Learning Area Grade Level Grade 12

W5
General Chemistry 2
Quarter Fourth Quarter Date
I. LESSON TITLE Redox Reactions
II. MOST ESSENTIAL LEARNING 1. Define oxidation and reduction reactions.
COMPETENCIES (MELCs) 2. Balance redox reactions using the change in oxidation number method.
III. CONTENT/CORE CONTENT ✓ Redox Reactions
✓ Balancing Redox Reactions
IV. LEARNING PHASES AND LEARNING ACTIVITIES
I. Introduction (Time Frame: 5 minutes)
There are various ways to categorize chemical reactions. The reduction-oxidation reaction is a significant category of
reactions that always occur together. Redox reactions account for over one-third of all chemical reactions occurring in the
environment. They include everything from the combustion of fossil fuels to the usage of home bleach. Furthermore, oxidation
or reduction is used to extract most metallic and nonmetallic elements from their ores. In this lesson, you will explore the realm
of redox reactions. Specifically, at the end of the lesson, you will be able to:
1. Define oxidation and reduction reactions; and
2. Balance redox reactions using the change in oxidation number method.
D. Development (Time Frame: 60 minutes)
How can we know if a chemical process is an oxidation-reduction process or not? We can do so by keeping track of all
of the elements involved in the reaction's oxidation numbers. This method identifies which elements are undergoing changes
in their oxidation states. The oxidation number, also known as the oxidation state, of an atom represents the amount of charges
the atom would have in a molecule (or an ionic compound) if electrons were completely transferred. In assigning, the oxidation
number of elements remember the following rules:

Table 1. Rules for Assigning Oxidation Numbers

1. The oxidation number of an atom of a free element is zero.
2. The oxidation of a monoatomic ion is equal to its charge.
3. The algebraic sum of the oxidation numbers of the atoms in the formula of a compound is zero.
4. In compounds, the oxidation number of hydrogen is +1, except in metallic hydrides where it is -1.
5. In compounds, the oxidation number of oxygen is -2. A common exception is in peroxides where
it is -1.(In compounds with fluorine, the oxidation number of oxygen is +2.)
6. In combination of nonmetals, the oxidation number of the less electronegative element is positive
and of the more electronegative element is negative.
7. The algebraic sum of the oxidation numbers of the atoms in the formula of a polyatomic ion is
equal to its charge.
Source: Metcalfe, H. Clark H, John H. Williams and Castka, Joseph F. Modern Chemistry.p.494.

Consider the reaction: H20(g) + Cl20 (g) ⟶ 2H+1Cl-1(g)

Following rule number 1, hydrogen and chlorine in the reactant side are free elements so the oxidation number is zero.
By rule 4, the oxidation state of hydrogen in the HCl molecule is +1. Since the hydrogen has changed from the 0 to the more
positive +1 oxidation number, it is oxidized and is reducing agent. In the given reaction, chlorine is changed from the 0 to the -
1oxidation state, which undergo a reduction process and is the oxidizing agent.
When can we say that a substance is reduced? is oxidized? Which is an oxidizing agent? a reducing agent?
The substance that acquires electrons is reduced in a redox reaction. It is known as an oxidizing agent because it
absorbs electrons and induces the oxidation of another chemical. Oxidation occurs when a substance loses electrons. Because
it gives away electrons, it causes the other substance to be reduced. As a result, this compound is known as a reducing agent.
Remember the mnemonic, “LEO the lion says GER”, (Lose Electrons Oxidation Gain Electrons Reduction). A molecule that is
oxidized loses electrons, and a molecule that is reduced gains electrons.

Let's have a look at what happens when zinc metal is combined with a strong acid:

Zn(s) + 2H+(aq) ⟶ Zn2+(s) + H2(g)

0 +1 +2 0
0 0 0 0
By assigning the oxidation number of each element, we can easily see the changes in the oxidation states. The zinc loses
electron as the oxidation number becomes 2+ and hydrogen gain electrons as it becomes H2(g). Recalling our mnemonics,
“LEO the lion says GER”, the Zn oxidizes and is the reducing agent while the H is reduced and is the oxidizing agent.
The Law of Conservation of Mass must be followed when balancing chemical equations wherein on both sides of the
equation, the amount of each element must be the same. The gains and losses of electrons must be balanced while balancing
redox processes. Redox equations are balanced using a variety of approaches. We'll only look at the first technique, which is
the oxidation-number or electron transfer method. The steps for balancing redox equations using the oxidation-number method
are shown below.
IV. LEARNING PHASES AND LEARNING ACTIVITIES

Step 1: Write the skeleton equation for the reaction.

Step 2: Determine what is oxidized and what is reduced by assigning oxidation numbers to all elements.
Step 3: Write the electronic equation for the oxidation process and for the reduction process.
Step 4: In both electronic equations, adjust the coefficients so that the number of electrons lost equals
the number gained.
Step 5: Place these coefficients in the skeleton equation.
Step 6: To satisfy the conservation of atoms, fill in the missing coefficients in the rest of the equation.

Let’s Try. Using the given steps, try to balance the reaction in which gaseous hydrogen sulfide burns in the air to produce sulfur
dioxide and water as shown in this chemical equation: H2S + O2 ⟶ SO2 + H2O , before you proceed reading.

Step 1: H2S + O2 ⟶ SO2 + H2O

The oxidation numbers have been assigned at this point. S is oxidized from the -2 to the +4 state,
whereas oxygen is reduced from the 0 to the -2 state, based on changes in oxidation states. Hydrogen's
oxidation number remains constant.

+1 -2 0 +4 -2 +1 -2
Step 2: H2S + O2 ⟶ SO2 + H2O
The oxidation number of S requires the loss of 6 electrons ( -2) – (+4) = -6. Oxygen requires a gain
of 2 electrons:(0) – (2-) = +2.

-2 +4 0 -2
Step 3: Oxidation: S ⟶ S + 6e- Reduction: O + 2e- ⟶ O
Because free oxygen is diatomic, a molecule of free oxygen must gain four electrons during
reduction. So O02 + 4e- ⟶ 2O 2- . The coefficients of the two electronic equations have now been
changed so that the number of electrons lost in sulfur oxidation equals the number of electrons shared
by both equations, which is 12. The oxidation equation is multiplied by 2 and the reduction equation is
multiplied by 3 to illustrate the gain and loss of 12 electrons in the two equations.

Step 4: Oxidation: S-2 ⟶ 2S+4 + 12e- Reduction: 3O02 + 12e- ⟶ 6O-2

As a result, the H2S and SO2 values are both 2, but the O2 value is 3. It's worth noting that the 6O is
split between two products: SO2 and H2O. The coefficient 2 in front of each formula accounts for the
coefficient 6. The skeleton equation is updated using these coefficients.

Step 5: 2H2S + 3O2 ⟶ 2SO2 + 2H2O

To satisfy the law of atom conservation, the coefficients of the equation are changed in the
normal way. Because the equation is balanced in this example, no further changes are required.

Step 6: 2H2S + 3O2 ⟶ 2SO2 + 2H2O

There are several real-life applications of redox reactions in our surroundings and homes. Corrosion is an example of redox
reactions that occurs in everyday life. When water comes into touch with a metal, such as an iron door, some of the oxygen
atoms in the water oxidize the iron (or the metal) and produce free hydrogen ions. The hydrogen ions produced combine with
oxygen to produce water, and the cycle starts all over again.
In the field of medicine, redox reactions are widely used. The most often used antiseptic, hydrogen peroxide, is responsible
for releasing nascent oxygen, which then oxidizes necrotic materials and germs. Hydrogen peroxide aids in the elimination of
slough, ear wax, and other debris.
Breathalyzers or breath analyzers are frequently used by cops to estimate the amount of alcohol in a driver's breath. Even
breathalyzers use redox reactions as a chemical principle. When a driver breath into the breathalyzers, it reacts with an acidic
potassium dichromate solution. The ethanol in the breath is converted to acetic acid, while the orange-yellow dichromate ion's
chromium (IV) is reduced to chromium (III), which is green in color. The degree of color change is proportional to the amount
of alcohol in the blood.
A bleaching agent is a substance that can be used to whiten or decolorize other materials. A number of redox reactions
are used in the bleaching process. The electrons in a substance decolorize when they migrate between different energy levels.
The oxidation of electrons can be used to remove any type of decolorization.
Redox reactions are also used in the development of photographic film. Reducing substances like hydroquinone or
pyrogallos decrease the silver ions in activated silver bromide to silver atoms. In addition, sodium thiosulfate is used in the
negative generation process. The negative is exposed to light to create a positive image. Silver cations are reduced after
being exposed to light.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
E. Engagement (Time Frame: 2 hours)

Learning Task 1
Is the reactant undergoing oxidation or reduction in each of the following incomplete chemical equations? Justify your
answer.
1. SnO2 ⟶ SnO
2. C6H6 ⟶ C6H12
3. KClO3 ⟶ KCl
4. NO ⟶ NO2
5. MnO42- ⟶MnO4-

Learning Task 2
Circle the oxidizing agents and underline the reducing agents in the following reactions.
1. 2C + O2 ⟶ 2CO
2. N2 + 3H2 ⟶ 2NH3
3. SnO + H2 ⟶ Sn + H2O
4. Cd + NiO2 + H2O ⟶ Cd(OH)2 + Ni(OH)2
5. 2H2O + Al + MnO-4 ⟶Al(OH)-4 + MnO2

Learning Task 3
What is the oxidation number of each element in the following compounds?
1. H2SO3
2. PbSO4
3. K2Cr2O7
4. Na2HPO4
5. Ca(ClO3)2

Learning Task 4
Balance the following redox reactions.
1. K2Cr2O7 + HCl ⟶ KCl + CrCl3 + H2O + Cl2
2. KCO3 + Br ⟶ KBr + KBrO3 + CO2
3. HNO3 + Cu ⟶ Cu(NO3)2 + NO2 + H2O
4. Dilute nitric acid reacts with copper to form copper (II) nitrate, nitrogen monoxide and water
Zinc reacts with sodium chromate in a sodium hydroxide solution to form NaZnO 2, NaCrO2, and H2O
A. Assimilation (Time Frame: 20 minutes)
In the photosynthesis reaction
6CO2 + 6H2O + light energy ⟶ C6H12O6 + 6O2
Cellular respiration
6CO2 + 12H2O + light energy ⟶ C6H12O6 + 6O2 + 6 H2O
Which substance is oxidized? Which is the oxidizing agent? Which substance is reduced? Which is the reducing agent in
the photosynthesis and cellular respiration reaction.
V. ASSESSMENT (Time Frame: 20 minutes)
(Learning Activity Sheets for Enrichment, Remediation, or Assessment to be given on Weeks 3 and 6)

Read each item carefully and write your answer in a separate sheet of paper.
1. What is oxidation?
A. The loss of electrons and a decrease in oxidation state
B. The loss of electrons and an increase in oxidation state
C. The gain of electrons and a decrease in oxidation state
D. The gain of electrons and an increase in oxidation state.
2. The oxidation number of an element in a compound is evaluated on the basis of certain rules. Which of the
following rules is not correct in this respect?
A. The oxidation number of hydrogen is always +1.
B. The algebraic sum of all the oxidation numbers in a compound is zero.
C. An element in the free or the uncombined state bears oxidation number zero.
D. In all its compounds, the oxidation number of fluorine is – 1.
3. The oxidation number of carbon in the oxalate ion, C2O42- is:
A. +2 B. +3 C. +4 D. +6
4. In the oxidation-reduction reaction : ClO3- + Cl- = Cl2 + ClO2
A. O is oxidized and Cl is reduced.
B. O is both oxidized and reduced.
IV. LEARNING PHASES AND LEARNING ACTIVITIES
C. Cl is oxidized and O is reduced.
D. Cl is both oxidized and reduced.
5. Which of the following is not an example of redox reaction?
A. S +O2 → SO2
B. 2N2O → 2N2 + O2
C. Fe2O3 + 3CO → 2Fe + 3CO2
D. BaCl2 + H2SO4 → BaSO4 + 2HCl

VI. REFLECTION (Time Frame: _________)

• Communicate your personal assessment as indicated in the Learner’s Assessment Card.
Personal Assessment on Learner’s Level of Performance
Using the symbols below, choose one which best describes your experience in working on each given task. Draw it in the column
for Level of Performance (LP). Be guided by the descriptions below:
 - I was able to do/perform the task without any difficulty. The task helped me in understanding the target content/ lesson.
✓ - I was able to do/perform the task. It was quite challenging, but it still helped me in understanding the target content/lesson.
? – I was not able to do/perform the task. It was extremely difficult. I need additional enrichment activities to be able to do/perform this
task.
Learning Task LP Learning Task LP Learning Task LP Learning Task LP
Number 1 Number 3 Number 5 Number 7
Number 2 Number 4 Number 6 Number 8

VII. REFERENCES Brown, Theodore L.et al. 2002. Chemistry The Central Science 8th ed. Singapore: Pearson
education Asia Pte Ltd.

Chang, Raymond. 1998. Chemistry 6th Edition .Mc-Graw-Hill Companies, Inc.

Hill,John W. and Kolb, Doris K. 1995. Chemistry for the Changing Times 7th Edition.Singapore: Simon
& Schuster(Asis) Pte Ltd.

Mendoza, Estrella E. and Religioso, Teresita F.. 2004.You and the Natural World Series Second
Edition Chemistry Textbook . Quezon City: Phoenix Publishing House, Inc.

Metcalfe, H. Clark, John H. Williams and Castka,Joseph F. 1982.Modern Chemistry. Caloocan

City: Philippine Graphic Arts Inc.

Redmore, Fred H. 1980. Fundamentals of Chemistry .Quezon City: Apson Enterprises.

https://studiousguy.com/examples-redox-reactions-everyday-life/

Prepared by: Maria Cristina M. Briones Checked by: Jocelyn B. Reyes

Roxanne L. Llona