LICEO DE LOS BAÑOS

M. Palis St. Timugan, Los Baños, Laguna

SY. 2020-2021

Senior High School

Grade 11 ( STEM)

MODULE 1
General Chemistry
Quarter 1 – Week 1

NAME: __________________________________________
SECTION & GRADE: ________________________________
CONTACT NO.:____________________________________
ADDRESS: ________________________________________

PREPARED BY: MRS. CLARA A.LANAO

 PRAYER

In the name of the Father, and of the Son, and of the Holy

Spirit. Amen.

Father God, lay a blanket of protection over children who cannot

attend school, especially those whose educations are disrupted by

conflict, emergencies, and natural disasters. In Your mercy, we pray for

You to provide opportunities for learning so that through education,

children find the hope and skills for a better future.

Our Father, Who art in heaven, hallowed be Thy name; Thy kingdom come; Thy will be

done on earth as it is in heaven. Give us this day our daily bread; and forgive us our

trespasses as we forgive those who trespass against us; and lead us not into

temptation, but deliver us from evil. Amen. In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

 Week 1 – Day 1

Properties of Matter
Most Essential Learning Competencies

 Use properties of matter to identify substances and to separate them

 Recognize the formulas of common chemical substances

Content Standard
 The learners demonstrate understanding of the properties of matter and its various
forms.
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions

Specific Learning Outcomes:

At the end of this lesson, the learners will be able to:
1. determine properties of matter;
2. know the different ways to separate substances; and
3. be familiar with the formulas of common chemical substances.

PRE-ASSESSMENT

Answer Activity 1 on page 4

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 1: Let’s Analyze!

Answer the following questions: (3 points each)

1. What does the word properties mean?

2. Matter is everything, it has mass and takes up space. Explain this.

3. Can you think of things that aren’t matter?

 CHAPTER INTRODUCTION

Matter is anything that takes up space (has a volume) and has a mass. In other
words, everything that makes up our physical and chemical world is matter.

A property is a characteristic that we can use to help us identify a person, place,

or thing. This is not only a term used in chemistry, but one that is used commonly in
other areas. Describing how your room looks requires referring to the properties of your
room, such as blue carpet and white walls. In chemistry, there are two types of
properties we use—chemical properties and physical properties.

Kindly read Properties of Matter on pages 15-18 and Classification of Matter on

pages 19-23 of General Chemistry 1 (Rex Book Store).

Physical properties are ones that we can observe without chemically changing a
substance. For example, the hardness and color of a substance are both physical
properties. No new substances are formed when we make these observations.
Remember that physical properties can also be either qualitative (such as the colour of
gold being yellow or copper metal being shiny/lustrous) or quantitative (such as the
density of H2O being 1.0 g/cm3 and the melting point of H2O being 0° C).

Chemical properties are properties that can be measured or observed only when
matter undergoes a change to become an entirely different kind of matter. For example,
the ability of iron to rust can only be observed when iron actually rusts. When it does, it
combines with oxygen to become a different substance called iron oxide. Iron is very
hard and silver in color, whereas iron oxide is flakey and reddish brown. Besides the
ability to rust, other chemical properties include reactivity and flammability.

Elements are pure substances that are made up of only one kind of atoms. Possible
examples: iron; gold; mercury.

ELEMENT FORMULA
Iron Fe
Gold Au
mercury Hg
Diatomic Elements (consists of 2 similar atoms)
Hydrogen H2
Oxygen O2
Nitrogen N2
Fluorine F2
Chlorine Cl2
Bromine Br2
Iodine I2

Compounds are pure substances made up of two or more kinds of atoms. Possible
examples: salt; sugar; water
 COMPOUND FORMULA
Sodium Chloride (table salt) NaCl
Water H2O
Magnesium Fluoride MgF2

A homogeneous mixture has a uniform composition and exhibits the same properties
in different parts of the mixture. Examples: saltwater, air.

A heterogeneous mixture has a non-uniform composition and its properties vary in

different parts of the mixture. Examples: oil-water mixture, vegetable salad

Separation of Mixtures

 Filtration: to separate a solid from a

liquid in a heterogeneous mixture using
a filtering membrane, like paper or cloth
 Distillation: to separate a liquid in a
homogeneous mixture
 Magnetic separation: to separate a
magnetic solid from a heterogeneous
mixture
 Decantation: to separate a solid from a liquid in a heterogeneous mixture based
on gravity
 Sublimation: to separate a volatile solid from a non-volatile solid

Link (if available online)

Videos: Properties of Matter https://www.youtube.com/watch?v=I_hsQi5jbMQ

Separating Mixtures https://www.youtube.com/watch?v=4DAxYArKOOA

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 2 : Classifying Matter

Classify each of the following substances as an element, a compound, a

homogenous mixture, or a heterogeneous mixture.

1. Sand 2. Salt 3. Pure Water

____________________ ___________________ __________________

4. Soil 5. Soda just opened 6. Pure air

____________________ ___________________ __________________

7. Carbon Dioxide 8. Gold 9. Brass

____________________ ___________________ __________________

10. Oxygen 11. Italian Salad Dressing 12. Salt Water

____________________ ___________________ __________________

13. Raisin Bran 14. Silver 15. Lithium Iodide

____________________ ___________________ __________________

16. Apple Pie 17. Kool Aid 18. Sugar Water

____________________ ___________________ __________________

19. Chocolatechip Cookie 20. Gatorade 21. Gold

____________________ ___________________ __________________

22. tacos 23.Lead 24. Ceasar Salad

____________________ ___________________ __________________

25. Calcium 26. Whole Milk 27. Skim Milk

____________________ ___________________ __________________

28. hydrogen peroxide 29. Potassium 30. Sugar

____________________ ___________________ __________________

Week 1 – Day 2
Pure Substances and Mixtures in Consumer
Products
Most Essential Learning Competencies

 Compare consumer products on the basis of their components for use, safety,
quality and cost
 PRE-ASSESSMENT

Answer Activity 3 on page 9

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 3 CLEANING AGENT

List down all the substances found in your kitchen and in the bathroom. The more
answer the better because this will be useful on your next activity! (10 points)
 CHAPTER INTRODUCTION

Consumer product, also referred to as final goods, are products that are bought by
individuals or households for personal use.

Bleach

Bleaching agents are materials that lighten or whiten a

substrate (for example a fabric or hard surface)
through a chemical reaction. They are used for textile
and paper and pulp bleaching as well as for home
laundering. Bleaching usually involves either oxidative
or reductive reactions that decompose stains and
soils. These processes may involve the removal or change of larger molecules and
color-bearing groups in the stain or soil into smaller, more soluble units which are more
easily removed in the bleaching process. The most common bleaching agents generally
fall into three categories: halogen bleaches and their related compounds (such as
sodium hypochlorite and sodium dichloroisocyanurate), oxygen bleaches (such as
hydrogen peroxide and sodium percarbonate), and reducing bleaches.

Soaps

Soaps are water-soluble sodium or potassium salts of

fatty acids. Soaps are made from fats and oils, or their
fatty acids, by treating them chemically with a strong
alkali.
Surfactants in Detergents

A detergent is an effective cleaning product because it contains one or more

surfactants. Because of their chemical makeup, the surfactants used in detergents can
be engineered to perform well under a variety of conditions. Such surfactants are less
sensitive than soap to the hardness minerals in water and most will not form a film.

Detergent surfactants were developed in response to a shortage of animal and

vegetable fats and oils during World War I and World War II. In addition, a substance
that was resistant to hard water was needed to make cleaning more effective. At that
time, petroleum was found to be a plentiful source for the manufacture of these
surfactants. Today, detergent surfactants are made from a variety of petrochemicals
(derived from petroleum) and/or oleo chemicals (derived from fats and oils).

Cosmetics

A cosmetic may be a substance or preparation that’s designed

to be used on any external a part of the human body including
within the mouth in order to enhance the odors of the body, to
alter its look, cleanse it, keep it in condition, fragrance it or
shield it. The type of cosmetics includes all products like
shampoo, soap, hair dye, face cream, moisturizer, concealer,
perfume, lipstick and many more.

Chemicals used in cosmetics

There are many chemical combinations used for the preparation of these cosmetics.
The chemicals added is what gives the texture and feel for these kinds of beauty
products. Cosmetics are made from a range of ingredients which are the so called
industrial chemicals. Industrial chemicals may be either synthetic chemicals or naturally
occurring processed chemicals. Few of the chemicals and its use in the cosmetic are
listed below.

1. Talc is a major component in many cosmetics. The chemical formulation in talc is

hydrated magnesium silicate. Talc is major ingredients in face powders, concealers etc.

2. Formaldehyde is many cosmetics and personal care products of which it is a most

common ingredient in nail polish, nail polish remover etc. It is found in very low amount
in many consumer products like cosmetics and personal care products like shampoos
and conditioners, shower gels and hair straightening solutions, liquid hand soaps,
cream cleansers, skin moisturizers, toothpastes.

3. Alcohols are common ingredients in perfumes. The fatty alcohols(less dense alcohol
after the removal of fats and oils in alcohols) are ingredients in detergent and act as
cleansing agents. The glycols are used as substances to avoid loss of moisture.
Isopropanol is the common alcohol ingredient in many cosmetics and cleansing
products. Usually used to reduce the thickness of liquid.
4. Lanolin is a thick substance derived from the sebaceous gland of sheep. It is a thick
moisturizing agent. It is a common additive in cosmetic products for moisturizing skin,
hair and nails. This act as an emulsion by blending with any other cosmetic product.

5. Mineral waxes are common ingredient in cosmetics. They are main ingredients in
products such as paraffin oil, paraffin wax, petrolatum (known as Vaseline).

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 4 CHEMISTRY in HOUSEHOLD MATERIALS

Using your answer on the pre-assessment activity, classify some substances found in
the kitchen and in the bathroom as pure substances or mixtures; elements or
compounds; and homogeneous or heterogeneous mixture. (15 points)

Pure substances or Elements or Homogeneous or

Mixtures Compounds Heterogeneous
mixture
 Week 1 – Day 3

Distillation and Chromatography

Most Essential Learning Competencies

 Describe various simple separation techniques such as distillation and

chromatography

Content Standard
 The learners demonstrate understanding of the properties of matter and its various
forms.
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions

Specific Learning Outcomes:

At the end of this lesson, the learners will be able to:
1. describe how simple distillation is done; and
2. explain the process of simple chromatography.

CHAPTER INTRODUCTION

Distillation is a purification method for liquids, and can separate components of a

mixture if they have significantly different boiling points. In a distillation, a liquid is boiled
in the "distilling flask," then the vapors travel to another section of the apparatus where
they come into contact with a cool surface. The vapors condense on this cool surface,
and the condensed liquid (called the "distillate") drips into a reservoir separated from the
original liquid. In the simplest terms, a distillation involves boiling a liquid, then
condensing the gas and collecting the liquid elsewhere.
Chromatography is essentially a physical method of separation in which the
components of a mixture are separated by their distribution between two phases; one of
these phases in the form of a porous bed, bulk liquid, layer or film is generally immobile
(stationary phase), while the other is a fluid (mobile phase) that seeps into through or
over the stationary phase.

Link (if available online)

Videos:

Separating Liquids by Distillation https://www.youtube.com/watch?v=Vz2la3947I0

Separation Techniques: Paper Chromatography https://www.youtube.com/watch?

v=uOhefwQBAbI

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 5 : DISTILLATION

Observe and think of any natural processes that is similar to distillation that happen in
our surrounding. (5 points each)

Example No. 1

Example No. 2
 LICEO DE LOS BAÑOS
M. Palis St. Timugan, Los Baños, Laguna
SY. 2020-2021

Senior High School

Grade 11 ( STEM)

Learning Module in
General Chemistry
Quarter 1 – Week 2

NAME: __________________________________________
SECTION & GRADE: ________________________________
CONTACT NO.:____________________________________
ADDRESS: ________________________________________

Prepared By: MRS. CLARA A. LANAO

 PRAYER

In the name of the Father, and of the Son, and of the Holy

Spirit. Amen.

Father God, lay a blanket of protection over children who cannot

attend school, especially those whose educations are disrupted by

conflict, emergencies, and natural disasters. In Your mercy, we pray for

You to provide opportunities for learning so that through education,

children find the hope and skills for a better future.

Our Father, Who art in heaven, hallowed be Thy name; Thy kingdom come; Thy will be

done on earth as it is in heaven. Give us this day our daily bread; and forgive us our

trespasses as we forgive those who trespass against us; and lead us not into

temptation, but deliver us from evil. Amen. In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

 Week 2 – Day 1
Common Isotopes and Their
Uses
Most Essential Learning Competencies

 Recognize common isotopes and their uses.

Content Standard
The learners demonstrate understanding of...
1.atomic structure
2. formulas and names of compounds
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions
Specific Learning Outcomes:
At the end of this lesson, the learners will be able to:
1. define atomic number and mass number;
2. identify common isotopes; and
3. give uses of some isotopes.

PRE-ASSESSMENT

Answer Activity 6 on page 19

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 6 PARTS OF THE ATOM

Matter is composed of atoms, and atoms have three basic building blocks. Label each
part of the atom without looking at your periodic table and from your own idea, give the
definition of each parts. (10 points)

CHAPTER INTRODUCTION
Kindly read Atomic Number, Mass Number and Isotopes on pages 58 to 60 of
General Chemistry 1 (Rex Book Store).

a. Atomic number = number of protons = number of electrons in a neutral atom

b. Mass number = number of protons + number of neutrons

c. Neutron = mass number – atomic number

Symbol Atomic Protons Neutrons Electrons Atomic

Number Mass
Ca 20 40
Be 4 5
O 8 8
Li 3 4
Na 11 23

Answer

Symbol Atomic Protons Neutrons Electrons Atomic

Number Mass
Ca 20 20 20 20 40
Be 4 4 5 4 9
O 8 8 8 8 16
Li 3 3 4 3 7
Na 11 11 12 11 23

Isotopes are atoms of an element having the same atomic number but different mass
number. The existence of isotopes was shown by mass spectroscopy experiments,
wherein elements were found to be composed of several types of atoms, each with
different masses.

a. The atomic number identifies an element. The atoms of isotopes of an element have
the same number of protons and electrons.

b. The atoms of isotopes of an element differ in the number of neutrons.

Carbon is normally present in the atmosphere in the form of gaseous compounds like
carbon dioxide and methane. Carbon-14 (14C) is a naturally occurring radioisotope that
is created from atmospheric 14N (nitrogen) by the addition of a neutron and the loss of
a proton, which is caused by cosmic rays. This is a continuous process so more 14C is
always being created in the atmosphere. Once produced, the 14C often combines with
the oxygen in the atmosphere to form carbon dioxide. Carbon dioxide produced in this
way diffuses in the atmosphere, is dissolved in the ocean, and is incorporated by plants
via photosynthesis. Animals eat the plants and, ultimately, the radiocarbon is distributed
throughout the biosphere.
In living organisms, the relative amount of 14C in their body is approximately equal to
the concentration of 14C in the atmosphere. When an organism dies, it is no longer
ingesting 14C, so the ratio between 14C and 12C will decline as 14C gradually decays
back to 14N. This slow process, which is called beta decay, releases energy through
the emission of electrons from the nucleus or positrons.

Uses of Radioactive Isotopes

Radioactive isotopes find uses in agriculture, food industry, pest control, archeology and
medicine. Radiocarbon dating, which measures the age of carbon-bearing items, uses a
radioactive isotope known as carbon-14. In medicine, gamma rays emitted by
radioactive elements are used to detect tumors inside the human body. Food irradiation
-- the process of exposing food to a controlled level of gamma rays -- kills many types of
bacteria, making food safer to eat.

Hydrogen-3, or tritium, is a rare, radioactive isotope of hydrogen. It is made up of a

nucleus of one proton and two neutrons. The mild radiation emitted by tritium makes the
substance useful in commercial, military, and scientific endeavors. Also, it is relatively
safe, as the radiation it emits cannot penetrate human skin.

Link (if available online)

https://sciencing.com/types-isotopes-uses-8571746.html

Video: Uses of Radioactive Isotopes in Chemistry https://www.youtube.com/watch?

v=E4B94zCY4ok

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 7 FILL ME UP!

Complete the table below. (45 points)

 Symbol Atomic No. of No. of No. of Atomic
Number Protons Neutrons Electrons Mass
1. F 10 9
2. Ne 10 10
3. Mg 12 24
4. Al 13 14
5. Si 14 14
6. P 15 31
7. S 16 16
8. Cl 17 35
9. Ar 18 40
10. K 19 20
11. U 92 238
12. Br 35 80
13. Cu 29 64
14. Ni 28 31
15. Ti 22 26

Week 2 – Day 2

Formulas of Compounds

Most Essential Learning Competencies

 Represent compounds using chemical formulas, structural formulas and models

 Name compounds given their formula and write formula given the name of the
compound.

Content Standard
The learners demonstrate understanding of...
1.atomic structure
2. formulas and names of compounds
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
 CHAPTER INTRODUCTION

Chemists use tools to represent the composition of molecules and compounds in terms
of chemical symbols. The composition of a molecule or an ion can be represented by a
chemical formula. The formula consists of the symbols of the atoms making up the
molecule. If there is more than one atom present, a numerical subscript is used.

Examples are the following:

a. O2 – oxygen gas

b. H2O – water

c. NaOH – sodium hydroxide (liquid Sosa)

d. HCl – hydrochloric acid (muriatic acid)

Molecular formula – gives the composition of the molecule, in terms of the actual
number of atoms present.

Examples are the following:

i. C6H12O6

ii. K3PO4

iii. Na2C2O4

Empirical formula – gives the composition of the molecule, in terms of the smallest
ratio of the number of atoms present.

Examples are the following:

i. CH2O

ii. NaCO2

Structural Formula – shows the bond pattern and connectivity of atoms in compounds.
An atom is represented by its element symbol, while lines depict the type of chemical
bond between the atoms. The lines ─, = and ≡ represent single, double and triple bond
respectively.
Table 1. Molecular, Empirical and Structural Formulas of Some Compounds

Kindly read Chemical Formulas on pages 67-68 of General Chemistry 1 (Rex Book
Store).

Formula Writing and Naming

Compounds

Kindly read Formula Writing and Naming on pages 70 to 72 of General Chemistry

1 (Rex Book Store).

The naming of compounds follows a set of rules.

Binary compounds – made up of two elements.

a. Ionic compounds – made up of a cation (metals) and an anion (non-metals).

They are named by giving the name of the cation first, followed by the name of
the anion.

Rules for naming ionic compounds

1. The cation is always named first and the anion second.

2. A simple cation (obtained from a single atom) takes its name from the name of the
element.

3. A simple anion (obtained from a single atom) is named by taking the first part of the
element name (the root) and adding the letters “ide.”

4. Write the name for the compound by combining the names of the ions.

Name the compound CaO.

 Ca is the chemical symbol for calcium.

 O is the symbol for oxygen, whose root is “ox.” Add the “ide” ending to get oxide.

 Put the pieces together to get the name calcium oxide

Examples:

i. NaI - sodium iodide

ii. MgCl2 - magnesium chloride

iii. FeS - iron (II) sulfide

iv. K2O – potassium oxide

Rules for naming compounds with metals with more than one ion

1. The cation is always named first and the anion second.

2. A simple cation (obtained from a single atom) takes its name from the name of the
element. Include a Roman numeral to indicate the oxidation number (charge) on the
metal cation.

3. A simple anion (obtained from a single atom) is named by taking the first part of the
element name (the root) and adding the letters “ide.”

4. Write the name for the compound by combining the names of the ions.

Name the compound FeCl2.

 Fe is the chemical symbol for iron.

 Fe is not in the 1st or 2nd column; therefore a Roman numeral is needed in the
name. We’ll come back to that shortly.

 Cl is the chemical symbol for chlorine, whose root is “chlor.” Add the “ide” ending
to get chloride.

 At this point we have iron (??) chloride.

 To find the Roman numeral…
 Find the charge of the anion. Cl has a -1 charge.
 Multiply times the number of those atoms to get the total negative charge. There
are 2 Cl atoms. 2 times -1 = -2. - total negative charge.

 Balance total negative charge with total positive charge.

 The total negative charge of -2 must be balanced with a total positive charge of
+2.

 Divide the total positive charge by the number of atoms to get Roman numeral.
 There is only 1 Fe +2 divided by 1 = +2. The Roman numeral is II.
 Put the pieces together to get the name iron (II) chloride.
 b. Molecular compounds – made up of two non-metals. They are named by giving
the name of the first nonmetal and then that of the second nonmetal modified by
the ending -ide. Molecular compounds are usually gases.

Rules for naming molecular compounds: the OLD SYSTEM

1. The first element in the formula is named first, and the full element name is used.

2. The second element is named as though it were an anion: root + ide

3. Prefixes are used to denote the numbers of atoms present. (See table below)

4. The prefix mono- is never used for naming the first element.

Name the compound NO2.

 N is the chemical symbol of nitrogen. Since there is only one nitrogen atom AND
it is the first element the prefix mono is not used.
 is the chemical symbol of oxygen, whose root is ox. Add the ide ending to get
oxide. There are two oxygen atoms so we also add the prefix di to get dioxide.
 Put the pieces together to get the name nitrogen dioxide.
Examples:

i. HCl - hydrogen chloride

ii. CO2 - carbon dioxide

iii. SO3 - sulfur trioxide
Naming ternary compounds – made up of three elements. The naming of ternary
compounds follows the same rule as that of the binary ionic compound: the name of the
cation is given first, followed by the name of the anion.
An ion is an atom with an electric charge (positive or negative).
A polyatomic ion is a group of atoms
with an electric charge. (Even though
it is a group of atoms it acts like it
were a single atom.)
Follow the naming systems for Type I
and Type II binary compounds but…
don’t change the name of the
polyatomic ion.
Examples:
i. NaNO3 – sodium nitrate
ii. BaCrO4 – barium chromate
iii. K2SO4 – potassium sulfate

Link (if available online)

Worked example: Finding the formula of an ionic compound | AP Chemistry | Khan
Academy https://www.youtube.com/watch?v=8_fMpRUsnBk
Writing Chemical Formulas For Ionic Compounds https://www.youtube.com/watch?
v=GJ4Mds0CWLE

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 8 NAMING COMPOUNDS

Write the formula for the following ionic compounds: (10 points)

a. sodium bicarbonate_________________
b. sodium fluoride _________________
c. iron (III) chloride _________________
d. odium carbonate _________________
e. copper (II) sulfate _________________
f. lithium sulfate _________________
g. magnesium chloride _________________
h. silver nitrate _________________
i. calcium sulfate _________________
 j. magnesium iodide _________________
Write the formulas for the following covalent compounds: (9 points)

a. disulfur tetrafluoride _________________________

b. carbon trioxide _________________________

c. nitrogen pentoxide _________________________

d. nitrogen tribromide _________________________

e. dinitrogen heptachloride _________________________

f. carbon tetrachloride_________________________

g. hydrogen monochloride_________________________

h. trihydrogen monophosphide _________________________

i. dihydrogen monoxide _________________________

Week 2 – Day 3
Percent Composition and Chemical Formulas

Most Essential Learning Competencies

 Calculate the empirical formula from the percent composition of a compound

 Calculate molecular formula given molar mass

Content Standard
The learners demonstrate understanding of the mole concept in relation to Avogadro’s
number and mass
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions

Specific Learning Outcomes:

At the end of this lesson, the learners will be able to:

1. calculate the percent composition of a compound from its formula;

2. calculate the empirical formula from the percent composition of a compound; and

3. calculate the molecular formula given the molar mass.

 PRE-ASSESSMENT

Answer Activity 9 on page 31

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 9

Percentage of the class planning (as first choice) to go to the different strands in STEM.
(12 points)

1. Get total number of learners in class.

2. Get the number of learners who would like to pursue engineering in college. Get the
percentage.

3. Get the number of learners who would like to pursue the sciences. Get the
percentage.

4. Get the number of learners who would like to pursue mathematics. Get the
percentage.
Information from the chemical formula

What information can be obtained from a chemical formula? For example, what
information can you get from the formula of carbon dioxide, CO 2?

a. The compound is made up of

b. One molecule of CO2 is made up of one atom of carbon and two atoms of oxygen.

c. One mole of CO2 molecules will have one mole of C atoms and two moles of O
atoms.

d. The ratio of the moles of C to the moles of O in CO2 is 1:2.

e. CO2 is composed of 27.29% carbon and 72.71% oxygen. The chemical formula
provides the percent composition of CO2.

Percent Composition by Mass

The percent composition by mass is the percent by mass of each element in a

compound. Mathematically,

with n = the number of

For CO2,
The answer indicates that CO2 is composed of 27.29% C atom and 72.71% O atom.

LICEO DE LOS BAÑOS

M. Palis St. Timugan, Los Baños, Laguna
SY. 2020-2021

Senior High School

Grade 11 ( STEM)

Learning Module in
General Chemistry
Quarter 1 – Week 3
NAME: __________________________________________
SECTION & GRADE: ________________________________
CONTACT NO.:____________________________________
ADDRESS: ________________________________________

Prepared By: CLARA A. LANAO

PRAYER

In the name of the Father, and of the Son, and of the Holy

Spirit. Amen.

Father God, lay a blanket of protection over children who cannot

attend school, especially those whose educations are disrupted by

conflict, emergencies, and natural disasters. In Your mercy, we pray for

You to provide opportunities for learning so that through education,

children find the hope and skills for a better future.

Our Father, Who art in heaven, hallowed be Thy name; Thy kingdom come; Thy will be

done on earth as it is in heaven. Give us this day our daily bread; and forgive us our

trespasses as we forgive those who trespass against us; and lead us not into

temptation, but deliver us from evil. Amen. In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

 Week 3 – Day 1
Empirical Formula from Percent Composition

The empirical formula of a compound can be calculated from the percent composition.
Because percentage is given, it is convenient to assume 100.00 grams of the
compound.

A. A compound is found to consist of 7.81% C and 92.19% Cl. What is the empirical
formula of the compound? Assume 100.00 grams of the compound. The sample
will therefore contain 7.81 g C and 92.19 g Cl. The grams are converted to moles
to get the ratios of the moles of the elements in the compound:

The compound is C 0.650 Cl

2.601. But chemical formulas are expressed in whole numbers. Empirical formulas are
expressed as the lowest whole number ratio between the atoms. To convert to
whole numbers, divide the number of moles by the smallest value (that is 0.650).

The empirical formula is C1Cl4 or CCl4.

 B. A compound is found to consist of 43.64% P and 56.36% O. The molar mass for
the compound is 283.88 g/mol. What is the empirical formula and molecular
formula of the compound? Assume 100.00 grams of the compound. What is the
mass of each element in 100.00 grams of compound?
P 43.64 O 56.36

What are the moles of each element in 100.00 grams of compound?

The compound is PO2.5. But the subscripts are

still not whole numbers. Multiply the subscripts by a factor to get the smallest whole
number. When multiplied by 2, the empirical formula is P2O5.

What is the molecular formula?

Compare the mass of the empirical formula to the molar mass:

Mass of P2O5 = 141.94 g/mol

Molar mass = 283.88 g/mol

Therefore, the molecular formula is (P2O5)2 or P4O10.

Kindly read and take a look at the examples about calculation of percent
composition and determining chemical formulas on pages 88-92 of General
Chemistry 1 of Rex book Store.
NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 10

Answer the following. (5 points each)

1) What’s the empirical formula of a molecule containing 65.5% carbon, 5.5%

hydrogen, and 29.0% oxygen?

2) What’s the empirical formula of a molecule containing 18.7% lithium, 16.3%

carbon, and 65.0% oxygen?
 Week 3 – Day 2
Balancing Chemical Equations

Most Essential Learning Competencies

 Write and balanced chemical equations

Content Standard
 The learners demonstrate understanding of the use of chemical formulas to
represent chemical reactions
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions

Specific Learning Outcomes:

At the end of this lesson, the learners will be able to:
1. Write and balance chemical equations;
2. Derive pertinent information from a balanced chemical equation;

PRE-ASSESSMENT
 Answer Activity 11 on page 39

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 11

Answer the following questions: (10 points)

What do you think do the following examples have in common?

a. Rusty iron nail

b. Change in color of leaves
c. Bleached hair
 CHAPTER INTRODUCTION

Writing and Balancing a Chemical Equation

In a chemical reaction, a substance (or

substances) is converted to one or more new
substances. Chemical reactions follow the law
of conservation of mass. No atoms are created
or destroyed; they are just rearranged.
Chemists have a way of communicating
chemical reactions. They represent chemical reactions through chemical equations.
Consider the reaction of hydrogen gas (H2) with chlorine gas (Cl2) to yield hydrogen
chloride. The reaction is illustrated by the figure below.

We can represent this reaction through a chemical equation. The reactants (starting
substances) are placed on the left side. The products (substances produced) are placed
on the right. An arrow points towards the direction of the reaction. The equation has to
be balanced so that the same number and types of atoms appear on the left and right
side of the equation. To balance, coefficients (numbers preceding the chemical formula)
are used. For additional information, the physical states of the reactants and products
(s, l, g, for solid, liquid, or gas, respectively) are indicated. Hence, the balanced
chemical equation is:

H2(g) + Cl2(g) → 2 HCl(g)

Check if the equation is balanced:

Reactants Products

H=2 H =2
 Cl =2 Cl =2

When a substance is placed in water, we indicate this with aq, meaning it is in an

aqueous environment. For example, when KBr reacts with AgNO3 in an aqueous
environment, KNO3 and solid AgBr are produced. This reaction is represented as

KBr(aq) + AgNO3(aq) → KNO3(aq) + AgBr(s)

Procedure of balancing equations through this example:

Ethane (C2H6) reacts with oxygen gas (O2) to produce carbon dioxide and water. Write
the balanced chemical equation for the reaction.

1. Identify reactants and products and write their correct formulas. Put reactants on the
left side and products on the right.

C2H6 + O2 → CO2 + H2O

2. Balance the equation by changing the coefficients of the reactants or products. Do
not change the subscripts or the chemical formula.
C2H6 + 7/2 O2 → 2CO2 + 3 H2O
To use the smallest whole number coefficients, we multiply the equation by 2 to give:
2C2H6 + 7O2 → 4CO2 + 6H2O
3. Check to make sure that the number of each type of atom is the same on each side
of the equation.
Reactants Products
4=C 4=C
12 = H 12 = H
14 = O 14 = O

Types and Evidences that a Chemical Reaction has Occurred

Here are some evidences that a chemical reaction has occurred:
a. Change in color c. Evolution of gas (bubble formation)
b. Formation of a solid (a precipitate) d. Change in temperature (heat is
released or absorbed)
Most chemical reactions can be classified into five types:
Link (if available online)
Chemical Equations https://www.youtube.com/watch?v=vTq4sgGd2QU
Types of Chemical Reaction https://www.youtube.com/watch?v=TX6BYceUSL0
How to Balance Chemical Equations in 5 Easy Steps: Balancing Equations Tutorial
https://www.youtube.com/watch?v=zmdxMlb88Fs
NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 12

Balance the following equations: (13 points)

1. ____ HgO → ____ Hg + O2

2. ____ Na + ____ H2O → ___ NaOH + H2

3. C10H16 + ____ Cl2 → _____ C + ____ HCl

4. N2 + ____ H2 → ___ NH3

5. _____CO2 + ____ H2O → C6H12O6 + ____ O2

Week 3 – Day 3
Mass Relationships in Chemical Reactions
Most Essential Learning Competencies

 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

Content Standard
The learners demonstrate understanding of...

 the quantitative relationship of reactants and products in a chemical reaction

 the mathematical relationship between pressure, volume, and temperature of a
gas
 the partial pressures of gases in a mixture
 quantitative relationships of reactants and products in a gaseous reaction
 the behavior and properties of gases at the molecular level
Performance Standard
 The learners should be able to design using multimedia, demonstrations, or
models, a representation or simulation of any of the following:
A. Atomic structure
B. Gas behavior
C. Mass relationships
D. Reactions
Specific Learning Outcomes:
At the end of this lesson, the learners will be able to:
1. identify mole ratios of reactants and products from balanced chemical and equations;
and
2. perform stoichiometric calculations related to chemical equations.

CHAPTER INTRODUCTION

Amounts of Reactants and Products

Stoichiometry is the study of the quantities of materials consumed and produced in

chemical reactions. From the balanced chemical equation, we will be able to:

a. Determine how much products will be produced from a specific amount of reactants

b. Determine the amount of reactants needed to produce a specific amount of products

Ammonia, NH3, is a leading industrial chemical used in the production of

agricultural fertilizers and synthetic fibers. It is produced by the reaction of
nitrogen and hydrogen gases:
 3 H2(g) + N2(g) → 2 NH3(g)

The balanced equation says that 3 moles H2 are stoichiometrically equivalent to 1 mole
N2 and to 2 moles NH3. The ratio of moles H2 to moles NH3 is 3:2; the ratio of moles
N2 to moles

NH3 is 1:2.

a. How many moles of NH3 will be produced if 10.4 moles H2 react completely with
N2? (moles H2 → moles NH3)
2moles NH 3
10.4 moles H2 x = 6.93 moles NH3
2 moles H 2

b. How many moles of N2 are needed to produce 42.4 moles NH3? (moles NH3 →
moles N2)

1 moles N 2
42.4 moles NH3 x = 21.2 moles N2
2moles NH 3

c. How many grams of NH3 will be produced from 25.7 moles N2 (moles N2 → moles
NH3 → g NH3)

2moles NH 3 17.03 g NH 3
25.7 moles N2 x x = 875 g NH3
1mole N 2 2moles NH 3

d. How many grams of NH3 will be produced if 122 g N2 reacts completely with H2? (g
N2→moles N2 → moles NH3 →g NH3)

1 mole N 2 2moles NH 3 17.03 g NH 3

122 g N2 x x x x = 148 g NH3
28.02 g N 2 1mole N 2 1 mole NH 3

Solid lithium hydroxide is used to remove carbon dioxide and is called a CO2
scrubber. This technique has been used for space vehicles. The reaction is:

2 LiOH(s) + CO2(g) → Li2CO3 (s) + H2O (l)

How many grams of CO2 can be absorbed by 785.0 g LiOH?

What are the steps of the solution?

a. Convert grams LiOH to moles LiOH.

b. Get the moles of CO2 stoichiometrically equivalent to moles LiOH

c. Convert moles CO2 to grams CO2.

(grams LiOH →moles LiOH → moles CO2 → grams CO2)

1 mole LiOH 1 mole CO 2 44.01 g CO 2

78 g LiOH x x x x = 721 g CO2
23.949 g LiOH 2moles LiOH 1 mole CO 2
Link (if available online)

Stoichiometry https://www.khanacademy.org/science/chemistry/chemical-reactions-
stoichiome/stoichiometry-ideal/a/stoichiometry
NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 13

Solve for the following: (10 points)

2 H2O → 2 H2 + O2

1. How many moles of O2 are produced when 1.26 moles of H2O is reacted?
2. How many moles of H2O are needed to produce 55.7 moles of H2?
3. If enough H2O is reacted to produce 3.40 moles of H2, then how may moles of
O2 must have been made? (a bit challenging, but just think about it and you can
probably figure it out)
Show your solution:
 LICEO DE LOS BAÑOS
M. Palis St. Timugan, Los Baños, Laguna
SY. 2020-2021

Senior High School

Grade 11 ( STEM)

Learning Module in
General Chemistry
Quarter 1 – Week 4

NAME: __________________________________________
SECTION & GRADE: ________________________________
CONTACT NO.:____________________________________
ADDRESS: ________________________________________

Prepared By: MRS. CLARA A. LANAO

 PRAYER

In the name of the Father, and of the Son, and of the Holy

Spirit. Amen.

Father God, lay a blanket of protection over children who cannot

attend school, especially those whose educations are disrupted by

conflict, emergencies, and natural disasters. In Your mercy, we pray for

You to provide opportunities for learning so that through education,

children find the hope and skills for a better future.

Our Father, Who art in heaven, hallowed be Thy name; Thy kingdom come; Thy will be

done on earth as it is in heaven. Give us this day our daily bread; and forgive us our

trespasses as we forgive those who trespass against us; and lead us not into

temptation, but deliver us from evil. Amen. In the name of the Father, and of the Son,

and of the Holy Spirit. Amen.

Week 4 – Day 1
Percent Yield and Theoretical Yield

Most Essential Learning Competencies

 Calculate percent yield and theoretical yield of the reaction

Content Standard
The learners demonstrate understanding of...

 the quantitative relationship of reactants and products in a chemical reaction

 the mathematical relationship between pressure, volume, and temperature of a
gas
 the partial pressures of gases in a mixture
 quantitative relationships of reactants and products in a gaseous reaction
 CHAPTER INTRODUCTION

Limiting Reagents

The reactant used up first in the chemical reaction is called the limiting reagent. Excess
reagents re reactants present in quantities greater than what is needed by the reaction.
Illustrate using the following examples:

1. Example of the double cheeseburger. The equation is:

Two slices of bread+one hamburger patty+ two slices of cheese one double
cheeseburger

When Karen went shopping, she was able to buy 50 slices of cheese, 20 hamburger
patties, and 50 slices of bread. How many double cheeseburgers can she make? What
is the limiting material or reagent? What are the excess reagents?

To find the limiting reagent, determine which reagent will give the smallest amount of
product.

Therefore, the limiting reagent is the hamburger patty.

40 slices of bread

10 slices in excess + 20 patties + 40 slices of cheese

10 slices in excess → 20 double cheeseburger

Karen can only make 20 double cheeseburgers. The limiting reagent is the hamburger
patty. There are ten slices of bread and ten cheese slices in excess. Karen cannot
make more than 20 sandwiches because all the hamburger patties have been used up.

Consider again the reaction:

3H2(g) + N2(g) → 2NH3(g)

 a. If 6.60 moles H2 are made to react with 4.42 moles N2, what is the limiting
reagent? How many moles NH3 will be produced? What reagent is in excess and
by how much? Determine which reagent will produce the smallest amount of
product:

Therefore, the limiting reagent is

H2. The amount of limiting reagent present at the start of the reaction determines the
theoretical yield. To determine the amount of NH3 produced, use the limiting reagent.

The excess reagent is N2. If you have 6.60 moles H2 then you will need

But you have 4.42 moles N2.

Therefore, the excess amount of N2 is 4.42 moles – 2.20 moles = 2.22 moles N2.

Theoretical Yield, Actual Yield, and Percent Yield

The theoretical yield is the maximum amount of product that would result if the limiting
reagent is completely consumed. It is the amount of product predicted by stoichiometry
(as shown in the above example).

The actual yield is the quantity of the desired product actually formed.

If in the example given above, only 54.0 g NH3 were produced, then the actual yield is
54.0 g; the theoretical yield is 78.0 g and the % yield is:

Link (if available online)

Watch the animation videos of limiting reagent from the following sources:
• Limiting reagent [Vector animation]. Retrieved from McGraw Hill Education web site:
http://www.mhhe.com/physsci/chemistry/essentialchemistry/flash/limitr15.swf
• Limiting reactant [Vector animation]. Retrieved from North Carolina School of Medicine
and Mathematics web site:
http://www.dlt.ncssm.edu/core/Chapter6-Stoichiometry/Chapter6-Animations/
LimitingReactant.html
• Reactants, products and leftovers [Simulation]. Retrieved from PhEt Interactive
Simulations web site: http://phet.colorado.edu/sims/html/reactantsproducts-and-
leftovers/latest/reactants-products-and-leftovers_en.html

NAME: ________________________________________________________
GRADE & SECTION :_____________________________________________

ACTIVITY SHEETS

Activity 14

A. Silver metal reacts with sulfur to form silver sulfide according to the following
reaction: (8 points)
2Ag (s) + S(s) → Ag2S (s)
a. Identify the limiting reagent if 50.0 g Ag reacts with 10.0 g S.
b. What is the theoretical yield in g of Ag2S produced from the reaction?
c. What is the amount in g of the excess reactant expected to remain after the reaction?
d. When the reaction occurred, the amount of Ag2S obtained was 45.0 g. What is the
percent yield of the reaction?

B. Reflection: What do you think are your limitations? How do you cope with the
limited sources you have? (5 points)