain the same number of molecules at any given temperature and
pressure.
EU 6: Based on the Kinetic Molecular Theory, ideal gas particles have negligible volume and no attraction exists between molecules, whereas real
gases do not exhibit the ideal behavior. However, real gases approach
the ideal gas behavior at very high temperature and low pressure.
EU 7: Intermolecular forces are attractive forces that exist between molecules
of a substance. It has three basic types:
dipole-dipole interaction, which occurs between polar covalent
molecules
London dispersion forces, which exist in all types of molecules
Hydrogen bonding, which exists when the molecules have a hydrogen bonded to a highly electronegative atom such as nitrogen,
oxygen and fluorine
EU 8: A phase change is a change in the physical state of a substance and always occurs with a change in the amount of heat of the substance.
EU 9: The ability of a liquid to vaporize depends on the intermolecular forces within the liquids. Volatile liquids are those that vaporize easily.
EU 10: A heating curve is a graph showing the change in temperature as a
substance undergoes a phase change.
EU 11: A phase diagram is a graphical representation that describes the effects of pressure and temperature on the phase or state of a substance.
58
59
60
B. 1. V2 =
P1 V1 (7.00 atm)(20.0 L)
=
P2
11.0 atm
12.7 L
2. T2 =
T1 V2 (298 K)(12.0 L)
=
= 358 K
V1
10.0 L
3. P2 =
P1 T2 (110 atm)(303 K)
=
= 43.1 atm
T1
733 K
1.4 mol
720 mm Hg = 85 mm Hg
11.8 mol
PN2 =
8.4 mol
720 mm Hg = 513 mm Hg
11.8 mol
PO2 =
2.0 mol
720 mm Hg = 122 mm Hg
11.8 mol
5. PV = nRT
PV
(2.20 atm)(0.5601 L)
= 0.0658 mol
RT
L atm
(228 K)
0.0821
mol K
3
x
4
V1 V2
n1 n2
n2
V2
V1 n 2
n1
(3500 mL)
x
3
x
4
2625 mL
Module 19
Review, p. 196 of textbook
A. 1. b
5. a
2. a
6. A
3. d
7. D
4. c
8. All
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Module 20
Review, p. 203 of textbook
A. 1. c The condensation of water vapor in the air on the sides of a cold
glass of water involves the release of heat from the water vapor to the
cold glass.
2. b When the mixture is already boiling, any excessive heat added
will mostly go to the evaporation of water as the mixture boils more
vigorously; it will result in only a very small increase in the temperature of the mixture. Thus, to conserve fuel it is best to lower the flame
just to keep the mixture boiling.
3. a
4. c
5. b
B. 1. The snow sublimes.
2. The water used in the the sponge bath absorbs some of the heat in the
persons body, thus helping keep the fever down.
3. Ethyl alcohol has a higher boiling point. Ethanol, being more polar,
has stronger forces of attraction between molecules. In addition, ethanol has a higher molecular mass leading to stronger van der Waals
forces. With the strong forces of attration between molecules, the
liquid will have to be heated at a higher temperature for it to start
boiling.
62
V. CONCEPT MAP
Pressure
describes
the effect
Temperature
of
Phase diagram
observed
in the
Solid
Phase change
undergoes
Volatile
Nonvolatile
Graham's law
Boyle's law
explained
by
can be Liquid
Matter
can be
Diffusion
expressed Compression
in
exibits Gas
consists
of
Expansion
Charles' law expressed
in
Molecules
motion and
attraction
explained by
held by
Vapor pressure
Intermolecular forces
affect
Boiling point
can be
Dipole-dipole
interaction
London force
Hydrogen
bond
explains the unique
properties of
Water
such as
High boiling
point
High surface
tension
Low density
of ice
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Chapterr
The materials that are widely found in the environment and used in daily
activities are mostly mixtures. Mixtures are physical combination of different
substances. They are classified as homogeneous or heterogeneous.
The chapter consists of Solutions (Module 21), Chemical Arithmetic of Solution
(Module 22), and Colloids (Module 23). The chapter deals with the properties,
classification, composition, and structure of solution and solution-like materials.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU), and Major
Areas of Inquiry, or Essential Questions (EQ)
EU 1: A solution is a homogeneous mixture of two or more substances where
all particles exist as individual molecules or ions.
EQ 1: How are solutions formed?
EU 2: A solution is composed of solute, the component that is usually present in smaller quantity, and solvent, the component that is usually
available in greater quantity.
EQ 2: How are solutions classified?
EU 3: Solubility is the maximum amount of solute that can be dissolved in a
given amount of solvent at a particular temperature, and is affected by
the nature of solute and solvent, temperature and pressure.
EQ 3: Why are there materials that dissolve right away in a given solvent but
not in another substance?
EU 4: The amount of solute and solvent in a solution is expressed in terms of
concentration. Quantitative description of concentration includes percentage concentration, mole fraction, molarity and molality. Concentrated and dilute are qualitative description of the solution concentration.
EQ 4: How are the concentrations of solutions expressed?
EU 5: The physical properties of solutions that depend on the amount of solute particles are called colligative properties, and include the lowering of
vapor pressure, freezing point depression, boiling point elevation, and
increase in osmotic pressure.
EQ 5: How are the different colligative properties of solutions applied in industrial and human activities?
EU 6: A colloidal system or colloid is a mixture which is composed of minute
particles dispersed in another substance. Its particles are smaller than
those of a suspension but greater than those of a solution.
EQ 6: How do colloids differ from other kinds of mixtures?
64
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66
Module 21
Review, p. 213 of textbook
A. 1. c and d The addition of a seed crystal will cause the solute in excess
of what would make a saturated solution precipitate. The seed crystal
may grow bigger but other crystals will also form.
2. d If the dissolution process is exothermic, heat will be released and
this will cause the temperature of the mixture to increase.
3. d The solubility of a gas decreases with increasing temperature.
4. c The solubility of a gas increases with increasing pressure.
5. d Octane is a nonpolar substance and is least soluble in a polar solvent like water.
6. a Sodium bromide is an ionic compound. When it dissolves in water, the ions separate from each other. The presence of charged particlesthe ionsmakes the solution conducting.
7 b Ethanol is a polar substance like water and is very soluble in water.
B. Complete the given table by writing the missing solutes or solvents.
Solution
Solute
Solvent
brass
zinc
copper
formaldehyde
water
aqua regia*
nitric acid
hydrochloric acid
sterling silver
copper
silver
*Aqua regia is a mixture of concentrated nitric acid and concentrated hydrochloric acid. In this case, it is not clear which should be considered as
the solvent. If we follow the convention that the solvent is the medium
in which the solute is dissolved, then the solvent in aqua regia is water.
However, water may be present in a smaller amount because the solution
is a concentrated mixture of two acids.
C. 1. 55 g
2. At 5C, the solubility of KNO3 is 15 g/100 g water; 10 g of the compound will crystallize out.
Module 22
Review, p. 231 of textbook
A. 1. c (It has the lowest molar concentration.)
2. d (It has no dissolved solute in it compared to the other choices.)
3. c
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4. b
5. a
m
m
m (20.0 mL)(0.789 g / mL)
% =
100
m (200.0 mL)(0.982 g / mL)
B. 1. a.
15.78 g ethanol
100 = 8.03%
196.4 g solution
V
V
V
20 mL
% =
100 = 10%
V 200 mL
b. %
c. mole fraction
mole ethanol =
180.62 g
= 10.023 mol
18.02 g / mol
0.342 mol
= 0.0330
0.342 mol + 10.023 mol
10.023 mol
= 0.967
0.342 mol + 10.023 mol
d. molarity
M=
0.342 mol
= 1.71 M
0.2000 L
e. molality
m=
0.342 mol
= 1.89 m
0.18062 kg
0.23C
= 0.0909 m
2.53C / m
m=
moles solute
kg solvent
68
mass solute
moles solute
2.070 g
0.0136 mol
= 152 g / mol
23.3C
= 12.5m
1.86Cm 1
m=
moles solute
kg solvent
8.0 g C6 H 8 O 6
176.14 g
C6 H 8 O 6
mol
no. of moles C6 H 8 O 6
0.0454
=
= 0.0908
0.500 kg
mass H 2 O
T = mK
Kb
= (0.0908 m)(0.512Cm1) = 0.0465C
Tb = boiling point H2O + T
= 100.000C + 0.0465C = 100.0465C
Module 23
Review, p. 245 of textbook
A. 1. c The dispersed particles of colloids are bigger than the dissolved
particles of solutions.
2. b It is a solution. It has dissolved particles that are smaller than the
particles of a colloidal system.
3. c A beam of light passing through a soap solution can be observed
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because the soap particles which are bigger scatters light while the
dissolved sugar molecules are too small to scatter light.
4. c Emulsifying agent allows small molecules or ions to aggregate or
combine together to form colloidal particles.
5. d
B. 1. Similarities: Using the unaided eye, they both appear homogeneous.
Their components cannot be separated using filtration. The particles
of solution and colloidal particles do not settle out in the mixture.
Differences: The Tyndall effect is present in colloids but not in solutions. The colloidal particles are bigger than the particles of a solution.
2. Freon causes the depletion of ozone molecules in the stratosphere.
This results in the thinning of the ozone layer and the greater penetration of the harmful ultraviolet rays on the earths surface.
3. Answers may vary. Just look at examples in the book.
Colloid
Aerosols
Foams
70
Examples
smoke (Solid dispersed in gas.)
cloud (Liquid dispersed in gas.)
Emulsion
Sol
Gel
V. CONCEPT MAP
Mixtures
Tyndall effect
are classified
as
Brownian
movement
exhibits
Electric charge
effect
Adsorption
solid
observable
liquid
phase
can be
gas
classified Solutions
in terms of
saturated
unsaturated
amount
of solute
gel
Suspensions
aerosol
Colloids
phase
such as
foam
emulsion
classified
according to
are described
in terms of
supersaturated
are prepared
by
sol
affinity
between
lyophilic
phase
such as
lyophobic
concentration
expressed
condensation
quantitatively as
qualitatively as
dilute
dispersion
concentrated
percentage
mole
concentration fraction
molarity molality
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Chapterr
This chapter covers acids, bases and saltssubstances of universal importance to men. They are commonly found in homes and in different food and
consumer products. These substances have great effects in the living systems.
They are used in the normal functioning of the body. But, they can also give great
damage to the organisms and their environment.
The chapter consists of Acids and Bases (Module 24) and Neutralization (Module 25). It deals with the characteristics of acids, bases, and salts and their uses in
mans activities.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: An acid is a substance that increases the H3O+ concentration in an
aqueous solution (Arrhenius theory); a proton-donor (Bronsted-Lowry theory); and electron-pair acceptor (Lewis theory).
EU 2: A base is a substance that increases the OH-concentration in an aqueous solution (Arrhenius theory); a proton-acceptor (Bronsted-Lowry
theory); and electron-pair donor (Lewis theory).
EU 3: The measure of the H3O+ concentration of a solution is the pH and pH
is determined using the formula: pH = log[H+]. The measure of the
OH concentration of a solution is the pOH and pOH is calculated using: pOH = log[OH].
EU 4: The strength of acids and bases can be described using the degree of
ionization and ionization constants.
EU 5: An indicator is a substance that changes color at a certain pH value.
EU 6: Neutralization is a reaction between an acid and a base forming salt
and water.
EU 7: Titration is a method of determining the concentration of an acid or
base in a solution by the addition of a basic or acidic solution of known
concentration until the acidic or basic solution of unknown concentration is neutralized.
EU 8: Salt hydrolysis is the reaction between the ions of a salt and the water
molecules.
EU 9: A buffer is a solution consisting of a weak acid and its conjugate base,
or of a weak base and its conjugate acid. It resists a change in pH when
a moderate amount of acid or base is added to it.
72
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74
4. A binary acid is an acid (e.g., HCl) formed by hydrogen and a nonmetal, while a ternary acid is one formed by hydrogen and a polyatomic ion, like SO42 or NO3.
5. The conventions in writing the formulas of acids and bases are:
a. The formula of the cation is written first, followed by the anion.
b. The charges of the ions are omitted.
c. The number of each ion needed to make a neutral compound is
indicated by a subscript written after the symbol of the ion. The
subscript 1 is not written.
d. For bases, the symbol for hydroxide is enclosed in parentheses if
two or more of it are needed.
6. Acid rain is caused by the increase of pollutants like sulfur dioxide
and nitrogen oxides in the atmosphere, producing highly damaging
acids like sulfuric acid and nitric acid when the pollutants are mixed
with water in the air.
Nitrogen and sulfur oxides released by industrial plants, vehicles
and other activities that use fossil fuels combine with water molecules in the atmosphere, producing acid rain. The acid rain corrodes
metals and other structures, affects plant leaves resulting to stunted
growth of plants and causes skin diseases to exposed animals.
Module 25
Review, p. 265 of textbook
A. 1. b
2. d
3. c
4. a
B. 1. The pH of the resulting solution is higher than that of water. The solution is basic because the fluoride ion hydrolyzes to produce OH.
2. Baking soda is a weak base. Lye is a very strong base and may cause
more damage to the skin.
3. An aqueous solution of KC2H3O2 will be basic. The K+ is the cation of a
strong base (KOH) while the C2H3O2 is from a weak acid (HC2H3O2).
This compound in an aqueous solution will, therefore, form a basic
solution.
4. V NaOH =
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V. CONCEPT MAP
Compounds
can be classified as
base
acid
salt
formed from
neutralization
76
donates a proton
accepts a proton
contains H+
contains OH-
pH < 7
pH > 7
UNITT
The unit covers the other aspects of chemical reactionrate, energy exchanges and reaction equilibrium. This explains how, exactly, chemical reactions occur.
It also includes the chemistry of living things which involves organic chemistry and biochemistry. This provides a connection between the simple molecules
and the more complex biological systems that surround us.
The unit answers four big questions: How Fast Do Reactions Occur? (Chapter
11); What Fuels Chemical Reactions? (Chapter 12); How Do Electron-Transfer Reactions Occur? (Chapter 13); and What Substances Are Essential to Organisms? (Chapter 14).
Chapterr
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: The collision theory explains that two conditions must be satisfied for a
chemical reaction to happen, and these are:
particles of reactants must collide with one another in proper orientation, and
colliding particles must have sufficient energy.
EU 2: Energy of activation or activation energy is the minimum amount of
energy required for a reaction to proceed.
EU 3: Energy diagram shows the change in energy of the particles during a
chemical reaction.
EU 4: An exothermic reaction is a chemical change in which energy is released
during the process while, in endothermic reaction, the energy is absorbed during the reaction.
EU 5: The factors affecting the rate of chemical reactions are:
surface area of the reactants,
concentration of the reactants,
temperature, and
presence of catalyst.
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EU 6: Chemical equilibrium is a state in which the forward and backward reactions of a reversible reaction are occurring at equal rates.
EU 7: The equilibrium constant is equal to the product of the concentrations
of the products, each raised to the power of its coefficient in the balanced chemical equation, divided by the product of reactant concentration.
EU 8: A large equilibrium constant indicates that the equilibrium mixture
contains more products than reactants while a small value is an indication that the equilibrium lies toward the reactant side.
EU 9: The reaction quotient is used to measure the extent of a chemical reaction and is used to determine how far from equilibrium the chemical
reaction is.
EU 10: Le Chateliers principle states that if the system at equilibrium is disturbed, the equilibrium will shift to minimize the effect of the disturbing influence.
78
79
Module 27
Review, p. 285 of textbook
A. 1. c
2. a
80
B. 1.
2.
3.
4.
left
right
right
left
C. 1. When the mixture is cooled, the reaction shifts to the left producing
more Co2+. The mixture will turn pink.
2. When Fe3+ is added to the mixture, the reaction will shift to the right
producing more Fe(SCN)63. The mixture will turn more deeply red in
color.
3. Addition of a catalyst will not shift the equilibrium position. The reaction mixture maintains its color.
D. 1. Features of the equilibrium condition: (1) the concentration of the
substances involved in the reaction remains constant and (2) the rate
of the forward reaction and that of the reverse reaction are equal.
2. When pure oxygen is administered, the reaction shown shifts to the
right, thus removing the CO associated with the hemoglobin and replacing it with oxygen.
V. CONCEPT MAP
colliding particles
Surface area
of reaction
Concentration
of reaction
Temperature
Collision theory
speed is
expressed as
affected by
has two
conditions
sufficient energy
explains the
occurrence of
referred
to as
Chemical reaction
reaction rate
activation energy
that proceeds
Presence of catalyst
to completion is
irreversible reaction
concentration
reversible reaction
with equal forward &
backward reaction is in
state of
temperature
is affected
is described Equilibrium
Chemical equilibrium by
by
constant
pressure
shifts can be
predicted using
Le Chatelier's principle
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Chapterr
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU), and Major
Areas of Inquiry or Essential Questions (EQ)
EU 1: Thermochemistry deals with the heat formed or required by a chemical
reaction.
EQ 1: What is thermochemistry and what is its importance?
EU 2: Energy is the capacity to do work. Most forms of energy can be converted from one form to another.
EQ 2: How is energy converted from one form to another?
EU 3: The system is the part of the universe that is singled-out for study,
while the surroundings are everything else around the system.
EQ 3: How is the system related to its surroundings?
EU 4: The Law of Conservation of Energy states that the total energy absorbed
by the system is equal to the total energy lost by the surroundings.
EQ 4: How is energy conserved during the physical and chemical transformations of a system?
EU 5: Enthalpy is the heat content of the system and the change of enthalpy is
the quantity of heat transferred between the system and the surroundings under constant pressure.
EQ 5: How is the enthalpy change for a chemical reaction expressed?
EU 6: Hesss Law states that if a reaction occurs in two or more steps, the
enthalpy for the reaction is the sum of the enthalpies of the individual
steps.
EQ 6: What are the ways to determine the heat of reaction when it cannot be
directly measured?
EU 7: Heat capacity is the amount of heat needed to raise the temperature of
an object by one degree Celsius.
82
EQ 7: Why does the sand in the beach becomes hot on a sunny day while the
water stays cool?
EU 8: Spontaneous process is a physical or chemical change that occurs without the necessity of an outside force, while nonspontaneous process is a
physical or chemical change that only happens as long as an outside
source of energy is introduced to drive it.
EQ 8: How are spontaneous and nonspontaneous processes described?
EU 9: Entropy is the degree of disorder or randomness of a system; the greater the disorder in the system, the greater the entropy.
EQ 9: What are the factors that determine the spontaneity of processes?
EU 10: Gibbs free energy is the maximum energy that is available to do useful
work in the surroundings.
EQ 10: How do free energy values predict whether a reaction is spontaneous
or not?
83
84
H = +196 kJ
H = 790 kJ
H = 594 kJ
H =
594 kJ
= 297 kJ
2
4. Given: m = 26.3 g
t1 = 25.0C
t2 = 88.4C
specific heat = 0.0595 Jg1C1
Find: q
Solution:
q = m(specific gravity)(t2 t1)
= (26.3 g)(0.0595 Jg1C1)(88.4C 25.0C)
= 99.2 J
Module 29
Review, p. 303 of textbook
A. 1. b
2. c
3. c
4. a (Note: Please replace choice d with this: The reaction is spontaneous
at low temperatures.)
5. c
B. 1. a.
b.
c.
d.
negative
negative
positive
positive
2. Sfreezing =
3000 J
453.6 K
= 6.61 JK1
3. S = (309.4) [5.69 + 2(222.9)]
= 142.1 JK1 mol1
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V. CONCEPT MAP
enthalpy
negative
value of
entropy
positive
value of
occurs when
there is a
positive value of
occurs when
there is
nonspontaneous
spontaneous
can be
Chemical Processes
can be
exothermic
endothermic
releases
absorbs
energy
that is not completely
converted to other
forms is
heat
86
Chapterr
Chapter 13 presents another kind of chemical reaction, the oxidation-reduction reaction or redox. This reaction involves transfer of electron from one reactant to another.
The chapter includes Oxidation-Reduction Reactions (Module 30) and Some
Important Redox Reactions (Module 31). Module 30 explains how electrons are
transferred in the process and distinguishes redox from nonredox reactions and
Module 31 describes the different types of dry cells and predicts the spontaneity
of redox reactions.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU), and Major
Areas of Inquiry, or Essential Questions (EQ)
EU 1: The oxidation number of an atom corresponds to the charge that the
atom would have if the electrons in each bond belonged entirely to the
more electronegative atom.
EQ 1: How is the oxidation number assigned to an atom?
EU 2: Oxidation-Reduction reaction or redox reaction involves the loss of electron by a substance (oxidation) and the gain of electron by another
substance (reduction).
EQ 2.1: How does oxidation differ from reduction?
EQ 2.2: How are redox reactions identified?
EU 3: The reduced substance in a reaction is the oxidizing agent while the
oxidized substance is the reducing agent.
EQ 3: How are the reducing and oxidizing agents identified in a reaction?
EU 4: One of the ways to balance redox reaction is using the half-reaction
method.
EQ 4: How is redox reaction balanced?
EU 5: A voltaic cell is a device which produces electricity using redox reactions. It is composed of an anode, where oxidation takes place; and a
cathode, where reduction occurs.
EQ 5.1: How does a voltaic cell work?
EQ 5.2: How do commercial voltaic cells vary?
EU 6: Standard electrode potentials are a measure of the tendency of halfreactions to occur compared to standard hydrogen electrode potential
of 0.00V.
EQ 6: How is the standard cell potential determined?
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EU 7: Standard reduction potential indicates the relative strength of a substance as oxidizing agent and the more positive is the value of standard reduction potential of the species the more readily it is reduced.
EQ 7: How are the strengths of the oxidizing and reducing agents determined?
EU 8: Spontaneous redox reactions produce electricity in the voltaic cells.
EQ 8: How is spontaneous redox reaction identified?
EU 9: An electrolytic cell is a device that requires an external source of electric current to drive a chemical reaction.
EQ 9: How do electrolytic cells differ from voltaic cells?
88
89
90
Module 31
Review, pp. 322323 of textbook
A. 1. c
5. d
2. d
6. c
3. c
7. b
4. a
8. a
B. 1. True
2. False The anode of a voltaic cell is where oxidation takes place and
is negative.
3. True
C. 1. Oxidation
2 I(aq)
Reduction
Zn2+(aq) + 2 e
I2(g) + 2 e
E = 0.535 V
Zn(s)
E = 0.763 V
Ecell = 1.298 V
2. Oxidation
Ag(s)
Reduction
Sn2+(aq) + 2 e
Ag+(aq) + e
Sn(s)
E = 0.80 V
E = 0.14 V
Ecell = 0.94 V
3. Oxidation
2 Cl(aq)
Reduction
Cu2+(aq) + 2 e
Cl2(g) + 2 e
E = 1.360 V
Cu(s)
E = +0.337 V
Ecell = 1.023 V
4. Oxidation
Fe2+(aq)
Reduction
Ag+(aq) + e
Fe3+(aq) + e
Ag(s)
E = 0.771 V
E = +0.80 V
Ecell = +0.029 V
5. Oxidation
K(s)
Reduction
Cl2(g) + 2 e
K+(aq) + e
E = +2.925 V
Cl(aq)
E = +1.360 V
Ecell = +4.285 V
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D. 1. a.
e
external circuit
Al
Ag
NO3 Na+
cathode
anode
salt bridge
Ag+
NO3
Al3+
NO3
Cu(s)
Cu (aq) + 2 e 0.34 V
Cu(s) + Fe2+(aq) Cu2+(aq) + Fe(s) 0.78 V
Not spontaneous
V. CONCEPT MAP
Oxidation number
involves
change in the
substance
Redox reaction
can be
balanced
using
Half-reaction
method
used in
Electrochemical cells
includes
Salt bridge
electrons
flow
Difference in between
them
potential
and lead
energy
to
called
consist
of
anode
are
used in
Voltaic cells
Electrolytic cells
like
also called
electrodes
cathodes
fuel cell
batteries
Electromotive
force
can be
and equated to
rechargeable
Cell potential
nonrechargeable
includes
includes
tells the
Spontaneity
of reaction
92
Lead
storage
Nickelcadmium
Common
dry cell
alkaline
dry cell
electroplating
Chapterr
Chapter 14 covers the different substances that are vital to living organisms.
It deals with the various types of organic compounds and biomolecules and how
they interact and produce essential effects.
The chapter includes Organic Chemistry (Module 32) and Biochemistry (Module 33). The chapter covers some of the themes in chemistry such as properties
and classification of matter; composition and structure of matter; and the changes that matter undergo.
I. CONTENT
Underlying Science Principles, or Essential Understanding (EU)
EU 1: Organic chemistry deals with carbon-containing compounds.
EU 2: Hydrocarbons are organic compounds that are mainly made up of
carbon and hydrogen atoms only. Hydrocarbons with single bonds
between carbon atoms are called alkanes. Those with double bond/s
between carbon atoms are the alkenes and the molecules with triple
bond/s are the alkynes.
EU 3: Substituted hydrocarbons are organic compounds containing oxygen,
nitrogen, sulphur or halogen in their molecules. They are classified as
aldehyde, alcohol, ether, ester, ketone, carboxylic acid, amine, amide
and halide.
EU 4: Organic compounds can exist as isomers. Isomers are molecules with
the same molecular formula but with different structural formulas.
EU 5: Biomolecules are large molecules found in the living system and include carbohydrates, proteins, lipids and nucleic acids.
EU 6: Carbohydrates are molecules made from simple sugar units called
monosaccharides. They are made up of carbon, hydrogen and oxygen
atoms.
EU 7: Lipids are molecules made from fatty acids. They consist of carbon,
hydrogen and oxygen but provide twice energy compared to carbohydrates.
EU 8: Proteins are large molecules consisting of amino acids. Generally, the
atoms found in proteins are carbon, hydrogen, oxygen and nitrogen.
EU 9: Nucleic acids are complex molecules consisting of nucleotides. Carbon,
hydrogen, oxygen, nitrogen and phosphorus are the atoms found in
them.
93
3.
(CH3)3CCH2CH
O C2H5
O
H C C OH
H
4.
O
CH3 C N CH 2CH3
CH3CHCH3
94
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C. Other Suggestions
1. Instruct the students to prepare balloon models of sp, sp2 and sp3 hybrid orbitals.
2. Using toothpicks and clay, the students can make different hydrocarbon models.
3. Assign the students to research on the following topics:
a. natural products (ask for examples and their functions); and
b. organic dyes (ask for examples and applications of these materials).
4. Perform Exercises 52 to 54 of the VPHI Laboratory Manual and Workbook in Chemistry.
2. a.
b.
c.
d.
3.
96
4. a.
O
CH3CH2CH2COCH3 or CH3CH2COCH2CH3
b.
O
CH3CH2CH2CH2COH
5.
C
O
B
O
A
NH2 CH C NH CH C O CH3
CH2
D C-OH
CH2
E
O
A
B
C
D
E
amine
amide
ester
carboxylic acid
aromatic hydrocarbon
Module 33
Review, p. 356 of textbook
A. 1. b
2. d
3. b
4. c
5. a
6. c
7. b
8. a
B. 1. Saponifiable lipids are those that can be hydrolyzed by a base, while
the nonsaponifiable lipids are the group of lipids that cannot be hydrolyzed by a base. The saponifiable lipids include fats, oils, waxes
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2.
3.
4.
5.
C. 1.
2.
3.
4.
5.
6.
7.
8.
9.
and phospholipids. The nonsaponifiable lipids are the steroids, cholesterol and prostaglandins.
A zwitterion is a neutral species that can act either as an acid or a
base.
H
|
+
H3N C COO
|
R
The zwitterion has a positive (+) and a negative () end.
Glucose is the most important hexose because it is the starting material for cellular respiration and the primary source of energy for cellular metabolic processes.
a. The pyrimidine structure has one ring while the structure of purine has two rings.
b. Ribose has a hydroxyl group (OH) attached to the carbon atoms
in the molecule while, in deoxyribose, one hydroxyl group is replaced by hydrogen.
c. DNA is made up of two strands while RNA has only one strand.
Thymine is present in DNA while uracil replaces thymine in
RNA. They differ in the sugar makeupribose for RNA and deoxyribose for DNA.
d. Saturated fatty acids have no double bonds in their structures,
while unsaturated fatty acids have double bond(s) in their structures.
e. Fats are solid at room temperature while oils are liquid at room
temperature.
During cell division, the two strands of DNA split and act as templates for the complementary strands.
polysaccharide
fat
wax
disaccharide
phospholipid
monosaccharide
disaccharide
amino acid
amino acid
D. 1. TAGGCCGTTAGTACAGTCAGTCAAGTTACT
2. CAUGCACGGUACGCAAUGGCAUUCGAU
98
V. CONCEPT MAP
alkanes
alkenes
include
isomerism
alkynes
aromatic
exhibit
made up
of carbon
and
hydrogen
are
hydrocarbons
in
the living
Organic Compounds cell are
biomolecules
containing other
atoms are
substituted
hydrocarbons
include
carbohydrates
proteins
lipids
nucleic acids
include
alcohol
aldehyde
ketone
carboxylic
acid
amine
amide
halide
ester
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ether
99
APPENDIX
100
III
Description
IV
Points
Earned
Excellent
Very satisfactory
Satisfactory
d. Neatness
Needs much
improvement
b. Adequacy and
accuracy of data in
tabulated summary
II.
II
Rating
III
Description
IV
Points
Earned
Excellent
b. Proper documentation
of sources
Very satisfactory
c. Logic of analysis
of arguments/
soundness and clarity
of decision
Satisfactory
d. Neatness
Needs much
improvement
I
Set of Criteria
a. Accuracy and
soundness of
arguments
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101
III.
II
Rating
III
Description
IV
Points
Earned
a. Correctness of choice
and richness of items
Excellent
Very satisfactory
c. Creativity/Novelty of
presentation
Satisfactory
d. Individual participation
in group effort
Needs much
improvement
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Scientifically correct
and made to scale
Excellent
Very satisfactory
Satisfactory
Needs much
improvement
II
Rating
III
Description
IV
Points
Earned
a. Accuracy of
information/
adequacy of data
Excellent
b. Clarity of message
Very satisfactory
c. Creativity/Novelty
Satisfactory
d. Neatness
Needs much
improvement
b. Clarity of message
IV.
For Model
b. Made of sturdy
material
V.
For Poster/Chart/Diagram
I
Set of Criteria
102
VI.
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Adequacy and
accuracy of scientific
contents
Satisfactory
Needs much
improvement
I
Set of Criteria
a. Teamwork
b. Logical sequencing
III
Description
IV
Points
Earned
Excellent
b. Correctness of
accompanying
explanation/information
Very satisfactory
c. Creativity/Novelty of
presentation and/or
quality of photos
Satisfactory
d. Neatness
Needs much
improvement
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Accuracy of information
Excellent
b. Originality in
organization of ideas
Very satisfactory
c. Proper documentation
of sources
Satisfactory
d. Neatness (for
individual report/
Individual
participation in
group effort (for
group report)
Needs much
improvement
I
Set of Criteria
a. Richness/Variety of
items/photos
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IX.
For Report with Class Presentation (criteria have the same weight)
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Proper documentation
of sources
Satisfactory
d. Mastery of content
and clarity of
presentation/
Individual
participation in
group effort
Needs much
improvement
X.
For Research Proposal (with defense; criteria have the same weight)
II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Familiarity with
scientific literature
and proper
documentation of
sources
Satisfactory
d. Clarity of
presentation of
proposal/Individual
participation in
group effort
Needs much
improvement
I
Set of Criteria
a. Clarity of problem
statement
b. Clarity of
experimental design/
Appropriateness of
methodology
104
XI.
III
Description
IV
Points
Earned
Excellent
b. Adequate safety
measures included
Very satisfactory
c. Appropriateness
of the methods of
presenting the data
and observation
Satisfactory
Needs much
improvement
I
Set of Criteria
a. Logical order of
presenting the
procedure
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Completeness in
presenting the
observations
Satisfactory
d. Clarity in expressing
the results of
conclusion
Needs much
improvement
I
Set of Criteria
a. Correctly stated
problem and
hypothesis
b. Detailed logical stepby-step procedure
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XIII. For Group Activity or Project (Role Play, Radio Presentation, etc.)
II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Theme-relatedness
Satisfactory
d. Neatness/
Appropriateness of
language used
Needs much
improvement
I
Set of Criteria
a. Individual
involvement to a
group work
b. Well-organized
presentation
XV.
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Correctness of the
chosen elements and
substances
Excellent
b. Correctness in
writing the chemical
equation
Very satisfactory
c. Shows a balanced
chemical equation
Satisfactory
d. Accuracy in
describing the
chemical equation
Needs much
improvement
III
Description
IV
Points
Earned
a. Correct diagram
Excellent
b. Clear procedure
Very satisfactory
c. Accurate information:
materials, cost,
advantages and
disadvantages
Satisfactory
d. Proper method of
disposal
Needs much
improvement
I
Set of Criteria
106
II
Rating
III
Description
IV
Points
Earned
Excellent
b. Logical presentation
of ideas
Very satisfactory
c. Relevance or
connection of the
chemical concept
Satisfactory
d. Neatness and
appropriateness of
language used
Needs much
improvement
XVII. For students choice presented in the form of a drawing, picture, collage, or
any other form of artwork (accompanied by an explanation of the choice)
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Correctness of choice
Excellent
Very satisfactory
c. Creativity/Novelty of
presentation
Satisfactory
d. Neatness
Needs much
improvement
II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Creativity/Novelty of
presentation
Satisfactory
d. Individual
participation in
group effort
Needs much
improvement
b. Clarity of
organization of
results
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III
Description
IV
Points
Earned
Excellent
Very satisfactory
c. Clarity of explanation
Satisfactory
d. Neatness
Needs much
improvement
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Accuracy and
adequacy of scientific
content
Excellent
b. Logical sequencing
of events
Very satisfactory
c. Proper
documentation of
sources
Satisfactory
d. Creativity/Novelty
of presentation;
individual
participation to
group effort
Needs much
improvement
I
Set of Criteria
a. Correct prediction
b. Correctness of
accompanying
explanation
108