SCIENCE 12: LAS No.

1 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

What’s the MATTER?

OBJECTIVES:
1. MELC: Use properties of matter to identify substances and to separate them.
2. Content: Distinguish the unique properties of different substances through the states of matter.
3. Formation Standard: manifests awareness and concern for environmental resources and surroundings by
respecting its property.

REFERENCES:
● Mina, Giselle Aurora E. , Villalobos, Ma. Teresa M., (2014), General Chemistry: Concepts and Application
in Modular Form, Philippines: Mutya Publishing House, Inc., pp.1-3
● Concepts and Challenges in Physical Science, Teacher’s Resources CD-ROM (c) by Pearson Education,
Inc./Globe Fearon/Pearson Learning Group. All rights reserved.
• Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. pp. 37-
39.

KEY CONCEPTS:
1. Matter is anything that has mass and occupies space.
2. The three states of matter are solid, liquid, and gas.
3. Solid, a state of matter has definite shape and volume. Solids have particles tightly packed and
often in any orderly manner.
4. Liquid, another state of matter, has indefinite shape and definite volume. Liquids have particles
not rigidly held in place and less tightly packed.
5. Gas, yet another state of matter, has indefinite shape and volume. A gas flows and takes the
shape and fills the entire volume of its container.
6. A physical property is a characteristic that can be observed and measured without changing the
identity and composition of the substance.
7. A chemical property refers to the ability of a substance to undergo changes to transform into a
different substance.
8. When a substance undergoes change in its composition, a chemical change or chemical
reaction occurs.
9. Extensive properties depend on the amount of matter.
10. Intensive properties depend on the nature of matter in a sample, not on the amount of matter
present.

GENERAL CHEMISTRY 1 1|Page

LEARNING ACTIVITIES:
A. Interpreting Diagrams Complete the tables with the Key Terms that best describe each state of matter or
change of state.

Diagram States of Matter Diagrams Change of State

From A to B Condensation

A Gas
From B to C Freezing
B liquid

C From B to A Evaporation
solid

From C to B Melting

From C to A Sublimation

B. Identify the state of matter of each item. Write/Type S on each blank if it is solid, L if liquid, and G if gas.

_______________
s 1. Glass ________________
l 6. Blood
_______________
g 2. Breath ________________
g 7. Ozone
_______________
s 3. Brass ________________
s 8. Ice
_______________ 4. Nitrogen
g ________________
l 9. Oil
_______________
l 5. Gasoline ________________
g 10. Carbon Dioxide

C. Classify each of the following changes as a physical change or a chemical change. Write/Type PC if it is
physical change, or CC if it is chemical change. Write your answers on the blanks.

CC
_______________ 1. Burning of charcoal PP
________________ 4. Preparing freshly squeezed juice
_______________
CC CC
2. Grilling of meat ( Barbecue) ________________ 5. Tarnishing silverwares
_______________
CC 3. Subliming mothballs in the
closet
GENERAL CHEMISTRY 1 2|Page
D. Identify the physical and/or chemical properties in each situation by writing/typing PP for physical property
and CP for chemical property.
PP PP
________________ 1. Boiling of water _______________ 6. Chopping of carrots into pieces
________________
PP 2. Hammering a galvanized roof _______________
CP 7. Cooking food
________________
PP 3. Lengthening hair _______________
PP 8. Crumpling paper
________________ 4. Ripening of bananas
CP _______________
CP 9. Digesting food
________________
CP 5. A rotten egg PP
_______________ 10. Scratching a rock on a surface

E. Identify the given conditions below into intensive or extensive property. Write/Type IP for intensive property
and EP for extensive property.
EP
________________ 1. The mass of the powdered milk in your mixture.
________________
IP 2. The temperature of the boiling water
IP
________________ 3. The hardness of the diamond
________________
IP 4. The pressure exerted by the cooker in tenderizing a meat
________________
IP 5. Copper is widely used as electrical wirings because of its excellent electrical coductivity

SYNTHESIS/REFLECTION:

Consider your mother’s attributes. Which among her attributes can be

classified as extensive properties and as physical properties? Justify your
answer. Enumerate at least 5 attributes.

Height
Skin tone
Long hair

GENERAL CHEMISTRY 1 3|Page

SCIENCE 12: LAS No. 2 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

Separable Matter

OBJECTIVES:
1. MELC:
Use properties of matter to identify substances and to separate them.
Recognize the formulas of common chemical substances
2. Content: Classify the different substances based on their properties and identify means on how it
will be separated
3. Formation Standard: manifests awareness and concern for environmental resources and
surroundings by respecting its properties.
REFERENCES:
● Mina, Giselle Aurora E. , Villalobos, Ma. Teresa M., (2014), General Chemistry: Concepts and
Application in Modular Form, Philippines: Mutya Publishing House, Inc., pp.1-3
● Concepts and Challenges in Physical Science, Teacher’s Resources CD-ROM (c) by Pearson
Education, Inc./Globe Fearon/Pearson Learning Group. All rights reserved.
• Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. pp. 48-
58.

KEY CONCEPTS
1. A mixture is a physical blend of two or more components, each of which retains its own identity
and properties. It is classified as homogeneous mixture and heterogeneous mixture.
2. A mixture in which composition is not uniform throughout is a heterogeneous mixture.
3. A homogeneous mixture is a mixture in which the composition throughout is uniform. Another term
for homogeneous mixture is solution.
4. Differences in physical properties can be used to separate mixtures. There are various ways to
separate a mixture, depending on the properties of its components. Filtration, evaporation,
chromatography, and simple distillation are some separation techniques.
5. Every sample of a pure substance has exactly the same characteristic properties and composition.
Pure substances can be classified as elements or compounds.
6. An element is the simplest form of matter.
7. A compound is a substance that contains two or more elements chemically combined in a fixed
proportion.
8. Compound can be broken down into simpler compounds or elements by a chemical change.

LEARNING ACTIVITIES:

A. The table below summarizes the various properties of solutions, colloids, and suspensions. Study the
table. Then, answer the questions that follow.

GENERAL CHEMISTRY 1 4|Page

 SOLUTIONS, COLLOIDS, AND SUSPENSIONS
Property Solution Colloid Suspension
Particle type Atoms, ions, molecules Small particles that Large clusters of
bump into molecules of particles
the surrounding
material
Particles visible with No No Yes
microscope
Particles settle on No No Yes
standing
Particles separate by No No Yes
filtering
Particles scatter light No Yes Yes
Examples Salt solution Fog, smoke Muddy water

1. Name two properties that make solutions different from colloids. _________________________________
Solutions have smaller dispersed particles than
__________________________________________________________________________________________________
colloids. Does not scatter light.
2. Name three properties that solutions and colloids have in common. ______________________________
__________________________________________________________________________________________________
They are all a type of mixture.
3. What property do colloids and suspensions have in common? ___________________________________
both are heterogeneous mixture.
__________________________________________________________________________________________________
particles of both suspension and colloidal solution scatter when a beam of light is passing through them and make it's path visible
4. If the label on product X has “Shake before using,” do you think product X is a solution, a colloid,
or a suspension? Why? ___________________________________________________________________________
It is most like a solutions since shaking could be action that is necessary in order to thoroughly mix the
__________________________________________________________________________________________________
the substances.
5. Why can you see the beam of a car’s headlights in the fog, but not in clear air?
__________________________________________________________________________________________________
Because the light emitted from the beams are reflected in the fogs water molecules.

__________________________________________________________________________________________________

B. Classify each mixture as a homogeneous mixture or a heterogeneous mixture. Write/type your

answer on the blanks.
_______________
Homogenous 1. air
_______________ 2. blood
Homogenous
_______________
Heterogeneous 3. Sago and gulaman drink
_______________
Homogenous 4. 50% dextrose
_______________
Homogenous 5. Soda/ softdrink

C. Classify each substance as a pure substance or mixture. Write/type your answers on the blanks
_______________
Mixture 1. Dental amalgam
_______________
Mixture 2. Iodized salt
_______________
Mixture 3. Hydrogen peroxide ( agua oxigenada)
_______________
Pure substance 4. Air
_______________
Pure substance 5. Dry ice (solid carbon dioxide)

GENERAL CHEMISTRY 1 5|Page

D. Classify each of the pure substances as element or compound. Write/type your answers on the
blanks
_______________
Element 1. Sulfur powder
_______________
Element 2. Oxygen gas
_______________
Compound 3. Hydrochloric acid
_______________
Compound 4. Vinegar
_______________
Element 5. Iodine

E. Write/Type the best separation technique for the following mixtures.

________________
Filtration 1. Oil and water
________________ 2. Seaparating pulp from orange juice
________________ 3. Separating plant pigments found in certain leaves
________________ 4. Increasing the alcohol purity
________________ 5. Removing salt from saline water

F. List 5 household materials or common sources that have the following chemical components. Write
your answers in the table.

Chemical components Chemical Formula Household materials/common

source
Acetic acid CH COOH Vinegar
Sucrose C12H22O11 Honey
Ethyl alcohol C2H5OH Lysol wipes
Copper Cu Microwaves
Sodium bicarbonate NaHCO Baking soda

SYNTHESIS/REFLECTION: Synthesize with the ADD Method

What the students ALREADY What the students have learned What the students need to
know DURING the lesson DISCUSS and learn more

GENERAL CHEMISTRY 1 6|Page

SCIENCE 12: LAS No. 3 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

The Technique of Separation

Laboratory Activity # 1

OBJECTIVES:
1. To use different separation techniques in order to isolate the different components of a mixture.
2. To describe various simple separation techniques such as distillation, chromatography

MATERIALS:
Salt
Food color (liquid state)
Powdered mothballs (Naphthalene balls)
Powdered charcoal
25 ml water
Medicine dropper
Teaspoon
Chessecloth (katya) or any piece of cloth
Funnel (imbudo)
3 clear drinking glass/plastic cups
Pan

PROCEDURE
1. Place 25 ml of water in the clear drinking glass/ plastic cup.
2. Add two teaspoon of salt and stir until all solid is dissolved.
3. Add two teaspoon of powdered mothballs and stir.
4. Add two drops of food color and stir.
5. Place the cheesecloth in the funnel and filter the mixture into another clear glass container/plastic
cup. Identify the separated component left in the cheesecloth.
6. Add two spatulas of powdered charcoal to the filtrate.
7. Heat the mixture until it boils.
8. Filter the mixture. Identify the separated components by the powdered charcoal.
9. Pour the filtrate into the pan.
10. Heat the filtrate until all the liquid has evaporated. Identify the separated component left in the
pan.

DATA AND RESULTS:

Components of the Mixture Component left in the Technique of separation

GENERAL CHEMISTRY 1 7|Page
 cheesecloth
Water, salt, mothball, ink
Filtrate, charcoal
Filtrate in the pan

GUIDE QUESTIONS:
1. Identify the separated components from the mixture in order.

2. What were the different techniques employed to separate each component?

3. Which components of the mixture was/were successfully recovered?

CONCLUSION:

APPLICATION:

1. Suppose you are given two different liquids and a miscible mixture of the two liquids. How will you
know which of the two liquids is more volatile? What separation technique would you use to separate
the mixture? Justify your answer.

2. Tell whether fractional distillation can be utilized to separate the mixture of hydrocarbons. (refer to
their boiling points)
a. Octane at 126oC and hexane 69oC

b. decane and isodecane at 1740C

GENERAL CHEMISTRY 1 8|Page

3. Suppose you would like to extract the oil from jasmine flower, what technique would you use?
Explain your answer.

REFERENCES:
● Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. p.58.
● Quiming, Noel S., Sacramento, Jireh Joy D. (2016), Vibal Group Inc., pp. 8-9
●https://www.google.com/search?q=sample+of+hydrocarbons+and+its+boiling+point&source=lnms&tbm=isch&sa=
X&ved=2ahUKEwit6rz789DqAhXNad4KHXBZDIgQ_AUoAXoECAwQAw&biw=1280&bih=657#imgrc=i5LShl0aBSYAKM

LABORATORY ACTIVITY RATING:

Total
Degree of Involvement
____________
___
Productivity

Results and Findings

Conclusion

Hypothesis/Procedure

SCIENCE 12: LAS No. 4 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

GENERAL CHEMISTRY 1 9|Page

 Isotopes in Subatomic Particles

OBJECTIVES:
1. MELC: Recognize common isotopes and their uses.
2. Content: Differentiate among atomic number, mass number, and isotopes, and identify which of
these distinguishes one element from another.
3. Formation Standard: Promotes the advancement of science and technology to improve the way of life

REFERENCES:
● Mina, Giselle Aurora E. , Villalobos, Ma. Teresa M., (2014), General Chemistry: Concepts and
Application in Modular Form, Philippines: Mutya Publishing House, Inc., pp.26-29
● Nucum, Zenaida T. (2017), General Chemistry 1, C & E Publishing Inc., pp. 91-92
• Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. P. 75

KEY CONCEPTS
1. Atoms are composed of smaller particles called subatomic particles.
2. Electrons are negatively charged particles that are found outside the nucleus of the atom.
3. Protons are positively charged particles found in the nucleus. It gives the nucleus its positive
charge.
4. Neutrons are neutral particles that are found in the nucleus. They are as heavy as protons, and
together they give the atom its mass.
5. An atom of an element can be described by the atom’s atomic number and its mass number.
6. The mass number is the number of protons and neutrons in the nucleus of the atom.
7. The mass number of different atoms of an element can be different. This is due to the presence of
different number of neutrons in some atoms. Atoms of the same element which have different
numbers of neutrons are called isotopes.

LEARNING ACTIVITIES:

A. Complete the table by providing the missing information.

Elements Atomic Mass Number Number of p+ Number of n0 Number of e-
Number (Z) (A)
K 19 39
Mg 12 12
P 31 15
Si 14 14
Ar 18 40

B. The following are isotopes of certain elements. Indicate their atomic number, mass number, as well
as their number of protons, neutrons and electrons.

Isotopes Atomic Mass number Proton Neutron Electron

number
GENERAL CHEMISTRY 1 10 | P a g e
1. Bromine
Br = 79
Br = 81
2. Sulfur
S = 32
S = 34
3. Helium
He = 3
He = 4
4. Copper
Cu = 63
Cu = 65
5. Silver
Ag = 107
Ag = 109

C. Three hypothetical atoms have the following information:

X Y Z
Atomic Number (Z) 53 54 53
Mass Number (A) 127 127 131

a. Determine the number of protons, neutrons, and electrons in each atom.

b. Are there isotopes among the three particles? If yes, identify and write their isotopic symbols. Justify
your answers.

c. How many elements do the three atoms represent? Explain your answer.

3-2-1 Exit
SYNTHESIS/REFLECTION:
card

GENERAL CHEMISTRY 1 11 | P a g e
 Three new facts I learned
1 2 3

Two ideas that popped into my mind

1 2

One big question that I still have

SCIENCE 12: LAS No. 5 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

Percent Composition and Chemical Formulas

GENERAL CHEMISTRY 1 12 | P a g e
OBJECTIVES:
1. MELC: Name compounds given their formula and write formula given the name of the compound
Calculate the empirical formula from the percent composition of a compound.
2. Content: Differentiate empirical formula from molecular formula after deriving it from percent
composition
3. Formation Standard: Practice critical thinking with sound judgment and accuracy in dealing with numbers

REFERENCES:
● Ilao, Luciana V. Lontoc, Betty M., Paderna-Gayon, Edwehna Elinore S., (2016), General Chemistry 1,
Rex Book Store, Inc., pp. 48-49
● Nucum, Zenaida T. (2017), General Chemistry 1, C & E Publishing Inc., pp. 103-105
• Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. pp.
130-133

KEY CONCEPTS
1. The sum of the masses of each element in the compound gives the molar mass of the compound.
Using the individual masses of the elements and the molar mass of the compound, we are able to
calculate the percent by mass of each element in one mole of the compound.

Mass of the element in 1 mol compound

% mass = __________________________________________ x 100

Molar mass of compound

2. An empirical formula consists of the symbols of the elements present in the compound with the
subscripts showing the smallest whole number ratio of the atoms in the compound.
3. The molecular formula gives the actual number of each kind of atom present in a molecule of the
compound.

LEARNING ACTIVITIES:

A. Solve the following problems. Show your complete solutions.

1. Compute the percent by mass of each element in pentobarbital (C11H18N2O3)

2. Aspartame is an artificial non-saccharide sweetener that is commonly used as a substitute

to sugar. It is usually consumed by people suffering from diabetes, enabling them to enjoy
sweet tasting foods without carbohydrates. Calculate the percentage composition of all
elements present in aspartame, if its chemical formula is C 14H18N2O5.

GENERAL CHEMISTRY 1 13 | P a g e
 3. Compute and compare the percentage of Cu present in the following copper ores.
a. Chalcopyrite (CuFeS2)

b. Tennantite (Cu12As4S13)

c. Cuprite (Cu2O)

4. An ethyl acetate, a substance found in nail polish removers and glues is found to have
54.6% C, 9.1% H, and 36.3% O. Calculate the empirical formula and the molecular formula of
the organic compound (MW = 90.0g).

5. Caffeine has the following percent composition: carbon 49.48%, hydrogen 5.19%, oxygen
16.48% and nitrogen 28.85%. Its molecular weight is 194.19 g/mol. What is its empirical and
molecular formula?

SYNTHESIS/REFLECTION:

GENERAL CHEMISTRY 1 14 | P a g e
 KWL Chart

What I Know What I Want to Know What I Learned

SCIENCE 12: LAS No. 6 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

Mixed Nuts
Laboratory Activity # 2

OBJECTIVES:

GENERAL CHEMISTRY 1 15 | P a g e
1. To determine the percent composition of a pack of mixed nuts.

MATERIALS:
Pack of mixed nuts
Paper plates
Plastic gloves

PROCEDURE
1. Each student will be providing themselves with a pack of mixed nuts.
2. Separate the components of the mixed nuts and place them in separate containers.
3. Count the number of grains for every type of ingredients you have segregated. Record your data
in the table
4. Compute how much ingredients (in percent) are in every pack by dividing the number of grains of
each type by the total number of grains in the pack. Then multiply the quotient by 100. Record the
percent of each grain in the table.

No. of grains
Percent of grain = _________________________ x 100

Total no. of grains

DATA AND RESULTS:

Type of Grain No. of Grains Total No. of Grains Percent of Grain

Peanuts
Corn Bits
Green Peas
Fava Beans
Cracker Nuts

GUIDE QUESTIONS:

1. Based on the number of grains, what is the percent composition of the pack of mixed nuts?

2. If every grain of corn has a mass of 1 gram, what is the percent by mass of corn in the pack of mixed nuts?

GENERAL CHEMISTRY 1 16 | P a g e
CONCLUSION:

APPLICATION:
1. Calculate the percentage composition of the given compound by completing the table below.

Aluminum sulphate, Al2(SO4)3

Atom No. of Atom Molar Mass Subtotal Mass Percentage by

(g/mol) (g/mol) Mass (%)
Al 26.98
S 32.06
O 16.00
Total:

2. The compound methyl butanoate smells like apples. Its percent composition is 58.8% C, 9.8% H, and 31.4%
O. Its molar mass is 102 g/mol. What is the empirical formula of methyl butanoate? What is its molecular
formula?

REFERENCES:

● Ilao, Luciana V. Lontoc, Betty M., Paderna-Gayon, Edwehna Elinore S., (2016), General Chemistry 1,
Rex Book Store, Inc., pp. 48-49
● Nucum, Zenaida T. (2017), General Chemistry 1, C & E Publishing Inc., pp. 103-105
• Apodaca, Dahlia C. Ph.D., General Chemistry 1. Philippines: DIWA LEARNING SYSTEMS INC. pp.
130-133

GENERAL CHEMISTRY 1 17 | P a g e
SCIENCE 12: LAS No. 7 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

Mass Relationship in Chemical Reactions

OBJECTIVES:
1. MELC: Write and balanced chemical equations.
Construct mole or mass ratios for a reaction in order to calculate the amount of reactant needed or
amount of product formed in terms of moles or mass.
GENERAL CHEMISTRY 1 18 | P a g e
 Explain the concept of limiting reagent in a chemical reaction; identify the excess reagent(s)
2. Content: Determine and calculate mass relationship using balanced chemical equations.
3. Formation Standard: Practice critical thinking with sound judgment and accuracy in dealing with numbers

REFERENCES:
● Ilao, Luciana V. Lontoc, Betty M., Paderna-Gayon, Edwehna Elinore S., (2016), General Chemistry 1,
Rex Book Store, Inc., pp. 52-62
● Nucum, Zenaida T. (2017), General Chemistry 1, C & E Publishing Inc., pp. 134-136
● , Giselle Aurora E. , Villalobos, Ma. Teresa M., (2014), General Chemistry: Concepts and Application
in Modular Form, Philippines: Mutya Publishing House, Inc., pp.77-79

KEY CONCEPTS

1. Chemical equations are symbolic representation of chemical processes that use standardized
notation to communicate information in an efficient manner.
2. Writing a chemical equation involves writing the chemical formula of each of the reactant and
product of a reaction.
3. Balancing a chemical equation entails adjusting the coefficients of the chemical formula such that
the number of each type of atom in the reactants and the products side is equal.
4. The ratio of the number of moles of reactants and products in a chemical reaction is called the
mole ratio. The molar ratio is derived from the balanced chemical equation.
5. In a chemical reaction, reactants that are not completely consumed when the reaction is
complete are called excess reagents.
6. The reagent that is completely used up or reacted is called the limiting reagent, because its
quantity limits, or controls, the amount of products formed
7. The theoretical yield is the maximum amount of product that can be produced from a given
amount of reactant in ideal conditions.
8. The actual yield is the amount of product actually produced when the chemical reaction is
carried out in an experiment.
9. The percent yield is the ratio of the actual yield to the theoretical yield multiplied by 100%

LEARNING ACTIVITIES

A. Write a balanced equation

1. Formulate and balance the following chemical equations:
a. potassium chloride + silver nitride → silver chloride + potassium nitride
b. aluminium + oxygen → aluminium oxide
c. calcium carbonate → calcium oxide + carbon dioxide
2. Balance the following equations and fit the coefficients into the proper box.

Equation Equation Balancing Coefficients

Number 1 2 3 4
1 Al + O2 → Al2O3

2 Zn + HCl → ZnCl2 + H2
GENERAL CHEMISTRY 1 19 | P a g e
 3 Fe + AgNO3 → Fe(NO3)2 + Ag

4 K2CrO4 + AgNO3 → Ag2CrO4 + KNO3

5 SO2 + O2 → SO3

B. The reaction that takes part In respiration is as follows:

C6H12O6 + 6O2 → 6CO2 + 6H2O + Energy

1. How many grams of glucose C6H12O6 are needed to produce 5 moles of CO2?

2. How many grams of H2O will be produced from 40 g of C6H12O6?

C. 6.18 g of acetic anhydride, C4H6O3, reacts with 3.00 g of salicylic acid, C7H6O3, to form aspirin,
C9H8O4, by the following reaction

C7H6O3, + C4H6O3, → C9H8O4 + HC2H3O2

If 4.5 g of aspirin was obtained

1. Which is the limiting reagent?

2. What is the percent yield?

GENERAL CHEMISTRY 1 20 | P a g e
D. Acetic acid HC2H3O2 reacts with ethanol, C2H5OH, to form ethyl acetate, C2H5C2H3O2, by the
following equation.

HC2H3O2 + C2H5OH → C2H5C2H3O2 + H2O

If 22.8 g of ethyl acetate is collected from the reaction of 23.1 g of acetic acid with 15.8 g of
ethanol.

1. Calculate the theoretical yield

2. Calculate the percent yield.

SYNTHESIS/REFLECTION:

I understand a little
I understand I do not understand

GENERAL CHEMISTRY 1 21 | P a g e
SCIENCE 12: LAS No. 8 Semester: 1st Date:_______________ Teacher: __________________________

Name: __________________________________________ CN: _____ Grade & Section: ____________________

Gas Laws

OBJECTIVES:
1. MELC: Use the gas laws to determine pressure, volume, or temperature of a gas under certain conditions of

GENERAL CHEMISTRY 1 22 | P a g e
 change
Apply the principles of stoichiometry to determine the amounts (volume, number of moles, or mass)
of gaseous reactants and products.
2. Content: Analyze the pressure, volume, temperature relationship in stoichiometric calculations.
3. Formation Standard: Practice critical thinking with sound judgment and accuracy in dealing with numbers
Respects the right of human to clean air act.

REFERENCES:
● Ilao, Luciana V. Lontoc, Betty M., Paderna-Gayon, Edwehna Elinore S., (2016), General Chemistry 1,
Rex Book Store, Inc., pp. 66-70
● Nucum, Zenaida T. (2017), General Chemistry 1, C & E Publishing Inc., pp. 165-167
● , Giselle Aurora E. , Villalobos, Ma. Teresa M., (2014), General Chemistry: Concepts and Application
in Modular Form, Philippines: Mutya Publishing House, Inc., pp. 132-135

KEY CONCEPTS
1. Boyle’s Law states that for a given mass of gas at a constant temperature, the volume is inversely
proportional to the pressure. In mathematical expression,
P1V1 = P2V2

2. Charles’s Law states that for a given mass of gas at a constant pressure, the volume is directly
proportional to the absolute temperature. In mathematical expression.
V1 = V2
T1 T2

3. Gay-Lussac’s Law states that for a given mass of gas at a constant volume, the pressure is directly
proportional to the temperature. In mathematical expression,
P1 = P2
T1 T2
4. The combined gas law states that for a given mass of gas, the volume is inversely proportional to
the pressure and directly proportional to the absolute temperature. In mathematical expression,

P1V1 = P2V2
T1 T2

5. Avogadro’s Law states that under the same pressure and temperature conditions, equal volumes
of gases contain equal number of molecules. In mathematical expression,
V1 = V2
n1 n2

6. The ideal gas law is mathematically expressed as

PV = nRT

GENERAL CHEMISTRY 1 23 | P a g e
7. Dalton’s Law of partial pressure states that in a gas mixture, each gas acts independently of the
other gases present, and the total pressure of the mixture is the sum of the pressures of the gases
present in mathematical expression,

PTotal = P1 + P2 + P3 +......... + Pn

8. Graham’s Law of effusion states that rate of effusion of a gas is inversely proportional to the
square root of its molar mass. In mathematical expression,

r12 = M2
r22 M1
9. Stoichiometry can be used to determine the amounts of reactants needed for certain amounts of
products or vice versa. If there are gases involved in a chemical reaction, consider the gas laws in
solving stoichiometric problems.

LEARNING ACTIVITIES

Answer the following problems:

1. An oxygen tank contains 52 L of oxygen having a pressure of 800 atm. What would the volume be
if the pressure is 500 atm and the temperature is to remain unchanged?

2. A sample of nitrogen at 400C has a volume of 5.0 L. At what temperature will it occupy 8.0 L?

3. Beef is cooked in a pressure cooker with an initial pressure of 1.5 atm at 110 0C. If the volume is
held constant, what will be the pressure inside the cooker if the temperature increases to 120 0C?

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4. A sample of a gas occupies 5.0 L at STP. What will the volume be if the temperature is set to 320 K
at a pressure of 1.2 atm?

5. If gas C effuses twice as fast as SO2, what is the molecular weight of gas C?

6. Three gases are put in a container with a total pressure of 2545 torr. If gas A exerts a pressure of 556
torr, and gas B exerts twice as much as gas A, how much pressure does gas C exert?

7. H2, He, and O2 are effused through the porous walls of a container in split experiments. Which gas
will take the longest time to effuse? Which will take the fastest? By how many times?

SYNTHESIS/REFLECTION:

If given a chance to post on your FB account, what insights will you type or post based on gas laws?

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 Mrs. Boyle

What’s on your mind?

DIY Investigator: Chemist Cola

Performance Task

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Goal – Create a plan that will help the company on how to produce carbon dioxide within spending too much
Role – Chemist of the Cola Company
Audience – Co-workers/ company owner
Situation – You are a food chemist who works for the Sweet Tooth Cola Company. You are responsible for
testing a chemical reaction that will produce the gas, carbon dioxide, for carbonating the Company’s cola
softdrinks. The reaction must produce large amount of carbon dioxide but cannot be very expensive.
Product - Report on the chemical reaction of the substances on the production of carbon dioxide
Standard – Your work will be rated based on the following: concept scientific knowledge, plan,
modification/testing, data collection and information gathering

CATEGORY 4 3 2 1
Scientific Explanations by all group Explanations by all Explanations by most Explanations by
Knowledge members indicate a clear group members group members several members of
and accurate indicate a relatively indicate relatively the group do not
understanding of scientific accurate understanding accurate illustrate much
principles underlying the of scientific principles understanding of understanding of
construction and underlying the scientific principles scientific principles
modifications. construction and underlying the underlying the
modifications. construction and construction and
modifications. modifications.
Plan Plan is neat with clear Plan is neat with clear Plan provides clear Plan does not show
measurements and labeling measurements and measurements and measurements
for all components. labeling for most labeling for most clearly or is
components. components. otherwise
inadequately labeled.
Modification/ Clear evidence of Clear evidence of Some evidence of Little evidence of
Testing troubleshooting, testing, troubleshooting, troubleshooting, troubleshooting,
and refinements based on testing and testing and testing or
data or scientific principles. refinements. refinements. refinement.

Data Data taken several times in
Collection a careful, reliable manner.
Information Accurate information taken
Gathering from several sources in a
systematic manner.
Data taken twice in a Data taken once in a Data not taken
careful, reliable careful, reliable carefully OR not
manner. manner. taken in a reliable
manner.
Accurate information Accurate information Information taken
taken from a couple of taken from a couple from only one source
sources in a systematic of sources but not and/or information
manner. systematically. not accurate.

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