GRADE 1 to 12 School TARLAC NATIONAL HIGH SCHOOL - MAIN Grade Level 11

DETAILED Teacher ROXETTE R. ROSETE Learning Area GENERAL CHEMISTRY 1

LESSON PLAN Teaching Date and Time Week _: 60 minutes MARCH 6, 2019 Quarter FOURTH

I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. The quantitative relationships of the reactants and products in a gaseous reaction.
B. Performance Standard The learners shall be able to:
1. Calculate the amount of products or reactants involved in a gaseous reaction.
C. Learning Competency/Objectives At the end of the lesson, the learners:
1. Apply the principles of stoichiometry to determine the amounts (volume, number of moles,
or mass) of gaseous reactants and products
The learners should be able to:
1. Recall the difference between reactants and products
Specific Learning Objectives 2. Solve for the amount of reactants and products in a gas reaction using stoichiometry
II. CONTENT Lesson 15: Gases
Reaction Stoichiometry
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p.121-123
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
B. Other Learning Resource
V. PROCEDURES
ELICIT (5 minutes) INPUT OUTPUT
Ask the students to recall the gas laws, their real-life application as well the Students will give their varied answers based
formulas of each from their prior knowledge.
Some expected responses are:
a. Boyles’ Law
P1 V1 = P2 V2
syringe
b. Charles’ Law
V1 / T1 = V2 / T2
hot air balloon
c. Gay- Lussac’s Law
P1 / T1 = P2 / T2
tires on a hot day
d. Avogadro’s Law
V1 / n1 = V2 / n2
breathing
e. Combined Gas Law
P1 V1 /T1 =P2 V2 / T2
f. Ideal Gas Equation
PV = nRT
ENGAGE (5 minutes)
Ask the students on the examples of reactions involving gases The students will enumerate examples of such
Present a picture and some chemical equations on the examples of reactions involving reactions. Some responses may include:
gases. Combustion
Digestion of sugar

C6H12O6 + 6O2 → 6H20 + 6CO2

(digestion of sugar)

EXPLORE (10 minutes)

Let the students recall the basic principle of reaction stoichiometry, which is expressed by Students will give their varied answers based
the balanced chemical equation. from their prior knowledge.

Give an example of reaction stoichiometry that is usually encountered in our daily lives.

EXPLAIN (10 minutes)

Highlight the following principles learned in the previous discussion: The students will try to derive the formula for the
number of moles from the Ideal Gas Equation.

1. The Ideal Gas Equation enables the calculation of the number of moles of a gas from The students will recall the standard temperature
its pressure, volume, and temperature: and pressure of gases.
PV
n=
RT

2. The volume of a gas at standard temperature (0oC) and standard pressure (1 atm) can
provide information about the number of moles of the gas, through the known molar
volume under the standard condition:
V
n=
22.4

Point out that these principles are useful in calculating the amount of gases involved in a
reaction.

Ask some follow up questions to check learners’ understanding

ELABORATE (15 minutes)
Ask them to solve the following problems. Use scaffolding. They are expected to follow the correct
1. The airbag is a safety device used in cars to cushion the passenger during a crash. It procedure to get the correct answer
involves the following chemical reaction which is triggered by an impact: Suggested answers:
2 NaN3 (s) → 2 Na (s) + 3 N2 (g) 1. They can be guided in solving the problem by
Calculate the volume of N2 gas (measured at STP) that can be produced from 130.0 g of asking them to solve first the number of moles
NaN3 (molar mass = 65). of NaN3: mol NaN3 = 2
Then, ask them to solve the number of moles
2. Acetylene is formed by the reaction of water with calcium carbide, according to the of N2 produced, using the balanced equation:
following equation: mol N2 = 3
CaC2 (s) + 2 H2O(l) → Ca(OH)2 (aq) + C2H2 (g) Finally, ask them to recall the molar volume at
How many grams of CaC2 would be needed to produce 10.0 L (measured at STP) STP (22.4 L) and use it to solve for the final
acetylene? answer:
VN2 = 67.2 L
3. How many grams of calcium carbonate will be needed to form 4.29 liters of carbon
dioxide? 2. The mole of C2H2 is first calculated through
CaCO3(s) + heat → CO2(g) + CaO(s) the molar volume (22.4 L) at STP:
mol C2H2 = 0.446
From this, the mole of CaC2 is calculated:
mol CaC2 = 0.446
The weight of CaC2 is calculated from the
number of moles:
g CaC2 = 28.6 g

PV
3. n=
RT
(1.00 atm)(4.29 LCO 2)
=
(0.0821 L atm/mole K )(300 K )
= 0.1742 moles CO2
1mole CaCO 3
0.1742 mole CO2 x x
1 mole CO 2
100.09 g CaCO 3
1mole CaCO 3 CO 2
= 17.4 g CaCO3
EVALUATE (10 minutes)
Answer the following problem on a ½ sheet of paper Students are expected to answer the given
1. The reaction involved in the explosive combustion of acetylene is: problem correctly.
 2 C2H2 (g) + 5 O2(g) → 4 CO2 (g) + 2 H2 (g) Suggested answer:
How many L of CO2 gas (measured at STP) will be formed during the 1. V CO = 100.0 L
2

combustion of 50.0 L C2H2 gas (measured at STP)? 2. 2.45 L H2O

2. If 2.45 liters of benzene are consumed in this reaction, how many liters of
water can be formed?
2 C6H6(g) + 15 O2(g) → 12 CO2(g) + 6 H2O(g)

EXTEND (5 minutes)
Students will be given a set of problems on reaction stoichiometry to serve as
their practice to be accomplished at home.

VI. REMARKS

VII. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation who scored below
80%
C. Did the remedial lessons work? No. of learners who have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me solve?

G. What innovation or localized materials did I use/discover which I wish to share with
other teachers?

Prepared by:

ROXETTE R. ROSETE
Special Science Teacher I

Approved by:

EPIFANIA B. DUNCA, Ed. D.

Principal IV