STIII Chemistry TM 2ndedition

This Teacher's Manual is intended only for teachers who use a Vibal CTLP.
Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.
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
Science and Technology III

CONCEPTUAL AND FUNCTIONAL CHEMISTRY
Modular Approach
Second Edition
ISBN 978-971-07-2668-4
Copyright 2010 by Vibal Publishing House, Inc. and Marie Jessica B. Alumaga.
All rights reserved. No part of this book may be reproduced or transmitted in any form or by
any meanselectronic or mechanical, including photocopying, recording or any information
storage and retrieval system without permission in writing from the publisher and the authors.
Artwork belongs solely to Vibal Publishing House, Inc.
Published and printed by Vibal Publishing House, Inc.
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ii
CONTENTS
Partt ONE: TIMETABLE FOR THE COURSE ...................................................
Partt TWO: GENERAL COMMENTS ...............................................................
Partt THREE: SUGGESTIONS FOR EACH CHAPTER.................................... 10

UNIT I
UNIT II
UNITT III
UNIT IV
The Science of Matterr.......................................................................... 10

Chapter 1
What Is Chemistry? ....................................................................
Chapter 2
How Are Materials Classified? ................................................. 17
10
Atom: A Closer View ............................................................................ 24

Chapter 3
What Are Building Blocks of Matter? ...................................... 24
Chapter 4
How Are Elements Arranged in the Periodic Table .............. 28
Combination of Atoms ......................................................................... 36

Chapter 5
How Are Atoms Arranged in Materials? ................................ 36
Chapter 6
How Do Atoms Combine?......................................................... 41
Chapter 7
How Are Amounts of Substances Measured?........................ 48
Matter in Different Forms.................................................................... 57

Chapter 8
What Are the Differences Among the Three States

of Matter? ..................................................................................... 57
Chapter 9
How Do Solutions Differ from Colloids? ................................ 64
Chapter 10 What Are Acids, Bases and Salts? ............................................ 72

UNIT V
Other Branches of Chemistry ............................................................... 77

Chapter 11 How Fast Do Reactions Occur?................................................. 77
Chapter 12 What Fuels Chemical Reactions?.............................................. 82
Chapter 13 How Do Electron-Transfer Reactions Occur? ......................... 87
Chapter 14 What Substances Are Essential to Organisms?...................... 93
APPENDIX ............................................................................................................. 100
1
Part ONE: TIMETABLE FOR THE COURSE

A. NUMBER OF CLASS DAYS
Unit/Chapter
UNITT
UNITT
UNITT
UNITT
UNITT
The Science of Matter

Chapter 1 What Is Chemistry?
Chapter 2 How Are Materials Classified?
Duration
(number of days)
14-15
8-10
II Atom: A Closer Look

Chapter 3 What Are the Building Blocks of Matter?
Chapter 4 How Are Elements Arranged in the Periodic
Table?
15-17
III Combination of Atoms

Chapter 5 How Are Atoms Arranged in Materials?
Chapter 6 How Do Atoms Combine?
Chapter 7 How Are Amounts of Substances Measured?
6-7
12-14
19-20
IV Matter in Different Forms

Chapter 8 What Are the Differences Among the Three
States of Matter?
Chapter 9 How Do Solutions Differ from Colloids?
Chapter 10 What Are Acids, Bases and Salts?
Other Branches of Chemistry

Chapter 11 How Fast Do Reactions Occur?
Chapter 12 What Fuels Chemical Reactions?
Chapter 13 How Do Electron-Transfer Reactions Occur?
Chapter 14 What Substances Are Essential to Organisms?
Conceptual and Functional Chemistry

7-8
20-22
12-14
7-9
5-8
12-14
9-11
11-13
B. SEMESTRAL AND QUARTERLY SCHEDULE
First Quarter
Chapters 1, 2, 3, 4
First Semester
Second Quarter
Chapters 5, 6, 7
Third Quarter
Chapters 8, 9, 10
Fourth Quarter
Chapters 11, 12, 13, 14
Second Semester
Teachers Manual
Part TWO: GENERAL COMMENTS

Following its mandate to improve the countrys curriculum for Basic Education in order to equip the youth with the skills and knowledge needed in this Information Age, the Department of Education (DepEd) deemed it wise to utilize
the teaching-learning paradigm proposed by Grant Wiggins and Jay Mctighe
(2002). The authors call it Understanding by Design, now popularly called
UbD.
1. UNDERSTANDING BY DESIGN (UbD)

Q1: In essence, what is UbD?
It is a proposed design for a curriculum framework, a course program, a unit plan, a learning system and the like. It can simply be described as an instructional design.
Q2: What are the major components of all instructional designs?
All instructional designs, including UbD, have: (a) educational
goals/objectives and content, (b) teaching-learning strategies, and
(c) assessment.
1.1 Goals/Objectives and Content
Educational psychologists group the general goals of education into
three:
a. Knowledge (cognitive goal)
b. Skills, both cognitive and manipulative (behavioral goal)
c. Attitudes (affective goal)
Some educators express objectives as learning competencies. For lesson plans, some educators recommend that these be stated as behavioral
objectives, since behavior is easiest to detect if the objectives have been
attained.
Content includes the main topics and major ideas per chapter.
1.2 Teaching Strategies and Techniques
All instructional designs encourage teachers to use varied instructional activities that are relevant to the students daily life and cater to
their learning styles and multiple intelligences.
The strategies and techniques that teachers use vary depending on
various factorsLEARNER factors (their characteristics, SES, readiness,
etc.); LEARNING ENVIRONMENT factors (school facilities and equipment, books and other learning resources, etc.); and TEACHER factors
(their academic background, trainings attended, teaching experience,
etc.).

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.
2. IMPLEMENTATION STRATEGIES OF THE PROPOSED DESIGN

Q3: In terms of the basic components of an instructional design, what are the
contributions of UbD?
The major contributions of UbD are in the areas of content and assessment.
2.1 Content
Content is the structural base of the knowledge goal of education in
school.
a. UbD recommends that, from the start, the teacher should identify the main idea, or what UbD calls big idea or enduring
understanding and what DepEd calls essential understanding (EU). The idea is that, as far as content is concerned, the EU
should serve as the focus of all the instructional activities in each
chapter or unit or quarter.
b. UbD also recommends that, to arrive at the EU, the teacher
should initiate the discussion by means of a question, what UbD
and DepEd call essential questions (EQ). The answer to the EQ
is the EU. Sometimes, several EQ are answered by one EU. And
sometimes, one EQ is answered by several EU.
2.2 Assessment
a. UbD recommends that, right after the identification of the EU, the
teacher should think of the appropriate performance taskk that will
Teachers Manual
depict student understanding of the EU and supporting concept(s)

and, at the same time, promote lifelong learning.
The reason is that, since the teacher has a goal, he/she must have
the appropriate tool, or instrument, to determine attainment of said
goal.
b. Once the students performance task has been identified, the teacher
may now choose instructional activities that will help the students
understand the EU and EQ and, at the same time, give them the
knowledge and skills that will enable them to successfully accomplish the identified performance assessment.
3. UbD IN THE CONTEXT OF THE SCIENCE DISCIPLINE

Q4: What are EU
U and EQ to the science teacher?
3.1 In a science class, the EU
U is usually called main idea or major idea or underlying science principle. And in this book, the EQ is called major area of
inquiry.
When a science teacher decides to write a lesson plan, the science
principle or generalization to be taught is usually very clear in his/her
mind right from the start.
But the teacher does not teach the science principle per se. He/She
uses science ideas or concepts to teach it. A science principle is actually
a generalization from or synthesis of related concepts.
But then again, the teacher does not teach a science concept per se.
He/She uses facts (concrete things or experiences) to teach it.
Let us illustrate this pedagogical strategy as follows: (The topic is
Diversity of Life).
I
II
III
Principle
Concepts/Ideas
Facts/Experiences
(Strategies)
Life exists in many

different forms.
There are many kinds

of plants.
There are many kinds
of animals.
There are many kinds of
other organisms.
E.g., lab work

field trips
film showing
Figure 1
Figure 1 shows that the sequence of steps in the teachers lesson

plan is: I-II-III. But from the learners perspective, it is the reverse:

First: The students will probably be given a laboratory activity

where they will be asked to observe live and preserved specimens of different kinds of organisms.
Also, they will probably go on a field trip to an intertidal
zone to observe marine organisms in their natural habitat.
And they will probably be shown a film about the flora
and fauna of different biomes of the world or of different ecosystems.
Second: After the activities that exposed them to different organisms,
the students are now in the position to say that: there are different kinds of animals, there are different kinds of plants,
and there are different kinds of other organisms on Earth.
Third: Finally, the students can make the generalization that: life
exists in many different forms.
Thus, the sequence of steps (Figure 1) in the learners
psyche is III-II-I.
3.2 To the science teacher, what are the essential features that should be reflected in his/her instructional design?
The following questions should guide him/her in constructing the
lesson plan:
a. What are the science principles (EU) and supporting science
concepts (EQ) that you would like your students to learn from
the lesson? (This is essentially the CONTENT of the lesson.)
b. What TEACHING STRATEGIES will you use so that the students will understand the content (EU and EQ) of the lesson?
(Understanding here implies the ability of the learner to apply/
transfer what is learnt in school to situations in life.)
c. How do you plan to test if the students understood the lesson? Or what do you want the students to do as evidence of
understanding? (This ASSESSMENT is a performance task that
should be evaluated on the basis of certain criteria. To this end,
the Appendix of this book contains sample rubrics for different
outputs: poster, model, primer, etc.)
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.
Teachers Manual
Needless to say, no chemistry class is expected to perform all exercises.

The teacher has the final decision as to how many and which exercises his/
her class will perform. In fact, the teachers are enjoined to feel free to modify
the exercises according to the needs of the students and the limitations in the
school setting.
5. INTEGRATION OF VALUES EDUCATION

Perhaps the best guidelines with regard to values education are these:
a. Model the values, attitudes and traits related to the topic or activity
scheduled for the day.
b. Take advantage of every opportunity in class to integrate desirable values and attitudes appropriate for the subject matter scheduled for discussion. Do not hesitate to give a spiritual orientation to the discussion,
as long as the values/attitudes are indeed suited to the topic(s) at hand.
c. Do not leave the matter of integration of values purely to chance. Do
prepare for it. Be ready with teaching techniques and instructional
materials for the purpose.
6. FRAMEWORK OF THE BOOK

This book has three main parts: Part One is the timetable for the course;
Part Two contains general comments, and Part Three contains suggestions
for each chapter. These are followed by the Appendix.
The suggestions for each chapter include the following sections.
The introductory paragraph includes one or more of the pertinent unifying themes of chemistry listed below:
a. Properties and classification of matter
b. Composition and structure of matter
c. Atomic and molecular structures
d. Changes that matter undergoes
e. Reaction rates and chemical equilibrium
f. Matter and energy interactions.
Technically, as far as the general frameworkk of each chapter is concerned,
the sections are supposed to be organized under the following headings:
I. CONTENTT (Stage 1 of the Proposed Instructional Design)

Underlying Science Principles, or Essential Understanding (EU)
Major Areas of Inquiry, or Essential Questions (EQ)
II. STUDENTS PERFORMANCE TASK(S) AS EVIDENCE OF UNDERSTANDING (Stage 2)

III. COMMENTS AND SUGGESTIONS (STRATEGIES, etc.) (Stage 3)

Exploring Students Prior Knowledge
Content Background
Other Suggestions: Instructional Activities
But, if we make a paradigm shift from the chapters GENERAL FRAMEWORK to short LESSON PLANS, the instructional activities can be moved
from section III to section II. And assessment can be moved from section II to
section III, this time, as formative tests for daily monitoring of learning.
The rest of the sections are the following:
IV. ANSWERS TO REVIEW QUESTIONS IN THE TEXTBOOK

V. CONCEPT MAP/OTHER GRAPHIC ORGANIZERS
These sections, especially the subsections of item No. III (Comments and
Suggestions), may be rearranged whenever deemed advisable.
Finally, the Appendix contains sample scoring rubrics that you may want
to use for rating the students performance tasks (item No. II).
These sections, especially the subsections of item No. II, may be rearranged when deemed advisable.
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.
Teachers Manual
Part THREE: SUGGESTIONS FOR EACH CHAPTER

UNITT
I THE SCIENCE OF MATTER
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

EQ 5: How do the different traits of scientists affect scientific investigation?

EU 6: The study of chemistry involves measurement.
The metric system is used for scientific activity.
Measurement involves precision and accuracy.
Scientific notation simplifies the operation of very small or very
large numbers.
EQ 6: How important is measurement in chemistry?
EU 7: The precision of a set of measurements refers to how close each individual measurement is to the average value. The accuracy of a set of
measurements refers to the closeness of the set to the correct value as
determined by an independent or separate measurement.
EQ 7: How good are the recorded measurements?
EU 8: Laboratory work involves familiarity with certain laboratory apparatus and equipment, and observance of safety precautions in the laboratory and other work places.
EQ 8.1: How are the equipment found in the chemistry laboratory used?
EQ 8.2: Why is laboratory safety important?
II. STUDENTS PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING

Give the students the following instructions:
Example 1
APPLY what you have learned about measurements and the scientific method by doing the task below.
1. Write a hypothesis as to which measuring device in the laboratory would most accurately measure the volume of 25.0 g of water.
(The density of water is 1 g/mL.)
2. Design a procedure to test your hypothesis and include the
a. safety measures for the procedure,
b. variables and controls, and
c. list of all the materials needed to test the hypothesis.
Grade the students answer sheet on the basis of: (a) correct response
to item No. 1, (b) correct design of procedure in item No. 2, particularly
No. 2a, (c) adequate safety measures for the procedure, and (d) complete
list of needed materials. (Note: See Appendix.)
Example 2
Knowing (a) what procedures are necessary to do things in a scientific manner and (b) the need for precision and accuracy of measurements,
how will you convince your friends to ANALYZE the advertisement of a
new product introduced in the market instead of believing the advertisement right away?
Teachers Manual
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.)
III. COMMENTS AND RECOMMENDATIONS

A. Exploring Students Prior Knowledge
Example:
Make an inventory of the application of chemistry to different areas of
study by asking each student to choose a profession and give the application of chemistry in his/her profession. Write the inventory on the board.
Let the students react to their inventory. Make a quick assessment of the
students perception of chemistry and its relevance to other professions.
B. Instructional Activities
For EQ 1: Make a scenario that the class is a community of chemists. Let
each student choose a material or process that he/
e/she would
like to study or explore. Tell each of them to briefly give the
activity that he/
e/she would conduct.
For EQ 2: Enumerate the different areas of human needs (e.g., food,
clothing, education, shelter, etc.). Assign groups of students
to brainstorm on the important contributions of chemistry to
society and how society dictates the creation of different chemistry products. Report to the class the outcome of the group
activity.
For EQ 3: Make a connection between chemistry and other sciences such
as medicine, engineering, environmental science, etc. Discuss
the application of chemistry to other fields of study such as
painting, writing, performing arts, etc.
For EQ 4: Enumerate and describe the steps used in scientific inquiry.
Give a problem or situation for the different groups of students. Let the group design a plan to solve the problem or
explain a situation (e.g., comparing the amount of biodegradable and nonbiodegradable waste produced by the school in a
day).
For EQ 5: Let the students read a biography or a work of a local or foreign
chemist. Enumerate the traits that the chemist manifested and
explain how these traits helped him/her in his/her work and
succeed in every endeavor. Write it in the chemistry journal.
For EQ 6: Review the scientific notation and give homework on simple
fundamental operations involving scientific notations.
12

Compare the English and metric systems of units. Show

how to convert one unit to another. Refer to the table below for
the conversion of some measurements.
Standard Conversion Table (English to Metric)
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.
Teachers Manual
13
Ruler A with marks of 0 in one end and 10 in another end

Ruler B similar to Ruler A but with ten equal spaces with
marks 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10
Ruler C similar to Ruler B but with smaller marks that
divide ten equal spaces in each larger mark
Let the students record their measurements and, from this,
make a general statement about significant figures.
For EQ 8.1: Show the various laboratory equipment and materials. Let
the students identify these materials and give their uses.
Emphasize the proper handling of these equipment and
materials.
For EQ 8.2: Ask the students why laboratory safety is necessary in every activity. Let them enumerate the effects of not following
a particular safety measure. Solicit their suggestions on how
to work safely in the laboratory.
C. Other Comments and Recommendations
1. Research on scientific breakthroughs that both benefit and harm the
society. Give suggestions on how to avoid the harmful effects of such
breakthroughs.
2. Research on any of these topics and share the findings with the class:
a. Common safety symbols
b. How chemicals enter the body
c. Green chemistry
3. Perform Exercises 1 to 6 of the VPHI Laboratory Manual and Workbook
in Chemistry.
4. Make a group presentation of the contribution of chemistry to society
and/or the role of society in the proliferation of different chemical
products. The presentation can be a role play, games and activities,
rap song number, interpretative dance, etc. Present it for a maximum
of ten minutes.
IV. ANSWERS TO REVIEW QUESTIONS

Module 1
A. 1. d
2. d The isolation of an anti-inflammatory extract from the banaba
plant involves extraction using various solvents. This makes use of
differences in solubility of the different components of the plant material.
Testing different plants for their analgesic properties also involves
extraction.
14

3.
4.
5.
6.
Finding out about how much heat is produced in burning wood

studies the energy involved during a chemical reaction. This is one of
the important concerns of chemistry.
c
a
d
c
B. 1. There are many answers to this question. Some examples are:

Shampoo: keeps my hair clean
Polyester: Many of my clothes are made of materials that contain
polyester.
Paper: My books, notebooks and newspapers are all made of paper.
2. a. Archaeology: Chemistry is used in archaeology to determine what
food ancient people ate and how they prepared it, to determine
the age of fossils, to analyze the composition of metal objects
found, and many others.
b. Forensic science: Chemistry helps identify whether a red-colored
spot found in a crime scene is due to blood and if the blood is
from a human or some other animal. Chemistry is also needed to
analyze the stomach contents of a body to determine what food
was ingested as this may also help establish the persons time of
death. If a person is suspected of having died from poisoning, the
kind of poison used is determined using chemistry. There are so
many other examples.
c. Culinary arts: Practically all aspects of cooking involve chemical
reactions. The following are just examples:
In baking cakes, one would need to know whether it is more
appropriate to use baking soda or baking powder.
Chemistry helps us understand what happens to the components of egg when the egg is cooked so that we will know
how best to use egg in various dishes.
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.
Teachers Manual
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
2 How Are Materials Classified?
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
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
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.

EQ 1:
EQ 2:
EQ 3:
EQ 4:
EQ 5:
EQ 6:
How are the properties of matter classified?

How are the changes that matter undergoes classified?
How are substances and mixtures distinguished?
How do elements and compounds differ from each other?
How are mixtures separated into components?
How are the different types of matter described at the atomic level?
II. STUDENTS PERFORMANCE TASK AS EVIDENCE OF UNDERSTANDING

Example:
Part One
a. Examine the list of materials below:
(A) air
(F) milk
(B) carbon dioxide
(G) oxygen
(C) copper
(H) table sugar
(D) kalamansi juice (drink)
(I) pure vinegar
(E) mercury
(J) water
18

b. ANALYZE the groupings of the materials (represented by the letters)

into two.
Box I
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))
___ ((3)) ___
___ ((6)) ___
Basis of grouping:
.
___ ((9)) ___
c. Then, answer the questions that follow.

1. What is common among the materials in Box I?
2. What is common in Box II?
3. What is the basis of grouping?
4. What is common in Box I?
7. What is common in Box I?
10. When you are instructed to group things, why is it absolutely
necessary to ask for the basis of grouping?
Part Two
Present this problem to the students.
11. A group of students would like to use aluminum nails for attaching
signs to trees and posts. If the aluminum nails were in a container
mixed with iron nails, how could the aluminum nails be separated
from the rest?
12. Be able to identify the relevant concepts in solving the problem.
Teachers Manual
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.
III. COMMENTS AND RECOMMENDATIONS

Example:
Explore the students prior knowledge of the three types of matter
(elements, compounds and mixtures) by showing to the students the materials on the table:
a clear glass containing table salt,
a helium balloon tied to the desk,
a clear glass with metal sheets and water, and
a bottle of clear juice drink.
Tell the students to form small groups (of two or three); let each group
discuss and make a list comparing the items found on the table.
For EQ 1: Show a sample of vinegar in a clear container and baking soda
in another container. Let the students observe the two samples
and let them list the characteristics of each sample. Allow them
to get the mass and volume of half of each of the samples and
then each of the whole samples.
Combine part of the vinegar and baking soda in another
container. Let the students observe.
From the observations of the students classify the different
properties of matter, and have the students categorize the observed characteristics first into physical and chemical properties and then into intensive and extensive properties.
For EQ 2: Show slides or pictures of different changes that occur in the
environment. Discuss how these changes are classified. Stress
the importance of the evidences of chemical change.
For EQ 3: Let the students give the characteristics of the contents of the
labelled jars on the table:
a. distilled water
c. distilled water + table salt
b. table salt
d. flour + water
From the characteristics that the students mentioned, enumerate the properties of substances and mixtures. Let the students classify the contents of the labelled jars.
20

For EQ 4: Introduce the elements to the students using a periodic table.

Show the location of the three kinds of elements in the periodic
table. Show the students a sample of each of the three kinds of
elements; e.g., aluminum for metal, charcoal for nonmetal and
silicon for metalloid.
Show examples of compounds such as table salt, table sugar, water and baking soda. Let the students give the chemical
names and formulas of the given compounds.
Ask the students how elements and compounds differ.
For EQ 5: Assign small groups of students to present different ways of
separating mixtures. They can use demonstration, diagram or
slides in the presentation.
For EQ 6: Show the class the different ways of representing molecules.
Provide visuals for better presentation.
Use diagrams to help the students visualize the atoms of
different materials. Instruct the students to prepare the diagrams for methane (CH4); ozone (O3); ammonia (NH3); mixture
of chlorine (Cl2) and nitrogen (N2); and mixture of ammonia,
water vapor and nitrogen.
C. Other Comments and Recommendations
1. Assign students to read on topics such as natural filtration, salt making, water treatment or purification in a water station, how a steam
engine works, and other related topics.
2. Visit a geothermal plant, ice plant or refrigeration factory.
3. Let the students perform any or all of Exercises 7 to 12 in the Laboratory Manual and Workbook in Chemistry, VPHI.

Module 3
A. 1. b
2. c and d
3. d A soft drink is not a compound. It is a mixture consisting of many
compounds.
4. a A homogeneous material may be a pure substance or a mixture.
5. d All of the substances listed are elements. However, phosphorus is
a nonmetal.
B. 1. Physical properties: It melts at 3410C and boils at 5660C. Its density is
19.3 g/cm3 at room temperature. It is steel gray to pure white in color.
Chemical properties: It can combine with oxygen in the air to form
tungstic oxide. The metal is commercially obtained by the reaction of
tungstic oxide with hydrogen or carbon.
Teachers Manual
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

B. 1. A molecule of an element consists of atoms of the same element; for

example, a molecule of sulfur (S8), consists of eight atoms of sulfur. A
molecule of a compound consists of atoms of different elements; for
example, a molecule of ethanol consists of atoms of carbon, hydrogen
and oxygen.
2. A compound can only be separated into its constituent elements using chemical reactions only. The result of the separation are elements
which are different substances from the compound.
3. A cola drink is a solution, thus, it is homogeneous. One of the dissolved substances is carbon dioxide. When the bottle is opened, the
gas escapes forming bubbles of gas within the mixture. The mixture
then appears heterogeneous with the bubbles of gas forming a different phase from the rest of the solution.
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
NONMETALS
METALLOID
ORGANIC
INORGANIC
Teachers Manual
23
UNITT
II ATOM: A CLOSER VIEW
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
3 What Are the Building Blocks of Matter?
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
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.

How is the nature of matter described by the ancient thinkers?
How did John Dalton describe the atom?
What is the proof that matter is made up of particles?
How did the different experiments lead to the development of the
structure of the atom?
EQ 5: How are the subatomic particles described?
EQ 6: How do isotopes differ from ions?
EQ 1:
EQ 2:
EQ 3:
EQ 4:
24


Example:
Give the students the instructions below.
Make a timeline to show the development of the present model of the
atom starting from the early Greek ideas. The timeline may be presented
in a form of a pamphlet, poster, video or powerpoint presentation. The
timeline should include the following:
a. significant dates and scientists
b. key ideas of the scientists
c. diagrams or animation
d. arguments that disprove the model
This can be a group work with two to three members. Present the
output to the class.
Grade the students output on the basis of: (a) accuracy and adequacy of
scientific content; (b) logical sequencing of events; (c) proper documentation
of sources; and (d) creativity/novelty of presentation; or individual participation to group effort.
Note: The criteria in the rubric are of the same weight. See Appendix.
III. COMMENTS AND SUGGESTIONS (INSTRUCTIONAL ACTIVITIES)

Example:
At the beginning of the lesson, activate the students thinking by asking them to draw what they think an atom looks like and, along with the
drawing, write three things that they already know about the atom.
For EQ 1: Present the speculations of ancient Greek philosophers regarding the nature of matter.
For EQ 2: Enumerate and discuss briefly the postulates of the Modern
Atomic Theory and provide emphasis on how these postulates
explain the laws of chemical combination. From the postulates,
describe the model of the atom.
For EQ 3: Show an animation or video of the dissolution of sugar crystals
in water or the mixing of alcohol particles in air. After the viewing, ask the students how they would know that the water has
sugar or the air has alcohol if they have not seen the animation.
For EQ 4: Trace the development of the overall structure of the atom.
Post on the board the names of the different scientists who
contributed to the development of the atomic structure and
explain how their individual works led to the existence of the
present model of the atom.
Teachers Manual
25
For EQ 5: Compare the different subatomic particles and briefly describe

how they were discovered.
For EQ 6: Write examples of isotopes and ions and give their respective
mass numbers. Determine the number of subatomic particles
for each of the examples. From the given data, give the similarities and differences of isotopes and ions.
C. Other Suggestions
1. Assign students to prepare
different atomic models using recycled materials
a report of the first twenty elements that were discovered and
how they were discovered
computer simulation or animation of molecular models to illustrate the particulate nature of matter
2. Assign the following research topics to the students:
other subatomic particles such as leptons, hadrons, neutrinos,
positron, quarks, etc.
isotopes and their uses in the field of medicine, arts and other
areas
table sugar production from sugar beets and sugar cane
3. Perform Exercises 13 and 14 of the VPHI Laboratory Manual and Workbook in Chemistry.
IV. ANSWERS TO REVIEW

W QUESTIONS
Module 6
Review, p. 59 of textbook
A. 1. c and d The idea about the masses of atoms was not part of the
thinking of Democritus and Leucippus. The idea about elements was
not yet known at that time.
2. b This violates the conservation of atoms.
3. c
4. d
B. 1. Both are made of identical molecules consisting of two atoms of oxygen and one atom of carbon joined in the same sequence.
2. The law of conservation of mass states that the total mass of substances before and the total mass of substances after a reaction must be
equal. For a complete reaction, the total mass of the reactants before
the reaction must equal the total mass of products after the reaction.
The total mass of reactants equals 40.0 g. Consequently, the total mass
of products after the reaction must equal to 40.0 g. Since the water
produced is 18.0 g, then the mass of carbon dioxide must be equal to
22.0 g.
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
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
Teachers Manual
27
Chapterr
4 How Are Elements Arranged

in the Periodic Table?
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
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?

Divide the class into groups. Give this instruction to each group.
Choose two elements found in the periodic table which you think
are very important to living things. Using library and internet resources,
research on such basic information as their discovery, uses, physical and
chemical properties. Create a multimedia presentation of these two elements for class sharing.
Grade the students output on the basis of: (a) richness and accuracy of
information; (b) proper documentation of sources, (c) creativity and novelty
of presentation, and (d) mastery of content and clarity of presentation; or
individual participation in group effort.
Note: The four criteria in the rubric are of equal weight. See Appendix.

Example:
Show a periodic table to the students and let them give examples
of metallic and nonmetallic elements. Then ask them why clay pots for
cooking are often replaced by metallic pots. Let them give the advantages
and disadvantages of using metallic pots in cooking foods.
For EQ 1: Discuss the basis of arrangement of the elements in the periodic table. Emphasize the features of the periodic table and
show where to find the metallic, nonmetallic and semimetallic
(metalloids) elements.
For EQ 2: Show the importance of the periodic table especially in identifying the uses and reactivity of various elements. Mention
that helium is used instead of oxygen to fill balloons. Stress the
position of these two elements in the periodic table.
Teachers Manual
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.
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.

Module 8
A. 1. c
2. a and b
3. c
4. c
5. b Chlorine resembles bromine closely in physical and chemical
properties because they belong to the same group in the periodic
table.
B. 1.
2.
3.
4.
5.
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
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.)
Teachers Manual
31
D. 1. On the allowable combinations of the quantum numbers n, l and ml if

n = 4:
If n = 4, l = 0, 1, 2 or 3. If l = 0, then ml = 0; if l = 1, then ml = 1, 0
or +1; if l = 2, then ml = 2, 1, 0, +1 or +2; if l = 3, then ml = 3, 2, 1,
0, +1, +2 or +3. Having identified all these possible values, the allowable combinations of the three quantum numbers are the following:
n
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
3. On the complete set of quantum numbers of the last electrons of 32Ge

and 38Sr
a. The last electron of 32Ge occupies the second orbital (py) of the 4p
sublevel, the corresponding ml value may be any of the three possible values of ml which are 1, 0 and +1, since l = 1.
n = 4, l = 1, ml = 1 or 0 or +1, ms = +12
b. The last electron of 38Sr occupies the sole orbital of the 5s sublevel.
It is actually the second electron of that orbital. The set of quantum numbers of this electron, therefore, is:
n = 5, l = 0, ml = 0, ms = 1/2 or +1/2
Teachers Manual
33
Module 10
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
Teachers Manual
35
UNITT
III COMBINATION OF ATOMS
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
5 How Are Atoms Arranged in Materials?
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
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.

EQ 1: How does the Kinetic Molecular Theory describe the behavior of solid, liquid and gas particles?
EQ 2: How are the properties of the three states of matter explained using
the kinetic molecular model?
EQ 3: How does the electron sea model of metals describe the usefulness of
their properties?
EQ 4: How are the structures of metallic substances described?
EQ 5: How are the properties of nonmetallic elements explained?
EQ 6: How are the structures of nonmetallic substances described?

Give the question:
What would happen to the following materials: a) a piece of aluminum wire; b) water in a pan; and c) inflated balloon, and d) car tire if they
were taken from inside the house or garage to the outside in the middle
of April in Tuguegarao or Manila? Explain your predictions using the
Kinetic Molecular Theory.
Grade the students answer sheet on the basis of; (a) correct prediction
for each of the items, (b) correctness of accompanying explanation, (c) clarity
of explanation, and (d) neatness. (See Appendix.)
Teachers Manual
37
III. COMMENTS AND SUGGESTIONS (Instructional Activities)

Example:
Show the class an aluminum rod, a beaker with water and a helium
balloon. Tell the students to draw the arrangement of particles in the
three materials. Write a short paragraph describing their drawings.
For EQ 1: Present illustrations and explanations of the different postulates of the Kinetic Molecular Theory.
For EQ 2: Discuss the table found in the textbook showing the comparison of the three states of matter; use the kinetic molecular
model to explain their properties.
For EQ 3: Provide specific examples or illustrations as the properties of
metals are described. Encourage the students to give different
metals that are used in various activities and relate their uses
with the mentioned properties.
For EQ 4: Illustrate how the atoms of a solid metal are arranged in the
material (Use the schematic diagram in the textbook or prepare a bigger model.). Relate this arrangement to the properties of metallic substances.
For EQ 5: Enumerate some nonmetallic elements. Compare them with
the metallic substances. Give their differences. Account for the
differences in their properties.
For EQ 6: Differentiate covalent molecular structure from covalent network structure. Provide examples for the two types of materials. Compare their properties and discuss their uses.
1. For class sharing, research on any of the following:
a. crystalline structures of metals and crystal defects
b. other states of matter like plasma, Bos-Einstein condensate, fermionic condensate, etc.
c. nanotechnology, nanocrystals, and their uses
d. different allotropes of carbon
e. different alloys and their uses
g. plasma TV
h. difference of steel-frame construction and reinforced-concrete
construction
i. the different buildings like
The Birds Nest Stadium in Beijing, China
38

The Atomium in Brussels, Belgium

Jewish Museum in Berlin, Germany
Chrysler Building in New York City
2.
Submit models of the crystalline structure of metals, graphite and

diamond using recycled materials.

W QUESTIONS
Module 11
Module 12
A. 1. d
4. b
2. c
5. c
3. a
B. 1. True (Although graphite conducts electricity, its conductivity is lower
than those of aluminum and copper.)
2. False (A diamond is a nonmetal but does not have a covalent molecular structure. So, diamond is an exception.)
3. True (As mentioned on pages 106 and 108 of the textbook, plasma
exists in the core of stars; the sun, being a star, contains plasma in its
core.)
4. False (A liquid whose volume is smaller than the capacity of any container will not be able to fill the entire container. So it is incorrect to
say that a liquid always assumes the shape of the entire container into
which it is poured. Rather, a liquid always assumes the shape of the
part of the container which it occupies, as mentioned in Table 11.1 on
page 104 of the textbook.)
5. True
C. 1. The molecules in a liquid are close to each other and are attracted to
each other. Thus, they stay together. So when water is poured into a
container, all of the liquid water settles to the bottom of the container
by gravity.
2. At room temperature, carbon dioxide is a gas; it has particles that can
move to any space available due to the absence of strong attractive
force between them. Thus, carbon dioxide does not occupy a definite
volume. In contrast, dry ice (which is formed by freezing carbon dioxide to 78.5C) is a solid. The presence of strong attractive forces
between its particles makes carbon dioxide occupy a definite volume
as a solid.
Teachers Manual
39
V. CONCEPT MAP
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40
*V]HSLU[UL[^VYR
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Chapterr
6 How Do Atoms Combine?
Chapter 6 presents the different ways atoms of various elements combine to

form compounds and how the formed molecules are arranged in three-dimensional space.
This chapter is composed of Ionic Bonding (Module 13), Covalent Bonding
(Module 14), and Molecular Geometry and Polarity (Module 15). It deals with the
structure of the molecules and ionic substances, and the way atoms combine to
form compounds. It also includes the naming and writing of formulas of the different types of compounds.
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.
Teachers Manual
41
EU 12: A polar molecule has a separation of charge in the chemical bonds

so that one part of the molecule has a slight positive charge and the
other part has a slight negative charge.

EQ 1: Why do atoms combine?
EQ 2: How is an ionic bond formed?
EQ 3: How does the ionic structure model explain the properties of ionic
compounds?
EQ 4: How are ionic compounds named and their formulas written?
EQ 5: How is a covalent bond formed?
EQ 6: How does the covalent molecular structure explain the properties of
molecular compounds?
EQ 7: How are the Lewis structures of covalent molecular compounds written?
EQ 8: How are the formulas and names of covalent compounds written?
EQ 9: How do the different models describe and predict the shapes of the
molecules?
EQ 10: How do molecules differ in polarity?

Give the question:
Ferric chloride has the following uses:
as a flocculating agent in water treatment;
as an etching agent in metal surface treatment for engraving, photography and circuitry; and
as a deodorizing agent for sewage and industrial waste.
1. What type of bond exists between the atoms of ferric chloride?
Explain your answer.
2. Make a model to represent ferric chloride.
Grade the students output based on: (a) correctness of answer and
clarity of explanation for Item No. 1; (b) scientifically correct and made
to scale; (c) made of sturdy material; and (d) properly and neatly labeled.
Note: the criteria in the rubric are of the same weight. See Appendix.

Example:
Draw two large beakers in your paper, then label them A and B. Assume that these beakers have water of the same volume. If in beaker A
42

half teaspoon of table sugar is added and in beaker B half teaspoon of

table salt is added, draw the particles found in the two beakers after the
addition of solids.
For EQ 1: Ask the students to recall the characteristics of noble gases.
Have them write the electron configuration of some noble gas
elements. Then compare the electron configurations of sodium
and chlorine with those of the noble gas elements. Figure out
from the information why atoms combine.
For EQ 2: Illustrate the formation of ionic bond. Emphasize the types of elements involved in the formation of ionic bond between atoms.
For EQ 3: Enumerate the properties of ionic compounds and discuss the
ionic structure model relating it to the properties of these substances.
For EQ 4: Illustrate the naming and the writing of the formulas of ionic
substances. Stress the importance of knowing the position of
the elements in the periodic table and the ions that they form.
Instruct the students to familiarize themselves with the list of
metallic elements with varying charges.
For EQ 5: State the octet rule. Recall the difference of metallic and nonmetallic elements in terms of the number of valence electrons.
Illustrate bond formation between similar nonmetallic elements
such as two hydrogen atoms and different nonmetallic elements
like hydrogen and chlorine atoms. Discuss the formation of single, double and triple bonds. Provide illustrative examples.
For EQ 6: Enumerate the properties of covalent compounds and discuss
these properties in terms of their structure. Use specific examples like describing the properties of table sugar and comparing its properties with table salt (an ionic compound).
For EQ 7: Discuss the steps involved in writing the Lewis structures of covalent compounds. Provide illustrations like those mentioned
in the textbook. Include the exceptions to the octet rule.
For EQ 8: Illustrate the naming and the writing of the formulas of covalent substances. Emphasize the use of prefixes in their names
which is not found in ionic substances.
For EQ 9: Introduce the different shapes of the molecules using balloons
that are tied together to represent the common or basic shapes of
the molecules (linear, trigonal planar, tetrahedral). For example,
two balloons tied together at the ends show a linear molecule.
Discuss the valence shell electron pair repulsion theory, hybridization, and valence bond theory and describe how molecular
shapes are predicted and explained using the different models.
Teachers Manual
43
For EQ 10: Introduce the electronegativity of elements. Show how the

difference in the electronegativity values of two bonded atoms determines the bond polarity. Emphasize that the polarity of bond is insufficient to conclude that the molecule is polar. Distinguish a polar molecule from a nonpolar molecule.
Illustrate using sample molecules.
1. Answer the review questions found on pages 122, 131 and 143.
2. Research on the following and share them with the class:
Adhesives
Electrostatic painting
Ions and their uses
Crystallography and the uses of crystals
Strength of chemical bonds in nonbiodegradable and biodegradable materials
3. Visit a manufacturing plant such as cement, ceramic, dry ice and table sugar factories.
4. Perform Exercises 21 to 24 of the VPHI Laboratory Manual and Workbook in Chemistry.

W QUESTIONS
Module 13
A. 1. b and d
2. c Note: Calcide should be replaced by calcite. Calcite is a compound
while all the rest in the group are ions.
3. a
4. c
5. b
B. 1. False (Helium does not form diatomic molecules nor does it form
anions.)
2. False (PO43 is one unit. For every three potassium ions, there is one
PO43 ion.)
3. False (The alkaline earths lose two electrons per atom to form an ion
with a charge of +2.)
4. True (The copper in CuO has a charge of +2.)
5. True (Despite the +2 charges, each Hg in the Hg2+2 ion only carries a
charge of +1, thus the suffix -ous is used.)
44

C. 1. Sodium is a metal. Sodium chloride is an ionic compound.

2. a. The sulfur atom will GAIN two electrons to attain a noble gas
configuration.
b. Sulfur is a nonmetal with little tendency to lose electrons to form
cations. Instead it gains electrons.
Module 14
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
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.
Teachers Manual
45
2. a. trigonal planar
c. tetrahedral
Cl
N
O
C
Cl
Cl
Cl
b. trigonal planar
d. octahedral
O
O
F
I
F
F
3. (BH3 should be changed to BF3) Nitrogen in NH3 has four electron

groups around it (tetrahedral arrangement) while boron in BF3 has
three electron groups around it (trigonal planar).
4. H-H < S-Cl < H-Cl < H-H
5. a. nonpolar
c. polar (Note: It should be SO2.)
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
Covalent bond explained by

is formed
due to
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
Teachers Manual
47
Chapterr
7 How Are Amounts of Substances Measured?
Chapter 7 covers the quantitative significance of the chemical formula since

it reveals the relative masses of the different elements in the compound. The
chapter introduces the mole concept and the calculation of the molar mass of
the substance. It also includes the writing of chemical equations and calculating
amounts of substances from a balanced equation.
The chapter consists of two modules: Measuring Amounts of Substances (Module 16) and Chemical Reactions (Module 17).
The themes of the discussions are: 1) changes that matter undergoes, and
2) the composition and interaction of matter.
I. CONTENT
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.

EQ 1: How are formula or molecular masses calculated?
EQ 2: How are small particles like atoms and molecules counted?
EQ 3: What is the difference between empirical formula and molecular formula?
EQ 4: How are chemical reactions represented?
EQ 5: How is a balanced chemical equation written?
EQ 6: What are the characteristics of each of the four types of inorganic reactions?
EQ 7: How do products and reactants relate to each other?
48


Example:
You Are What You Eat
1. Form three groups of students based on their built/weight.
a. slim (less than 30 kg-45 kg)
b. medium built (46 kg-55 kg
c. fat/obese (56 kg or above)
2. Ask each group to list down the food they eat during a) breakfast,
b) lunch, and c) dinner.
3. Ask the students the following questions:
a. How do foods limit your built?
b. Analyze if indeed you are what you eat. Why do you think so?
c. If your group were made up of nutritionists, what would you recommend to the other two groups?
Grade the students answer sheet on the basis of: (a) accuracy and soundness of arguments; (b) correctness of accompanying explanations; (c) logic
of analysis of arguments or soundness and clarity of decision; and (d) teamwork. See Appendix.

Example:
Let the students enumerate the chemical processes that they learned
in biology. Then ask a student-volunteer to write the general equation for
photosynthesis. Let the class identify the reactants and products of photosynthesis. Then let them ponder on the question: How much oxygen is
produced by an ordinary plant like a tomato plant or a tree like a mango
tree?
For EQ 1: Show sample problems that involve the calculation of formula
or molecular mass.
For EQ 2: Discuss the method of counting by weighing. Use objects such
as paper clips, balls and other small objects to represent molecules and atoms, and relate the counting of these objects with
the counting of the atoms and molecules.
For EQ 3: Provide sample problems on determining the empirical and
molecular formulas of unknown substances.
For EQ 4: Discuss the parts of a chemical equation and illustrate the rules
in writing a chemical equation.
For EQ 5: Illustrate how to write and balance a chemical equation using
Teachers Manual
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.
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.

W QUESTIONS
Module 16
A. 1. b
2. a and c
3. a
4. c
5. b
B. 1. a. formaldehyde, CH2O
C: 12.01 g 1 = 12.01 g
H: 1.01 g 2 = 2.02 g
O: 16.00 g 1 = 16.00 g
30.03 g
b. beryl, Be3Al2Si6O18
Be: 9.01 g 3 = 27.03 g
Al: 26.98 g 2 = 53.96 g
Si: 28.09 g 6 = 168.54 g
O: 16.00 g 18 = 288.00 g
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.
2.45 108 atoms

6.02 1023 atoms mol
4.07 1016 mol Ag
3. C: 12.01 14 = 168.14 amu

H: 1.01 18 = 18.18 amu
N: 14.01 2 = 28.02 amu
Teachers Manual
51
O: 16.00 5 = 80.00 amu

Molecular mass: 294.34 amu
%C = 168.14/294.34 = 57.1%
%H = 18.18/294.34 = 6.18%
%N = 28.02/294.34 = 9.52%
%O = 80.00/294.34 = 27.2%
4. a. number of moles:
mol C = 59.0 g/12.01 g/mol = 4.91 mol
mol H = 7.1 g/1.01 g/mol = 7.03 mol
mol O = 26.2 g/16 g/mol = 1.64 mol
mol N = 7.7 g/14.01 g/mol = 0.550 mol
ratio of atoms:
C: 4.91/0.550 = 8.93 9
H: 7.03/0.550 = 12.8 13
O: 1.64/0.550 = 2.98 3
N: 0.550/0.550 = 1
Empirical Formula: C9H13O3N
n=
180 g
183.23 g
Molecular Formula: C9H13O3N

b. number of moles:
mol C = 35.51 g/12.01 g/mol = 2.96 mol
mol H = 4.77 g/1.01 g/mol = 4.72 mol
mol O = 37.85 g/16 g/mol = 2.37 mol
mol N = 8.29 g/14.01 g/mol = 0.592 mol
mol Na = 13.6 g/22.99 g/mol = 0.592 mol
ratio of atoms:
C: 2.96/0.592 = 5
H: 4.72/0.592 = 7.97 8
O: 2.37/0.592 = 4
N: 0.592/0.592 = 1
Na: 0.592/0.592 = 1
Empirical Formula: C5H8O4NNa
n=
52
169 g
169.13 g

Molecular Formula: C5H8O4NNa

c. number of moles:
mol C = 38.69 g/12.01 g/mol = 3.22 mol
mol H = 9.76 g/1.01 g/mol = 9.66 mol
mol O = 51.55 g/16.00 g/mol = 3.22 mol
ratio of atoms:
C: 3.22/3.22 = 1
H: 9.66/3.22 = 3
O: 3.22/3.22 = 1
Empirical Formula: CH3O
n=
62.08 g
=2
31.04 g
Molecular Formula: C2H6O2
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.
Al4C3 + 12 H2O 4 Al(OH)3 + 3 CH4

Fe2O3 + 3 CO 3 CO2 + 2 Fe
C3H8 + 5 O2 4 H2O + 3 CO2
(NH4)2CO3 2 NH3 + H2O + CO2
2 Al(OH)3 + 3 H2SO4 6 H2O + Al2(SO4)3
combination
d. double replacement
combination
e. substitution
decomposition
C6H12O6
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
Molar mass C6H12O6 = 72.06 g C + 12.12 g H + 96.00 g O = 180.18 g

Molar mass C2H4O2 = 24.02 g C + 4.04 g H + 32.00 g O = 60.06 g
Molar mass CO2 = 12.01 g C + 32.00 g O = 44.01 g
Teachers Manual
53
Molar mass H2O = 2.02 g H + 16.00 g O = 18.02 g

a. C2H4O2
3.60 g C6 H 12 O 6
= 0.0200 mol C6H12O6
180.18 g/ mol C6 H 12 O 6
0.0200 mol C6H12O6
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
0.0400 mol CO2 44.01 g/mol CO2 = 1.76 g CO2

c. H2O
0.0200 mol C6H12O6
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
0.250 mol C2H4O2 60.06 g/mol C2H4O2 = 15.0 g C2H4O2

e. CO2
0.125 mol C6H12O6
f.
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
6.02 1023 mol H 2 O

1 mol H 2 O
= 1.51 1023 molecules H2O

g. C2H4O2
0.872 mol C6H12O6
2 mol C2 H 4 O 2
= 1.74 mol C2H4O2
1 mol C6 H 12 O 6
1.74 mol C2H4O2 60.06 g/mol C2H4O2 = 105 g C2H4O2

h. CO2
0.872 mol C6H12O6
2 mol CO 2
= 1.74 mol CO2
1 mol C6 H 12 O 6
6.02 1023 molecules CO 2

1.74 mol CO2
1 mol CO 2
54

i.
= 1.05 1024 molecules CO2

H2O
0.872 mol C6H12O6
2 mol H 2 O
= 1.74 mol H2O
1 mol C6 H 12 O 6
1.74 mol H2O 18.08 g/mol H2O = 31.5 g H2O

4. 44.0 mL CS2
1.26 g
= 55.4 g CS2
1 mL
55.4 g CS2 1 mol
CS 2
= 0.728 mol CS2
76.14 g
Determine the limiting reactant:

0.728 mol CS2
3 mol H 2 O
= 0.728 mol H2O
3 mol CS 2
1.56 mol NaOH
3 mol H 2 O
= 0.780 mol H2O
6 mol NaOH
CS2 is the limiting reactant.

1023 molecules H 2 O
= 4.38 1023 molecules
1 mol H 2 O
a) 0.728 mol H2O

b) 0.728 mol CS2
6 mol NaOH
= 1.46 mol NaOH
3 mol CS 2
1.46 mol NaOH
5. 100.0 g C6H12F2
1 mol C6 H 12 F2
= 0.8185 mol C6H12F2
122.18 g C6 H 12 F2
0.8185 mol C6H12F2

1.637 mol HF
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
Teachers Manual
55
V. CONCEPT MAP
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UNITT
IV MATTER IN DIFFERENT FORMS
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
8 What Are the Differences Among

the Three States of Matter?
Matter can undergo physical transformation and results in the formation of

different phases of matter. Matter in different phases varies in properties, structure and behavior even if the chemical make up of that material is the same.
Chapter 8 consists of Gases (Module 18), Intermolecular Forces (Module 19),
and Phase Changes (Module 20). It explains, at the molecular level, the structure,
behavior, and other properties of matter. It also includes explanation of phase
changes as well as the energy involved during physical transformation of matter.
I. CONTENT
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.

EQ 1: How does the Kinetic Molecular Theory explain the properties of gaseous materials?
EQ 2: What is the relationship between gas volume, pressure, temperature
and amount of molecules?
EQ 3: How do ideal gases differ from real gases?
EQ 4: Why are gases important to living things, particularly human beings?
EQ 5: What holds molecules together?
EQ 6: What explains the unique properties of water?
EQ 7: What happens during a phase change?
EQ 8: What do the lines on a heating curve represent?
EQ 9: How does the intermolecular force affect the property of liquids?
EQ 10: How does the phase diagram illustrate the relationships of the different phases of matter?
58


Example:
Give the instruction to the students:
Form groups consisting of five members. Choose an activity or project that focuses on improving and preserving air quality. The activity or
project can be a role play, radio program, advertisement, jingle, poster,
video presentation and other related activities. This will be presented to
the class for not more than 15 minutes.
Grade the students output on the basis of; (a) individual involvement
to a group work; (b) well-organized presentation; (c) theme-relatedness; and
(d) appropriateness of the language used.

Example:
Describe, macroscopically and microscopically, what would happen
to the water in a basin that was left under the hot sun for a few hours.
Include your drawings and illustrations.
For EQ 1: Describe the properties of gases using the postulates of the kinetic molecular theory. Provide illustrations or examples.
For EQ 2: Introduce the different gas laws. Show the mathematical expressions of these laws and provide sample problems. Emphasize the application of these laws to daily phenomena.
For EQ 3: Differentiate ideal gases from real gases. Give the conditions
that could change real gases to ideal gases.
For EQ 4: Review the layers of the atmosphere and the composition of
the air. Show film strips or video of the condition of the atmosphere and suggest ways to improve the air quality.
For EQ 5: Discuss the intermolecular forces of attraction including its
types. Relate the physical state of matter with the type of intermolecular forces existing between their molecules.
For EQ 6: Enumerate the special properties of water and discuss the importance of these properties in the environment.
For EQ 7: Show a poster of the water cycle. Let the students give the different processes involved in the water cycle. Emphasize the
role of energy during phase transformation.
For EQ 8: Introduce the heating curve of a substance (e.g., water). Show
the two kinds of lines and tell what they represent. Describe
also the cooling curve.
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For EQ 9: Differentiate volatile from nonvolatile liquids. Show the vapor

pressure of water at different temperatures and, based on the
data, give a general statement of the relationship of temperature and the vapor pressure of water.
For EQ 10: Study the phase diagram of water. Identify the pressure of
water as it sublimates; and its melting point, triple point and
critical point.
1. Answer the review questions found on pages 189, 196 and 203.
2. For class sharing, assign the students to research on the effects of any
of the following:
Ozone depletion
Global warming
Cigarette smoking
Burning garbage
Waste segregation
Using unleaded gasoline
3. Visit any of the following:
a. garbage dump site
b. factories
c. power plants
Prepare a written and oral report regarding
Pollution, health and sanitation problems created by these areas
Type of waste materials that they produce and release
Disposal of their waste material
4. Look for the other states of matter in the science journals and websites. Make a brief report on this.
5. Give the application of supercritical fluids.

W QUESTIONS
Module 18
A. 1. a
4. a
2. b
5. d
3. a
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
4. ntotal = 1.4 mol + 8.4 mol + 2.0 mol = 11.8 mol

PH2 =
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
For CO2: MW(CO2) = 44 g/mol

g CO2 = 0.0658 mol 44 g/mol = 2.90 g
For O2: MW(O2) = 32 g/mol
g O2 = 0.0658 mol 32 g/mol = 2.11 g
6. Let n1 = x
n=
3
x
4
V1 V2

n1 n2
n2
V2
V1 n 2

n1
(3500 mL)
x
3
x
4
2625 mL
Module 19
A. 1. b
5. a
2. a
6. A
3. d
7. D
4. c
8. All
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B. 1. If there were no hydrogen bonds between the complementary base

pairs, DNA would not have the double helix structure.
2. Surfactants are wetting agents. When mixed with water, the surfactant molecules tend to concentrate at the surface of the water because
the hydrophobic ends (water-hating ends) tend to get out of the water. This lowers the surface tension of water allowing the water to wet
normally nonwettable surfaces.
3. Many nonpolar substances are gases at room temperature because
the forces of attraction between the molecules are weak. This results
in a low boiling point.
Module 20
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
Kinetic molecular theory
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
9 How Do Solutions Differ from Colloids?
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
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

EU 7: Colloids exhibit the following properties: Tyndall effect, Brownian

movement, electrical charge effect and adsorption.
EQ 7: How useful are colloids?
EU 8: Colloidal systems are prepared using condensation and dispersion
methods but can be destroyed using physical, chemical and electrical
means.
EQ 8: How are colloids prepared and destroyed?

Example:
Give the instruction to the students:
One of the ways to identify a substance is to measure its solubility in
water. The solubility of the substance is measured in terms of the maximum amount of solute that can be dissolved in 100 grams of solvent at a
given temperature. Plan and design an activity to construct a solubility
curve for the unknown substance X in order to identify it. The material
for the activity are listed below.
4 large test tubes
hot plate (or any heat source)
500-mL beaker
unknown substance X
stirring rod
distilled water
thermometer
test tube holder
top loading balance (or any balance accurate to 0.01 grams)
The answer sheet to be submitted should include the following:
1. step-by-step procedure to be followed in the conduct of the activity
2. safety measures to be observed during the activity
3. data and other forms to record and present the observations and
results
Grade the students answer sheet on the basis of: (a) logical order of
presenting the procedure; (b) adequate safety measures for the activity;
(c) appropriateness of the forms of presenting the data and observations; and
(d) appropriateness of the language used. (See Appendix.)

Example:
Let the students classify fresh milk according to composition. Is it a
substance or a mixture? If it is a substance, what kind of substance is it?
Conversely, if it is a mixture what kind of mixture is it? Tell the students
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to give evidences to support their answer.

For EQ 1: Show a video or power point presentation of the interaction of
the particles in a solution. Emphasize that not all substances
can be dissolved by any substance.
For EQ 2: Discuss the different ways by which a solution can be classified. Let the students discover these classifications using practical examples and situations.
For EQ 3: Introduce the solubility curve and discuss the rules that could
be used to predict the solubility of salts in water. Encourage
the students to give different household activities that produce
solutions.
For EQ 4: Provide situations wherein quantitative expression of concentration is favored over qualitative concentration expression.
Show how to compute the different quantitative expressions
of solution concentration.
For EQ 5: Cite instances where colligative properties of solutions are
useful to man and his activities. Show sample calculations involving problems on colligative properties.
For EQ 6: Make a tabular comparison of the properties of colloids and
the other kinds of mixtures: suspension and solution. Ask students to give examples. Compare solutions and colloids.
For EQ 7: Enumerate the applications of colloids in industry and other
areas of human needs. For each property of a colloid give its
application.
For EQ 8: Show the different procedures of how colloids are prepared
and broken.
1. Assign research topics to students such as cloud seeding, kidney machine or dialysis apparatus, Cottrell precipitator, pearl and opal formation, and other related topics to solutions and colloids.
2. Visit companies that manufacture mayonnaise, paints, carbonated
drinks, and other colloidal and homogeneous products.
3. Assign the groups (or pairs) of students to make a documentation on
the current condition of the air or water in a locality.
4. Let the students perform any or all of Exercises 35 to 42 of the VPHI
Laboratory Manual and Workbook in Chemistry.

W QUESTIONS
66

Module 21
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
formalin (37% formaldehyde)
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
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 =
(20.0 mL)(0.789 g / mL)

= 0.342 mol
46.08 g / mol
mass water = (200.0 mL)(0.982 g/mL) mass ethanol

= 196.40 g 15.78 g = 180.62 g
mole water =
180.62 g
= 10.023 mol
18.02 g / mol
mole fraction ethanol =

mole fraction water =
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
2. Tb = 80.33C 80.10C = 0.23C

m=
0.23C
= 0.0909 m
2.53C / m
m=
moles solute
kg solvent
moles solute = m(kg solvent)
68

= (0.0909 mol/kg)(0.150 kg)

= 0.0136 moles
molar mass =
=
mass solute
moles solute
2.070 g
0.0136 mol
= 152 g / mol
3. Tf = 0.00C (23.3C) = 23.3C

m=
23.3C
= 12.5m
1.86Cm 1
m=
moles solute
kg solvent
moles solute = m(kg solvent)

= 12.5 mol/kg (15.0L)(1kg/L)
= 187.9 mol
mass solute = molar mass (moles solute)
= 62.1 g/mol (187.9 mol)
= 1.17 104 g
4. no. of moles C6H8O6 =
8.0 g C6 H 8 O 6
176.14 g
C6 H 8 O 6
mol
= 0.0454 mol C6H8O6

m=
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
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.)
soapsuds (Gas dispersed in liquid.)

ice cream (Gas dispersed in solid.)
Emulsion
milk (Liquid dispersed in another liquid.)

butter (Liquid dispersed in another liquid.)
Sol
milk of Magnesia (Solid dispersed in liquid.)

paints (Solid dispersed in liquid.)
Gel
guava jelly (Solid dispersed in liquid.)

hair gel (Solid dispersed in liquid.)

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
10 What Are Acids, Bases and Salts?
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
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.

EQ 1: How do acids differ from bases?
EQ 2: How is the concentration of the acidic or basic solution expressed?
72

EQ 3: How are acids and bases classified?

EQ 4: How do indicators help in predicting whether a solution is acidic or
basic?
EQ 5: How do acids and bases form salts?
EQ 6: How is the concentration of the acidic or basic solution determined?
EQ 7: Why do salts produce acidic or basic solutions?
EQ 8: How do buffers perform their role?

Example:
Give the following instructions to the students.
Bottle A, B and C containing solutions are found on the laboratory
table.
1. Design an activity to determine if solutions A, B and C are acidic,
basic or neutral.
2. Conduct the activity that you have designed.
3. Report the results of your activity. The materials provided for the
activity are:
3 bottles with solutions A, B and C red and blue litmus paper
3 droppers
watch glass
phenolphthalein indicator
distilled water
Grade the students work on the basis of: (a) stated problem and hypothesis; (b) logical step-by-step procedure; (c) complete and thorough presentation of observation results; and (d) correct and clearly stated solution. (See
Appendix.)

Example:
Ask the question: People with hyperacidity are advised by doctors to
refrain from consuming soft drinks. Why is this so?
For EQ 1: Tabulate the properties of acids and bases based on the observations that the students gathered from the class activity.
For EQ 2: Show sample calculations involving pH concept and quantitative expressions of solution concentration.
For EQ 3: Differentiate strong from weak acids and bases. Give examples
and illustrations why they are classified as such.
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For EQ 4: Show the different indicators. Assign the students to research

on natural indicators and let them prepare and test their prepared indicators.
For EQ 5: Discuss neutralization reaction and the different ways to write
its chemical equation.
For EQ 6: Discuss the principle of titration. Demonstrate how titration is
used to determine the acidity of commercial vinegar.
For EQ 7: Discuss salt hydrolysis and give examples of solutions formed
by this reaction.
For EQ 8: Enumerate the common buffers and discuss the importance of
these substances in a given system.
1. Ask the students to research on the commercial uses of acidic and
basic solutions.
2. Let the students perform Exercises 43 to 45 of the VPHI Laboratory
3. Hypochlorite solution is used to disinfect swimming pools. Ask the
students to find out how the pH of the water in the swimming pool
is regulated to maintain the needed concentration of hypochlorous
acid.

W QUESTIONS
Module 24
A. 1. d
2. c
3. c
4. c
5. d
6. c
B. 1. CaO + H2O Ca2+ + 2 OH
2. The resulting solution is basic because the hydroxide ions are formed.
3. A strong acid completely dissociates in water to form a hydronium
ion and an anion, while a weak acid only partially dissociates in water to give a hydronium ion and an anion.
Strong bases like NaOH contain the hydroxide ion and completely dissociate in water; some like CaO may produce the OH when
it dissolves in water. A strong base (like OH) accepts protons more
readily than a weak base.
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
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 =
(M acetic acid)(V acetic acid)

M NaOH
(0.500 M)(5.50 mL)

0.150 M
= 18.3 mL
=
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V. CONCEPT MAP
Compounds
base
acid
salt
formed from
neutralization
76
turns blue litmus to red
turns red litmus to blue
accepts electron pair
donates electron pair
donates a proton
accepts a proton
contains H+
contains OH-
pH < 7
pH > 7

UNITT
V OTHER BRANCHES OF CHEMISTRY
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
11 How Fast Do Reactions Occur?
Chapter 11 focuses on the rate and equilibrium of the reaction. It provides

deeper understanding on how chemical reactions occur.
This chapter includes Chemical Kinetics (Module 26) and Chemical Equilibrium
(Module 27). Module 26 describes how chemical reactions proceed, and gives explanations about the different factors affecting reaction rates. On the other hand,
Module 27 provides the description of reversible reaction and the factors affecting the equilibrium shift.
I. CONTENT
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.

EQ 1:
EQ 2:
EQ 3:
EQ 4:
EQ 5:
EQ 6:
EQ 7:
How do chemical reactions occur?

What does an energy diagram show?
How is the rate of a chemical reaction determined?
What factors affect the rate of chemical reactions?
How do reversible reactions differ from irreversible reactions?
How is equilibrium achieved?
What factors can cause a change in the equilibrium position of a chemical system?

Example:
In 1986, more than 1700 human lives were lost and thousands of livestock
were killed along the shores of Lake Monoun. The deaths were caused by
carbon dioxide, CO2, which had been released by the lake.
Read more about the Killer Lake of Cameroon and explain the phenomenon using the concept of chemical equilibrium and Le Chateliers principle.
Grade the students answer sheet on the basis of: (a) clarity and consiceness of the explanation; (b) logical presentation of ideas; (c) relevance or connection of the chemistry concepts; and (d) appropriateness of the language
used. (Note: See Appendix.)
78

III. COMMENTS AND SUGGESTIONS (Instructional Activities)

Example:
Give examples of chemical reactions (e.g., burning trash, rusting of
nail, spoilage of milk, etc.) and let the students classify them as fast or
slow. Instruct the students to explain their answers.
For EQ 1: Identify the different conditions that must be satisfied for a reaction to occur based on the Collision theory. Use video presentation or illustrations. Introduce activation energy. Use illustrations or analogy (e.g., crossing of bicycle in a humped road).
For EQ 2: Show the parts of a typical energy diagram. Give the similarities and differences of the energy diagrams of exothermic and
endothermic reactions.
For EQ 3: Discuss how the speed of a chemical reaction is measured. Use
the decomposition of N2O5 as an example and show how N2O5
concentration changes over time.
For EQ 4: Provide laboratory stations or working tables where the students could explore the different factors that affect the rate of
chemical reactions. Let the students make general statements
based on their findings in the laboratory stations.
For EQ 5: Give examples of reactions and let the students classify whether the reaction is reversible or irreversible. Give the characteristics of irreversible reactions. Based on the early activity, make
a generalization on the differences of reversible and irreversible reactions.
For EQ 6: Introduce the concept of equilibrium using boiling water in a
beaker with cover. Emphasize that at equilibrium, the rate of
the formation of water vapor is equal to the rate of its conversion to water.
For EQ 7: Introduce Le Chateliers principle to describe the effects of the
different stresses on the change of the equilibrium position.
Provide examples or illustrations.
1. Research on the following:
a. different methods of preserving food,
b. role of enzymes in digestion, and
c. reaction mechanisms for the depletion of ozone in the stratosphere due to the presence of chlorofluorocarbons (CFCs).
Share the research with the class.
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79
Read about catalytic converters and submit a written report on this.

The report should include explanation of
how catalytic converters work (Provide an illustration.)
how catalytic converters are affected by leaded gasoline
3. Solicit suggestions from the students on how to maintain dynamic equilibrium in the natural environment. Assign this as a group
work.

W QUESTIONS
Module 26
A. 1. a
3. c
2. c
4. b
B. 1-2. An increase in temperature results in an increase in the kinetic energy of the reacting particles. This has two effects: (1) the frequency
of the collisions among them increases and (2) a greater fraction of
the collisions between particles have the energy to be effective and
result in product formation. Both of these effects of an increase in
temperature result in a faster reaction or a higher reaction rate.
without catalyst
with catalyst
E
C. 1. The use of a gas with a lower concentration of oxygen decreases the

rate of a combustion reaction.
2. Since both reactions are endothermic, both diagrams show that the
energy of the products are higher than the energy of the reactants.
The diagram for the reaction with a catalyst has a lower hump indicating a lower activation energy.
Module 27
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
in forward & reverse

direction is
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
12 What Fuels Chemical Reaction?
Chapter 12 covers the energy changes involved in all chemical reactions. It

also emphasizes that the total amount of energy in the universe remains the
same in all cases.
This chapter includes Thermochemistry (Module 28) and Thermodynamics
(Module 29). Module 28 discusses the changes of heat energy that accompany
all chemical reactions and Module 29 covers all types of energy associated with
chemical and physical changes and how these energy types affect the direction
in which a chemical reaction proceeds.
I. CONTENT
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?

Give the instruction:
Write two examples of thermochemical equations using any of the
Group 16 elementsone describing an exothermic reaction and another
describing an endothermic reaction.
Grade the students answer sheet on the basis of: (a) correct choice of
sample equations; (b) correct substances and balancing of first equation;
(c) correct substances and balancing of second equation; (d) accuracy and
clarity of description of the equations.
Note: The four criteria in the rubric have the same weight. See Appendix.

Example:
Ask the question: Explain why the fingers begin to feel cold when an
ice cube is touched. What thermochemical principle does the situation
illustrate?
For EQ 1: Define chemistry and show situations where thermochemistry
is applied.
For EQ 2: Introduce the commonly used units of energy. Enumerate the
different kinds and forms of energy. Provide examples and illustrations that would show the transformations of different
energy forms.
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For EQ 3: Describe the different kinds of systems. Discuss the flow of

energy from the system to the surroundings, and vice versa.
For EQ 4: State the First Law of Thermodynamics: Law of Conservation
of Energy. Show sample problems involving the First Law of
Thermodynamics.
For EQ 5: Discuss the factors that are considered in writing thermochemical equation.
For EQ 6: Illustrate how Hesss Law is applied in determining the enthalpy change of a reaction involving two or more related processes. Show sample calculation of the heat of reaction using
standard heats of formation.
For EQ 7: Differentiate heat capacity from specific heat and give their relationship. Show the heat capacities of different materials and
compare their values. Give sample problems involving heat
capacity and specific heat.
For EQ 8: Differentiate spontaneous from nonspontaneous processes.
Provide examples.
For EQ 9: Discuss how changes in enthalpy and entropy affect the spontaneity of the process.
For EQ 10: Define free energy and discuss the rules that could help predict the spontaneity of the reaction.
1. Using research resources, find out why most explosives contain nitrogen.
2. Make a miniature solar power plant using recycled materials. Label
the different parts and discuss the uses of these parts. Emphasize the
part where the solar energy is transformed into heat.
3. Let the students perform Exercises 48 and 49 of the VPHI Laboratory

W QUESTIONS
Module 28
A. 1. a
2. b
B. 1. It is necessary to indicate the physical state of the reactants because
changes in physical state involve changes in enthalpy.
2. a. open
c. open
b. closed
d. isolated
84

3. Add the following reactions.

2 SO3(g) 2 SO2(g) + O2(g)
2 S(s) + 3 O2(g) 2 SO3(g)
H = +196 kJ
H = 790 kJ
2 S(s) + 2 O2(g) 2 SO2(g)
H = 594 kJ
2 S(s) + 2 O2(g) 2 SO2(g)
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
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
Gibbs Free Energy
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
13 How Do Electron-Transfer Reactions Occur?
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
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?

1. Make a properly-labeled diagram of the design of a homemade battery.
2. Indicate the materials and cost.
3. Give the steps of how the battery works.
4. Give the advantages and disadvantages of using homemade batteries.
5. Describe the proper dispersal of worn-out homemade batteries.
Grade the students output on the basis of: (a) correct diagram (Item
No. 1); (b) accurate information for item No. 3; (c) accurate information for
item No. 4; and (d) correct response to item No. 5.
Note: The criteria in the rubric are of equal weight. See Appendix.

Example:
Light a candle and let the students observe. Instruct the students to
share the observations with the class. Ask the students these questions:
a. What are the changes that you observe?
b. What are the signs that a chemical change has occurred?
c. If chemical change has occurred, what happens to the substances?
Write the reaction.
For EQ 1: Introduce the different rules of assigning the oxidation number to the atom. Provide examples and give exercises or practice on the topic.
88

For EQ 2.1: Show samples or pictures of corroded steel bar, tarnished

silverware, etc. Ask what cause the changes in the steel, silver
and different materials. Define oxidation and reduction. Emphasize that these are simultaneous processes and may occur
even if oxygen is not present in the reaction.
For EQ 2.2: Give each group of students a colored board with chemical
equation (blue for redox and yellow for nonredox). Let the students assign the oxidation numbers of the atoms in the equation. Then post the boards on the surface with the blue cards
on one side and the yellow cards on the other side. Tell the
students to observe the equations. And from their observation,
give the definition of a redox reaction.
For EQ 2: Introduce the different rules of assigning the oxidation number to the atom. Provide examples and give exercises or practice on the topic.
For EQ 3: Illustrate how the reducing and oxidizing agents are identified
using the equations that are already presented in the class.
For EQ 4: Write a chemical equation on the board. Tell the students to
balance it using the inspection method. Use the same chemical
equation and show the oxidation half-reaction and reduction
half-reaction of that equation. Illustrate how a redox reaction
is balanced using half-reaction method.
For EQ 5.1: Show a diagram of a voltaic cell. Have the parts labeled and
discuss the function of each labeled part. Discuss the steps of
the electrochemical process occurring in a voltaic cell. Use the
diagram of a voltaic cell and trace the flow of electrons.
For EQ 5.2: Identify the different types of batteries used in various devices or gadgets. Tabulate their similarities and differences.
For EQ 6: Show the table of standard reduction potentials and give the use
of this table. Stress the important points to remember about reaction potentials. Give sample calculations and practice exercises.
For EQ 7: Illustrate how the strengths of the oxidizing and reducing agents
are determined. Provide sample problems and exercises.
For EQ 8: Present sample problems on predicting the spontaneity of redox
reaction. Emphasize the importance of Gibbs free energy and
cell potential in predicting the spontaneity of redox reaction.
For EQ 9: Enumerate the characteristics of the voltaic and electrolytic
cells. Make a table that could show the differences and similarities of these two types of electrochemical cell.
1. Research on the following:
a. application of electrolysis in metal processing
Teachers Manual
89
b. Hall-Heroult process and give the half-reactions involved in the

process
c. living organisms that give off light energy as a result of redox
reaction
d. methods of corrosion control
e. fuel cells and their applications
f. photovoltaic cell and its application
Share the research with the class.
2. Make an inventory of the types of batteries used at home. Prepare
a table containing the following information: list of devices that use
batteries, number of times that the student uses the devices, number
and type of batteries used.
3. Research on the chemical reactions involved in the batteries used at
home and determine the redox equations that power them. Estimate
the amount of waste released in the environment.

W QUESTIONS
Module 30
A. 1. a
2. d
3. c
4. a
5. d
B. Silver is reduced; bromine is oxidized.
C. 1. N2(g) + 2 O2(g) 2 NO2(g)
N2 reducing agent; O2 oxidizing agent
2. 2 K(s) + 2 H2O(l) 2 KOH(aq) + H2(g)
K reducing agent; H2O oxidizing agent

3. 2 P(s) + 3 Cl2(g) 2 PCl3(l)
P reducing agent; Cl2 oxidizing agent

4. Cl2(g) + 2 NaBr(aq) Br2(aq) + 2 NaCl(aq)
NaBr reducing agent; Cl2 oxidizing agent

5. 2 NiS(s) + 3 O2(g) 2 NiO(s) + 2 SO2(g)
NiS reducing agent; O2 oxidizing agent
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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91
D. 1. a.
e
external circuit
Al
Ag
NO3 Na+
cathode
anode
salt bridge
Ag+
NO3
Al3+
NO3
b. Anode: Al(s) Al3+(aq) + 3 e

Cathode: Ag+(aq) + e Ag(s)
Overall reaction: Al(s) + 3 Ag+(aq) Al3+(aq) + 3 Ag(s)
c. Ecell = Ecathode Eanode
= +0.80 V (1.66 V) = +2.46 V
+
2. a. Ag
b. Al
c. Fe2+(aq) + 2 e Fe(s)
0.44 V
2+
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
14 What Substances Are Essential to Organisms?
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
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.

EQ 1: Why is organic chemistry important to man?
EQ 2: How are organic compounds different from inorganic compounds?
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93
EQ 3: How are organic molecules represented?

EQ 4: How are the different biomolecules essential for the normal functioning of the living systems?
EQ 5: How are carbohydrates formed?
EQ 6: How are lipids distinguished from other classes of biological molecules?
EQ 7: How are proteins different from other biological molecules?
EQ 8: Why are nucleic acids called polynucleotides?

Examples:
A. Using the different cards of structural formulas of organic molecules
shown below, circle the functional group of each molecule and identify
the class of each organic molecule.
1.
2.
O
O
CH3 C
3.
(CH3)3CCH2CH
O C2H5
O
H C C OH
H
4.
O
CH3 C N CH 2CH3
CH3CHCH3
Grade the students answer sheet based on the number of correctly

identified functional group and class of organic molecule. Give one point
for each molecule.
B. Using the molecular formula C8H18O, let the students write all the possible isomers, their names and classification in terms of functional group.
Grade the students answer sheet based on the number of correctly
given isomers, names and classification.
C. Ask the question: What are polymers? Differentiate natural from synthetic polymers. Give examples for each group and include the uses of
these polymers.
Grade the students answer sheet based on the basis of: (a) clarity and
conciseness of definition; (b) completeness of the comparison between
the two kinds of materials; (c) correctness of the examples; and (d) clarity
and completeness of the uses. See Appendix.
94


Example:
Show a picture or slide of a balanced diet. Let the students give the
different food groups included in a balanced diet. Ask them to give the
a. smallest molecules that make up the different food groups,
b. common atoms that are found in these molecules, and
c. unique properties of carbon atoms.
For EQ 1: Enumerate the usefulness of organic chemistry in the different
aspects of life.
For EQ 2: Explain how the properties of carbon atom account for the occurrence of vast amount of molecules. Differentiate organic
from inorganic substances and enumerate various examples.
For EQ 3: Show the structures of carbon compounds. Review hybridization and hybrid orbitals. Enumerate the different functional
groups that classify organic molecules.
For EQ 4: Illustrate the various ways of representing organic molecules.
Discuss the naming of the various groups of organic compounds. Explain isomerism and give examples of isomers.
For EQ 5: Present the different biomolecules. Discuss the functions of
these molecules in the living body. Mention the different diseases associated with the absence or too much intake of these
molecules by the organism.
For EQ 6: Present the different structures of monosaccharides and show
how they are linked to form bigger molecules.
For EQ 7: Show the general structure of fatty acids. Give the physical
property of lipids that differentiates them from other biomolecules. Characterize the different groups of lipids and provide
examples for each group.
For EQ 8: Discuss the general structure of amino acids and show how
these amino acids are classified. Demonstrate how the amino
acids are linked to produce a protein molecule. Enumerate and
describe the different levels of protein structure.
For EQ 9: Differentiate the two major nucleic acids of the cell in terms of
function and structure. Describe the different components of
a nucleotide and illustrate how the nucleotides are linked to
produce a nucleic acid.
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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).

W QUESTIONS
Module 32
A. 1. d
4. c
2. c
5. a
3. d
B. 1. a.
b.
c.
d.
e.
f.
2. a.
b.
c.
d.
3.
composed of only carbon-carbon single bonds

has at least one carbon-carbon double bond
has at least one carbon-carbon triple bond
has a hydroxyl group, OH
has a carboxyl group, COOH
has a benzene ring (This is correct only for simple monocyclic
aromatic hydrocarbons. Naphthalene has two rings and is also
aromatic.)
C6H12
C6H12
C6H14
C6H10
b and c are saturated; a and d are unsaturated.
CH3 CH2CH3
CH3 CCH2 CHCH2CH2CH2CH3

CH3
Note: Please change 4-ethyl-2, 2-dimethyloctene to 4-ethyl-2, 2-dimethyloctane in the textbook.
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
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
Teachers Manual
97
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
Teachers Manual
ether
99
APPENDIX
100

SAMPLE SCORING RUBRICS

Appendix contains rubrics for evaluating various types of student outputs in
the sample performance tasks given in this book.
Each table below has four columns: Column I gives the set of criteria for
grading the students output. Column III shows how to use the criteria. If you
prefer qualitative rating, use Column II to interpret Column III. If you prefer
quantitative rating, use Column IV to interpret Column III.
Two types of rubrics are shown here. In most of the rubrics, the first three criteria are of equal importance; the fourth criterion (neatness) is intended to help
the student develop the habit of submitting neat/clean outputs.
In the second type of rubrics, all four criteria are of the same weight. Notice
that Column III of this type of rubrics differs from that of the first type.
I.
For Performance and Evaluation of an Activity

I
Set of Criteria
a. Teamwork
III
Description
IV
Points
Earned
Excellent
Meets all four criteria
Very satisfactory
Meets all of the first

three criteria
c. Clarity and logic of

evaluation of the
activity (i.e., item b)
Satisfactory
Meets two of the first

three criteria
d. Neatness
Needs much
improvement
Meets only one of the

first three criteria
b. Adequacy and
accuracy of data in
tabulated summary
II.
II
Rating
For Analysis of Arguments and Decision Making

II
Rating
III
Description
IV
Points
Earned
Excellent
b. Proper documentation
of sources
Very satisfactory

three criteria
c. Logic of analysis
of arguments/
soundness and clarity
of decision
Satisfactory

three criteria
d. Neatness
Needs much
improvement

I
Set of Criteria
a. Accuracy and
soundness of
arguments
Teachers Manual
101
III.
For Bulletin Board Display

I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Correctness of choice
and richness of items
Excellent
Very satisfactory

three criteria
c. Creativity/Novelty of
presentation
Satisfactory

three criteria
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

three criteria
c. Easy to manipulate for

class demonstration
Satisfactory

three criteria
d. Properly and neatly

labeled (for individual
project) Individual
participation in
group effort (for
group project)
Needs much
improvement

II
Rating
III
Description
IV
Points
Earned
a. Accuracy of
information/
adequacy of data
Excellent
b. Clarity of message
Very satisfactory

three criteria
c. Creativity/Novelty
Satisfactory

three criteria
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.
For Poster, Pamphlet, Brochure, PowerPoint and Video (Team Output)

II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
Meets only three criteria
c. Adequacy and
accuracy of scientific
contents
Satisfactory
Meets only two criteria
d. Creativity and novelty

of presentation
Needs much
improvement

criteria
I
Set of Criteria
a. Teamwork
b. Logical sequencing
VII. For Photo Documentation (with write-up of the subject)

II
Rating
III
Description
IV
Points
Earned
Excellent
b. Correctness of
accompanying
explanation/information
Very satisfactory

three criteria
presentation and/or
quality of photos
Satisfactory

three criteria
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

three criteria
c. Proper documentation
of sources
Satisfactory

three criteria
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
VIII. For Report
Teachers Manual
103
IX.
For Report with Class Presentation (criteria have the same weight)
I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Richness and accuracy

of information
Excellent
Very satisfactory
Meets three of the

criteria
c. Proper documentation
of sources
Satisfactory
Meets two of the criteria
d. Mastery of content
and clarity of
presentation/
Individual
participation in
group effort
Needs much
improvement

criteria
b. Clarity and accuracy

of visuals
X.
For Research Proposal (with defense; criteria have the same weight)
II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory
Meets three of the

criteria
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

criteria
I
Set of Criteria
a. Clarity of problem
statement
b. Clarity of
experimental design/
Appropriateness of
methodology
104

XI.
For Designing an Activity or Experiment

II
Rating
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
d. Neatness and clarity

of the language used
Needs much
improvement

I
Set of Criteria
a. Logical order of
presenting the
procedure
XII. For Designing and Performing an Activity or Experiment

II
Rating
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
Teachers Manual
105
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
XIV. For Writing Thermochemical Equation
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
Meets all the first three

criteria
c. Shows a balanced
chemical equation
Satisfactory

three criteria
d. Accuracy in
describing the
chemical equation
Needs much
improvement

For Designing and Preparing Homemade Batteries

II
Rating
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

criteria
I
Set of Criteria
106

XVI. For Explanation of a Phenomenon

I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Clarity and conciseness

of the explanation
Excellent
b. Logical presentation
of ideas
Very satisfactory
Meets the first three

criteria
c. Relevance or
connection of the
chemical concept
Satisfactory
Meets only two of the

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
b. Accuracy and clarity

of explanation of the
choice
Very satisfactory

three criteria
presentation
Satisfactory

three criteria
d. Neatness
Needs much
improvement

XVIII. For Survey/Interview Results (criteria have the same weight)

I
Set of Criteria
II
Rating
III
Description
IV
Points
Earned
a. Richness and accuracy

of information
Excellent
Very satisfactory
Meets three of the

criteria
presentation
Satisfactory
d. Individual
participation in
group effort
Needs much
improvement

criteria
b. Clarity of
organization of
results
Teachers Manual
107
XX. For Correct Analysis and Predictions

II
Rating
III
Description
IV
Points
Earned
Excellent
Very satisfactory

three criteria
c. Clarity of explanation
Satisfactory

three criteria
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
Meets three of the

criteria
c. Proper
documentation of
sources
Satisfactory
d. Creativity/Novelty
of presentation;
individual
participation to
group effort
Needs much
improvement

criteria
I
Set of Criteria
a. Correct prediction
b. Correctness of
accompanying
explanation
XXI. For Making a Timeline
108


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This Teacher's Manual is intended only for teachers who use a Vibal CTLP.

Copyright 2010 by Vibal Publishing House, Inc. NOT FOR SALE.

Science and Technology III

Partt TWO: GENERAL COMMENTS ...............................................................

Partt THREE: SUGGESTIONS FOR EACH CHAPTER.................................... 10

The Science of Matterr.......................................................................... 10

What Is Chemistry? ....................................................................

How Are Materials Classified? ................................................. 17

Atom: A Closer View ............................................................................ 24

What Are Building Blocks of Matter? ...................................... 24

How Are Elements Arranged in the Periodic Table .............. 28

Combination of Atoms ......................................................................... 36

How Are Atoms Arranged in Materials? ................................ 36

How Do Atoms Combine?......................................................... 41

How Are Amounts of Substances Measured?........................ 48

Matter in Different Forms.................................................................... 57

What Are the Differences Among the Three States

How Do Solutions Differ from Colloids? ................................ 64

Chapter 10 What Are Acids, Bases and Salts? ............................................ 72

Other Branches of Chemistry ............................................................... 77

APPENDIX ............................................................................................................. 100

Part ONE: TIMETABLE FOR THE COURSE

The Science of Matter

II Atom: A Closer Look

III Combination of Atoms

IV Matter in Different Forms

Other Branches of Chemistry

Conceptual and Functional Chemistry

B. SEMESTRAL AND QUARTERLY SCHEDULE

Chapters 11, 12, 13, 14

Part TWO: GENERAL COMMENTS

1. UNDERSTANDING BY DESIGN (UbD)

Conceptual and Functional Chemistry

2. IMPLEMENTATION STRATEGIES OF THE PROPOSED DESIGN

depict student understanding of the EU and supporting concept(s)

3. UbD IN THE CONTEXT OF THE SCIENCE DISCIPLINE

Life exists in many

There are many kinds

E.g., lab work

Figure 1 shows that the sequence of steps in the teachers lesson

Conceptual and Functional Chemistry

First: The students will probably be given a laboratory activity

Needless to say, no chemistry class is expected to perform all exercises.

5. INTEGRATION OF VALUES EDUCATION

6. FRAMEWORK OF THE BOOK

I. CONTENTT (Stage 1 of the Proposed Instructional Design)

Conceptual and Functional Chemistry

III. COMMENTS AND SUGGESTIONS (STRATEGIES, etc.) (Stage 3)

IV. ANSWERS TO REVIEW QUESTIONS IN THE TEXTBOOK

Part THREE: SUGGESTIONS FOR EACH CHAPTER

I THE SCIENCE OF MATTER

Conceptual and Functional Chemistry

EQ 5: How do the different traits of scientists affect scientific investigation?

II. STUDENTS PERFORMANCE TASKS AS EVIDENCE OF UNDERSTANDING

III. COMMENTS AND RECOMMENDATIONS

Conceptual and Functional Chemistry

Compare the English and metric systems of units. Show

Ruler A with marks of 0 in one end and 10 in another end

IV. ANSWERS TO REVIEW QUESTIONS

Conceptual and Functional Chemistry

Finding out about how much heat is produced in burning wood

B. 1. There are many answers to this question. Some examples are:

Conceptual and Functional Chemistry

_ ((3)) _

_ ((6)) _

_ ((9)) _