Physical Science

Physical
Science
Physical Science
Formation of Heavy Elements
First Edition, 2020
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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Development Team of the Module

Writers: Rose Ann Q. Abuel
Editors: Priscilla D. Domino
Felipa A. Morada
Reviewers: Elmer C. Bobis, Rogelio D. Canuel
Illustrator: Geselle A. Teaňo
Layout Artist: Elsie R. Reyes, Pamela A. Lalusin, Mary Grace L. Asa
Management Team: Wilfredo E. Cabral, Regional Director

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Elaine T. Balaogan, Regional ADM Coordinator
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Catherine V. Maranan, Assistant Schools Division Superintendent
Lorna R. Medrano, CID Chief
Edita T. Olan, EPS-in-Charge, LRMS
Editha M. Malihan, EPS
Department of Education – RegionIV-A CALABARZON
Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
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Physical Science
Formation of Heavy Elements
Introductory Message
For the facilitator:
Welcome to the Physical Science Alternative Delivery Mode (ADM) Module on
Formation of Heavier Elements!
This module was collaboratively designed, developed and reviewed by educators both
from public and private institutions to assist you, the teacher or facilitator in helping
the learners meet the standards set by the K to 12 Curriculum while overcoming
their personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of
the module:
Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module.
You also need to keep track of the learners' progress while allowing them to manage
their own learning. Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.
1
For the learner:
Welcome to the Physical Science Alternative Delivery Mode (ADM) Module on
Formation of Heavier Elements!
The hand is one of the most symbolic parts of the human body. It is often used to
depict skill, action and purpose. Through our hands, we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that as a learner, you
are capable and empowered to successfully achieve the relevant competencies and
skills at your own pace and time. Your academic success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to
process the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to

check what you already know about the
lesson to take. If you get all the answers
correctly (100%), you may decide to skip this
module.
What’s In This is a brief drill or review to help you link

the current lesson with the previous one.
What’s New In this portion, the new lesson will be

introduced to you in various ways such as a
story, a song, a poem, a problem opener, an
activity or a situation.
What is It This section provides a brief discussion of the

lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent

practice to solidify your understanding and
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
What I Have Learned This includes questions or blank

sentence/paragraph to be filled in to process
what you learned from the lesson.
What I Can Do This section provides an activity which will

help you apply your new knowledge or skill
into real life situations or concerns.
2
Assessment This is a task which aims to evaluate your
level of mastery in achieving the learning
competency.
Additional Activities In this portion, another activity will be given

to you to enrich your knowledge or skill of the
lesson learned. This also tends retention of
learned concepts.
Answer Key This contains answers to all activities in the

module.
At the end of this module you will also find:
References This is a list of all sources used in developing

this module.
The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the
module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will experience meaningful learning and
gain deep understanding of the relevant competencies. You can do it!
3
Week
What I Need to Know
This module will walk you through the beginning of everything. It focuses on how
some elements today were formed as stars were born right after the universe existed.
You will be provided with activities such as filling out graphic organizer, reading story
board and illustrations which make you remember the lesson. Make sure to answer
the pretest first before going through this module and the posttest at the end of the
module.
The module consists of:

 Lesson 1 – Stellar Nucleosynthesis: Rise of the Stars!
After going through this module, you are expected to:

1. explain stellar nucleosynthesis;
2. describe the different stages of life cycle of stars;
3. cite the different heavy elements formed in each stages of star cycle
Have you ever wondered what stars are made of? What keeps them shine so bright?
Well, this module will help you understand some of the important concepts about
stars. Are you ready? Let’s go!
4
What I Know
Choose the letter of the best answer in each item and write it on a separate sheet of
paper.
1. The accepted theory about the origin of the universe which accounts for its
continuous expansion and the probable existence of a primordial atom.
a. big bang theory c. steady state theory
b. divine creation theory d. oscillating theory
2. The following are light elements EXCEPT;

a. helium c. lithium
b. hydrogen d. iron
3. The term used to describe the process which formed the elements in the
universe is:
a. generation c. nucleosynthesis
b. genesis d. synthesis
4. Light elements such as hydrogen and helium are formed through the process
of __________ nucleosynthesis.
a. big bang c. stellar
b. fusion d. supernova
5. Which element is the lightest and at the same time the most abundant in
universe?
a. hydrogen c. lithium
b. helium d. iron
6. A reaction in which two or more nuclei combine to form heavier nuclei.

a. combustion c. nuclear fusion
b. nuclear fission d. nuclear synthesis
7. What element is primarily formed when three atoms of helium are fused
through the tri-alpha process?
a. carbon c. oxygen
b. hydrogen d. silicon
8. Which of the following elements DOES NOT belong to the group?

a. beryllium c. iron
b. silicon d. oxygen
5
9. The process in which elements are formed at the center of a star.
a. big bang nucleosynthesis c. stellar nucleosynthesis
b. nuclear fusion d. supernova nucleosynthesis
10. Elements heavier than Iron are formed through_______.

a. big bang nucleosynthesis c. stellar nucleosynthesis
b. nuclear fusion d. supernova nucleosynthesis
11. The element that is formed when Carbon atom is combined with Helium atom:
a. magnesium c. oxygen
b. neon d. silicon
12. Average stars have longer life span than massive stars. This is
because_____;
a. they have less fuel to burn c. they burn their fuel at faster rate
b. they have more fuel to burn d. they burn their fuel at slower rate
13. Our sun is in what phase of its life cycle?

a. main sequence star c. red giant
b. planetary nebula d. white dwarf
14. Which of the following contains only heavy elements?

a. carbon, lithium, neon
b. carbon, silicon, magnesium
c. carbon, beryllium, helium
d. helium, carbon, hydrogen
15. In which stage do massive stars explode and release large amount of energy?
a. main sequence
b. protostar
c. super nova
d. white dwarf
6
Lesson
Stellar Nucleosynthesis: Rise
1 of the Stars!
The world where we live today is just a small part of our universe. In your
previous science lessons, you have learned different theories about the origin
of the universe that led to the formation of galaxies, solar system and other
heavenly bodies. This lesson will focus on one of those wonderful things in
outer space, the stars. Although stars are millions of light years away from
us, we can still see them twinkling in the night sky. Let’s find out how they
emit light and what keeps them shining for a long time.
7
What’s In
Scientists believe that the formation of the universe began through the
explosion of a primordial atom which happened approximately 13.7 billion
years ago. The origin of the universe is described by the Big Bang theory
which was introduced by Edwin Hubble. In 1929, Hubble demonstrated that
all celestial objects in the universe move away from each other.
Right after Big Bang, protons and neutrons combined and formed light
elements Hydrogen and Helium through the process of Big Bang
Nucleosynthesis. Other light elements such as Lithium and Beryllium were
also formed during this process.
8
What’s New
Stellar Nucleosynthesis
The word “stellar” means star and the formation of elements in the center of the star
is called stellar nucleosynthesis. Carl Sagan said that “We are made of star stuff.”
What did he mean by that? If we know how some important heavy elements were
formed same as stars, that maybe a clue.
Label the sequence of star life cycle. Use the hints/clues found in the table below
this diagram.
Star Life Cycle
1. ______
2. ______
3. ______
8. _____ 4. ______
______
9. _____ 5. ______
______
10. _____
______
7. ______ 6. ______
Average Star Massive Star
9
Hints/ Clues
Average Star
1. The star is unable to generate heat when it runs out of hydrogen
in its core leading to its contraction and expansion. It cools
down and glows red. The Helium fused into Carbon. The star is
now RED GIANT
2. Red giant star becomes exhausted of nuclear fuel, the outer
material is blown off into space leaving the inert Carbon. The
remnant is known as WHITE DWARF.
3. Giant cloud of gas and dust known as NEBULA.
4. It is formed from nebula due to the gravity that pulled Hydrogen
gas together until it spins faster and faster and becomes ignited.
A PROTOSTAR rises.
5. MAIN SEQUENCE STAR starts to form when nuclear fusion
occurs at the core of the star, it begins to contract, glow and
become stable. Hydrogen is converted into Helium.
6. This is said to be the remain of the white dwarf that cooled down
and no longer emits light and heat. The hypothetical BLACK
DWARF.
Massive star
1. It is believed that a NEUTRON STAR is formed from supernova
explosion. This is also the smallest star
2. Explosion of star or SUPERNOVA releases large amount of energy.
Because of that, elements are dispersed into the space.
3. BLACK HOLE is a region in space where gravity is too strong that
no matter can escape from it.
4. A more massive main sequence star evolves, cools and expands
faster than low mass star and will turn into RED SUPER GIANT
star, the largest known star. Carbon fusion still occurs and Oxygen
formed.

 Guide them in this activity and clarify any
misconceptions.
 The teacher can also ask the students to illustrate the
stages of star cycle using their art materials in a separate
bond paper for better retention.
10
What is It
Were you able to label all the stages of star? Review the hints/clues in the previous
activity. You will notice that following the sequence will reveal what happens in each
stage of star.
To understand further, answer the following questions below.
1. What element from space is pulled by gravity and turned into a protostar?
______________________________________________________________________
2. What will happen if a low mass main sequence star runs out of hydrogen fuel?
_______________________________________________________________________
3. How are heavy elements such as Carbon, Oxygen and Neon formed during
star formation?
_______________________________________________________________________
4. Why is it impossible for any matter such as light and radiation to escape from
a black hole?
________________________________________________________________________
5. Why do you think massive star has shorter life span than average stars?
________________________________________________________________________
11
Look at the diagrams below in order to understand how stars are formed into
different stages because of nuclear fusion (combination of nuclei to form heavier
one) among heavy elements.
The diagram shows the

proton-proton chain
reaction in a main
sequence star. In this
process, the average
star gets its energy and
convert Hydrogen into
Helium. It starts with a
proton and a neutron
which fuse together to
form deuterium. When
another proton collides
with deuterium,
Helium-3 is formed.
Collision between the
Helium-3 atom with
another helium-3 forms
Helium-4.
The case is different for

massive stars (eight times
the mass of our sun). These
stars undergo CNO
(Carbon, Nitrogen,
Oxygen) cycle to convert
Hydrogen into Helium. You
can see at the left how
Carbon-12 fused with
proton (H) and form
Nitrogen-13. Nitrogen-13
undergoes beta decay to
form Carbon-13. Carbon-
13 captures proton (H) and
Nitrogen-14 is formed.
Nitrogen-14 captures
proton to produce Oxygen-
15, and Oxygen-15
undergoes beta decay that
forms Nitrogen-15. The
Nitrogen-15 fused with
proton gives off Helium to
generate the stable atom of
Carbon-12. Then the
process repeats again.
12
Tri alpha process happens in red giant star once they leave the stage of main
sequence star. This is how three Helium-4 are converted into Carbon.
A star accumulates more mass and continues to grow into red super giant.
Alpha particle fusion happens at its core and creates more heavy elements
until Iron. This is known as the Alpha ladder process.
13
How do elements heavier than Iron form? As the energy at the core
of the star decreases, nuclear fusion cannot produce elements
higher than Iron. A different pathway is needed for heavier
elements to be formed.
Neutron capture, a neutron is added to a seed nucleus.
Below is the representation of how neutron is captured,
and a heavier nucleus is formed.
Example:
Neutron capture can be slow or rapid;
a. S-process or slow process happens when there is a

slow rate of capturing neutron while there is a faster
rate of radioactive decay hence increasing the proton by
1.
Example:
b. R-process or rapid process means that there is faster

rate of capturing neutron before it undergoes
radioactive decay thus, more neutrons can be
combined in the nucleus. This is what happens in a
supernova forming heavier elements than Iron with the
process known as supernova nucleosynthesis.
Example:
The explosion of star or supernova is believed to

be the source of other elements heavier than
Iron. During the explosion, these heavy elements
are dispersed into the space. Aside from
Hydrogen and Helium in space, other evidence
of star formation is the energy emitted during
nuclear reaction which includes ultraviolet,
infrared, X-ray, radio wave and microwave.
14
What’s More
Match the terms in column A with its description in Column B

A B
________1. Alpha ladder process a. There is faster rate of capturing
neutron before it undergoes
________2. Big bang nucleosynthesis
radioactive decay
________3. CNO cycle
b. Nuclear fusion that happens in red
________4. Neutron capture super giant star and creates more
heavy elements until Iron.
________5. Proton- proton chain
c. Happens when there is a slow rate
________6. R- process of capturing neutron while there is
________7. S- process a faster rate of radioactive decay
d. Process wherein light elements
________8. Stellar Nucleosynthesis
such as Helium and Hydrogen
________9.Supernova form.
Nucleosynthesis
e. This is how three Helium-4 is
_______10. Tri alpha process converted into Carbon in red giant
star
f. A process where elements heavier
than Iron are formed.
g. Nuclear fusion reaction where
Hydrogen is converted to Helium
h. Addition of neutron to form heavier
nuclei
i. Process by which elements are
created within the star
j. This happens in massive star
which convert Hydrogen into
Helium.
15
What I Have Learned
Read the paragraph then fill in the blanks with the correct word/s.
It all starts with 1. ____________, cloud of gas and dust particle in outer space.
Due to the force of gravity, the 2. ____________ gas is pulled together and eventually
became a protostar. Nebular fusion occurs at the center of the protostar and becomes
stable. During this time, hydrogen is converted into 3. _____________ forming main
sequence star. The size of the star can be average or massive. A massive main
sequence star that runs out of hydrogen fuel will begin to expand and cool down.
This is 4. ________________, the collective term for massive stars in the universe. The
red super giant continues to fuse with heavy elements and stops when 5. ___________
is converted in the core of the star. At this point, red super giant will become a
supernova after hundreds of years.
What I Can Do
Now you have learned how stars are formed, go through their lifespan and how each
stage of the life of a star leads to formation of elements. There are many processes
that stars have to undergo before they evolve from one stage to another.
For your next task, you will write a story which relates the events of your life from
past, present and future to the life cycle of a star. Use also those elements which
could symbolize something or anything in your story. (Use another sheet of paper for
this task).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
16
Rubrics for Story of Your Life
Criteria Excellent Fair Poor

(5pts) ( 3pts) (1pt)
Work shows time,

Overall effort effort and
neatness that Work shows time Lacks effort and
enhances the and effort put into cleanliness
overall written it
output.
The student's The project

output contains contains
No background or
background and discussion of
contextual
Background context and shows world events but it
information is
context how world events is unclear how
included.
have significantly they have affected
affected his/her the student's life.
life.
The student does The student The student

not commit error commits 1- 3 commits more
Grammar and
when it comes to grammar mistakes than 4 mistakes in
Spelling
grammar and and spelling. grammar and
spelling. spelling
Student includes Student includes Information

information about very few details. included is not
birth, friends, Output is related to the task
Content family, hobbies somewhat tied up or no attempt was
and is able to tie with the topic made.
his/her story to
the topic given.
17
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
1. Which of the following is NOT an evidence of star formation?

a. hydrogen c. infrared Radiation
b. helium d. rocks
2. Star’s energy is produced by which process?

a. combustion c. nuclear fission
b. decomposition d. nuclear fusion
3. If the sun reaches the end of red giant phase, it will evolve into a _______.
a. black hole c. red super giant
b. supernova d. white dwarf
4. A category which includes the largest stars in the universe.

a. main sequence star c. red super giant
b. red giant d. white dwarf
5. Which of the following elements are major components of star?

a. carbon and oxygen c. hydrogen and carbon
b. helium and carbon d. hydrogen and helium
6. Which of the following statements is FALSE?

a. The core of red giant star is made up of carbon
b. The average star has shorter life span
c. The more massive the star is the faster it burns its fuel
d. No elements heavier than Iron can be produced in a massive star
7. Which is the first stage of a star’s life cycle?

a. black hole c. protostar
b. nebula d. white dwarf
8. In main sequence star, Hydrogen atoms fuse to form Helium. Helium is then
converted into ________ at its core.
a. carbon c. neon
b. iron d. silicon
18
9. This element is produced through Big Bang nucleosynthesis and is considered
as the second most abundant element in the universe.
a. carbon c. hydrogen
b. helium d. oxygen
10. What object is formed from gas and dust particles which are pulled together
by gravity wherein no nuclear fusion has happened yet?
a. nebula c. protostar
b. main sequence star d. red supergiant star
11. Who stated that we are made of star stuff?

a. Carl Sagan c. Galileo Galilei
b. Edwin Hubble d. Stephen Hawking
12. What is the sign that a protostar will transform into the next stage?
a. When the it starts to spin faster
b. When it starts to glow
c. When Hydrogen nuclear fusion begins
d. When it increases temperature igniting the Hydrogen
13. When does a star become unstable?

a. When it runs out of fuel
b. When it contracts and expands
c. When its core is converted to Iron
d. When the outer shell of star is pulled by the gravity from the center
14. Which elements fuse together to form Iron?

a. carbon fusion c. magnesium fusion
b. neon fusion d. silicon fusion
15. This is a huge luminous ball of hot gas such as Hydrogen and Helium.
a. comet c. planet
b. moon d. star
19
Additional Activities
On this activity, you will see a star with the topic written on its center. Fill out the
parts of the stars with concepts that you have learned in this module.
7 2
Star Formation
6 3
5 4
20
21
What I Have Learned What’s New
1. Nebula 1. Nebula
2. Hydrogen 2. Protostar
3. Helium 3. Main sequence star
4. Red super giant 4. Red super giant
5. Iron 5. Supernova
6. Black hole
7. Neutron star
8. Red giant
9. White dwarf
10. Black dwarf
What I Know What’s More Assessment
1. A 4. B 1. D
2. D 5. 2. D 2. D
3. C 6. 3. J 3. D
4. A 7. 4. H 4. C
5. A 8. 5. G 5. D
6. C 9. 6. A 6. B
7. A 7. C 7. B
8. A 8. I 8. A
9. C 9. F 9. B
10. D 10. E 10. C
11. C 11. A
12. B 12. C
13. A 13. A
14. B 14. D
15. C 15. D
Answer Key
References
Dhaliwal, J and Moore,J. (n.d).Stellar Nucleosynthesis and The Periodic Table.

Retrieved from
https://earthref.org/SCC/lessons/2012/nucleosynthesis/#materials
National Aeroautics and Space Administration. (2015, May 7).Imagine the Universe.
Retrieved from
https://imagine.gsfc.nasa.gov/educators/lifecycles/LC_main_p2.html
The Elements: Forged in Stars.(n.d). Retrieved from

https://www.pbslearningmedia.org/resource/ess05.sci.ess.eiu.fusion/the-
elements-forged-in-stars/
Toogood, O (n.d).Hubbles Law and the Big Bang. Retrieved from

http://www.alevelphysicsnotes.com/astrophysics/big_bang.html#
Cain, F. (2009, February 5). Red Super Giant Star. Retrieved from
https://www.universetoday.com/
Quipper. (n.d). Nucleosynthesis: The beginning of Elements. Retrieved from

https://link.quipper.com/en/organizations/547ff9a8d2b76d0002001cf8/cu
rriculum#curriculum
Cantor, K. (n.d). Asrtonomy Portfolio. Retrived from

https://sites.google.com/a/wnesu.com/astronomy-portfolio-kenny-
cantor/big-bang-theory
Wiess, A. (2006). “Big Bang Nucleosynthesis: Cooking up the first Light Elements”.
Retrieved from https://www.einstein-online.info/en/spotlight/bbn/
Strassler, M. (2013, March 4). What Holds Nuclei Together?. Retrived from
https://profmattstrassler.com/articles-and-posts/particle-physics-
basics/the-structure-of-matter/the-nuclei-of-atoms-at-the-heart-of-
matter/what-holds-nuclei-together/
22
Esiegel. (2014, February 28). Burn Baby Burn!
https://scienceblogs.com/startswithabang/2014/02/28/ask-ethan-26-
burn-baby-burn
Canoy, W.Z. ( 2019, November 10). We Are all Made of Star Stuff. Retrieved from
https://www.facebook.com/notes/physical-science/lesson-2-we-are-all-
made-of-star-stuff-formation-of-the-heavy-elements/3024639240885614/
23
For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph
24
Physical
Science
Quarter 1
25
Physical Science
Concept of Atomic Number Led to the Synthesis of New Elements in the Laboratory
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.


Writers: Francis Darril O. Albo
Felipa A. Morada
Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Felipa A. Morada
Illustrator: Geselle A. Teaño
Layout Artist: Elsie R. Reyes, Pamela A. Lalusin, Mary Grace L. Asa
Edita T. Olan, EPS in-Charge, LRMS
Editha M. Malihan, EPS
Department of Education – Region IV-A CALABARZON
Office Address: Gate 2 Karangalan Village, Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
26
Physical Science
Concept of Atomic Number Led
to the Synthesis of New
Elements in the Laboratory
27
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module
on Concept of Atomic Number Led to the Synthesis of New Elements in the
Laboratory!
the module:

28
For the learner:
on Concept of Atomic Number Led to the Synthesis of New Elements in the
Laboratory!
depict skill, action and purpose. Through our hands we may learn, create and
accomplish. Hence, the hand in this learning resource signifies that as a learner, you
are capable and empowered to successfully achieve the relevant competencies and
module.

correct (100%), you may decide to skip this
module.





29

competency.

learned concepts.

module.

this module.
not alone.
30
Week
1
What I Need to Know
This module is especially designed for you. It will help you track the development
of your understanding on how the concept of atomic number led to the synthesis
of new elements in the laboratory.
To make learning easy for you, the module provides activities to develop your
curiosity on how the concept of atomic number led to the synthesis of new
elements in the laboratory
The scope of this module permits it to be used in different learning situations.

The language used recognizes the numerous vocabulary levels of students. The
lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are
using.

1. explain how the concept of atomic number led to the synthesis of
new elements in the laboratory;
2. identify the different elements formed after the process of synthesis;
3. realize the importance of the atomic number in identifying the new
elements identity in the periodic table.
31
What I Know
Directions: Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.
1. It is a device that is used to speed up the protons to overcome the

repulsion between the protons and the target atomic nuclei by using
magnetic and electrical fields.
a. Spectroscopy c. Particle Accelerator
b. Particle Decelerator d. Microscope
2. He created a classification of elements based on their atomic weight.

a. Ernest Rutherford c. Robert Millikan
b. John Dalton d. Dmitri Mendeleev
3. It is a one-dimensional point which contains a huge mass in an
infinitely small space.
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process
4. He noticed that shooting electrons at elements caused them to
release x-rays at unique frequencies.
a. Dmitri Mendeleev c. Henry Moseley
b. Robert Millikan d. Emilio Serge
5. He synthesized element with atomic number 43 using a linear
particle accelerator.
a. Ernest Rutherford c. Dmitri Mendeleev
b. Ernest Lawrence d. John Dalton
6. This is known as the origin and production of heavy elements.

a. Stellar Nucleosynthesis c. R-Process
b. Primordial Nucleosynthesis d. Supernova Nucleosynthesis
7. This is known as the origin of light elements.

32
8. The process that can produce elements up to bismuth (atomic
number 83).
a. Nuclear Fission c. S Process
b. R-Process d. Stellar Nucleosynthesis
9. This is also known as Nucleosynthesis.

a. S Process c. Nuclear Fission
b. R-Process d. Proton-Proton Reaction
10. This occurs in the main sequence of stars.

11. It is also known as nuclear fusion and the formation of new

nuclei actions in the early stages of development of the universe.
a. Nucleosynthesis c. R-Process
b. S-Process d. Singularity
12. In this process, there’s a buildup of a very heavy isotope, then

as beta-decays occur, you march up in atomic number and
produce heavy product.
13. He successfully carried out a nuclear transmutation reaction, a

process of transforming one element or isotope into another
element.
a. James Chadwick c. Dmitri Mendeleev
b. Henry Moseley d. Ernes Rutherford
14. It was created by bombardment of molybdenum by deuterons

(heavy hydrogen, H12), by Emilio Segre and Carlo Perrier in
1937.
a. Oxygen c. Technetium
b. Helium d. Uranium
15. These are elements with atomic numbers beyond 103.

a. Super Heavy Elements c. Lightest Element
b. Gases Elements d. Halogens
33
Lesson Physical Sciences: Concept of
Atomic Number that Led to the
6 Synthesis
of New Elements in the Laboratory
The atoms that make up the elements are further composed of tiny particles, the
neutron, proton and electron. H and Helium are the elements that exist in the
early beginning of the Big Bang. As the Universe expanded and cooled, there was
a period of proton-proton chain reaction wherein protons fused into Helium. Red
giant cores get past this via the Triple-Alpha process, but the Universe expands
right through this possibility and the density/temperature are quickly too low to
support synthesis of any additional elements.
What’s In
You learned earlier how all matter in the universe is made from tiny building
blocks called atoms. All modern scientists accept the concept of the atom, but
when the concept of the atom was first proposed about 2,500 years ago, ancient
philosophers laughed at and opposed the idea. It has always been difficult to
convince people about the existence of things that are too small to be seen. We
will spend some time considering the evidence (observations) that helped
convince scientists of the existence of atoms.
Do you have any idea how the different elements on the periodic table were
formed, known and identified? Let’s have a short review.
There is what we call Big Bang Theory that has some key stages: Singularity,
Inflation, Nucleosynthesis and Recombination: Let us differentiate them.
Singularity is a one-dimensional point which contains a huge mass in an
infinitely small space, where density and gravity become infinite and space-time
curves infinitely, and where the laws of physics as we know them cease to
operate. The basic homogeneity in distribution of matter in the universe was
established as a consequence of the first phase of inflation. Nucleosynthesis
was the nuclear fusion and the formation of new nuclei actions in the early
stages of development of the universe. Recombination - the formation of the
capture of free electrons by the cations in a plasma.

Let the student explore the process and the history on how elements form
using the concept of atomic number.
34
What’s New
Activity I.I Making Your Own Periodic Table
Make your own periodic table using the hypothetical elements that
are given clues. Explain the word/s that will be formed if you arrange
the symbols of the elements correctly.
a. P and Pr both have one electron each. Pr has a bigger atomic size.
b. Od, Ri, and E are in the same series as P, C, and I. In terms of atomic
size, P is the biggest while C is the smallest. E is a metal while I is a
non-metal. Od is smaller than Ri in atomic size.
c. O has a bigger atomic size than E in the same group. Y is also a
bigger atom than C in the same group. R is more nonmetallic than
Pe but more metallic than Ti.
What is It
Key Points
 The atomic number is the number of protons (positively charged

particles) in an atom.
 In 1913, Henry Gwyn-Jeffreys Moseley was an English physicist
who demonstrated that the atomic number, the number of protons
in an atom, determines most of the properties of an element.
 In 1919, Ernest Rutherford successfully carried out a nuclear
transmutation reaction a process of transforming one element
or isotope into another element.
 In 1925, there were four unknown elements in the periodic table
that corresponds to atomic numbers 43, 61, 85, and 87. Elements
with atomic numbers 43 and 85 were synthesized using particle
accelerators.
 A particle accelerator is a device that is used to speed up the protons
to overcome the repulsion between the protons and the target atomic
nuclei by using magnetic and electrical fields. It is used to
synthesize new elements.
35
 Elements with atomic numbers greater than 92 (atomic number of
uranium) are called transuranium elements They were discovered
in the laboratory using nuclear reactors or particle accelerators.
Dmitri Mendeleev created a classification of elements based on their atomic

weight. He found that organizing the elements at the time by their calculated
weight demonstrated a periodic pattern of both physical and chemical
properties, such as luster, physical state, reactivity to water, and others.
Activity 1.1 Making Your Own Periodic Table shows how theoretical elements
where arranged according to their atomic weights. For example, H has an
atomic mass of 1.00794 amu, which makes hydrogen the lightest element on
the periodic table. Hydrogen, H, was named by Laviosier and is the most
abundant element on the periodic table. It is followed by He, Li, Be and so on
and so fort because atomic weight is used to arrange elements from lightest
to heaviest.
By the way, scientist illustrated in the left is Henry

Moseley. He was an English physicist and his
experiment demonstrated that the major properties of
an element are determined by the atomic number, not
by the atomic weight, and firmly established the
relationship between atomic number and the charge
of the atomic nucleus.
Henry Moseley was a researcher at Rutherford’s laboratory.
In 1913, Moseley used Ernest Rutherford’s findings to advance the

understanding of the elements and solve the problem with Mendeleev’s
periodic table.
Moseley noticed that shooting electrons at elements caused them to release x-

rays at unique frequencies. He also noticed that the frequency increased by a
certain amount when the “positive charge” of the chosen element was higher.
By arranging the elements based on the square root of the frequency that they
emitted, he was able to arrange the elements that approximates their observed
properties as proposed by Mendeleev.
36
Henry Moseley proposed that the elements’ atomic number, or place in the
periodic table, was uniquely tied to their “positive charge”, or the number of
protons they have. This discovery allowed for a better arrangement of the
periodic table, and predicted elements that were not yet discovered. His
method of identifying elements by shooting electrons and looking at x-rays
became a very useful tool in characterizing elements, and is now called x-ray
spectroscopy.
He used X-ray spectroscopy to determine the atomic number of an element.

He bombarded a beam of electrons to different elements and measured their
X-ray spectral lines. His results clearly showed that frequency of the X-rays
given off by an element was mathematically related to the position of that
element in the periodic table. The frequency is proportional to the charge of
the nucleus, or the atomic number.
When the elements were arranged according to their atomic numbers, there
were four gaps in the table. These gaps corresponded to the atomic numbers
43, 61, 85, and 87. These elements were later synthesized in the laboratory
through nuclear transmutations.
Discovery of Nuclear Transmutation
In 1919, Ernest Rutherford successfully carried out a nuclear transmutation

reaction — a reaction involving the transformation of one element or isotope
into another element. The first nuclide to be prepared by artificial means was
an isotope of oxygen, 17O. It was made by Ernest Rutherford in 1919 by
bombarding nitrogen atoms with α particles:
14
7N + 42α  17
8O + 11H
However, both alpha particles and atomic nuclei are positively charged, so they
repel each other. Therefore, instead of using fast-moving alpha particles in
synthesizing new elements, atomic nuclei are often bombarded with neutrons
(neutral particles) in particle accelerators.
James Chadwick discovered the neutron in 1932, as a previously unknown

neutral particle produced along with 12C by the nuclear reaction between 9Be
and 4He:
9
4𝐵𝑒 + 42𝐻𝑒  12
6𝐶 + 10𝑛
The first synthesized element that does not occur naturally on the earth,
technetium, was created by bombardment of molybdenum by deuterons
(heavy hydrogen, 2
1𝐻 , by Emilio Segre and Carlo Perrier in 1937:
2
1𝐻
97
+ 42 𝑀𝑜2 10𝑛 + 43
97
𝑇𝑐
The first controlled nuclear chain reaction was carried out in a reactor at the
University of Chicago in 1942. One of the many reactions involved was:
235 87 146
92𝑈 + 10𝑛 → 35𝐵𝑟 + 57𝐿𝑎 + 3 10𝑛
37
The Discovery of the Missing Elements
Recall that in 1925, there were four vacancies in the periodic table
corresponding to the atomic numbers 43, 61, 85, and 87. Two of these
elements were synthesized in the laboratory using particle accelerators. A
particle accelerator is a device that is used to speed up the protons to overcome
the repulsion between the protons and the target atomic nuclei by using
magnetic and electrical fields. It is used to synthesize new elements. In 1937,
American physicist Ernest Lawrence was also able to synthesize element with
atomic number 43 using a linear particle accelerator. He bombarded
molybdenum (Z=42) with fast-moving neutrons. The newly synthesized
element was named Technetium (Tc) after the Greek word "technêtos" meaning
“artificial.” Tc was the first man-made element.
The bombarding of Mo with deuteron formed technicium which is the first

artificially made element.
97
42𝑀𝑜 + 21𝐻 97
43𝑇𝑐 + 10𝑛
In 1940, Dale Corson, K. Mackenzie, and Emilio Segre discovered element with
atomic number 85. They bombarded atoms of bismuth (Z=83) with fast-moving
alpha particles in a cyclotron. A cyclotron is a particle accelerator that uses
alternating electric field to accelerate particles that move in a spiral path in
the presence of a magnetic field. Element-85 was named astatine from the
Greek word “astatos” meaning unstable.
The two other elements with atomic numbers 61 and 87 were discovered
through studies in radioactivity. Element-61 (Promethium) was discovered as
a decay product of the fission of uranium while element-87 (Francium) was
discovered as a breakdown product of uranium.
The Synthesis of the Elements
The invention of cyclotron paved the way for artificial transmutation of one
element into another. The high-energy particles produced by the cyclotron
produce heavier nuclei upon hitting heavy target nuclei.
The Universe ran into the Be problem. Red giant cores get past this via the
Triple-Alpha process, but the Universe expands right through this possibility
and the density/temperature are quickly too low to synthesis any additional
elements.
38
Big Bang Nucleosynthesis
 The oldest stars in the Galaxy are deficient in elements heavier than
Helium.
 The current record holder has Fe/H about 130,000 times smaller than the
solar value.
 Not quite down to Big Bang abundances, but we are getting pretty close
and still looking.
Chemical Evolution of the Universe
So we need to find the sources of the vast

majority of elements in the Periodic Table
of elements.
We already know about some of the
sources.
Chemical Evolution
 Low-mass stars synthesize `new’ He, C, O during the main-

sequence, RGB, HB and AGB phases.
 These newly produced elements are brought to the surface via
convection and redistributed via stellar winds and planetary
nebulae into the interstellar medium to be incorporated into later
generations of stars.
Chemical Evolution II
 For more massive stars, `equilibrium’ fusion reactions produce
elements all the way up to Fe.
 Freshly made elements are delivered via stellar winds or, sometimes
more spectacularly via supernova explosions
Chemical Evolution III

What about the trans-Fe elements?
• Equilibrium fusion reactions of light elements don’t proceed past Fe
because of Fe’s location at the peak of the curve of binding energy.
• However, in certain circumstances, supernovae for example, non-
equilibrium reactions can build elements beyond Fe in the Periodic
Table. Many of these are radioactive, but some are stable.
39
Neutron Capture Elements
• There are two principle paths to building the elements heavier than
Fe. Both use the addition of neutrons to existing `seed’ nuclei
(neutrons have no charge so are much easier to add to positively-
charged nuclei).
S-process (slow addition of neutrons)
R-process (rapid addition of neutrons)
The S-process
• The S-process stands for the Slow addition of neutrons to nuclei.

The addition of a no produces heavier isotope of a particular
element. However, if an electron is emitted (this is called beta-
decay), the nucleus moves one step up the periodic table.
• `Slow’ here means that rate of no captures is low compared to the
beta-decay rate.
• It really is slow. Sometimes hundreds of years go by between
neutron captures.
The s-process acting in the range from
Ag to Sb.
Here a neutron
changed into a
proton by emitting
an electron
• The S-process can produce elements up to #83 - Bismuth. There are

peaks in the Solar System abundance of heavy elements at 38Sr,
56Ba and 82Pb. These are easily understood in the context of the S-
process and `magic’ numbers of neutrons.
• The site of the S-process is AGB start during and between shell
flashes. The no source is a by-product of C13 and He4 is O16
• 43Tc is an s-process nucleus and proof that it is in operation in AGB
stars.
The R-process
• The R-process is the Rapid addition of neutrons to existing nuclei.

Rapid here means that many neutrons are added before a beta-
decay occurs.
• First build up a very heavy isotope, then, as beta-decays occur, you
march up in atomic number and produce the REALLY HEAVY
STUFF.
• A big burst of neutrons is needed for the R-process to occur. The
most promising place with the right conditions is in a SNII explosion
right above the collapsed core.
40
• We see an overabundance of R-process elements in the oldest stars.
As the early chemical enrichment of the Galaxy was through SNII,
this is evidence of SNII as the source of r-process elements.
• If we look at the Crab Nebula or other SNII remnants we don’t see r-
process elements.
• We DO see regions of enhanced O, Si, Ne and He which appear to
reflect the `onion skin’ structure of the massive star progenitor.
Crab Nebula
1Diagram (How R-Process Occur) https://www.nasa.gov/mission_pages/hubble/multimedia/crab_
nebula.html
The Transuranic Elements
In the 1930s, the heaviest element known was uranium, with an atomic
number 92. Early in 1940, Edwin McMillan proved that an element having an
atomic number 93could be created. He used a particle accelerator to bombard
uranium with neutrons and created an element with an atomic number 93
which he named neptunium.
Transuranic elements are synthetic elements with atomic numbers higher

than that of Uranium (Z = 92).
238
92𝑈 + 10𝑛 → 239
93𝑁𝑝 + −10𝛽
Plutonium (Z = 94)
238 239
92𝑈 + 21𝐻 → 93𝑁𝑝 + 2 10𝑛
238 239
93𝑁𝑝 → 94𝑁𝑝
+1
+ −10𝛽
At the end of 1940, element-94 was synthesized by Seaborg, McMillan,

Kennedy, and Wahl. They bombarded uranium with deuterons (particles
composed of a proton and a neutron) in a cyclotron. Element-94 was named
plutonium.
41
Elements with atomic numbers greater than 92 (atomic number of uranium)
are called transuranium elements. Hence, neptunium and plutonium are both
transuranium elements. They are unstable and decay radioactively into other
elements. All these elements were discovered in the laboratory as artificially
generated synthetic elements. They are prepared using nuclear reactors or
particle accelerators. In the next lesson, you will learn the nuclear reactions
involved in the synthesis of these transuranium elements.
Stellar nucleosynthesis
This process creates elements within stars by combining the protons and
neutrons together from the nuclei of lighter elements. Fusion inside stars
transforms hydrogen into helium, heat, and radiation. Heavier elements are
created in different types of stars as they die or explode.
The Superheavy Elements
Superheavy elements are elements with atomic numbers beyond 103. These
are produced by bombarding heavy nuclear targets with accelerated heavy
projectiles.
Bohrium (Z = 107) – projectile used was Cr

209
83𝐵𝑖 + 54
24𝐶𝑟 →
261
107𝐵ℎ + 2 10𝑛
Following are the equations of several nuclear reactions that have important
roles in the history of nuclear chemistry:
• The first naturally occurring unstable element that was isolated, polonium,
was discovered by the Polish scientist Marie Curie and her husband Pierre in
1898. It decays, emitting particles:
212 208
84𝑃𝑜 → 82𝑃𝑏 + 42𝐻𝑒
42
What’s More
Activity 1.1 Write the nuclear reactions involved in the

synthesis of each of the following new elements:
a. Curium (Z = 96) was formed by reacting Pu-239 with alpha particles 42He.
It has a half-life of 162 days.
b. Mendelevium (Z = 101) was formed by reacting En-253 with alpha
particles.
c. Meitnerium (Z = 109) was formed by cold fusion which involves the
combination of Bi and Fe nuclides at ordinary temperature
What I Have Learned
Why do scientists study and synthesize new transuranium

elements in the laboratory? What are the uses of these
elements?
Create a timeline using illustrations and text showing on how

elements form with the concept of atomic
number.
43
Timeline Rubric
Category 10 points 7 points 5 points 3 points

Facts were Facts
Facts were Facts were accurate were often
Content/ accurate for accurate for for most inaccurat
Facts all events almost all (~75%) of e for
reported on events the events
the timeline reported on events reported
the reported on on the
timeline. the timeline.
timeline.
Some
All graphics All graphics graphics
are are are Several
Graphics effective and effective, but effective graphics
balanced there and their are
with text appear to be use not
use. too few or is balanced effective.
too many. with text
use.
The overall
The overall appearance
appearance of the The The
Readability of the timeline is timeline is timeline is
timeline is somewhat relatively difficult
pleasing pleasing and readable. to read.
and easy to easy to
read. read.
The timeline The
The timeline contained timeline The
contained at least 8-9 contained timeline
Requirements 10 events events at least 6-7 contained
related to related to events fewer
the topic the topic related to than 5
being being the topic events.
studied. studied. being
studied.
44
What I Can Do
A. Short Essay (maximum of 3 sentences)
1. Dmitri Mendeleev is often regarded as the Father

of the Periodic Table. Would you say that Henry
Moseley deserves recognition like him?
2. Explain why the atomic number is called the

“fingerprint” of elements.
3. How would you relate alchemy to synthesis of new

elements?
Assessment
Directions: Choose the letter of the best answer. Write the chosen letter
on a separate sheet of paper.
1. He successfully carried out a nuclear transmutation reaction, a process of
transforming one element or isotope into another element.
a. James Chadwick c. Dmitri Mendeleev
b. Henry Moseley d. Ernest Rutherford
2. This is also known as Nucleosynthesis.

b. R-Process d. Proton-proton Reaction
3. This is known as the origin and production of heavy elements.

4. It was created by bombardment of molybdenum by deuterons (heavy

hydrogen, 21H)), by Emilio Segre and Carlo Perrier in 1937.
a. Oxygen c. Technetium
b. Helium d. Uranium\
5. Process that can produce elements up to Bismuth (atomic number = 83).

a. Nuclear Fission c. S Process
b. R-Process d. S Process
45
6. This is known as the origin of light elements.
7. It is also known as nuclear fusion and the formation of new nuclei

actions in the early stages of development of the universe.
a. Nucleosynthesis c. R-Process
b. S-Process d. Singularity
8. In this process there’s a buildup of a VERY heavy isotope, then as beta-

decays occur, you march up in atomic number and produce heavy
product.
9. These are elements with atomic numbers beyond 103.

a. Superheavy elements c. Transition element
b. Gases elements d. Halogens
10. This occurs in the main sequence of stars.

11. It is a device that is used to speed up the protons to overcome the

repulsion between the protons and the target atomic nuclei by
using magnetic and electrical fields.
a. Spectroscopy c. Particle Accelerator
b. Particle Decelerator d. Microscope
12. He created a classification of elements based on their atomic

weight.
a. Ernest Rutherford c. Robert Millikan
b. John Dalton d. Dmitri Mendeleev
13. It is a one-dimensional point which contains a huge mass in an

infinitely small space.
a. Nucleosynthesis c. Singularity
b. Dilation d. R-process
14. He noticed that shooting electrons at elements caused them to

release X-rays at unique frequencies.
a. Dmitri Mendeleev c. Henry Moseley
b. Robert Millikan d. Emilio Serge
15. He synthesized the 43rd element using a linear particle accelerator.

a. Ernest Rutherford c. Dmitri Mendeleev
b. Ernest Lawrence d. John Dalton
46
Research on the latest instruments used in preparing new elements in

the laboratory. What were the instruments used in preparing the newest
four elements, nihonium, moscovium, tennessine, and oganesson?
47
48
What I Know
1. c
2. d
3. c
4. c
5. b
6. a
7. b
8. c
9. c
10. a
11. a
12. b
13. d
14. c
15. a
What's More Assessment
a. 23994Pu + 42He —> 1. d
24296Cm+ 10n Cm is 2. c
named after Marie and 3. a
4. c
Pierre Curie who had
5. c
done extensive 6. b
research on natural 7. a
radioactivity. 8. b
b. 25399 En + 42He —> 9. a
256101Mv + 10n Mv is 10. a
named after Dmitri 11. c
Mendeleev. 12. d
c. 20983Bi + 5826Fe—> 13. c
266109Mt + 10n 14. c
15. b
Answer Key
References
Coyne, Glynis L. (2012). Lead to Gold, Sorcery to Science: Alchemy and the
Foundations of Modern Chemistry. University of North Carolina PIT
Journal, 4. Retrieved October 10, 2015
http://pitjournal.unc.edu/article/lead-gold-sorcery-sciencealchemy-and-
foundations-modern-chemistry;
Famous Scientist Org. “Henry Moseley.” Famous Scientists. famouscientist.org,

December 29, 2014. http://www.famousscientists.org/henry-moseley/.
Gonzales, Jay. “Synthesis of the New Elements in the Laboratory.” LinkedIn

Corporation. SlideShare, December 22, 2017.
https://www.slideshare.net/JhayGonzales/synthesis-of-the-new-
elements-in-the-laboratory.
“Henry Moseley, the Atomic Number, and Synthesis of Elements.” Teach

Together, 2012.
http://teachtogether.chedk12.com/teaching_guides/view/283.
Navarro, Mary Grace. “The Atomic Number and the Synthesis of New
Elements.” Academia. Academia.edu. Accessed May 22, 2020.
https://www.academia.edu/33928561/The_Atomic_Number_and_the_
Synthesis_of_New_Elements.
“The Synthesis of the Elements.” Lick Observatory. Accessed May 23, 2020.
http://www.ucolick.org/~bolte/AY4_04/class6_04bwd.pdf.
49

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Physical
Science
51
Physical Science
Polarity of Molecules
First Edition, 2020
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52
Physical Science
Polarity of Molecules
53
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module on
Polarity of Molecules!
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
In addition to the material in the main text, you will also see this box in the body of the
module:

As a facilitator you, are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
54
For the learner:
Welcome to the Physical Science Grade 11 Alternative Delivery Mode (ADM) Module on
Polarity of Molecules!
The hand is one of the most symbolic part of the human body. It is often used to depict
skill, action and purpose. Through our hands we may learn, create and accomplish.
Hence, the hand in this learning resource signifies that you as a learner is capable and
empowered to successfully achieve the relevant competencies and skills at your own
pace and time. Your academic success lies in your own hands!
This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.
This part includes an activity that aims to
What I Know check what you already know about the
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
This comprises activities for independent
What’s More practice to solidify your understanding and
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
This section provides an activity which will
What I Can Do help you apply your new knowledge or skill
55
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
learned concepts.
This contains answers to all activities in the
Answer Key module.

this module.
2. Don’t forget to answer What I Know before moving on to other activities included
in the module.
If you encounter any difficulty in answering the tasks in this module, do not hesitate
to consult your teacher or facilitator. Always bear in mind that you are not alone.
56
Week
What I Need to Know
This module was designed and written with you in mind. It is here to help you determine
if a molecule is polar or non-polar. The scope of this module permits it to be used in
many different learning situations. The language used recognizes the varied vocabulary
level of students. The lessons are arranged to follow the standard sequence of the
course. But the order in which you read them can be changed to correspond with the
textbook you are now using.
The lesson for this module is about Polarity of Molecules

1. differentiate polar and nonpolar bonds;
2. determine the polarity of chemical bonds between atoms using the concept of
electronegativity;
3. familiarize with the different shapes of molecules;
4. explain how polarity of bonds and molecular geometry affects the polarity of
molecules.
57
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate sheet of
paper.
1. It refers to the ability of an atom in a molecule to attract shared electrons.

a. Electron affinity
b. Electronegativity
c. Ionization energy
d. Electromotive force
2. Which of the following statements is TRUE about polar bonds?

a. They are present in metals.
b. They are responsible for the formation of ionic compounds.
c. They always result to the formation of polar molecular compounds.
d. They may result to nonpolar covalent compounds depending on
molecular geometry.
3. What type of chemical bond holds the atoms of water molecule together?
a. Hydrogen bond
b. Ionic bond
c. Polar covalent bond
d. Nonpolar covalent bond
4. Which of the following molecule is nonpolar?

a. NaCl
b. HCl
c. CO2
d. NH3
5. What is the electronegativity difference between Carbon and Oxygen?

a. 0
b. 0.5
c. 1.0
d. 1.5
6. Supposedly a hypothetical molecule has an electronegativity difference of 0.5,

what is the type of chemical bond present?
a. Ionic
b. Hydrogen
c. Polar covalent
d. Nonpolar covalent
58
7. What is the molecular shape of BeF3?
a. Linear
b. Trigonal
c. Tetrahedral
d. Trigonal bipyramidal
8. A molecule with a polar bond is always polar. Molecules consists of polar bonds
can be nonpolar.
a. Statement 1 is false, while statement 2 is true.
b. Statement 1 is true, while statement 2 is false.
c. Both statements are true.
d. Both statements are false.
9. Which of the following pairs of atoms are bound by a polar covalent bond?
a. Cl-Cl
b. Mg-O
c. N-H
d. C-S
10. The shape of the molecule is a three-dimensional arrangement of atoms or

bonding groups around a central atom. The molecular shape is governed by
the valence shell electron repulsion (VSEPR) theory.
a. The first and second statements are true.
b. The first and second statements are false.
c. The first statement is true while the second statement is false.
d. The first statement is false while the second statement is true.
True or False: Write TRUE if the statement is correct, otherwise write FALSE.
11. The electronegativity of elements in the periodic table generally increases as

you move from top to bottom of a group.
12. Fluorine has the highest electronegativity value while cesium and francium
have the least electronegativity values.
13. Water, with a bent molecular shape, is classified as a polar molecule.
14. Sulfur hexafluoride (SF6) has six bonded electrons and no lone pair in its
central atom.
15. Hydrogen cyanide (HCN) exhibits a linear geometry.
59
Lesson
1 Polarity of Molecules
It is interesting to have a quick glance at the lessons you have learned about
compounds and chemical bonds when you were in Grades 8, 9 and 10. Can you still
recall them? If you still do, then that is great!
In Grade 8, you learned that atoms combine to form molecules or compounds to

attain a stable configuration that satisfies the Octet Rule. On the other hand, you have
learned about chemical bonds or intramolecular forces and its three types namely ionic,
covalent and metallic and the writing of Lewis dot symbol in Grade 9. In your Grade-10
Science, you have learned the concepts of electronegativity and you were briefly
introduced to the topic of polarity of molecules as determined by electronegativity
values.
Studying this module will certainly increase your understanding about the
polarity of molecules. This module is packed with interesting activities which will make
you enjoy your Chemistry lessons even more. So, are you ready to delve on an exciting
quest for chemistry learning? You may start now by doing the activity below. Goodluck
and happy learning!
What’s In
Chemical bonds are formed when atoms lose, accept or share electrons. An ionic bond
occurs when there is a transfer of one or more valence electrons form one atom to
another. It exists between metal and nonmetal atoms where metal loses electron/s while
nonmetal accepts the electron/s donated by the metal. On the other hand, when two
nonmetal atoms combine, neither of them loses or gains electron Instead, electron pairs
are being shared by both atoms and the type of chemical bond formed is called covalent
bond.
60
Periodic Table is an indispensable tool in studying chemistry. In
order for the learners to answer the above activity, they must first
be familiar on how to use all the information written on the
periodic table. At this point, they should be able to effectively use
the periodic table in order to classify elements as to metal, non-
metal or semi-metals.
Tell whether the compound below is an ionic compound (IC) or covalent compound
(CC) based on the type of chemical bond present.
____1. NaCl _____6. N2O
____2. CO2 ________7. PCl5
____3. CaCl2 _____8.KBr
____4. CCl4 _____9. HCl
____5. Fe2O3 _____10.AlCl3
ANSWER: NaCl, CaCl2, Fe2O3,KBr, and AlCl3 are all ionic compound because
the atoms involved are combination of metal and nonmetal. On the other hand, CO2,
CCl4, N2O, PCl5 and HCl are covalent compounds because the atoms involved are
both nonmetals.
It’s good that you were able to recall the difference between ionic bond and covalent
bond.
You have learned that a covalent is a shared pair of electrons between two atoms.
But are the electrons equally shared by the combing atoms? How does a polar
covalent bond differ from a nonpolar covalent? Did you know that electronegativity
of an atom can be used to further classify covalent bond into polar and nonpolar?
As you perform the activity below, you will find out that substances have different
polarities, and this explains why there are substances that do not mix while others
do.
61
What’s New
Activity1: Polarity Experiment

Materials:
• Water
• Vinegar
• Oil
• Alcohol
•6 disposable glasses
•a spoon
Procedure:
1. Obtain 6 clean disposable glasses and prepare the following set-up.

Set-up 1: 1 cup water + 5 tablespoons vinegar
Set-up 2: 1 cup water + 5 tablespoons oil
Set-up 3: 1 cup water + 5 tablespoons alcohol
Set-up 4: 1 cup vinegar + 5 tablespoons oil
Set-up 5: 1 cup vinegar + 5 tablespoons alcohol
Set-up 6: 5 tablespoon oil + 5 tablespoons alcohol
2. Thoroughly stir each mixture and observe carefully.

Note: •Do not forget to wash and dry the spoon after each use.
• Properly label each set-up.
• Samples with oil should first be mixed with dishwashing
liquid before disposing down the sink
Guide Question:
a. Which of the following set-ups mixed well? Which did not?
b. What can you infer from the result of this activity?
In addition to what you did in the activity, answer the table that follows:
Calculate the electronegativity difference and give the type of bond that exists
between the atoms in each of the following pairs.
EN of the first EN of the 2nd

Molecule ∆ EN
atom atom
1. NaCl
2. NH3
3. CH4
4. H2
5. H2O
62
What is It
The polarity of molecules is determined by the two factors: the polarity of bonds
based on the electronegativity difference of the atoms involved and the geometrical
shape of the molecules which can be predicted via valence shell electron pair
repulsion (VSEPR) theory.
A. Polarity of Bonds and Electronegativity

In your grade 9 chemistry, you have tackled the lesson about periodic properties of
elements such as atomic size, metallic property, ionization energy, electron affinity
and electronegativity. Can you still recall the definition of electronegativity? If not,
no problem because it will be defined for you.
Electronegativity (EN) measures the relative tendency of an atom to attract electrons

to itself when chemically combined with other atom. Take a look at the
electronegativity values of some elements on Fig.1. What have you noticed? The
electronegativity increases from left to right of a period and decreases from top to
bottom of a group. Take note also that the higher the value of EN, the element tends
to attract electron towards itself.
So what is the connection of electronegativity to the polarity of bonds? We could use

the electronegativity values of the atoms involved to get the absolute electronegativity
difference (∆EN) which will help us in predicting what type of chemical bond (ionic,
polar covalent or nonpolar covalent) would exist between them. Table 1 shows the
type of bond based on the electronegativity difference of bonded atoms.
Figure 1. Pauling Electronegativity values of some elements
63
Table 1. Type of bond based on electronegativity difference (∆EN) of bonded atoms
Electronegativity
Type of Bond
Difference (∆EN)
Ionic ≥1.7
Polar Covalent 0.5 to 1.6
Nonpolar Covalent ≤ 0.4
For example, you are asked to predict what type of bond is present between the
following pairs of atoms by determining their electronegativity difference.
1. Ca and Cl
2. Cl and Cl
3. H and Cl
4. S and O
5. C and N
Solution:
1. ENCa = 1.0 (∆EN) = 1.0 – 3.0 = │-2.0│= 2.0 ionic bond

ENCl = 3.0
2. ENCl = 3.0 (∆EN) = 3.0 – 3.0 = 0 nonpolar covalent bond

ENCl = 3.0
3. ENH = 2.1 (∆EN) = 2.1 – 3.0 = │-0.9│= 0.9 polar covalent bond
ENCl= 3.0
4. ENS= 2.5 (∆EN) = 2.5 – 3.5 = │-1.0│= 1.0 polar covalent bond
ENO = 3.5
5. ENC= 2.5 (∆EN) = 2.5 – 3.0 = │-0.5│= 0.5 polar covalent bond
ENN = 3.0
Using the above examples, let us know more about polar and nonpolar covalent
bonds. A polar covalent bond is formed when electrons are shared unequally by two
atoms in a compound. The bonded pair of atoms form an electric dipole (represented
by ). Dipole means “two poles” which means that a molecule has one positive
end and one negative end. In this type of bond, the atom with the higher EN value
becomes the partial negative pole (symbolized as ẟ-) while the atom with the lower
EN value becomes the partially positive (symbolized as ẟ+) pole. Always bear in mind
that the direction of the arrow is always pointing from a more electropositive pole to
the more electronegative pole. Take HCl for example, H has higher EN than Cl, thus
the direction of the arrow is pointing away from H and towards Cl. There is unequal
electron density as represented by a size of the circle (refer to figure 2). On the other
hand, a nonpolar covalent bond develops if both atoms equally share a pair of
electrons between them.
64
This occurs when the bonding atoms have approximately equal EN value or equal
ability to attract electrons to each side. Nonpolar covalent bond is an example of
bond formed when two chlorine atoms combine.
(a) (b)
Figure 2. (a) Polar bond between H and Cl and (b) nonpolar bond between two Cl
atoms
B. Polarity of Molecules and Molecular Geometry

You just have learned how to predict the type of bond polarity simply by calculating
the electronegativity difference of atoms (specifically two atoms). The next question
is, how about for those molecules consisting of more than two atoms like H 2O, CCl4,
NH3 and CO2? For polyatomic molecules, both the bond polarity and molecular
shape determine the overall molecular polarity. In terms of molecular geometry, the
valence shell electron pair repulsion (VSEPR) theory would help us to determine the
spatial arrangement of atoms in a polyatomic molecule.
You can predict the shape or molecular geometry of a substance using the following
steps:
Step 1: Determine the central atom of a molecule. The central atom is the
least electronegative element.
Step 2: Draw the appropriate Lewis dot structure for the molecule.
Step 3: Count the number of bonding pairs of electrons and non-bonding (or
lone pairs) around the central atom.
Step 4: Determine the electron pair orientation using the total number of
electron pairs.
Step 5: Identify the shape of the molecule of based on the location of the
atoms.
Figure 3. Different Molecular Shapes
65
Consider the examples below:
Example 1: Predict the molecular geometry of BCl3
Step 1: ENB = 2.0 ENCl= 3.0 therefore, B will be the central atom and three
Cl atoms are attached to it. By looking at the chemical formula, you will also
have an idea that boron will be the central atom and three atoms of choline
are attached to it.
Step 2:
Step 3: The central atom has three electron pairs: 3 bonded pairs and no
lone pair
Step 4: The electron pair orientation for three electrons is trigonal planar.
Step 5: The molecular shape of BCl3 is trigonal planar.
Example 2: Predict the molecular geometry of CO2
Step 1: ENC= 2.5 ENO= 3.0 therefore, C will be the central atom and two O
atoms will be the attached to it. (Use may also use the chemical formula to
predict which atom will be the central atom
Step 2:
Step 3: For the purpose of determining the position of the bonding pairs, let
us count the double bonds as one bonding pair. Therefore, CO 2 has two
bonding pairs of electron.
Step 4: The electron pair orientation for two electron pairs is linear.
Step 5: The molecular shape of CO2 is linear.
Example 3: Predict the molecular geometry of CHCl3.
Step 1: ENC = 2.5, ENH= 2.1 and ENCl= 3.0. Because carbon is less
electronegative than chlorine and hydrogen is normally terminal atom, C
must be the central atom.
Step 2:
Step 3: There are four bonding electron pairs.

Step 4: The electron pair orientation for four electron pairs is tetrahedral.
Step 5: The molecular shape of CHCl3 is linear.
66
Now that you have learned how to determine the molecular geometry, let us now
go on to our discussion of polarity of molecules based on molecular shapes. You
may study the diagram below and we will use it as our guide.
Is the shape
NO YES
symmetrical
in 3D?
The molecule Are all atoms

is POLAR
NO bonded to the
central atoms
the same?
YES
Note: You must think about a molecule
in 3-D according to VSEPR Theory The molecule
is NONPOLAR
Figure 4. Flowchart to determine if a molecule is polar or nonpolar

Going back to our previous examples, let us try to determine the polarity of
molecules of BCl3, CO2 and CHCl3.
For both BCl3 and CO2, the atoms are symmetrically arranged (trigonal planar
and linear) and the attached atoms to the central atom are also the same. You must
also take note that in a symmetrical molecule, the sum of the bond dipole is equal
to zero (because they cancel out) and leads to the formation of nonpolar molecule.
Therefore, both BCl3 and CO2 are nonpolar. On the other hand, CHCl3, although it
has a symmetrical arrangement (tetrahedral), the atoms attached to the central atom
are not all the same (3 chlorine atoms and 1 hydrogen atom). This causes CHCl 3 to
become a polar molecule.
Now, let us see if you fully understood our discussion. I want you to try answering
the exercises below.
67
Identify which molecule is polar and which is nonpolar given the Lewis structure
and molecular shapes of the following molecules.
Molecule Lewis Structure Molecular Geometry Molecular

(based on VSEPR) Shape
1. NH3 Trigonal
pyramidal
2. H2O Bent or
angular
3. CCl4
Tetrahedral
4. Linear
If you were able to answer that NH3 and H2O are polar molecules because the bond
dipole cannot be cancelled because of the presence of lone pairs on the central atom
and CCl4 and HBr are nonpolar molecules, you are correct. Job well done! You may
now proceed to the rest of this module.
What’s More
Lewis ∆ Bond Molecular Polarity of

Molecule
Structure EN Polarity Geometry Molecule
1. PCl5
2. BeCl2
3. CH4
4. OF2
5. SF6
So far, we have discussed how polarity of molecules is being determined. At this
point, you will perform the activity below to find out if you fully understood our topic.
If you think you need to go back to the discussion part of this module while
answering this activity, please feel free to do so.
68
What I Have Learned
In your own words, differentiate polar and nonpolar covalent bond.

1. What is electronegativity and how can it be used in in determining the
polarity of molecules?
2. Is it possible for a molecule to have a polar bond but have an overall polarity
of nonpolar?
3. Differentiate bonding and non-bonding electrons.
What I Can Do
Answer the following questions below:
1. Ammonia (NH3) is polar molecule while boron trifluoride (BF3) is a nonpolar

molecule. Explain the difference in the polarity of these compounds.
2. Suppose that AB3E, a hypothetical molecule, is discovered. Predict whether
the molecule is polar or nonpolar by determining its molecular shape.
Note: A – corresponds to central atom,
B - terminal atom
E – lone pair (nonbonding electrons)
Assessment
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
1. The following molecules have polar covalent bonds EXCEPT?
a. NH3
b. CS2
c. BCl3
d. HBr
69
2. Which of the following bonds is the MOST polar?
a. H-Cl
b. C-Cl
c. H-H
d. N-F
3. What is the molecular shape of CHBr3?
a. Linear
b. Trigonal planar
c. Trigonal bipyramidal
d. Tetrahedral
4. Which of the following pairs of atoms are bound by a nonpolar covalent bond?
a. Na-Cl
b. Ca-O
c. P-N
d. C-S
5. From the given Lewis structure of NH3, how many nonbonding pair/s of electron
are around the central atom?
a. 0
b. 1
c. 2
d. 3
6. Which of the following statements is INCORRECT?
a. Polar covalent bonds can be present in a nonpolar molecule.
b. Polar covalent bond is present if the electronegativity difference
between atoms is equal or less than 0.4.
c. Polarity of bond and molecular geometry are the two factors that affect
the polarity of molecules.
d. Polar bond forms when electrons are unequally shared by two atoms
in a compound.
7. What is the relative ability of a bonded atom to attract shared pair of electron?
a. Electron affinity
b. Electronegativity
c. Ionization energy
d. Metallic property
70
8. Which description below correctly describes polar molecules?
a. Polar bonds are present.
b. The polar bonds are arranged so that they do not cancel.
c. Lone pairs on the central atom are arranged so that they do not cancel.
d. Lone pairs on the central atom are arranged so that they can be
cancelled out.
9. Which of the following molecules is tetrahedral?
a. H2O
b. SF6
c. CH4
d. BF3
10. Which of the following is NOT TRUE about CO2?
a. Has an electronegativity difference of 1.0
b. Polar bond is present
c. Has a linear molecular shape
d. Is a polar molecule
True or False: Write TRUE if the statement is correct, otherwise write FALSE.
11. S and O are bound by a polar covalent bond because their electronegativity
difference value is 1.0.
12. Atoms with high electronegativity have a greater tendency to attract electrons
toward themselves.
13. Polarity of molecules are determined both by polarity of bonds and molecular
geometry.
14. Among C-Cl, H-Cl, C-H and Cl-Cl, only Cl-Cl is polar.
15. Methyl alcohol, CH3OH, is a nonpolar molecule.
Analyze the following statements, determine if each is correct or incorrect,

and briefly explain your answer. Write your responses in a separate sheet.
1. SiCl4 is a nonpolar molecule.
2. H2S has a linear molecular geometry.
3. PF5 is a polar molecule.
71
72
Bond Molecular Polarity of
Molecule ∆ EN
Polarity Geometry Molecule
1. PCl5 Trigonal
0.8 polar polar
bipyramidal
2. BeCl2 0.5 Polar Linear nonpolar
3. CH4 0.4 Non-polar Tetrahedral nonpolar
4. OF2 0.5 Polar Bent polar
5. SF6 1.7 Polar Octahedral non-polar
What I Know Assessment
1. B What’s More 1. B
2. D 2. D
3. C 1. IC 3. D
4. C 2. 2. CC 4. D
5. C 3. 3. IC 5. B
6. C 4. 4. CC 6. B
7. B 5. 5. IC 7. B
8. A 6. 6. CC 8. C
9. C 7. 7. CC 9. C
10. A 8. 8. IC 10. D
11. F 9. 9. CC 11. T
12. F 10.IC 12. T
13. T 13. T
14. T 14. F
15. T 15. F
Answer Key
73
What I Have Learned
1. In your own words, differentiate polar and nonpolar covalent bond.
Answer: Polar bonds are formed when there is an unequal sharing of
electrons between atoms, while nonpolar bonds are formed when there
is equal sharing of electrons between atoms.
2. What is electronegativity and how can it be used in in determining the
polarity of molecules?
Answer: Electronegativity measures the tendency of an atom in a molecule to
attract shared electrons toward itself. The concept of electronegativity
can be used to predict whether the bond will be polar or nonpolar. If
the ∆EN is 0.4 or less, the bond is nonpolar. But if the ∆EN is beyond
0.4 but less than 1.7, the bond is polar.
3. Is it possible for a molecule to have a polar bond but have an overall
polarity of nonpolar?
Answer: Yes. Because polarity of molecule is determined both by polarity of
bond and molecular geometry. A molecule can have a polar covalent
bond but still be classified as a nonpolar molecule as long as its
molecular geometry satisfies the condition of VSEPR theory.
4. Differentiate bonding and non-bonding electrons.
Answer: Bonding electrons are those electrons involved in the formation of
covalent bonds while lone pair (nonbonding electrons) refers to a pair
of valence electrons that is not shared with another atom in a covalent
bond.
74
Additional Activities:
1. SiCl4 is a nonpolar molecule.
Correct. Though polar bond is present because ∆EN is 0.8, SiCl4 is still
classified as nonpolar molecule because it has a tetrahedral geometry and the
central atom does not have lone pair.
2. H2S has a linear molecular geometry.
Incorrect. H2S has a bent molecular geometry which gives it an upwards net
dipole moment. Two partially positive hydrogen atoms are attached to the more
electronegative central atom, sulfur. The molecule is represented by AB 2E2
representation wherein the central atom also has two lone pairs.
3. PF5 is a polar molecule.
Correct. Though the value ∆ EN is 1.9 (polar bond is present), Phosphorus
pentafluoride (PF5) exhibits a trigonal bipyramidal based on VSEPR theory
making the overall molecule nonpolar.
What I can do
1. Ammonia (NH3) is polar molecule while boron trifluoride (BF3) is a nonpolar
molecule. Explain the difference in the polarity of these compounds.
Answer: Polarity of molecule is determined by its molecular geometry. Since NH 3 has
a trigonal pyramidal shape, with four electron pairs (3 bonding pairs and 1
nonbonding pair/lone pair), this makes it polar. On the other hand, BF3 has a
trigonal planar geometry with three bonding pairs of electron and central atom
has no lone pair, making it nonpolar.
2. Suppose that AB3E, a hypothetical molecule, is discovered. Predict whether
the molecule is polar or nonpolar by determining its molecular shape.
Note: A – corresponds to central atom,
B - terminal atom
E – lone pair (nonbonding electrons)
Using the concept of VSEPR theory, a molecule with an AB 3E
configuration will exhibit a trigonal bipyramidal shape and therefore it is
nonpolar.
References
Department of Education- Bureau of Secondary Education (2003). Lesson Plans

in Science III(Chemistry).
CHED-PNU. (2006). Teaching Guide in Senior High School-Physical Science.

Commission on Higher Education. C.P. Garcia Ave., Diliman, Quezon City. Retrieved
from https://lrmds.deped.gov.og/detail/14519 last May 19, 2020
Punzalan, J.M. &Monserat, R.C. (2016). Science in Today’s World for Senior
High School- Physical Science. Sibs Publishing House, Inc. Quezon City, Philippines.
Padua, A.L., Padolina, M.C.D., Crisostomo, R.M., &Alumaga, M.J.B. (2016).
Physical Science. Vibal Group Inc. G. Araneta Avenue, Quezon City
Santiago, K. S., & Silverio, A.A. (2016). Exploring Life Through Science-Physical
Science. Pheonix Publishing House, Inc. Quezon Avenue, Quezon City.
Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World-
Physical Science. Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.
75

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
76
Physical
Science
77
Physical Science
Polarity of Molecules and Its Properties
First Edition, 2020
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks,
etc.) included in this module are owned by their respective copyright holders. Every effort has
been exerted to locate and seek permission to use these materials from their respective


Writers: Bayani T. Vicencio, Valeria Amor C. Rosita
Reviewers: Rogelio D. Canuel, Elmer C. Bobis, Gertrudes L. Malabanan
Office Address: Gate 2 Karangalan Village, Barangay 1900, Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address:region4a@deped.gov.ph/ict.calabarzon@deped.gov.ph
78
Physical Science
Polarity of Molecules and Its
Properties
79
Welcome to the Physical Science 11/12Alternative Delivery Mode (ADM) Module on

Polarity of Molecules and Its Properties!
the learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
the module:

This contains helpful tips or strategies
that will help you in guiding the learners.
As a facilitator, you are expected to orient the learners on how to use this module. You
also need to keep track of the learners' progress while allowing them to manage their
own learning. Furthermore, you are expected to encourage and assist the learners as
they do the tasks included in the module.
80
For the learner:
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on
Properties of Molecules based on its Polarity!
accomplish. Hence, the hand in this learning resource signifies that you as a learner is
capable and empowered to successfully achieve the relevant competencies and skills
at your own pace and time. Your academic success lies in your own hands!
This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in
the module.
This part includes an activity that aims to
What I Know check what you already know about the
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.
In this portion, the new lesson will be

What’s New introduced to you in various ways such as a
This section provides a brief discussion of
What is It the lesson. This aims to help you discover
and understand new concepts and skills.
This comprises activities for independent
What’s More practice to solidify your understanding and
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to
process what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or
skill into real life situations or concerns.
81
This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of
the lesson learned. This also tends retention
of learned concepts.
This contains answers to all activities in the
Answer Key module.
References This is a list of all sources used in

developing this module.
hesitate to consult your teacher or facilitator. Always bear in mind that you are not
alone.
82
Week
What I Need to Know
This module was designed and written with you in mind. It is here to help you master
the concept of polarity of molecules. The scope of this module permits it to be used in
different learning situations. The language used recognizes the varied vocabulary level
of students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the textbook
you are now using.
The module is divided into three lessons, namely:

● Lesson 1 – Properties of Molecules based on its Polarity

1. define solubility, miscibility and polarity;
2. identify the different types of intermolecular forces of attraction ;
3. explain how polarity of molecules related to its properties
83
What I Know
paper.
1. Which of the following is TRUE of polar molecules?

i. Have high boiling point iii. low surface tension
ii. Have high melting point iv. High vapor pressure
a. I only
b. I and II only
c. II and III only
d. IV only
2. Which of the following intermolecular forces of attraction (IMFA) is arranged

from strongest to weakest?
a. H- bonding – dipole-dipole – London forces
b. London-forces – dipole-dipole – H-bonding
c. Dipole-dipole – London forces – H- bonding
d. H-bonding – London forces – dipole-dipole
For numbers 3-6, consider the choices below:

a. boiling point c. Viscosity
b. solubility d. vapor pressure
3. Refers to the resistance of a liquid to flow.

4. Is temperature at which the liquid starts to boil.
5. Defined as the pressure exerted by a substance when in its gaseous state.
6. The ability of a substance to be dissolved in another substance to form a
solution.
7. The following are examples of viscous substances EXCEPT:

a. blood c. vinegar
b. honey d. syrup
84
8. Which of the following is NOT TRUE about water?
a. has high surface tension
b. has high boiling point
c. has low viscosity
d. becomes denser when freezes
9. Which of the following substances will most likely be miscible in water?

a. Benzene (C6H6)
b. Ethyl alcohol (C2H6O)
c. carbon tetrachloride (CCl4)
d. toluene (C6H5CH3)
10. Which of the following will dissolve in polar solvents?

a. nonpolar solvents and ionic compounds
b. ionic compounds and polar covalent compounds
c. nonpolar solvents and covalent compounds
d. all of the above
True or False: Write T if the statement is true, otherwise write F.

11. The floating of ice on liquid water is an indication that ice has higher
density than liquid water.
12. The volatility of a substance depends on its vapor pressure.
13. Alcohol is less volatile than vinegar.
14. Between water (H2O) and carbon tetrachloride (CCl4), water has higher
boiling
point.
15. Vapor pressure is inversely proportional to the strength of intermolecular
forces present.
85
Lesson
Properties of Molecules
1 based on its Polarity
From the previous module, you learned how to determine the polarity of bonds
using the concept of electronegativity. Also, you learned that polarity of molecules
is affected by both the polarity of bonds and its molecular shape or geometry.
What’s In
Let us have some warm up exercise for our nerve cells before we proceed to the
presentation of our lesson. You will perform a simple activity that will help you
recall some basic concepts related to polarity of molecules. Have some fun!

There are numerous terms or concepts being studied in science
and most of them are either difficult to spell out or pronounce. As
teachers, we should think of engaging activities that would
motivate our students to learn and at the same time increase
their vocabulary skills and spelling ability. Below is an example of
an activity you could employ in your class.
86
WORD CRYPTOGRAM
Directions: Unscramble the letters by placing the correct letter sequence in the
shaded boxes to come up with the correct answer for each number. Use the
numbered boxes to complete the answer to the riddle below.
1.
L E C M O U L E
1 5 6
2.
O P A L R O D N B
3 9
3.
L E C M O U L E
O N L E A P I R
1 5 6
2 14 8 16
4.
N A R O P O L N B D O N
7 12
5.
A C E G T R O T L I Y E I T E N V
11 15 4 10 17
6.
M A T O
13
RIDDLE: It shows the three-dimensional arrangement of bonding

groups of atoms around a central atom.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Can you define the following words/terms that you have decoded?
87
What’s New
Analyze the lyrics of the song, “Tubig at Langis”, and answer the questions below.
TUBIG AT LANGIS
Sharon Cuneta
Tubig at langis, ang katayuannati’yyan ang kawangis

Pilitinmangmagsam’y may mahahapis
Ganyang-ganyantayongdalawa
Ang panuntunan’ymagkaiba
Langis at tubig, ‘di mapagsama ng tunaymangpag-ibig
Hinanakit ang s’yanglagingmananaig
Mahal na mahal man kita
May mahal ka namang iba
Chorus:
Tubig at langis
Idarang man sainit, ‘di rin tatamis
Dahil ang halo’yluha’tpaghihinagpis
Ang kirot ay di maalis kung labis
Bakitnanaig ang dusasaligayasa ‘ting daigdig ?
May dasalbaakonghindiN’yanarinig ?
Papelnatinsapag-ibig
Ako’ylangis, ika’ytubig
Repeat Chorus:
Bakitnanaig ang dusasaligayasa ‘ting daigdig ?
May dasalbaakonghindiN’yanarinig ?
Papelnatinsapag-ibig
Guide Question:
1. What is the message of the song?
2. If you add oil to the water, what will happen? Will it create a single
homogenous phase or will it form two layers? Why?
3. Why do you think water and oil cannot be mixed even when heated?
Support your answer.
88
What is It
A. Polarity, Solubility, and Miscibility

One of the practical applications of polarity of molecule in real-life scenario is
manifested on the solubility and miscibility of substances to form solution.
Solubility is defined as the ability of a solid substance to be dissolved in a given

amount of solvent while miscibility is the ability of the two liquids to combine or
mix in all proportions, creating a homogenous mixture.
The general rule to remember about the solubility and miscibility of molecular
compounds can be summarized in a phrase, “like dissolves like” or “like mixes with
like”. This means that polar substances will only be dissolved or mixed with polar
substances while nonpolar substances will be soluble or miscible with another
nonpolar substance.
Try the exercises below in order to assess how much you have understood the
solubility (and miscibility) rule of substances in relation to their polarity.
Which of the following substances below will most likely mix with each other?
a. water (H2O) and chloroform (CHCl3)
b. benzene (C6H6) and chloroform (CHCl3)
c. water (H2O) and vinegar (CH3COOH)
d. acetone (C3H6O) and toluene (C6H5CH3)
e. carbon tetrachloride (CCl4) and water (H2O)
What chemistry concept did you used in answering the question above? If you
answered polarity of molecules, then you are on the right track. Great job! Benzene
and chloroform are both nonpolar compounds while water and vinegar are both
polar compounds, thus they are miscible to each other. However, the rest is a
combination of polar and nonpolar molecules and therefore will not mix and
instead will form two layers even if shaken or carefully stirred.
B. Bond Strength and Physical Properties of Covalent Compounds
From the previous module, you learned the intramolecular forces of attraction, the
attractive force that binds atoms together. In this module, you will learn another
type of attractive force, the intermolecular forces of attraction (IMFA) which exists
between molecules.
89
In this lesson, we will not discuss IMFA in so much detail because it will be tackled
next module. We will just focus on the following salient features of IMFA and its
effect on the physical properties of covalent compounds:
1. There are several types of IMFA and below they are arranged from
STRONGEST to WEAKEST.
Ion-dipole → H-bonding→ dipole-dipole→dipole-induced dipole→
London forces of attraction
2. The strength of IMFA greatly affects the physical properties of
substances such as boiling point, melting point, vapor pressure, surface
tension, etc.
Before we move further, try to perform the exercise below to test your ability to
analyze concepts and principles that you have learned from the discussion.
Put a check (/) to those properties applicable for polar molecule.
____1. High boiling point ____7. High vapor pressure

____2. Low boiling point ____8. Low vapor pressure
____3. High melting point ____9. High surface tension
____4. Low melting point ____10. Low surface tension
____5. High volatility ____11. H-bonding & dipole-dipole present
____6. Low volatility ____12. London dispersion is present
How well did you perform in this exercise? Continue reading for you to find out the
correct answers for this activity.
From the above discussion you learned that there are several types of IMFA and
their relative strength as compared to other types. Strong intermolecular forces
tend to yield solids and liquids while weak intermolecular forces favor formation of
gases.
Table 1 shows the comparison of the various types of IMFA while table 2 shows the
physical properties of polar and nonpolar molecules as affected by the type of IMFA
present.
Table 1. Summary of Types of Intermolecular Forces of Attraction (IMFA)
Type of IMFA Interacting Substances Examples

Ion-dipole Ion (cation or anion) and a NaCl dissolved in H2O;
polar molecule Ca2+ and PCl3
Hydrogen bonding Polar molecules H2O, NH3, CH3OH
containing H chemically
bonded to a small and
highly electronegative
nonmetal atom such as N,
O, and F
Dipole –dipole Polar molecules CH3F and H2S; HCl;
Dipole-induced dipole Polar and nonpolar HI and CH4
molecules
90
London forces All substances and solely O2, N2, He gas, Br2
for nonpolar molecules
and noble gases
Table 2. General Properties of polar and nonpolar molecules
Polar molecules Nonpolar molecules

• IMFA type: H-bonding • IMFA type: London
and dipole-dipole dispersion
• exist as solids or liquids • exist as gases at room
at room temperature temperature
• High boiling point • Low boiling point
• High melting point • Low melting point
• High surface tension • Low surface tension
• Low vapor pressure • High vapor pressure
• Low volatility • High volatility
• Soluble in water • Insoluble in water
Let us define the physical properties of substances:
A. Boiling point: temperature at which the vapor pressure and atmospheric

pressure of a liquid substance are equal.
B. Melting point: temperature at which solid becomes liquid. At this point, the
solid and liquid phases exist in equilibrium.
C. Surface tension: energy needed to increase the surface area by a unit

amount;
D. Viscosity: the resistance of the liquid to flow
E. Vapor pressure: pressure exerted by a substance in its gaseous state.
F. Volatility: measures the rate at which a substance vaporizes (changes from

liquid to gas)
In the simplest sense, boiling point, melting point, viscosity and surface tension
increase as the strength of intermolecular forces increases. On the other hand,
vapor pressure and volatility decrease with increasing strength of IMFA. London
dispersion forces increase as the molecular mass of a substance increases.
91
What’s More
Activity 1. Strength of IMFA and Physical Properties of

Covalent Compounds
For each pair of molecules, identify the one with the higher boiling point (BP), melting
point (MP), viscosity (V), surface tension (ST) and vapor pressure (VP). Briefly explain
your choice.
BP MP V ST VP
Methane, CH4 carbon tetrachloride, CCl4
Dihydrogen sulfide, H2S water, H2O
Methanol, CH3OH ethanol, CH3CH2OH
Acetic acid, CH3COOH acetone, CH3OCH3

Adapted from Punzalan and Monserat (2016)
92
What I Have Learned
1. Distinguish intramolecular forces of attraction and intermolecular forces of

attraction.
2. In your own words, explain the Solubility Rule for polar and non polar
substances.
3. Compare and contrast polar and non-polar molecules based on their physical
properties.
4. What relationship can you derive between the strength of IMFA and the
physical properties of covalent molecules?
What I Can Do
A. Using the concept of bond polarity and solubility, explain why water (H2O) and
vinegar are miscible, but vinegar and oil are immiscible.
B. Using the concept of intermolecular forces of attraction, explain why butter

melts at room temperature but solidifies when refrigerated.
C. Explain the importance polarity of molecules to biological processes such as in

the structure of proteins and phospholipids.
93
Assessment
Multiple Choice: Choose the letter of the best answer. Write the chosen letter on a
1. Which of the following IMFAs is considered as the weakest?

a. H-bonding
b. Ion-dipole
c. Dipole-dipole
d. London forces
2. The boiling point of water is greater than dihydrogen sulfide because of ______.
a. Dipole-dipole bond
b. H-bonding
c. London dispersion
d. Ion-dipole
3. Which of the following substances will dissolve most likely in water?

a. Oil
b. Carbon tetrachloride (CCl4)
c. Vinegar (CH3COOH)
d. Hexane (C6H14)
4. Which of the following molecules has high melting point?

a. CHCl3
b. CCl4
c. BCl3
d. BeCl2
5. ______ refers to the energy required to increase the surface area by a unit
amount.
a. Viscosity
b. Surface tension
c. Vapor pressure
d. Density
6. Which of the following statements is TRUE about nonpolar molecules?

a. high boiling point
b. high melting point
c. low surface tension
d. low vapor pressure
94
7. Which of the following substances is miscible in hexane (C6H14)?
a. Acetone (C3H6O)
b. Vinegar (CH3COOH)
c. Chloroform (CHCl3)
d. Methanol (CH3OH)
8. The following are intermolecular forces of attraction EXCEPT:

a. H-bond
b. Dipole-dipole
c. Covalent bond
d. London forces
9. Which of the following properties has indirect relationship with the strength of
IMFA?
a. Boiling point
b. Melting point
c. Surface tension
d. Vapor pressure
10. In which of the following solvents would molecular iodine (I 2) be most soluble?
a. Vinegar
b. Water
c. Ethyl alcohol
d. Carbon tetrachloride
True or False: Write T if the statement is true, otherwise write F.

11. H-bonds are broken when ice melts.
12. Molecules with H-bonds have higher boiling point than molecules with dipole-
dipole bond.
13. In covalent molecules, vapor pressure decreases with decreasing strength of
intermolecular forces.
14. When the attractive forces holding particles together are greater, you have to get
to a higher temperature to break those forces, so the melting point is higher.
15. The strength of dispersion (London) forces tends to increase with increased
molecular weight.
95
1. Briefly explain why water is oftentimes called the “universal solvent”.

2. Using the concept of IMFA, account for the difference in boiling point and
melting point of the following molecular substances:
Substance Boiling point (0C) Melting point (0C)
Helium gas, He -269 -272
Methane, CH4 -162 -184
H2 O 100 0
Ethanol, C2H5OH 78 -117
96
97
What's More
1.
M O L E C U L E
1 5 6
2.
P O L A R B O N D
3 9
3.
L O N E P A I R
2 14 8 16
4.
N O N P O L A R B O N D
7 12
5.
E L E C T R O N E G A T I V I T Y
11 15 4 10 17
6.
A T O M
13
RIDDLE
M O L E C U L A R G E O M E T R Y
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
What I Know What's More Assessment
1. C WORD 1. D
2. A CRYPTOGRAM 2. B
3. C 3. C
4. A 4. A
5. D 5. B
6. B 6. C
7. C 7. C
8. D 8. C
9. B 9. D
10. B 10. D
11. F 11. F
12. T 12. T
13. F 13. F
14. T 14. T
15. F 15. F
Answer Key
98
What I have Learned
1. Distinguish intramolecular forces of attraction and intermolecular forces of
attraction.
Answer: Intramolecular forces of attraction exist within a molecule. Ionic,
covalent and metallic bonds constitute the intramolecular forces of
attraction. On the other hand, intermolecular forces of attraction are forces of
attraction between molecules. Ion-dipole, H-bond, dipole-dipole and London
forces are examples of intermolecular forces of attraction.
2. In your own words, explain the Solubility Rule.
Answer: Solubility rule states that “like dissolves like.” This means that
polar solutes are soluble (miscible) only to polar solvents while nonpolar
solutes are only soluble (miscible) to nonpolar solvents. Intramolecular
forces exist between atoms within a molecule. Ionic, covalent and
metallic bonds constitute the intramolecular forces
What’s More
BP MP V ST VP
CCl4
Because it is polar molecule
and IMFA type is dipole -
dipole which is stronger than CH4
London forces
Methane, CH4carbon tetrachloride, CCl4
H2O
Because it is polar molecule
and IMFA type is H-binding H2 S
which is stronger than dipole-
Dihydrogen sulfide, H2S water, H2O dipole
CH3OH CH3CH2OH
Both have H-bonding
but methanol has lower
molar mass than
ethanol
Methanol, CH3OH ethanol, CH3CH2OH
CH3OCH3 CH3COOH
Both have H-bonding
however acetone has lower
molar mass than acetic
acid
Acetic acid, CH3COOH acetone, CH3OCH3
99
What I Can Do
A. Using the concept of bond polarity and solubility, explain why water (H 2O)
and vinegar are miscible, but vinegar and oil are immiscible.
Possible answer: Water and vinegar are both polar substances therefore
they are miscible to each other. On the other hand, vinegar is polar while
oil is a nonpolar substance, therefore they will not mix.
B. Using the concept of intermolecular forces of attraction, explain why butter
melts at room temperature but solidifies when refrigerated.
Possible answer: Butter is composed of complex mixture of fatty acids held
together by a weak attractive van der Waals interaction called London
forces. The physical change of melting requires heat that disrupts the
London forces of attraction between fatty acids. As the amount of heat
increases, more London forces are disrupted and fats begin to vibrate,
rotate and move freely. On the other hand, when you placed the butter
inside the freezer, the temperature decreases and more London forces gets
assembled between fatty acids thus butter becomes solid.
What I have Learned
3. Compare and contrast polar and non-polar molecules based on its
physical properties.
Answer:
Polar molecules Nonpolar molecules
• IMFA type: H-bonding • IMFA type: London
and dipole-dipole dispersion
• exist as solids or liquids • exist as gases at room
at room temperature temperature
• High boiling point • Low boiling point
• High melting point • Low melting point
• High surface tension • Low surface tension
• Low vapor pressure • High vapor pressure
• Low volatility • High volatility
• Soluble in water • Insoluble in water
4. What relationship can you derive between the strength of IMFA
and the physical properties of covalent molecules?
Answer: Boiling point, melting point, viscosity and surface tension
increase with increasing strength of IMFA. Vapor pressure
increases with decreasing strength of IMFA. Therefore, BP, MP, V
and ST are directly proportional to the strength of IMFA while VP
is inversely proportional to the strength of IMFA.
100
What I Can Do
C. Explain the importance polarity of molecules to biological
processes such as in the structure of proteins and phospholipids.
Possible answer: Proteins are macromolecules having polar and
nonpolar ends which are essential for life processes to occur. It can form
a long chain and it also has the ability to bend to form various shapes.
The shape of proteins is affected by attraction and repulsion among its
polar and nonpolar groups. Once its shape has been altered or modified,
it can no longer perform its basic function. Phospholipids, on the other
hand, are present in the cell membrane. It has a hydrophilic (water-
loving) end and hydrophobic (water-fearing) end. When placed in water,
it forms a micelle wherein its hydrophilic part has a close contact with
water while its hydrophobic part is oriented inward. In this way, the cell
membrane can perform its function of being selectively permeable
membrane effectively.
References
Department of Education- Bureau of Secondary Education (2003). Lesson Plans

in Science III(Chemistry).
CHED-PNU. (2006). Teaching Guide in Senior High School-Physical Science.

Commission on Higher Education. C.P. Garcia Ave., Diliman, Quezon City. Retrieved
from https://lrmds.deped.gov.og/detail/14519 last May 19, 2020
Punzalan, J.M. &Monserat, R.C. (2016). Science in Today’s World for Senior
High School- Physical Science. Sibs Publishing House, Inc. Quezon City, Philippines.
Padua, A.L., Padolina, M.C.D., Crisostomo, R.M., &Alumaga, M.J.B. (2016).
Physical Science. Vibal Group Inc. G. Araneta Avenue, Quezon City
Santiago, K. S., & Silverio, A.A. (2016). Exploring Life Through Science-Physical
Science. Pheonix Publishing House, Inc. Quezon Avenue, Quezon City.
Religioso, T.F., & Cordero-Navaza, D. (2017). You and the Natural World-
Physical Science. Phoenix Publishing House, Inc. Quezon Avenue, Quezon City.
http://www.songlyrics.com/sharon-cuneta/langis-at-tubig-lyrics/Retrieved last
May 25, 2020.
101

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
102
Physical
Science
103
Physical Science
General Types of Intermolecular Forces
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.


Writers: Valeria Amor C. Rosita, Bayani T. Vicencio
Editors: Priscilla D. Domino,
Office Address: Elaine

Gate T. Balaogan,
2 Karangalan Regional ADM Coordinator
Village,Barangay San Isidro
Cainta, Rizal 1800 Susan DL. Oribiana, Schools Division
Superintendent
Telefax: 02-8682-5773/8684-4914/8647-7487
Catherine V. Maranan, Assistant Schools Division Superintendent
Editha M. Malihan
104
Physical Science
General Types of Intermolecular
Forces
105
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module
on General Types of Intermolecular Forces!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
the module:

You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
106
For the learner:
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module
on General Types of Intermolecular Forces !
accomplish. Hence, the hand in this learning resource signifies that as a learner,
you are capable and empowered to learn by yourself. Relevant competencies and
skills can be successfully achieved at your own pace and time. Your academic
success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
competencies you are expected to learn in
the module.

module.


What is It This section provides a brief discussion of

the lesson. This aims to help you discover


107

competency.

to you to enrich your knowledge or skill of

module.

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
6. Return this module to your teacher/facilitator once you are through with
it.
hesitate to consult your teacher or facilitator. Always bear in mind that you
are not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
108
Week
3
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the General Types of Intermolecular Forces. The scope of this module
permits it to be used in different learning situations. The language used
recognizes the varied vocabulary level of students. The lessons are arranged to
follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.
The module is divided into two lessons, namely:

 Lesson 1 – How the general types of intermolecular forces are described
 Lesson 2 – Intermolecular forces present between and among substances

1. describe the types of intermolecular forces present in substances, and
2. identify the types of intermolecular forces present between and among
substances.
109
What I Know
paper.
1. Forces that are present between and among molecules

a. ionic
b. covalent
c. intermolecular
d. intramolecular
2. Forces that are present between an ion and a polar molecule

a. ion-dipole
b. dipole-dipole
c. dispersion forces
d. hydrogen bonding
3. The ease with which the electron distribution in the atom or molecule can be
distorted
a. diffusion
b. polarizability
c. dipole moment
d. induced dipole
4. Attractive forces that arise as a result of temporary dipoles induced in atoms

or molecules
a. dipole forces
b. induced dipole
d. instantaneous dipole
5. An interaction between the H-atom in a polar bond and an electronegative

atom such as O, N, or F
a. H-bonding
b. dipole-dipole
c. London forces
d. ion-induced dipole
6. The strongest among the intermolecular forces of attraction.

a. ion-dipole
b. H-bonding
c. dipole-dipole
d. dipole-induced dipole
110
7. Attractive forces between polar molecules where the positive end of one
molecule aligns to the negative end of another molecule
a. ion-dipole
b. dipole-dipole
d. ion-induced dipole
8. It results when an ion or polar molecule is placed near an atom or a

nonpolar molecule such that the electron distribution is distorted by the
force exerted by the said substances
a. H-bonding
b. ion-dipole forces
d. dipole-dipole interaction
9. The strength of London dispersion forces is a function of the molar mass of a

substance. As the molar mass increases the strength of interaction between
molecules due to dispersion forces
a. increase
b. decrease
c. remain the same
d. cannot be measured
10. A heat of hydration is the result of favourable interaction between the

cations and anions of an ionic compound with water. The nature of
this attraction is
a. H-bonding
d. dipole-dipole interaction
11. The measure of the shift of the electron density towards the atom with a
higher electronegativity value
a. Polarity
b. Polarizability
c. Dipole moment
d. Forces of interaction
12. The strength of ion-dipole interaction depends on the ions present.

with ions of the same magnitude, which is true about this
interaction?
a. Cations interact more strongly that anions because their charges are
less concentrated.
b. Cations interact more strongly that anions because their charges are
more concentrated.
c. Anions interact more strongly that anions because their charges are
less concentrated.
d. Anions interact more strongly that anions because their charges are
more concentrated.
111
13. At any point of time the shift in the position of the electrons in an atom will
likely create a temporary positive and negative poles known as:
a. dipole forces
b. dipole moment
d. instantaneous dipole
14. The force/s of attraction present between the species I and NO-3
2
a. London dispersion forces
b. H-bonding and ion-induced dipole interaction
c. Van der Waals interaction and dipole-dipole interaction
d. London dispersion forces and ion-induced dipole interaction
15. Which the following substances contain molecules that are capable of
forming hydrogen bond among themselves?
a. ethane (C2H6)
b. acetic acid (CH3COOH)
c. beryllium hydride (BeH2)
d. potassium fluoride (KF)
112
Lesson
Types of Intermolecular
1 Forces
Atoms in molecules and ionic substances are attracted to each other either by
sharing or complete transfer of electrons. These attractive forces keep the
molecules intact.
But, how do molecules or substances stay together and exhibit properties that are
unique to them? This is known as bulk properties.
In this lesson, you will learn how the different forces of attraction known as
intermolecular forces keep substances together. You will also be able to identify the
intermolecular forces present between and among substances, thus their bulk
properties can be predicted.
What’s In
This simple activity will help you recall what you understood about Lewis electron
dot structure and polarity of molecules. The polarity of substances will guide you in
identifying the intermolecular forces present between and among molecules.

1. This module will help the students understand the concepts of
intermolecular forces (IMF).
2. Allow the students to answer each part thoroughly, either
individually or in pairs.
3. Let the students check the answers to each part. Have a short
discussion of the concepts involved after checking.
4. The students will then move to the next part of the module. They
will have the feedback and discussion after every part.
5. Inputs can be given in addition to the discussion in this module.
6. Kindly entertain questions for further discussions.
113
Directions:
1. Use a clean sheet of paper to answer this part.
2. Copy the table and fill up with the correct information.
3. Show the direction of the dipole moment for each molecule.
Substance LEDS Shape Polarity
1. CCl2F2
2. N2
3. CH4
4. H2O
5. CO
Polarity of molecules based on the LEDS
114
What’s New
Activity 1:
Using the illustrations below, describe the attractions between substances by
completing each sentence with the correct words. Tell what kind of attractive forces
keep the substances together.
1.
This attraction happens between polar molecules. The charges align so that the
________________ pole of one molecule is attracted to the ____________ end of the
other molecule. This kind is called of interaction __________________.
2.
The ____________ sodium ion is attracted to the partially ___________ end of water
molecules. this attraction is referred to as ____________________.
3.
A __________ ion or __________ approaches a neutral nonpolar substance. This

results to a distortion of the substance and leads to the development of positive
and negative poles. This attraction is called _______________.
4.
A permanent _____________ approaches a neutral nonpolar substance resulting to a

__________________ dipole. This form attraction is considered as _________________.
5.
The partially- __________ oxygen of one water molecule is ___________ to the

partially- __________ hydrogen of the other water molecule. This is called a/an
___________________.
115
Activity 2: Identify the intermolecular forces present among the following species.
a. Two Sulfur dioxide (SO2) molecules
b. Sodium ion (Na+) and formaldehyde (CH2O)
c. Two Carbon dioxide (CO2) molecules
d. Ammonia (NH3and H2O)
e. Fe2+ and O2
116
What is It
This section provides a brief and thorough discussion of the concepts of

intermolecular forces. The different types of intermolecular forces are described to
be congruent with the first objective of this module. The second discussion is about
the strategies to identify the intermolecular forces present between and among
molecules.
Activity 1:
Atoms are held together in molecules by strong intramolecular forces, like
covalent and ionic bonds. On the other hand, other forms of attractive forces are
present to keep these molecules together giving rise to the different states of
matter, which, then exhibit their own bulk properties such as boiling, melting,
and freezing points, and viscosity among others.
There are three general types of intermolecular forces (IMF), namely, van
der Waals forces, ion-dipole interaction, and H-bonding.
Van der Waals forces, after the Dutch chemist Johannes van der Waals
(1837-1923) consist of dipole-dipole interaction, dipole-induced dipole
interaction, and dispersion forces. Dipole-dipole attraction is present among
polar molecules. Through constant movement, the charges of the molecules align
in such a way that the positive (+) end of one molecule is attracted to the negative
(-) end of the other molecule. This happens due to the shift of electron density
towards the more electronegative element in the molecule resulting to (+) and (-)
ends. The measure of this electron shift is known as dipole moment, represented
by crossed arrow, .
Dipole-induced dipole interaction, just like the dipole-dipole forces,

depends on the presence of polar molecules. The other molecule needs not be a
polar one. The partial charges present in the dipole cause the polarization or
distortion of the electron distribution in the other molecule. This gives rise to
regions of partial (+) and (-) poles. The other molecule then becomes an induced
dipole. The induced dipole will be attracted to the original polar molecules,
resulting to dipole-induced dipole attraction.
Dispersion forces (London dispersion forces), were named after the

German physicist Fritz London (1900-1954). The electron cloud of a neutral
substance can be normally distributed around the nucleus. At any given time,
the electron distribution may be uneven and results to an instantaneous dipole.
This temporary dipole will then influence the neighboring atoms through
attractive and repulsive forces. Eventually, the substances will become
instantaneous dipoles, too. Attraction between opposite charges will happen
among the species present. These are true for ion-induced dipole and induced
dipole-induced dipole interactions.
117
Ion-dipole interaction results from the attraction either between a cation
(+) or an anion (-) with permanent polar molecules. The ions will be attracted to
the opposite charges present in the dipole resulting to this type of attraction.
H-bonding is a special type of dipole-dipole interaction between the H-

atoms in a polar bond. It requires that the H-atoms in the molecules be bonded
with more electronegative atoms such as O, N, or F to form H-bonds with other
molecules.
All interacting substances exhibit the presence of London dispersion forces

in addition to other forces of attraction among them.
Activity 2: Intermolecular forces (IMF) present among species
Polar substances exhibit dipole-dipole interaction due to the presence of (+)

and (-) ends of the molecules. In the exercise above, sulfur dioxide (SO2) has
polar ends that will participate in the dipole-dipole forces of attraction.
With the presence of an ion (cation or anion), the charged ends of polar
molecules will be attracted to the dipole. This is true in the case of Na + and
formaldehyde. The positive sodium ion will be attracted to the partially-negative
oxygen in formaldehyde, resulting to an ion-dipole interaction.
For the third example, CO2 is a nonpolar substance. It is a linear molecule

and the electron shift at the right of C is balanced by the electron shift to the left.
Thus there is no net shift in electron density and no net charged is produced. For
nonpolar molecules, only dispersion forces are present.
In both NH3 and H2O, the hydrogen atoms are bonded to more
electronegative atoms, nitrogen and oxygen, respectively. This permits them to
form H-bonds with other molecules with the same condition. Thus, H-bond is
present between NH3 and H2O.
Ion-induced dipole forces of attraction are present among Fe2+ ions

together with oxygen molecules. The charge in iron will distort the electron
distribution in O2 resulting to temporary poles in oxygen. The Fe2+ and partially-
negative end of O2 will then be attracted to form the above-mentioned force of
attraction.
In all of the examples above, London dispersion forces are also present.
118
What’s More
Activity 1.1 Description of Intermolecular Forces

Match Column A with column B. Choose the letters of the correct answer and
write it on your answer sheet.
Column A Column B
1. Attractive forces between polar molecule a. hydration

2. Electrostatic attraction between an ion b. ion-induced dipole
and a polar molecule
3. Favorable interaction between the ions c. H-bonding
of an ionic compound and water
4. Distortion of the electron distribution d. polarizability
of an atom or molecule brought about e. dipole-dipole
by an ion or a polar molecule
5. Dispersion of charges when an ion f. dipole-induced dipole
approaches a molecule
6. Happens when a H-atom bonded to g. ion-dipole
electronegative atoms, such as O, N, F
approaches a nearby electronegative atom
7. Dispersion of charges when a dipole h. dipole
approaches a nonpolar molecule i. cations
8. The ease with which electron distribution j. dispersion forces
is distorted k. anions
9. Substance with positive and negative ends
10. Positively-charged ions
Activity 2.1 Intermolecular Forces present among species

Identify the intermolecular forces present in the following species.
1. Chlorine gas (Cl2)
2. Carbon monoxide (CO)
3. Sulfur dioxide (SO2)
4. Dichloromethane (CH2Cl2)
5. Dimethyl ether (CH3-O-CH3)
119
What Have I Learned
1. What are the general types of intermolecular forces?
2. Describe the following in your own words.

a. van der Waals forces
a.1 dipole-dipole interaction
a.2 dipole-induced dipole interaction
a.3 dispersion forces
b. ion-dipole interaction
c. H-bonding
3. List down the intermolecular forces present in each species.
a. HBr
b. CS2
c. C2H6
d. CH3COOH
e. Br2
What I Can Do
Knowledge of concepts is not enough for a learning experience to be

meaningful. We should also understand how the concepts we learned on
intermolecular forces can be applied to real life situation to get the most out of
what we learned. Let us look at this simple situation that will help us realize the
advantage of fully understanding intermolecular concepts.
Situation:
Storage of different substances at home needs careful attention. Alcohol,
acetone, and hair sprays, even gasoline should be taken care of to avoid fire.
Where should these substances be stored? Why do we need extra precaution in
keeping them at home? Relate your answer to intermolecular forces.
120
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. What is True about intermolecular forces?

a. They are strong bonds that form between atoms of molecules.
b. Substances can form more than one but one will predominate.
c. They are stronger than the intramolecular forces between atoms.
d. There is a vague relationship between intermolecular forces and
bulk properties.
2. Ion-dipole interaction results from the

a. Attraction between an ion and a polar molecule.
b. Repulsion between a dipole and another dipole.
c. Repulsion between a polar with a nonpolar molecule.
d. Attraction between a polar with another polar molecule.
3. Why is the strength of interaction due to dispersion forces increases as the

number of electrons increase?
a. The electron distribution of big molecules is easily polarized.
b. The nucleus in the molecules has greater effective shielding effect.
c. The electrons move freely around the nucleus resulting to greater
energy.
d. The electrons in the molecules can easily jump from one orbital to
another.
4. Which of the following sets of interactions are all van der Waals forces?
a. ion-induced dipole; dipole-dipole; London dispersion forces
b. dipole-dipole; dipole-induced dipole; London dispersion forces
c. London dispersion forces; ion-induced dipole; dipole-induced dipole
d. dipole-induced dipole; ion-induced dipole; London dispersion forces
5. London dispersion forces are formed when:
a. there is instantaneous dipole that influences neighboring

substances to gain dipoles.
b. there is permanent (-) and (+) ends that participate in electrostatic
attractions.
c. the electron cloud of the atoms is evenly distributed around the
nucleus.
d. the atoms of two neighboring molecules participate in give and take
of electrons.
121
6. How does dipole-dipole interaction form?
a. Polar molecules shift electron density that gives rise to neutral
substances.
b. The electron distribution in the polar molecules is distorted that
results to (-) and (+) poles.
c. Polarization of big nonpolar molecules causes the formation of
permanent (+) and (-) charges.
d. The (-) and (+) ends of one polar molecule align themselves to the
(+)and (-) ends of another polar molecule and attract each other.
7. During ion-dipole interactions, the cation causes the

a. repulsion of charges among the molecules.
b. distortion of the electron distribution in the dipole.
c. attraction of the (-) ion to the (+) end of a permanent dipole.
d. formation of (+) ions that are attracted to the permanent dipole.
8. H-bonding forms when the substances involved are polar and there are
____________.
a. H-atoms of a molecule interact with to O, N, F of other molecules.
b. C-atoms attached to O, N, F.
c. central atoms with O, N, F as attached atoms.
d. unshared pair of electrons in the central atom.
9. Which ions will result to higher ion-dipole interactions?

a. anions
b. divalent
c. cations
d. monatomic
What intermolecular forces are present between the molecules of the

following substances?
10) CH4
11) CH3COOH
12) O3
13) N2
14) NH3
15) PCl5
122
This part will test whether you fully understood what intermolecular forces
are present between and among molecules. You can answer this by recalling the
strategies discussed earlier in this module. Remember also that there may be
more than one IMF present in the among molecules of the given substances.
Identify the intermolecular forces present in the following substances.
1) Silicon tetrafluoride, SiF4
2) Acetone, CH2O
3) Methyl alcohol, CH3OH
4) Methane, CH4
5) Phosphorus trichloride, PCl3
123
124
monoxide)
Polar Linear
CO (Carbon 5.
Bent
Nonpolar H2O (Water) 4.
Nonpolar Tetrahedral CH4 (Methane) 3.
Nonpolar Linear (Nitrogen gas) N2 2.
Polar Tetrahedral CCl2F2 (Freon-12) 1.
Polarity Shape LEDS Substance
Polarity of molecules based on the LEDS
What’s In
Assessment
1. C
What I Know What's More
2. A
3. A
1. C Act. 1.1 Act. 2.1 4. B
2. A
5. A
3. B 1. E 1. LDF
6. D
4. D 2. G 2.LDF,
7. C
5. A 3. A dipole-dipole
8. A
6. A 4. J 3. LDF,
9. C
7. B 5. B dipole-dipole
10. London Dispersion
8. C 6. C 4.LDF,
forces
9. A 7. F dipole-dipole
11. London dispersion
10. D 8. D 5. LDF,
forces; dipole-dipole;
11. C 9. H dipole-dipole
H-bonding
12. B 10. I 12. London dispersion
13. D
forces; dipole-dipole
14. D
15. B
forces
forces; dipole-dipole;
H-bonding
Answer Key
125
1. London dispersion forces
2. London dispersion forces , dipole-dipole interaction
3. London dispersion forces , H-bonding, dipole-dipole interaction
5. London dispersion forces , dipole-dipole interaction
1. The general types of intermolecular forces are van der Waals forces,
ion-dipole interaction, and H-bonding.
2a) van der Waals forces are interactions between molecules that can
be either repulsive or attractive depending on the distance of the
molecules.
a1) Dipole-dipole intraction depends on the presence of (+) and (-)
charges that align themselves so that the (+) will be attracted to
the (-) poles of the molecules.
a2) Dipole-induced dipole interaction depends on the presence of a
dipole that causes the polarization of the electron distribution
resulting to temporary dipoles.
a3) Dispersion forces result from the distortion of the electron
distribution or polarization of the molecules.
2. a. London dispersion forces, dipole-dipole
b. London dispersion forces
c. London dispersion forces, dipole-dipole interaction, H-bonding
d. London dispersion forces
e. London dispersion forces
What Have I Learned
Act.1
1. partially negative, positive ; Kind of interaction: dipole-dipole
2. positive, negative ; Kind of interaction : ion-dipole
3. positive, cation ; Kind of intersection; ion-induced dipole
4. dipole, temporary; Kind of interaction: dipole-induced dipole
5. negative, attracted, positive ; Kind of interaction: H-bonding
Act. 2
1. London dispersion forces, dipole-dipole
2. London dispersion forces, ion-dipole
4. London dispersion forces, dipole-dipole, H-bonding
5. London dispersion forces, ion-induced dipole
What’s New
References
Shawn P.Shields. “Analyzing Strengths of Intermolecular Forces.” Accessed May 25,

2020. https://www.youtube.com/watch?v=kU5nRCB4jJ8
BCcampus. “Intermolecular Forces.” Accessed May 21, 2020.

https://opentextbc.ca/chemistry/chapter/10-1-intermolecular-forces/
Chang, Raymond.2005. Chemistry (8th. Ed.).New York, NY: McGraw-Hill Education
(Asia).
Chegg Study. “Textbook Solutions.” Accessed May 23, 2020.
https://www.chegg.com/homework- help/explain-glycerol-viscous-water-
acetone-less-viscous-water-gl-chapter-7-problem-99p- solution-
9780077274290-exc
chemlibretexts. “Liquids and Intermolecular Forces (Summary).” Accessed May 21,
2020.
https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Chemistry_
-
_The_Central_Science_(Brown_et_al.)/11%3A_Liquids_and_Intermolecular_F
orces/11.S%3A _ Liquids_and_Intermolecular_Forces_(Summary)
chemlibretexts. “Properties of Matter.” Accessed May 25, 2020.
https://chem.libretexts.org/Bookshelves/Physical_and_Theoretical_Chemist
ry_Textbook_M
aps/Supplemental_Modules_(Physical_and_Theoretical_Chemistry)/Physical
_Properties_of_ Matter
chemlibretexts. “Solubility and Intermolecular Forces.” Accessed May 21, 2020.
https://www.google.com/search?q=solubility+and+intermolecular+forces&o
q=solubility+and+intermolecular&aqs=chrome.0.0j69i57j0l4.13287j0j8&sour
ceid=chrome&ie=UTF-8
Clutch. “Formal Charges of Ozone.” Accessed May 25, 2020.
https://www.clutchprep.com/chemistry/practice-problems/131828/what-
are-the-formal-charges-in-o3-ozone
Clutch. “Lewis Structure of HF.” Accessed May 25, 2020.
https://www.clutchprep.com/chemistry/practice-problems/110784/look-
at-the-lewis- structure-for-hf-where-are-the-nonbonding-electrons
Clutch. “Molecular Geometry of CH3NH2.” Accessed May 25, 2020.
is-the-molecular- geometry-about-nitrogen-in-ch3nh2
Elmhurst College. “Intermolecular Forces.” Accessed May 20, 2020.
http://chemistry.elmhurst.edu/vchembook/160Aintermolec.html
Liberal dictionary. “Pentane.” Accessed May 23, 2020.

https://www.liberaldictionary.com/pentane/
126
Nutrients Review.com. “Glycerin (Glycerol).” Accessed May 22, 2020.
http://www.nutrientsreview.com/carbs/edible- glycerin.html
Quora. “What is the formula and structure of water?” Accessed May 24, 2020.
https://www.quora.com/What-is-the-formula-structure-of-water
Study.com. “Ether: Preparations and Reactions.” Accessed May 20, 2020.
https://study.com/academy/lesson/ether-preparation-reactions.html
127

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Physical
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Physical Science
Effects of Intermolecular Forces on Properties of Substances
First Edition, 2020
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Physical Science
Effects of Intermolecular Forces
on Properties of Substances
131
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM)

Module on Effects of Intermolecular Forces on Properties of Substances!
This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.
the module:

You also need to keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.
132
For the learner:
Welcome to the Physical Science 11/12 Alternative Delivery Mode (ADM) Module on
Effects of Intermolecular Forces on Properties of Substances!
accomplish. Hence, the hand in this learning resource signifies that as a learner,
you are capable and empowered to learn by yourself. Relevant competencies and
skills can be successfully achieved at your own pace and time. Your academic
success lies in your own hands!
This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.
competencies you are expected to learn in
the module.

module.


What is It This section provides a brief discussion of

the lesson. This aims to help you discover


sentence/paragraph to be filled in to
process what you learned from the lesson.
133
help you transfer your new knowledge or
skill into real life situations or concerns.

competency.

to you to enrich your knowledge or skill of

module.

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
not alone.
We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it!
134
Week
3
What I Need to Know
This module was designed and written with you in mind. It is here to help you
master the Effects of Intermolecular Forces on the Properties of Substances. The
scope of this module permits it to be used in different learning situations. The
language used recognizes the varied vocabulary levels of students. The lessons are
arranged to follow the standard sequence of the course. But the order in which you
read them can be changed to correspond with the textbook you are now using.
1. identify the intermolecular forces present in each of the given substances.
2. compare the strengths of intermolecular forces in pairs of substances.
3. predict which among the given substances will exhibit higher boiling, melting,
and freezing points, viscosity, surface tension, and solubilities.
4. explain the effects of intermolecular forces on the properties of substances.
135
What I Know
Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.
1. Liquids can form spherical elastic film to minimize surface area. What
intermolecular force is responsible for the formation of this film in water?
a. H-bonding
b. ion-induced dipole
c. dipole-induced dipole
d. London dispersion force
2. The amount of energy required to stretch or increase the surface of a liquid

by a unit area
a. specific heat
b. surface tension
c. vapor pressure
d. heat of vaporization
3. The ability of water molecules to move against gravity

a. viscosity
b. temperature
c. surface tension
d. capillary action
4. Substances like heavy syrup and molasses flow slowly than water. The
ability of these substances to resist flow is known as
a. viscosity
b. pressure
c. surface tension
d. capillary action
5. The pressure exerted by the vapor due to evaporation of a liquid or a solid

in a closed container
a. boiling point
b. capillary action
c. surface tension
d. vapor pressure
6. What is true about liquids with strong intermolecular forces?

a. Vapor pressure is low.
b. Vapor pressure is high.
c. Viscosity tends to be low.
d. Viscosity is immeasurable.
136
7. Which of the following occurs when the vapor pressure of a liquid becomes
equal to the atmospheric pressure?
a. boiling
b. melting
c. freezing
d. condensing
8. Using the chart on the vapor pressure of the four substances, which among
them has the lowest boiling point?
Vapor Pressure @
Substance
250C, atm
Diethyl ether (C2H5)2O 0.7
Bromine (Br2) 0.3
Ethyl alcohol (C2H5OH) 0.08
Water (H2O) 0.03
a. water
b. bromine
c. ethyl alcohol
d. diethyl ether
9. Based on the LEDS below, which has a lower boiling point and what
accounts for the difference based on the intermolecular forces present in each
species?
Diethyl ether Ethyl alcohol
a. Ethyl alcohol has a lower boiling point due to the dispersion

forces present among the molecules.
b. Ethyl alcohol has a higher boiling point because of the
predominant H-bonding present among the molecules.
c. Diethyl ether has a lower boiling point due to dipole-dipole
interaction.
d. Diethyl ether has a higher boiling point because it is capable of
forming H-bond.
10. The atmospheric pressure on top of a mountain is lower than at sea level.
As a consequence, what will happen to the cooking time of an egg on top of the
mountain?
a. The egg will cook faster since the boiling temperature will be
lower.
b. The egg will cook at a shorter time since the boiling temperature will
be higher.
c. The egg will cook at a longer time due to a lower boiling
temperature.
d. The egg will cook at a shorter time due to higher boiling
temperature.
137
11. Sodium chloride is completely soluble in water. What is responsible
for its solubility in water?
a. London dispersion forces in NaCl predominate leading to strong
dipole interactions with water.
b. The presence of charged ends in NaCl enables dipole-dipole
interaction with water.
c. The ions in NaCl participate in ion-induced dipole attractions with
water.
d. Na+ and Cl- ions are favorable sites for H-bonding to form.
12. Xenon has a higher atomic mass than neon. Xe has 131.3 amu while Ne
has 20.2 amu. The boiling points are 166.1K and 27.3K, respectively.
How do intermolecular forces account for the difference?
a. Dipole- dipole interaction is greater in Xe than Ne so more
energy is needed to break the bonds.
b. H-bonding is greater for substances with higher atomic mass
so greater energy is needed to change Xe to vapor.
c. Atomic weight increases the chance of lesser dispersion forces
so greater energy is needed to separate Xe atoms to change to
vapor
d. London dispersion forces is greater in substances with
heavier atomic mass so greater energy is needed to separate
the atoms of Xe than Ne.
13. Which is more viscous between glycerol and water based on their
LEDS and intermolecular forces?
Glycerol Water
a. Glycerol because it has more OH groups that form London
-
dispersion forces among the molecules.

b. Glycerol because it has more OH- groups that form H-bonding
among the molecules.
c. Glycerol because it has less OH- groups that form London
dispersion forces among the molecules.
d. Glycerol because it has less OH- groups that form H-bonding
forces among the molecules.
14. When does boiling occur?

a. When the vapor pressure of a liquid is equal to atmospheric
pressure.
b. When evaporation occurs at the same time with condensation.
c. When the rate of vaporization is equal to the rate of
condensation.
d. When the amount of vapor inside the container is equal to
the amount of the liquid.
138
15. Which is true of vapor pressure?
a. It is affected by the surface area of the liquid or solid.
b. Vapor pressure is higher when the temperature of the
molecule is low.
c. Molecules with high molar heat of vaporization has low
vapor pressure.
d. When vapor pressure is lower than atmospheric pressure,
boiling occurs.
Lesson
Effects of Intermolecular
1 Forces on the Properties of
Substances
The properties of matter can be seen from either the sub-microscopic or
macroscopic level. The sub-microscopic level includes the atoms, molecules, and
ions which we cannot see. The macroscopic level shows how the bulk properties are
exhibited by matter. These properties include surface tension, viscosity, boiling,
melting, and freezing points, and solubility. Intermolecular forces play a very
important role to determine how substances behave at the macroscopic level.
In this lesson, you will learn how the different forces of attraction bring about the
bulk properties exhibited by substances. This lesson will help you understand why
a certain substance behaves differently from others.
What’s In
This simple activity will help you recall what you understood about the types of
intermolecular forces present in each substance.
139
1. This module will help the students remember the concepts of
intermolecular forces (IMF) and the forces of attraction present
among species.
2. Allow the students to answer each part thoroughly, either
individually or in pairs.
3. Let the students check the answers to each part. Have a short
discussion of the concepts involved after checking.
4. The students will then move to the next part of the module. They
will have the feedback and discussion after every part.
5. Inputs can be given in addition to the discussion in this module.
6. Kindly entertain questions for further discussions.
Directions:
1. Use a clean sheet of paper to answer this part.
2. Copy the table and fill it up with the correct information.
3. Show the direction of the dipole moment for each molecule.
Intermolecular Forces Present in Substances
Intermolecular
Forces Present
1) CH3OH
2) O3
3) CH3NH2
4) I2
5) HF
140
What’s New
Activity 1:
Factors affecting the strength of intermolecular forces among molecules
Refer to the pairs of substances to answer the questions that follow.
a. NaCl (sodium chloride) and CH4 (methane)

b. CCl4 (carbon tetrachloride) and CHCl3 (trichloromethane or chloroform)
c. NH3 (ammonia) and CH3F (methyl fluoride)
d. PCL5 (phosphorus pentachloride) and PBr5 (phosphorus pentabromide)
e. C5H12 (pentane) and C5H12 (isopentane)
f. F2 (Fluorine) and Br2 (Bromine)
1. Identify the intermolecular forces present in the substances in each

pair.
2. Which of the forces predominates in each substance?
3. Choose which substabce will have greater intermolecular forces of
attraction.
4. Predict which substance in each pair will have higher boiling and
melting points.
Activity 2:
1. Refer to the chart below on physical properties of matter. Answer the
questions and relate the intermolecular forces present among the species
to explain the different properties exhibited by the substances.
Melting and Boiling Points

Molar Mass, Boiling
Substance Melting Point, K
g/mol Point, K
Fluorine (F2) 38 53 85
Bromine (Br2) 160 266 332
Astatine (At2) 420 575 610
a. Which substance has the highest melting and boiling points?

b. What intermolecular forces of interactions are present in each of
the substances?
c. How do the intermolecular forces present relate to the size of the
substance?
d. How do the strength of the intermolecular forces present in each
species compare to each other?
e. How does the strength of the intermolecular forces relate to the
boiling and melting points of the substances?
141
What is It
This section gives brief and thorough explanation on how intermolecular forces
affect the bulk properties of matter, namely surface tension, viscosity, boiling,
melting, and freezing points, and solubility.
Activity 1:
The properties of substances as viewed on the macroscopic level can be explained
by the types of intermolecular forces present between and among substances.
These bulk properties can be predicted through an analysis of the interplay of
intermolecular forces in each substance.
The chart below tells us of the relative strengths of intermolecular forces. This
can be used as reference when the IMF is being related to the properties of
substances.
Relative Strengths of Intermolecular Forces
Ion-dipole Strongest
H-bonding
Dipole-dipole
Dipole-induced dipole
London dispersion forces Weakest
142
Properties of substances affected by intermolecular forces
 Surface Tension
This is the amount of energy required to stretch the surface area of liquids (e.g.,
1 cm2). Liquids with high intermolecular forces tend to have high surface
tensions. When water is dropped on a waxy surface, it tends to form a round
bead to minimize the surface area that it occupies.
An example of surface tension is capillary action. It is the ability of liquid

molecules to move against gravity. The forces bringing about capillary action are
cohesion (intermolecular attraction between like molecules) and adhesion (an
attraction between unlike molecules.
Water molecules exhibit cohesion while the attraction between water and the
sides of the glass tube is adhesion. If adhesion is stronger than cohesion, the
liquid is pulled upward.
If cohesion is greater than adhesion, there is a depression or lowering, resulting

to a lower height of the liquid in the capillary tube.
The stronger the intermolecular forces possessed by molecules, the higher is the
surface tension of the substance.
143
 Viscosity
This is a measure of a liquid’s resistance to flow. The greater the viscosity of a

liquid, the more slowly it flows. The viscosity of substances decreases with high
temperatures; thus, syrup flows faster when hot.
The strength of intermolecular forces affects the ease with which substances
flow. Liquids that have high intermolecular forces are highly viscous. Also, the
presence of strong H-bonds in some liquids makes these substances highly
viscous. The LEDS of glycerol below shows three (3) OH - groups that can
participate in H-bonding whereas water has only one OH- group to form H-
bonding. Glycerol is more viscous than water.
Glycerol
Water
144
 Boiling Point and Melting Point
Boiling point depends on the equilibrium vapor pressure exerted by the liquid or
solid above the liquid or the solid. This means that the rate of vaporization is equal
to the rate of condensation of the substance in a closed container. Vapor pressure
also varies with temperature. The graph below shows the effect of temperature on
the vapor pressure of water.
Source: https://www.chem.purdue.edu/gchelp/liquids/vpress.html
At 100OC, the vapor pressure is equal to the atmospheric pressure of 1.00 atm.
Boiling occurs at this point, where the vapor pressure of water is equal to the
pressure of the atmosphere.
There are substances that boil at a lower temperature and some at a higher
temperature. These temperatures depend on the vapor pressure exerted by the
liquids or solids. Vapor pressure, on the other hand, depends on the intermolecular
forces present in the substances. When the intermolecular forces are strong, the
vapor pressure is low.
As a consequence, boiling will occur at a higher temperature because more energy
is needed to break the intermolecular bonds for the substance to change into
vapor. Water, for example, exhibits strong H-bonds such that vaporization needs
more energy to change the liquid to vapor.
London dispersion forces predominate in methane, CH4. These are the weakest
forces of attraction among molecules. It needs a little energy to break the bonds
such that methane changes to vapor easily. As a consequence, more vapor are
released in which vapor pressure will eventually equal to atmospheric pressure.
Boiling then will occur. This explains why water has a higher boiling point than
methane.
145
This condition is also true for melting point. The ease with which bond breaks
affects the melting points of substances. The greater intermolecular forces there are
among molecules, the higher is their melting point.
The strength of dispersion forces also depends on the size of the molecules of the
substance or the number of electrons in the molecules of the substance. The ease
with which the electron distribution is distorted explains the amount of dispersion
forces that a substance exhibits. The distortion of the electron distribution is
known as polarizability.
The greater the polarizability of the electron distribution the greater are the
dispersion forces. When the dispersion forces are high, the boiling and melting
points are also high.
Br2 and F2 are both diatomic gases. They are also both nonpolar, but Br 2 is a bigger
molecule than F2. The polarizability of Br2 is greater than F2 so it has greater
dispersion forces. This explains why Br2 has a higher boiling point than F2. Greater
amount of energy is needed to overcome the big dispersion forces in Br 2 than in F2.
 Solubility
Solubility is the ability of a substance (solid, liquid, or gas) to dissolve in a

given substance (solid, liquid, or gas). The amount of any substance dissolved in a
solvent (the substance that dissolves another substance) depends on the types of
interaction among molecules, pressure, and temperature.
The rule “like dissolves like” applies to solubility. This means that the kind of
substances being dissolved should exhibit the same properties or should be
compatible for them to form solutions. The polarity of molecules is an important
factor for substances to dissolve in certain molecules. Highly polar molecules will
dissolve substances that have dipoles. The negatively-charged particles will be
attracted to the positively-charged particles of the involved substances. This
attraction will subsist in the solutions.
Water is often considered as a universal solvent because of its ability to dissolve

almost numerous substances. Remember that water is incapable of dissolving all
solutes (especially non polar substances), but water has the ability to form H-bonds
with polar substances, and polar substances abound in nature.
146
Nonpolar substances, on the other hand will also dissolve nonpolar substances.
Intermolecular forces, such as dispersion forces, will prevail to maintain the
dissolution of substances.
To predict the behaviour of substances, several considerations should be taken.
First, the polarity of substances should be determined together with the

predominant intermolecular forces present in the substances. For example,
consider NaCl (sodium chloride) and CH4 (methane). NaCl is a dipole while
methane is nonpolar. Dipole-dipole interaction is predominant in NaCl while
dispersion forces are present among methane molecules.
Since dipole-dipole forces are stronger than dispersion forces, NaCl will have
higher boiling and melting points. It is also highly soluble in water due to ion-
dipole interaction that will prevail. Mwthane is not soluble in water because there
are no poles that will participate in the dissolution process with water.
Between CCl4 (carbon tetrachloride) and CHCl3 (trichloromethane),

trichloromethane has a higher boiling and melting points than carbon
tetrachloride. It is also slightly soluble in water. Trichloromethane is a polar
molecule while carbon tetrachloride is a nonpolar molecule. The dipole-dipole
interaction in CHCl3 is stronger than the dispersion forces in CCl4. Again the
boiling and melting points are higher in CHCl3 than in CCl4. Hence, since CHCl3
is polar, then it is soluble in water.
Ammonia (NH3) and methyl fluoride (CH3F) are both polar but the ability of NH3
to form H-bonds qualifies it for higher boiling and melting points than CH3F. At
the same time, H-bonding also enables NH3 to be more soluble in water than
CH3F.
Phosphorus pentachloride (PCL5) and phosphorus pentabromide (PBr5) have the
same molecular shape and polarity. What matters here is the size of the molecule
when comparing the properties of these substances. Bromine contains more
electrons than chlorine. This makes PBr5 bigger and heavier. In this case,
dispersion forces are greater in PBr5 so it has higher boiling and melting points
than PCL5. Since these two substances are both nonpolar, then they are not
soluble in water.
Pentane (C5H12) and isopentane (C5H12) both contain the same number of C and
H atoms in the formula. However, their molecular structures are different. Below
are the LEDS of the two substances.
147
Pentane has an extended structure while isopentane has a compact structure.
Extended structures provide more opportunities for interactions than compact
structures. Extended molecules have stronger intermolecular forces than the
compact structures. As such the boiling point of pentane is higher than that of
isopentane. It is also true for their melting points. Both molecules are nonpolar
so they are not soluble in water.
Pentane
Isopentane
The nature of intermolecular forces present in molecules is a good gauge to

predict properties of substances.
148
What’s More
Activity 1.1
1. Identify the principal type of solute-solvent interaction responsible for
forming the following solutions:
a. KNO3 in H2O
b. Br2 in benzene (C6H6)
c. HCl in acetonitrile (CH3CN)
d. HF in H2O
149
2. Which pair/s of substances will dissolve in each other?
a. CH3NH2 and H2O
b. CH3-CH3 and CH3OH
c. SO2 and CH4
d. MgCl2 and H2O
e. CH2 = CH2 and CH4
3. Arrange the following substances in the order of increasing boiling points.
a. Ethanol b. Ethane
c. Ethylene glycol d. Methane
e. Methanol
150
What Have I Learned
1. What are the properties of matter influenced by intermolecular forces?

2. Rank the intermolecular forces in the order of increasing strengths.
3. What steps or considerations do we take to determine the effects
of intermolecular forces on the properties of matter?
What I Can Do
Knowledge of concepts is not enough for a learning experience to be meaningful.

We should also understand how the concepts we learned on intermolecular
forces can be applied to real life situations to get the most out of what we
learned. Let us look at this simple situation that will help us realize the
advantage of fully understanding intermolecular concepts.
Situation:
You are asked by your mother to cook pork nilaga. You have only an ordinary
kettle to use for cooking. She even reminds you to save energy because we are in a
state of pandemic due to covid-19. Saving resources nowadays is a must because
we are not sure of the world’s economy. As a student of Physical Science and with
your knowledge of properties of matter in relation to intermolecular forces, how are
you going to perform your task in such a way that energy is not wasted?
151
Assessment
Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.
1. The properties of matter seen in the macroscopic level influenced by
intermolecular forces
a. bulk
b. ionic
c. covalent
d. individual
2. Which intermolecular forces depend on the polarizability of molecules

a. ion-dipole
b. dipole-dipole
c. Hydrogen bonding
3. Cohesive forces bring about capillary action. These forces are

a. pulling molecules towards gravity.
b. interactions among polar molecules.
c. attractions among different molecules.
d. drawing together of the same kind of molecules.
4. When adhesion is stronger than cohesion, the liquid is pulled

a. upward and results to concave meniscus.
b. downward and results to convex meniscus.
c. upward and becomes higher than the surrounding liquid.
d. downward and becomes higher than the surrounding liquid.
5. What is TRUE about viscosity of substances?

a. Viscosity of substances increases as the temperature increases.
b. The least viscous substance flow the slowest among the
substances.
c. Molecules that form H-bonds have higher viscosities than those
with London dispersion forces.
d. Substances with London dispersion forces exhibit greater viscosity
than those with ion-dipole interactions.
152
6. When intermolecular forces are high, the boiling point is expected
to be
a. low.
b. high.
c. dependent on the kind of atoms.
d. dependent on the number of atoms.
7. Water is a polar molecule that is capable of forming H-bonds.

What is expected of its vapor pressure?
a. It will be low since weak intermolecular forces are present.
b. The polar ends will hinder the breaking of bonds, thus less water
vapor is produced.
c. Vapor pressure will be high since great amount of energy is needed
to break the H-bond.
d. Vapor pressure will be low since it is hard to break the H-bond
among the molecules and escape as vapor.
8. Which intermolecular forces among the following allows for easy escape of
molecule to the vapor phase?
a. H-bonding
c. dipole-dipole interaction
9. The vapor pressure on top of the mountain is low so what will happen to
the cooking time of an egg up there?
a. The cooking time will be longer since the temperature of the water
is higher.
b. The cooking time will be shorter since the temperature of the water
is higher.
c. The cooking time will be longer since the temperature of the water
is lower.
d. The cooking time will be shorter since the temperature of the water
is lower.
10. Naturally, methane will not dissolve in water because

a. greater molar mass of H2O than CH4.
b. the same intermolecular forces they possess.
c. difference in the kinds of atoms in their structure.
d. difference in intermolecular forces between the two substances.
153
11. Which among the following substances has lower viscosity than methyl
alcohol?
a. Water, H2O b. Ethylene glycol
c. acetone d. ethyl alcohol
12. Arrange the following substances in increasing boiling points.
I. CO2 II. H2O III. O2 IV. C6H12O6
a. I, II, III, IV
b. III, I, II, IV
c. III, II, I, IV
d. II, I, IV, III
Identify the predominant intermolecular forces present between each pair of

molecule.
13. Water (H2O) and acetic acid (CH3COOH)
14. Carbon dioxide (CO2) and methane (CH4)
15. Potassium iodide (KI) and Water (H2O)
154
This part will test whether you fully understand the influences of intermolecular
forces present between and among species to the bulk properties of substances.
You can answer this by recalling the strategies discussed earlier in this module.
Remember also that the predominant intermolecular forces are the determinants
of what the bulk properties of substances will be.
Explain the differences in boiling point in terms of intermolecular forces (IMF).
a. HF (20° C) and HCl (-85° C)
b. CHCl3 (61° C) and CHBr3 (150° C)
c. Br2 (59° C) and ICl (97° C)
155
156
Intermolecular Forces
Present
1. CH3OH H-bonding, London
Tetrahedral,
(Methyl Polar dispersion forces, dipole-
bent
alcohol) dipole interaction
2. O3 London dispersion forces,
Bent Polar
(Ozone) dipole-dipole interaction
3. CH3NH2
H-bonding, London
(Methyl Tetrahedral,
Polar dispersion forces, dipole-
amine) bent
dipole interaction
4. I2
(Iodine)
Linear Nonpolar London dispersion forces
H-bonding, London
dispersion forces, dipole-
5. HF Linear Polar
dipole interaction
Intermolecular Forces Present in Substances
What’s In
What I Know What's More Assessment
1. A 1. a) ion-dipole 1. A
2. B b) London dispersion 2. D
3. D forces 3. D
4. A c) dipole-dipole 4. C
5. D d) H-bonding 5. C
6. A 2. a) Soluble 6. B
7. A b) Insoluble 7. D
8. D c) Insoluble 8. D
9. B d) Soluble 9. C
10. C e) Soluble 10. D
11. B 3. Methane <Ethane < 11. C
12. D 12. B
Methanol < Ethanol <
13. B 13. H-bonding
14. C Ethylene glycol 14. London dispersion
15. C forces
15. Ion-dipole
interaction
Answer Key
157
Act. 1
1. a. NaCl : dipole-dipole, London dispersion forces; CH4 : London dispersion
forces
b. CCl4 : London dispersion forces; CHCl3 : dipole-dipole, London dispersion
forces
c. NH3 : dipole-dipole, H-bonding, London dispersion forces ; CH3F : dipole-
dipole,
London dispersion forces
d. PCl5 : London dispersion forces; PBr5 : London dispersion forces
e. Pentane (C5H12 (pentane) : London dispersion forces; C5H12 (isopentane) :
London
dispersion forces
f. F2 (Fluorine) : London dispersion forces; Br2 (Bromine) : London dispersion
forces
2. a. NaCl : dipole-dipole; CH4 : London dispersion forces
b. CCl4 : London dispersion forces; CHCl3 : dipole-dipole
c. NH3 : H-bonding ; CH3F : dipole-dipole
d. PCl5 : London dispersion forces; PBr5 : London dispersion forces
e. C5H12 (pentane) : London dispersion forces; C5H12 (isopentane) : London
dispersion
forces
f. F2 (Fluorine) : London dispersion forces; Br2 (Bromine) : London dispersion
forces
3. a. NaCl
b. CHCl3
c. NH3
d. PBr5
e. C5H12 (pentane)
f. Br2 (Bromine)
4. a. NaCl
b. CHCl3
c. NH3
d. PBr5
e. C5H12 (pentane)
f. Br2 (Bromine)
Activity 2
1 a. Astatine has the highest melting and boiling points.
b. F2 – London dispersion forces; Br2 – London dispersion forces;
At2 – London dispersion forces
c. Intermolecular forces vary with the size of the molecule. The greater the size of
the
molecule the greater are the intermolecular forces among the molecules.
d. F2 < Br2 < At2
e. The greater the intermolecular forces, the higher the boiling and melting points
of the
substances.
What’s New
158
1. The properties influenced by intermolecular forces are surface tension,
viscosity, boiling, melting, and freezing points, and solubility.
2. LDF < dipole-induced dipole < dipole – dipole < H-bonding < ion – dipole
3. Steps or considerations to take to determine the effects of IMF to the
properties of matter.
a. Determine first whether the substance is polar or nonpolar.
b. If the substance is polar, then dipole-dipole forces are present. If
the substance has H attached to O, N, F, then H-bonding can also form.
London dispersion forces are always present in all substances.
c. If the substance is nonpolar, then London dispersion forces are the
predominant intermolecular forces among the molecules.
d. If the substance is ionic then ion-dipole forces of attraction will
prevail.
e. Determine the polarity of substances with the same number of
atoms and molecular geometry. If they are identical, then the mass of the
molecule will tell which between the two substances has greater
intermolecular forces.
f. Determination whether the structure of the molecule is extended or
compact will also tell which one has the greater intermolecular forces.
g. The strength of the predominating intermolecular forces will be the
gauge for predicting the physical properties of matter.
h. Remember that greater IMF will result to higher boiling, melting,
and freezing points. Solubility will depend on the type of molecules. “Like
dissolve likes” is the rule in the dissolution process.
What Have I Learned
159
a. The prevailing IMF in HF is H-bonding while in HCl is
dipole-dipole forces. H-bonding is stronger than dipole-dipole
interactions so greater amount of energy is needed to break the
bonds of HF than the bonds in HCl. This results to higher boiling
point of HF.
b. Both have dipole-dipole and London dispersion forces of
attraction. Both have the same number of atoms in the molecule
and molecular geometry. Thus, the basis will be the masses of the
molecules. Since the mass of CHBr3 is greater than the mass of
CHCl3, then the London dispersion forces is greater than in CHCl3.
It needs greater amount of energy to break the bonds in CHBr 3 than
in CHCl3, thus CHBr3 has a higher boiling point than CHCl3.
c. Br2 is nonpolar while ICl is polar. London dispersion forces
prevail in Br2 while dipole-dipole forces in ICl. It’s harder to break
the dipole-dipole bonds than LDF so more energy is required to
break the bonds resulting to higher boiling point of ICL.
References
Shawn P.Shields. “Analyzing Strengths of Intermolecular Forces.” Accessed May 25,

2020. https://www.youtube.com/watch?v=kU5nRCB4jJ8
BCcampus. “Intermolecular Forces.” Accessed May 21, 2020.

https://opentextbc.ca/chemistry/chapter/10-1-intermolecular-forces/
Chang, Raymond.2005. Chemistry (8th. Ed.).New York, NY: McGraw-Hill Education

(Asia).
Chegg Study. “Textbook Solutions.” Accessed May 23, 2020.

https://www.chegg.com/homework- help/explain-glycerol-viscous-water-
acetone-less-viscous-water-gl-chapter-7-problem-99p- solution-
9780077274290-exc chemlibretexts. “Liquids and Intermolecular Forces
(Summary).” Accessed May 21, 2020.
https://chem.libretexts.org/Bookshelves/General_Chemistry/Map%3A_Che
mistry_-
_The_Central_Science_(Brown_et_al.)/11%3A_Liquids_and_Intermolecular_F
orces/11.S%3A _
Liquids_and_Intermolecular_Forces_(Summary)chemlibretexts.
“Properties of Matter.” Accessed May 25, 2020.

ry_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chem
istry)/Physical _Properties_of_Matter
chemlibretexts. “Solubility and Intermolecular Forces.” Accessed May 21,

2020.https://www.google.com/search?q=solubility+and+intermolecular+forc
es&oq=solubility+and+intermolecular&aqs=chrome.0.0j69i57j0l4.13287j0j8
&sourceid=chrome&ie=UTF-8
Clutch. “Formal Charges of Ozone.” Accessed May 25, 2020.

are-the-formal-charges-in-o3-ozone
Clutch. “Lewis Structure of HF.” Accessed May 25, 2020.

https://www.clutchprep.com/chemistry/practice-problems/110784/look-
at-the-lewis- structure-for-hf-where-are-the-nonbonding-electrons
160
Clutch. “Molecular Geometry of CH3NH2.” Accessed May 25, 2020.
is-the-molecular- geometry-about-nitrogen-in-ch3nh2
Elmhurst College. “Intermolecular Forces.” Accessed May 20, 2020.

http://chemistry.elmhurst.edu/vchembook/160Aintermolec.html
Liberal dictionary. “Pentane.” Accessed May 23, 2020.

https://www.liberaldictionary.com/pentane/
Nutrients Review.com. “Glycerin (Glycerol).” Accessed May 22, 2020.

http://www.nutrientsreview.com/carbs/edible- glycerin.html
Quora. “What is the formula and structure of water?” Accessed May 24, 2020.
https://www.quora.com/What-is-the-formula-structure-of-water
Study.com. “Ether: Preparations and Reactions.” Accessed May 20, 2020.

https://study.com/academy/lesson/ether-preparation-reactions.html
161

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Physical
Science
163
Physical Science
Biological Macromolecules
First Edition 2020
Republic Act 8293, Section 176 states that “no copyright shall subsist in any work of
agency or office may, among other things, impose as a condition the payment of royalties.”
over them.
Published by the Department of Education Angelica J. Macaraeg


Writers: Amy B. Villar, Jennifer O. Tullao
Editors: Robert G. Yumul
Felipa A. Morada
Reviewers: Ramonito O. Elumbaring, Angelica J. Macaraeg
Felipa A. Morada
Illustrator: Francis Victor A. Medrano
Layout Artist: Mary Grace L. Asa
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Telefax: 02-8682-5773/8684-4914/8647-7487
E-mail Address: region4a@deped.gov.ph
164
Physical Science
165
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on

Biological Macromolecules.
the module:

As a facilitator you are expected to orient the learners on how to use this module.
166
For the learner:

Biological Macromolecules!
The hand is one of the most symbolized part of the human body. It is often used to
accomplish. Hence, the hand in this learning resource signifies that you as a learner
is capable and empowered to successfully achieve the relevant competencies and
module.

module.





sentence/paragraph to be filled into process

help you transfer your new knowledge or skill
into real-life situations or concerns.
167
competency.

learned concepts.

module.

this module.
not alone.
168
Week
4
What I Need to Know
This module was designed and written with you in mind. It is here to help you explain
how the structures of biological macromolecules such as carbohydrates, lipids,
nucleic acid, and proteins determine their properties and functions. The scope of this
module permits it to be used in many different learning situations. The language
used recognizes the diverse vocabulary level of students. The lessons are arranged
to follow the standard sequence of the course. But the order in which you read them
can be changed to correspond with the textbook you are now using.
1. distinguish between carbohydrates, proteins, lipids, and nucleic acids;

2. summarize the general characteristics of each biomolecule; and
3. relate the structures of the biomolecules with their properties.
169
What I Know
True or False. Read each statement carefully. Identify whether the statement is true
or false. Write your answer on a separate sheet of paper.
_________1. Carbohydrates contain carbon.
_________2. Meat contains protein.
_________3. Lipids are soluble in water.
_________4. Proteins are made up of nucleotides.
_________5. DNA is a nucleic acid.
_________6. Sucrose is a disaccharide.
_________7. Starch is composed of many glucose units.
_________8. Fructose is also known as blood sugar.
_________9. Keratin is easily dissolved in water.
_________10. Proteins are made up of nucleotides.
_________11. The heme group of hemoglobion contains iron.
_________12. A nucleotide has three parts: nitrogenous base, sugar, and phosphate
group.
_________13. DNA has a double-helix structure.
_________14. Triglyceride is a protein.
_________15. Generally, unsaturated fatty acids remain solid at room temperature.
170
Lesson
1 Biological Macromolecules
Biological macromolecules are large, organic molecule such as

carbohydrates, lipids, proteins, and nucleic acids. Most of them are organic
compounds and the functional group determines their chemical properties.
Biomolecules have a huge variety of functions, such as energy storage, protection,
etc. Now be ready with your journey to the different biomolecules, their structures,
and functions found in your food.
Hello! I am your nutritionist for

today. Go ahead and think for a
moment about your favorite food.
Analyze the Nutritional Facts of a food product given below and rank the nutrients
needed by the following patients based on importance.
A. a patient with hypertension
B. a patient renal failure
C. a patient with diabetes mellitus

Nutrition Facts
Serving Size 32 g
Serving Per Pack 1
Amount/Serving %RENI
Total Calories 150 6%
Calories from Fat 45
Total Fat 5g
Saturated Fat 3g
+ Trans Fat 0g
Cholesterol 3mg
Sodium 170mg 35%
Total Carbohydrates 23g
Dietary Fiber 0g 0%
Sugars 4g
Protein 3g 4%
Calcium 55mg 8%
Iron 1mg 8%
171
What’s In
Food is a source of molecules that are needed for life. These are biological
molecules. What you eat contains biomolecules. There are four biological
molecules that make up all of life. Now, I have here a word hunt for your warm up.
Look for the following words in the puzzle: biomolecule, carbohydrate, lipid, protein,
and nucleic acid.
F A T S H Y L I P I D P
U P I A T E P R O T E R
N U C L E I C A C I D O
Y T K T L P D G O G O T
C A R B O H Y D R A T E
A R O A A H L E W V W I
B I O M O L E C U L E N
You are really doing great! It seems that you are now ready for our first
biomolecule.

Ask learners to list examples of carbohydrate, lipid, protein, and
nucleic acid. Add on the list sources that are not mentioned by
the learners.
172
What’s New
Activity 1.1 Macromolecule Plates and Glass
1. Write inside the first plate an example of food rich in carbohydrates that you
have eaten a while ago and tell us what you feel after eating it.
What did you feel after eating the food rich in carbohydrates?
_______________________________________________________________
2. Write inside the second plate an example of food rich in lipids that you have eaten
a while ago.
What did you feel after eating the food rich in lipids?
____________________________________________________________
173
3. Write inside the third plate an example of food rich in protein that you have
eaten a while ago and tell us what you feel about what you have eaten.
What did you feel after eating the protein - rich food?
_____________________________________________________________
4. Write inside the glass the function of nucleic acids.
174
What is It
Terms and Definitions
Monosaccharide – simplest form of carbohydrates
Monomer – a molecule that can react with other molecule to form very
large molecules or polymers
Peptide – short chain of amino acid monomer linked by peptide bonds
Hormones – special chemical messengers that are created by the endocrine gland
Amino acids – organic compounds that combine to form proteins
Enzymes – proteins which make the biochemical reaction occus in faster rate
Nucleotide – composed of three components: nitrogen-containing base, five-carbon

sugar, and a phosphate group
Phospholipids - contain glycerol, two-fatty acids, and a phosphate group
1. Carbohydrates
The word carbohydrate may be broken down to carbon and hydrate, and this
is due to the fact that most carbohydrates follow the formula Cn(H2O)n. Another term
for carbohydrate is saccharide. Carbohydrates are classified either as simple or
complex. Simple sugars are monosaccharide and disaccharides. Complex sugars
are polysaccharides.
Carbohydrates are the primary source of energy in the human body. The
different saccharides that humans eat are converted to glucose which can be readily
used by the body. The excess carbohydrates taken into the body is converted to
glycogen that is stored in the liver and in muscles.
175
Monosaccharide (one saccharide)
Glucose used in dextrose, blood sugar; the form utilized by

the human body
Galactose found in milk and milk products
Fructose found in fruits and honey
Disaccharides (two saccharides)
Maltose glucose + glucose found in malt

Sucrose glucose + fructose found in regular table sugar,
sugarcane, and sugar beet
Lactose glucose + galactose found in milk and milk products
Polysaccharides (many saccharides)
Starch / Amylose storage form of glucose in plants
Amylopectin storage form of glucose in plants
Glycogen storage form of glucose animal; stored in the liver and

muscles
Cellulose structural material in plants--cell wall in wood, wood
fiber cannot be digested by humans
Carbohydrates
They are made from carbon, hydrogen, and oxygen.
Monomer: saccharides
Examples: rice, cereal, potatoes, fruits, pastas
Function: main energy source of the body
176
Did you know that?
Marathon runners, tri-athletes, and other runners consume carbohydrates
for weeks leading up to a big event. They call it “carbo-loading”. What’s the
point?
As the athletes consume massive amounts of starch and pasta, the energy begins
to store up in their body, saving itself for use during the event.
2. Lipids or Fats
Lipids or fats are important nutrients in your body but eating too much
unhealthy fats such as saturated fats and trans fats can lead to heart disease and
obesity. Lipids also serve other functions such as material for cell membrane,
insulation to maintain body temperature, aid in digestion, and as signal molecules.
There are different common classifications of lipids: triglyceride,

phospholipid, wax, and steroid. The lipid family is one of the most varied in terms
of structure but they share the common property - being insoluble in water.
Fat and oil are the most common examples of lipids. They are under
triglycerides because they are composed of glycerol and three fatty acids.
Fat refers to solid triglyceride usually from animal sources such as meat, milk,
butter, margarine, eggs, and cheese. Oil refers to liquid triglycerides from plant
sources. Examples are olive oil, corn oil, sunflower oil, and soybean oil. Animal fats
contain high percentages of saturated fatty acids while plant oils are mostly
unsaturated fatty acids.
Lipids
They are made from carbon, hydrogen, and oxygen
They are soluble (dissolve) in oil but are insoluble (don’t dissolve)
in water.
Examples: fats and oils
Function: long-term storage of energy in the body
Monomer: fatty acid
177
3. Proteins
Proteins are composed of four elements, namely: carbon, hydrogen, oxygen,

and nitrogen. Sulfur is sometimes also found in proteins. If carbohydrates are made
up of saccharides, proteins are made up of amino acids.
Examples of proteins and their functions are:
1. Keratin is a structural protein found in hair, skin, and nails.

2. Fibroin / Silk protein - Fibroin is found in silk. Silk has a smooth and soft
texture. It is one of the strongest natural fibers that have high resistance to
deformation. It is also a good insulating material.
3. Collagen is a major insoluble fibrous protein found in connective tissues such as
tendons, ligaments, skin, cartilage and the cornea of the eye. It comprises as much
as 30% of proteins in animals.
4. Enzymes function to catalyze chemical reactions. They either speed up a reaction,
lower the needed energy for a reaction to take place, or bind substances to their
specific partners.
Examples of enzymes
a. Lipase - help in digestion of fats
b. Pepsin - help in breaking down proteins into peptides (smaller units)
c. Sucrase - also called invertase; help in the digestion of sugars and starches
5. Myoglobin is a polypeptide that stores oxygen in muscles. It contains a heme
group which has an iron where the oxygen is stored.
Proteins
They are made from carbon, hydrogen, oxygen, nitrogen and sometimes sulfur.
Proteins are made up of amino acids combined through a dehydration link
called a peptide bond.
Monomer: amino acid
178
4. Nucleic Acids
Nucleic acids play an essential role in the storage, transfer, and expression
of genetic information. Nucleic acid was discovered by a 24-year old Swiss physician
named Friedrich Miescher in 1868. He was puzzled that an unknown substance in
white blood cells did not resemble carbohydrates, proteins, or lipids. He was able to
isolate the substance from the nucleus and initially called it nuclein. He eventually
was able to break down nuclein into protein and nucleic acids. He found out that
nucleic acids contain carbon, hydrogen, oxygen, nitrogen, and phosphorus.
The most common examples of nucleic acids are DNA (deoxyribonucleic acid)
and RNA (ribonucleic acid). DNA is a nucleic acid that carries the genetic code of
organisms. It is fondly termed as the blueprint of life. RNA, on another hand, carries
the information from the DNA to the cellular factories for the synthesis of proteins
called ribosome. If carbohydrates are composed of saccharide units and proteins of
amino acids, nucleic acids are composed of nucleotides. Nucleic acids are also
known as polynucleotides.
Three parts of nucleotide:

1. Nitrogenous base
2. Five-carbon carbohydrate or sugar
3. Phosphate group
Nucleic Acids
They are made from carbon, hydrogen, oxygen, nitrogen, and phosphorus.
Monomer: nucleotide
Examples: DNA and RNA
Function: DNA carries the genetic code of organisms. RNA, carries the
information from the DNA to ribosomes to produce proteins.
179
Structures of the Different Biomolecules
Remember this mnemonic device of biomolecules: CHO CHO CHON CHONP
C stands for the element Carbon N stands for the element Nitrogen
H stands for the element Hydrogen P stands for the element Phosphorus
O stands for the element Oxygen
Again, say the mnemonic device.
CHO CHO CHON CHONP!
180
What’s More
Activity 1.2 Meal Plan
Think of a 3 – day healthy meal plan for a teenager like you following the table below.
Make sure that you choose the right kind of food containing carbohydrates, proteins,
and lipids.
3 – Day Meal Plan

Day 1 Day 2 Day 3
Breakfast
Morning Snack
Lunch
Afternoon Snack
Dinner
Dessert
What I Have Learned
Activity 1.3 Maze Runner
I have a friend named Bimol. He needs our help

in finding the right way to go back to his house.
In order to help him, you need to answer some
questions about biomolecules.
181
Hello! My name is Bimol. I have a
problem. I cannot go back home.
Please help me by answering the
questions.
Carbohydrates Lipids
What elements are they composed of? What elements are they composed of?
___________________________________ ___________________________________
What is the monomer? What is the monomer?
______________________ ______________________
What is its function for the body? What is its function for the body?
________________________________ ________________________________
Write two examples: ________________________ Write two examples: __________________________

2
Proteins Nucleic Acids

What elements are they composed of? What elements are they composed of?
___________________________________ ___________________________________
What is the monomer? What is the monomer?
______________________ ______________________
What is its function for the body? What is its function for the body?
________________________________ ________________________________
Write two examples: _______________________ Write two examples: _______________________

3 4
Thanks for helping Bimol!
HOME
182
What I Can Do
Activity 1.4 Amazing Lunch
Now, you already know the different biomolecules. Oops! I heard something in your
stomach. Since you did great, I have a reward for you. Help me to prepare your lunch
by encircling the words related opposite to each biomolecule on the left side.
BIOMOLECULES
Carbohydrates rice oil pork apple sugar nitrogen
Lipids wax fish fatty acid mango lemon
Proteins beef potato amino acid avocado
Nucleic Acids bread chicken carbon oxygen phosphorous
Complete the table filling out the required information. Identify the
disorder/disease, related macromolecule and its function based on the given
scenario.
1. Covida, a grade 12 student experienced excessive sweating, frequent urination,

feeling very thirsty and hungry. She was not able to attend her class during that
day. She was rushed in the hospital and upon examining her blood sugar it was
found out that it is above its normal value.
2. One of the students of Mr. Corona shared her story when she was hospitalized at
the age of three. She showed her picture with enlarged tummy, loss of muscle mass
and inflamed patches on her skin. She even mentioned that she was also irritable
and had failure to grow in height according to her mother.
3. While presenting the lesson on Circulation and Gas Exchange, the teacher of
Pandemic Integrated National High School complains shortness of breath, tightness
and aching sensation in his chest that radiates to his neck and jaw.
Disorders/ Diseases Related Macromolecules Function of
Macromolecules
183
Assessment
Multiple Choice. Read and analyze the given statements below. Write the chosen
letter on a separate sheet of paper.
1. Which group of biomolecules carries and passes on the hereditary information

of the organism?
a. carbohydrates
b. lipids
c. nucleic acids
d. proteins
2. Which biomolecules are significant components of the cell membrane?

a. carbohydrate and nucleic acid
b. lipid and nucleic acid
c. nucleic acid and protein
d. protein and lipid
3. What are the elements that make up carbohydrates?

a. C and H
b. C, H and N
c. C, H and O
d. C, H, O and N
4. Which organic molecule is soluble in water and serves as a quick source of

energy?
a. carbohydrates
b. lipids
c. nucleic acids
d. proteins
5. In which group of biomolecule do waxes that coat some organisms belongs?

a. carbohydrates
b. lipids
c. nucleic acids
d. proteins
184
6. Which of the following is NOT a lipid?
a. hemoglobin
b. fat
c. steroid
d. triglyceride
7. Which of the following is considered as the building block of proteins?

a. amino acids
b. nucleic acids
c. nucleotides
d. polypeptides
8. Which of the following is the storage form of excess glucose in the body,
particularly in the liver and muscles.
a. creatinine
b. glycogen
c. hemoglobin
d. uric acid
9. Which of the following is a monosaccharide found in dextrose?

a. fructose
b. galactose
c. glucose
d. lactose
10. Which is an example of saturated fat?

a. butter
b. corn oil
c. olive oil
d. sunflower oil
11. Which is termed as the blueprint of life?

a. deoxyribonucleic acid
b. fatty acid
c. nucleic acid
d. ribonucleic acid
12. Proteins are mainly composed of four elements, namely: carbon, hydrogen,
oxygen and what other element?
a. magnesium
b. nitrogen
c. phosphorous
d. sodium
185
13. Which of the following is a major insoluble fibrous protein found in connective
tissues such as tendons, ligaments, skin, cartilage and the cornea of the eye?
a. albumin
b. collagen
c. keratin
d. pepsin
14. Which polypeptide carries oxygen in muscles?

a. enzyme
b. heme
c. lipase
d. myoglobin
15. Which is not a part of a nucleotide?

a. nitrogenous base
b. phosphate group
c. ribonucleic acid
d. sugar
Activity 1.5 Biomolecule Poem
Summarize the topics and creatively translate them into a poem describing what you
have learned about biomolecules. Write your answer on a separate answer sheet.
186
187
What I Know What's In What's New
1. True Answers may vary on Answers may vary.
2. True the chosen food by the
3. False learner.
4. False
5. True
6. True
7. True
8. False
9. False
10. False
11. True
12. True
13. True
14. False
15. False
What's More What I Have Learned What I Can Do
1. carbon, hydrogen, and See table below. See the table below
oxygen
2. carbon, hydrogen, and
oxygen
3. carbon, hydrogen, oxygen,
and nitrogen
4. carbon, hydrogen, oxygen,
nitrogen, and phosphorus
Additional Activities Assessment
Answers may vary. 1. C
2. D
3. C
4. A
5. B
6. A
7. A
8. B
9. C
10. A
11. A
12. B
13. B
14. D
15. C
Answer Key
188
Disorders/ Related Function of Macromolecules
Diseases Macromolecules
Diabetes Mellitus Carbohydrate Carbohydrate becomes sugar when break down
which gives energy. Increased carbohydrate intake
causes elevated blood sugar.
Kwashiorkor Protein Protein is essential in building muscle mass.
Decreased intake of protein can lead to
Kwashiorkor.
Myocardial Lipid Lipids or Fats maintain body temperature. Too
Infarction much lipids or fats in the body narrow blood
vessels which decreases blood flow.
What I Can Do
What I Have Learned
Description Carbohydrates Proteins Lipids Nucleic Acids
C, H, O, N
C, H, O C, H, O, N, P
Sometimes S
Elements C, H, O and also other Can be with P for
metals. Phospholipids
Saccharides Amino acids Fatty acids Nucleotides
Monomer (technically,
there is not one
uniform sub-unit
for lipids)
Primary source of Structural Source of energy; Protein
Used/Function energy in the material; Maintaining body synthesis;
body; Structural Enzyme; Storage heat; Aid in
Code of life
material in plants molecule; digestion;
Transport Material for cell
molecule membrane;
;Antibody Signal molecules
Bread, rice, Meat, dairy Oil, butter, nuts, ___
Examples fruits, grains, products, nuts, fish
root crops, sugar egg
References
Commission on Higher Education. Teaching Guide for Senior High School: Physical
Science. Book.
https://drive.google.com/file/d/0B869YF0KEHr7SHFGVG5mVFFhcXc/view.
Creative Commons Attribution-NonCommercial-ShareAlike 4.0
Wikipedia.2020. “Carbohydrate loading.” Last modified April 19, 2020.

https://en.wikipedia.org/wiki/carbohydarateloading
189

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
190
Physical
Science
191
Physical Science
Collision Theory and the Rate of Chemical Reaction
First Edition 2020
over them.


Writers: Marilou T. Flores, Ma. Clarinda N. Medequiso
Felipa A. Morada
Felipa A. Morada
Pamela A. Lalusin

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
192
Physical Science
Collision Theory and the Rate
of Chemical Reaction
193
on Collision Theory and the Rate of Chemical Reaction!
the module:

194
For the learner:
on Collision Theory and the Rate of Chemical Reaction!
module.

module.






195
competency.

learned concepts.

module.
At the end of this module you will also find answer key to serve as your guide to
check your level of understanding.
References This is a list of all sources used in developing this module.
2. Do not forget to answer What I Know before moving on to the other activities
not alone.
196
Week
5
What I Need to Know
the use of simple collision theory to explain the effects of concentration, temperature,
and particle size on the rate of reaction. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The module is divided into two lessons, namely:

 Lesson 1 – Collision Theory
 Lesson 2 – Factors Affecting the Rate of Chemical Reactions

1. define collision theory and describe how it affects the chemical reaction; and
2. explain the different factors affecting the rate of reaction.
197
What I Know
paper.
1. A chemical change that occurs when two or more substances combine to form a
new substance.
a. Activation Energy
b. Chemical Kinetics
c. Chemical Reaction
d. Product
2. The measure of how fast is the change in the concentration of the reactants or
products in a chemical reaction.
b. Activation Rate
c. Chemical Reaction
d. Concentration
3. The substance that enter into and is altered in the course of a chemical reaction.
a. Catalyst
b. Enzyme
c. Product
d. Reactant
4. The number of particles present in a given volume of solution.
a. Catalyst
b. Concentration
c. Product
d. Temperature
5. The measure of how fast or slow a reaction happens.
b. Collision theory
c. Particle Size
d. Rate of Reaction
6. Condition that needs to be met for a chemical reaction to occur.
a. Substance must be homogeneous.
b. Temperature should be kept constant.
c. Particles should maintain a certain distance to each other.
d. Particles in the substance must collide and have enough energy.
7. The factor that would NOT affect the rate of chemical reaction.
a. Concentration
b. Humidity
c. Particle Size
b. Temperature
198
8. The factor that will slow down the rate of chemical reaction.
a. Manual stirring of the substance.
b. Placing substance in a hot water.
c. Placing catalyst in iced water.
d. Placing reactants in ice bath.
9. The factor that does NOT show evidence of chemical reaction.
a. Absorption of heat
b. Change of color
c. Change of size
d. Liberation of heat
10. The measure of the average kinetic energy of the particles in an object
a. Energy
b. Humidity
c. Temperature
d. Thermometer
11. The substance formed as a result of a chemical reaction.

a. Product
b. Reactant
c. Resistance
d. Substrate
12. The measure of how much exposed area a solid object has, expressed in
square units.
a. Volume
b. Surface
c. Surface Area
d. Concentration
13. The substance that is dissolved in a solution.

a. Solid
b. Solute
c. Solvent
d. Substance
14. The component of a solution that is present in the greater amount.

a. Sample
b. Solute
c. Solvent
d. Substance
15. A form of matter that has definite composition and distinct characteristics.
a. Atoms
b. Compound
c. Mixture
d. Substance
199
Lesson
1 Collision Theory
Chemical reactions have been a part of this world ever since everything began. From
Big bang to the present day, everything happening around us has something to do
with chemical reactions and chemical processes. Chemical reactions are commonly
observed in our daily lives such as in cooking, eating, cleaning and in processes like
respiration, corrosion and fermentation. Even how our body lives and grows are all
but some of the many chemical reactions that take place, although you may not
recognize them. This is the reason we need to understand how chemical processes
take place, be it naturally occurring or not.
This lesson will help enhance your understanding about how chemical reaction
occurs and what are the different factors affecting chemical reaction.
What’s In
Simple Recall
Chemical or Physical Change?
Directions: Identify the type of change that id describe in each item. Write the word
Physical or Chemical on the right side of the picture.
1. Baking a Cake
2. Burning Paper
3. Preparing hot coffee
4. Dissolving sugar in water
5. Mixing paint to make a new color
200
What’s New
Picture Analysis
When we talk about reactions in science, what does that make you think of?
Write out a list of your ideas about this picture.

__________________________________________
__________________________________________
__________________________________________
Complete the sentence about the word Reaction.
A reaction is when ____________________________

________________________________________________
________________________________________________
______________________________________________.
What is It
The Collision Theory

All substances are comprised of millions of tiny particles in constant motion. These
particles are constantly colliding with each other. Not all collisions between particles
of reactants result to generation of a product. There are two factors that determine
whether a reaction will occur between two particles that are colliding:
1. Substances or particles of reactants must physically collide with enough energy
2. Substance or particles must come into contact or collide in the correct orientation
(facing the correct way).
201
The collision theory states that reacting substances must come into contact (collide)
with enough activation energy, and in the correct orientation (facing the correct way),
so that their electron shells can rearrange to form the products of the reaction.
Therefore, any factor which changes the frequency or energy of the collisions will
change the rate of the reaction.
Try to analyze the illustrations given below:
As shown on the picture, the diatomic Nitrogen gas reacts with diatomic Oxygen gas
to yield two molecules of Nitrogen Oxide. The shared atoms form a bond by
completing the valence shells of both atoms.
A chemical reaction does not take place if the collision between molecules does not
have sufficient energy to break the bonds in the reactants and if the molecules are
not properly oriented.
Figure 1 Figure 2
202
As shown in figure 2, no reaction can take place between two particles if they are far
apart. To form new bonds, atoms must come in contact with each other and have
correct relative orientations so that the correct bonds are broken, atoms transfer to
the correct positions (see Figure 1).
What is a Chemical Reaction?
When two particles collide, sometimes a chemical reaction can occur, which means
the bonds between two or more particles are broken and reformed, creating one or
more new substances. The substances or particles that enter and is changed in the
chemical reaction are called reactants and the substances that are formed are called
products.
Let us look at the net chemical reaction in photosynthesis:
The reactants (left part of the equation) are carbon dioxide, water, and light while the
products (right side of the equation) are sugar and oxygen. But for a chemical
reaction to occur, several things must happen:
1. The particles must come into contact with one another or collide.
2. When they collide, the particles must be lined by correctly so that the right parts
of the atoms or molecules are exposed. If they are not oriented correctly, no
chemical reaction will take place.
3. The particles must collide with enough energy to break their chemical bonds. The
amount of energy that must be available for a reaction to occur is referred to as
the activation energy.
The reaction rate of a chemical reaction is a measurement of the increase in the
concentration of a product or the decrease in the concentration of a reactants as the
reaction proceeds over time.
Keep in mind that not all reactions occur at the same speed. Some are very slow
while others are fast.
203
The rate of reaction also depends on the type of molecules that combine. If there
are low concentrations (does it refer to the terms in boldface in the previous
statement? Type od molecule and concentration are not related to each other, maybe
the number of molecules  of an element or compound, the reaction will be slower.
Lesson
Factors Affecting the Rate
2 of Reaction
1. Activation Energy
The activation energy refers to the minimum energy required for a reaction to take
place. When a collision provides energy equal to or greater than the activation energy,
a product can form. On the other hand, if the energy of the particles is less than the
activation energy, the collision may not effective, and they just could bounce off each
other unchanged.
The figure above shows a man trying to push a rock over the cliff. For the man to
push the rock, he needs to have enough energy. If the man does not have enough
energy, the rock will not move down the cliff. This energy needed for the man to push
the rock over the cliff represents the activation energy.
Can you think of another example to show how activation energy works?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. Temperature
Temperature refers to the average kinetic energy of the particles in an object. As a

rule of thumb, a rise in temperature of 10 0C doubles the reaction rate. The rate of a
chemical reaction increases with increasing temperature. As the temperature
increases, collision between atoms and molecules becomes faster resulting to build
up of more energy. The increased kinetic energy will equal to or exceed the activation
energy resulting to more collisions giving rise to a reaction.
204
Let us try to apply:
Arrange the following samples according to the rate of solubility of sugar.
(1 -fastest, 3-slowest)
Cold water Hot water Tap water
________ ________ _________
3. Concentration
The rate of a chemical reaction is affected by the concentration of reacting

substances. The term concentration refers to the number of particles present in a
given volume of solution. Concentration may also mean a measure of how much of
the solute (something to be dissolved) is dissolved in a solvent (dissolving medium) to
form a homogeneous mixture. So, a higher concentration means there is more of the
solute in the solution. If the concentration of the reactant is increased, the rate of
reaction also increases. When the number of particles of the reactant is increased,
there is a great chance for particles to collide.
To illustrate:
205
Now, let us try to do Picture Analysis:
Based on the Kinetic Molecular Theory (KMT) and properties of matter, why do you
think there is less collision on the left side while there is more collision on the right
side?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
What can you deduce (conclude) about the effect of concentration on the rate of
chemical reaction?
__________________________________________________________________________________
__________________________________________________________________________________
4. Surface Area and Particle Size

Surface area is the measure of how much exposed area a solid object has, expressed
in square units. In a reaction between a solid and a liquid, the more finely divided a
solid is, the faster is the rate of reaction. Likewise, as you powdered a solid, its
surface area becomes greater, thus the particles have higher chance of colliding and
faster reaction happens.
To understand this further, try to analyze the picture and answer the questions
below:
Figure 1 Figure 2
206
How many reactant particles can be seen on Figure 1? __________________________
Which do you think is the solid particle on Figure 1? _____________________________
What have you observed to the reactant particles in Figure 2? ____________________
__________________________________________________________________________________
In which container will the solid particle dissolve faster and why?
__________________________________________________________________________________
__________________________________________________________________________________
What’s More
Activity 1.1 Factors affecting Reaction Rates
The rate at which reactants are consumed and products are formed during chemical
reactions vary greatly. In this part of the module, you will discover how the different
factors, such as concentration, temperature and particle size affect the rate of
chemical reactions.
The following video links are experiments that you will watch and observe before
answering the “Activity Assessment.”
A. Effects of concentration: https://www.youtube.com/watch?v=o_TJEHzjBLM
B. Effects of Temperature: https://www.youtube.com/watch?v=izqJkdj1d4U
C. Effects of Particle Size: https://www.youtube.com/watch?v=kQtKRBL3rJY
Activity 1.2 Guide Questions

Directions: Answer briefly and concisely the following questions.
PART A: Effects of Concentration
1. What evidence shows that reaction occurs?

________________________________________________________________________
2-3. Compare the rate of formation of Hydrogen gas in tube A that contains diluted
Hydrochloric acid (HCl) with that of tube B containing concentrated Hydrochloric
acid (HCl).
______________________________________________________________________________
______________________________________________________________________________
207
4-5. Explain the effects of concentration on the rate of chemical reaction.
______________________________________________________________________________
______________________________________________________________________________
6. Show the correct chemical equation for the reaction of Magnesium (Mg) ribbon
and Hydrochloric (HCl) acid.
______________________________________________________________________________
______________________________________________________________________________
PART B: Effects of Temperature
7. In which temperature of Oxalic acid (C2H2O4) and Sulfuric acid (H2SO4) mixture
did the Potassium Permanganate (KMnO4) dissolves faster?
______________________________________________________________________________
8-9. What evidence shows that a fast reaction occurs?

______________________________________________________________________________
______________________________________________________________________________
10-11. How does temperature affect the rate of chemical reaction?

______________________________________________________________________________
______________________________________________________________________________
PART C: Effects of Particle Size
12-13. Compare the speed reaction of powdered Calcium Carbonate (CaCO3) with
that of a lump of Calcium Carbonate placed in water?
______________________________________________________________________________
______________________________________________________________________________
14-15. How does particle size affect the rate of chemical reaction?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
208
What I Have Learned
SENTENCE COMPLETION
Directions: Complete the group of words to form relevant ideas about the lesson.
1. According to the collision theory, there are three (3) requirements for a reaction
to occur: these are _________________________, _________________________ and
___________________________.
2. The factors that can affect the rate of reaction are ____________________________,
_________________________________, ___________________________________ and
_________________________________.
3. Increasing the concentration of reactants in a solution ______________________ the

frequency of collision of particles and the rate of reaction.
4. Increasing the concentration means, there is more of ______________________ in

the solution.
5. Increasing the temperature ______________ the collision of particles.
6. Increasing the temperature ______________ the kinetic energy of particles.
7. The greater the size of particles, the ______________ is the surface area.
8. The smaller the size of particles, the ______________ is the surface area.
9. Remember, not all reactions happen at the same speed. Some are _____________
while others are ______________.
What I Can Do
Create your own 5-minute experiment video by choosing one of the factors discussed
in this lesson.
209
Rubric for Grading
The video will be scored from 1 to 5, with 5 being the highest. The criteria for grading
are as follows:
Criteria Expectations
Visuals The video is clear and engaging. Camera shots tell the
story visually and no lighting problems.
Audio Loudness and dialogue are balanced. Spoken words

show confidence and are convincing.
Content Delivery of content is precise and complete. Emphasis

given should be based on the discussion.
Timeliness The video should consume the required 5-minutes. For

every less or added minute/s, points will be deducted.
Assessment
PART A. MODIFIED TRUE OR FALSE
Directions: Write the word TRUE if the statement is correct. If FALSE, change the
italicized word or group of words to make the statement correct.
_______________1. Decreasing the concentration of the reactants increases the

collision frequency between reacting particles.
_______________2. Increasing the concentration of a substance increases the kinetic

energy of the particles that make up the substance.
_______________3. Increasing the surface area of the reactant, increases the rate of
the reaction.
_______________4. Raising the temperature of the reaction increases the rate of the
reaction by increasing the energy of the collisions between
reacting particles.
_______________5. If the reactant particles collide with less than the activation
energy, the particles bounce back, and no reaction will occur.
210
PART B. IDENTIFICATION
Directions: Identify what factor affects the rate of chemical reaction in the following
situations. Use the choices below by writing the correct letter before the
number.
A. Temperature B. Concentrations C. Particle Size
________6. The food was refrigerated.

________7. A coal dust explosion happens in mines.
________8. Acid rain erodes marble fast.
________9. Two antacid tablets neutralize acids faster than one tablet.
________10. Kindling is used to start a fire.
PART C. MULTIPLE CHOICE
Directions: Encircle the LETTER of the correct answer.
11. What condition/s must be met in order for a chemical reaction to occur?
A. Collision with proper orientation
B. Sufficient activation energy
C. Adding more reactant particles
D. Both A and B
12. Which of the following would NOT increase the rate of reaction?
A. Increasing the temperature
B. Adding catalyst
C. Increasing the volume
D. Increasing the concentrations
13. Suppose you dissolve Zinc (Zn) in Hydrochloric acid (HCl) and add more acid
than usual. Then drop pieces of Zinc. What factor does NOT affect the rate of
the reaction?
A. Surface area of the Zinc
B. Concentration of the reactant
C. Temperature of the solution
D. Amount of Hydrochloric acid
14. Activation energy is the amount of energy required to _________

A. Break the bonds between the reacting molecules
B. Make the reacting particles collide
C. Form the bonds between the product molecules
D. Convert the reactant to a single product
15. Why does a candle burn more rapidly when placed in an open jar than in air?
What accounts for this reaction?
A. Higher Oxygen concentration
B. Greater surface area of the jar
C. Increasing the surrounding temperature
D. Length of the candle
211
Now is the time for you to explore your knowledge about collision theory and the
factors affecting the rate of chemical reaction. Only short answers are needed.
1. Use the collision theory to explain why a lump of sugar is better to use in hot cup
of tea, but granulated sugar is better to use in iced tea.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Suppose you held a lighted match to a solid piece of wood and another match to
a pile of wood shavings. Which form of wood would catch fire more easily and
why?
______________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
WORD SEARCH ACTIVITY
Directions: Find and encircle the missing words hidden in the grid. The words
may be hidden in any direction.
Activation Collision Energy Particle size Product

Reactant Reaction Solute Temperature Theory
212
213
What I Know What's In What’s New
1. C 10. C 1. Chemical 1. Change of color,
2. B 11. A 2. Chemical Presence of mold, rotting or spoiling
3. D 12. C 3. Physical
4. B 13. B 4. Physical 2. There is combining of two or more
5. D 14. C 5. Chemical elements to form a compound.
6. D 15. D
7. B A bond was formed between
8. D elements
9. C
What Is It
Activation Energy- a cyclist going up a steep road. Or any activity that requires exerting
energy and force.
Temperature- Hot water - 1; Tap water -2; Cold water - 3
Concentration-the particles on the left side has more spaces between them so there is less
collision between particles
Concentration- When there is a greater number of solute/particles, there is a greater
chance of collision causing the increase rate of reaction.
What Is it (continuation)
Size of particle/surface area- 3; Magnesium atom; they are broken into smaller pieces;
Figure 2 because the particles are smaller which increases the surface area
What’s More Activity 1.2
Effects of Concentration
1. Formation of gas bubbles.
2-3. The rate of formation of Hydrogen gas is higher in the boiling tube B containing
concentrated Hydrochloric acid than in tube A containing diluted Hydrochloric acid.
4-5. The rate of reaction increases with increase of concentration of the reactants
What’s More Activity 1.2 (continuation)
6. Mg + 2HCl →MgCl2 + H2
Effects of Temperature
1. In hot or in high temperatures.
2. The pink color disappears fast.
3. The rate of reaction increases with high temperature.
Answer Key
214
What’s More Activity 1.2 (continuation)
Effects of Particle Size
1. Powdered Calcium Carbonate (CaCO3) dissolves faster than a lump of CaCO3.
When particle size decreases, the total surface area exposed to reacting particles
increases thus increasing the speed of chemical reaction. The smaller the size of the
reacting particles, the faster the rate of reaction.
What I Have Learned Assessment
1. Collision of particles, Orientation and 1. increasing 11. D
Activation 2. True 12. C
2. Activation Energy, Temperature, 3. True 13. D
Concentration and Particle Size/Surface 4. True 14. B
Area 5. True 15. A
3. Increases 6. A
4. Solute 7. C
5. Increases 8. B
6. Increases 9. B
7. Smaller 10. C
8. Greater 10.
9. Slow/Slower, Fast/Faster
In hot tea, the lump of sugar dissolves faster because of the temperature.
Reaction rate is increased with increase in temperature making the particles
collide faster, gaining more energy. Granulated sugar increases the dissolving rate
because more particles are exposed to water.
Additional Activities (cont.)
1. Wood shavings will catch fire more easily because more particles are exposed to other
reactant creating greater collision and increasing the rate of chemical reactions.
Additional Activities (cont.)
WORD SEARCH
References
“Activation Energy and Temperature Dependence.” https://courses.lumenlearning.
com/boundless-chemistry/chapter/ activation -energy-and-temperature-
dependence/. Retrieved May 24, 2020.
“Activation Energy. What do you want to activate?” The Mazemaster Blog. May 14,
2012. https://agritourismspeaker.com/2012/05/14/activation-energy-
what-do-you-want-to-activat/.
Davidson, Ashlie. “Collision Theory of Reactions” https://slideplayer.com/
slide/7517587/. Retrieved May 25, 2020.
King, Lorin. “Chemical and Physical Reactions” Reactions Power Point. April 29,
2011. https://betterlesson.com/community/document/156325/reactions-
power-point-pptx.
Klepner, Jackie. “What is the correct equation for photosynthesis?” January 28,
2018.https://www.quora.com/What-is-the-balanced-equation-rate-
photosynthesis
“Making Reactions Faster: Factors Affecting Rates of Reaction. February 17, 2016.
https://www.compoundchem.com/2016/02/17/rate-of-reaction/.
Padua, Alicia L., Ma. Cristina D. Padolina, Ricardo M. Crisostomo, and Marie Jessica
B. Alumaga. Physical Science. Vibal Group Inc., 2016.
“Rate of Reaction -Factors” 2015. https://www.pathwayz.org/Tree/ Plain/ RATES

+OF +REACTION+-+FACTORS. Retrieved May 24, 2020.
“Rate of Reaction” 2018.http://www.chem4kids.comfiles/react_rates.html.
Retrieved May 25, 2020.
Rodgers, Elia. 2020. Reaction Rate and Equilibrium-Power point Presentation.

https://www.slideserve.com/elia/reaction-rate-and-equilibrium. Retrieved
May 25, 2020.
215

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219
on Catalyst!
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For the learner:

Catalyst!
module.

module.






221
competency.

learned concepts.

module.

this module.
not alone.
222
Week
5
What I Need to Know
This module was designed and written with you in mind. It is here to help you to
define catalyst and describe how it affects reaction rate. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
The module contains discussion about catalyst as one of the factors affecting the
reaction rate.

1. describe the concept of catalyst;
2. present catalyst as an effective means of affecting the reaction rate; and
3. realize the importance of catalyst and how it affects your life.
223
What I Know
Directions: Modified TRUE or FALSE. On the space at the left, write TRUE if the
statement is true. If the statement is false, change the italicized word to make it
correct.
____________________ 1. A catalyst is a substance that can be added to a reaction

to increase the reaction rate without getting consumed in
the process.
____________________ 2. Heat is not a catalyst since it can’t be taken out of the

reaction in the same amount it was inputted into the
reaction.
____________________ 3. Catalysts increase the rates of chemical reactions by

raising the activation energy of the reactions.
____________________ 4. Collisions only result in a reaction if the particles collide

with a certain maximum energy called the activation
energy of the reaction.
____________________ 5. A chemical reaction may be energetically favorable (i.e.

exothermic), and so if the activation barrier is high (i.e.
the activation energy is high), the reaction rate may be
extremely slow.
______________________6. Decreasing the concentration of reactants increases the

collision frequency between reacting particles.
______________________7. Increasing the concentration of a substance increases the

kinetic energy of the particles that make up the
substance.
______________________8. Raising the temperature of a reaction increases the rate of

the reaction by increasing the energy of the collisions
between reacting particles.
______________________9. Lowering the surface area of a reactant increases the rate

of the reaction.
224
______________________10. Catalysts permit reactions to proceed along a higher
energy path.
______________________11. Smaller particle size allows for a larger surface area to

be exposed for the reaction.
______________________12. Temperature is the measure of how much area of an

object is exposed.
______________________13. Grains of sugar have a greater surface area than a solid

cube of sugar of the same mass, and therefore will
dissolve quicker in water.
______________________14. Decreasing the temperature causes the particles (atoms

or molecules) of the reactants to move more quickly so
that they collide with each other more frequently and with
more energy.
______________________15. Catalyst describes the idea that atoms, ions, and

molecules must collide in order to react.
225
Lesson
1 Catalyst
Reaction rates generally increase with increasing reactant concentration, increasing

temperature, and the addition of a catalyst. Physical properties such as high
solubility also increase reaction rates. Solvent polarity can either increase or
decrease the rate of reaction, but increasing solvent viscosity generally decreases
reaction rates.
Although a balanced chemical equation for a reaction describes the quantitative

relationships between the amounts of reactants present and the amounts of products
that can be formed, it gives us no information about whether or how fast a given
reaction will occur. This information is obtained by studying the chemical kinetics of
a reaction, which depend on various factors: reactant concentrations, temperature,
physical states and surface areas of reactants, and solvent and catalyst properties if
either are present. By studying the kinetics of a reaction, chemists gain insights into
how to control reaction conditions to achieve a desired outcome.
Figure 1: The figure shows how temperature affects the rate of reaction as it
increases the kinetic energy of the molecules, thus increasing their chances
of overcoming the energy barriers they need to have the reaction go to
completion.
226
What’s In
Word Search: Search and encircle to unlock the pool of words in the box then use
them by filling in the blanks to complete the passage.
Factors Affecting the Rate of Reaction
A C T I V A T I O N E N E R G Y M G
B W D N B M L Y L M A W D M T M Q Y
R T A C P A R T I C L E S I Z E Z E
N S I T A S I E A R T V E N D T T N
D Y T R N R R M Q A B N D Q G R M Z
A L L E G E Y P T M O V K Z E V C Y
C A C J M S M E X I D C L I O V Y M
T T L O T P P R T O I D N T D B L E
I A T Q M I E A C M T H Y O Y L R S
V C O N C E N T R A T I O N D B B P
A N Z E L I O U A B L P E L D P Q L
I K R D X Y H R I T M P Z R W M T R
I P Y O K T M E I X U N S N M B N R
Concentration Activation energy Catalyst Temperature
Particle Size Enzymes
Increasing the ___________ of a system increases the average kinetic energy of

its constituent particles. As the average kinetic energy increases, the particles move
faster and collide more frequently per unit time and possess greater energy when
they collide. When the ___________ of all the reactants increases, more molecules or
ions interact to form new compounds, and the rate of reaction increases. When solids
and liquids react, increasing the surface area of the solid will increase the reaction
rate. A decrease in ___________ causes an increase in the solid’s total surface area.
Collisions only result in a reaction if the particles collide with a certain minimum
energy called the ___________ for the reaction. The position of activation energy can
be determined on a Maxwell-Boltzmann distribution. To increase the rate of a
reaction, the number of successful collisions must be increased. One possible way of
doing this is to provide an alternative way for the reaction to happen which has a
lower activation energy. Adding ___________ has this effect on activation energy. It
provides an alternative route for the reaction with a lower activation energy. Catalysts
are everywhere! Many biochemical processes, such as the oxidation of glucose, are
heavily dependent on ___________, proteins that behave as catalysts.
227
A Word of Caution!
Care must be taken when discussing how a catalyst operates. A catalyst

provides an alternative route for the reaction with a lower activation energy.
It does not "lower the activation energy of the reaction". There is a subtle
difference between the two statements that is easily illustrated with a
simple analogy. Suppose there is a mountain between two valleys such that
the only way for people to get from one valley to the other is over the
mountain. Only the most active people will manage to get from one valley
to the other.
Now suppose a tunnel is cut through the mountain. Many more people will
now manage to get from one valley to the other by this easier route. It could
be said that the tunnel route has a lower activation energy than going over
the mountain, but the mountain itself is not lowered. The tunnel has
provided an alternative route but has not lowered the original one. The
original mountain is still there, and some people still choose to climb it. In
chemical terms, if particles collide with enough energy, they can still react
in exactly the same way as if the catalyst was not there; it is simply that
the majority of particles will react via the easier catalyzed route.
228
What’s New
Excellent! You are good in analyzing information. As a reward, I will share a story
with you.
Wow, I do love hearing

stories. Can’t wait any
longer Professor X.
I am more than glad and happy hearing that from you. I’ll just get my book and read
it for you.
Maria and Pedro met in Mr. Fallarna’s first

grade class. They were friends all through
grade school, high school, and college. Their
friends and family members all thought that
they should date, but they never did, and the
people around them began to get impatient.
Finally, their friends Sarah and Juan took the
matter into their own hands. Sarah asked
Maria to go a concert with her, and Juan
asked Pedro to go to the same concert with
him. At the last minute, Sarah and Juan
cancelled, leaving Maria and Pedro to attend
the concert together. They began dating and
later got married.
229
What a happy ending! They are very lucky for having friends like Sarah and Juan.
They act like catalyst in their relationship. In chemistry, it is any substance that
increases the rate of reaction without itself being consumed. One good example are
enzymes that are naturally occurring catalyst responsible for essential biochemical
reactions.
So, apples go brown when their flesh reacts with air. In the pictures below, which
apple will go brown the quickest? Why?
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________.
A B C D
Figure 2: Apple set ups in different sizes.
What is It
Key Terms
 Activation energy: the minimum energy required for a reaction to occur.

 Catalysis: the increase in the rate of a chemical reaction by lowering its
activation energy.
 Transition state: an intermediate state during a chemical reaction that has
a higher energy than the reactants or the products.
 Maxwell-Boltzmann Distribution: a probability distribution used for
describing the speeds of various particles within a stationary container at a
specific temperature. The distribution is often represented with a graph, with
the y-axis defined as the number of molecules and the x-axis defined as the
speed.
230
The Effect of a Catalyst on Rate of Reaction
This part explains how adding a catalyst affects the rate of reaction. It assumes
familiarity with basic concepts in the collision theory of reaction rates, and with the
Maxwell-Boltzmann distribution of molecular energies in a gas. A catalyst is a
substance which speeds up a reaction, but is chemically unchanged at its end. When
the reaction has finished, the mass of catalyst is the same as at the beginning.
Several examples of catalyzed reactions and their respective catalysts are given
below:
Reaction Catalyst
Decomposition of hydrogen peroxide manganese(IV) oxide, MnO2
Nitration of benzene concentrated sulfuric acid
Manufacture of ammonia by the Haber iron
Process
Conversion of SO2 into SO3 during the vanadium(V) oxide, V2O5
Contact Process to make sulfuric acid
Hydrogenation of a C=C double bond nickel
The Importance of Activation Energy
Collisions only result in a reaction if the particles collide with a certain minimum
energy called the activation energy for the reaction. The position of activation energy
can be determined on a Maxwell-Boltzmann distribution:
The number of particles represented by Only the number of particles represented

the area under this part of the curve by the area under this part of the curve
don’t have enough energy to react. have high enough energies to react.
Number of
particles
Activation energy
Only those particles represented by the area to the right of the activation energy will
react when they collide. The majority do not have enough energy, and will simply
bounce apart.
231
To increase the rate of a reaction, the number of successful collisions must be
increased. One possible way of doing this is to provide an alternative way for the
reaction to happen which has a lower activation energy. In other words, to move the
activation energy to the left on the graph:
Now all these extra

particles have
enough energy to
Originally, only the
Number of
react as well.
number of particles
particles
represented by the
area under this part
of the curve had
high enough
energies to react.
particles which
don’t have enough
energy to react
Energy
new activation energy original activation energy
Adding a catalyst has this effect on activation energy. A catalyst provides an

alternative route for the reaction with a lower activation energy. This is illustrated on
the following energy profile:
232
What’s More
Catalyst is one of the factors that can affect the rate of reaction along with
concentration, temperature, and size of the particles as discussed on the previous
module.
The video links below show a simple experiment and a discussion on how catalyst
react with substances, hence affecting its rate.
Answer the guide questions below after watching each video.
Link 1: https://www.youtube.com/watch?v=m_9bpZep1QM&t=41s
Link 2: https://www.youtube.com/watch?v=5JpGbhAP3ZE
Link 1: Guide Questions
1. What is a catalyst?
2. How does catalyst work?
3. In the video, where are catalysts used in everyday life?
Link 2: Guide Questions
1. What substance in the experiment contains catalyst that helps in the

reaction?
2. What happens when the yeast is added to the hydrogen peroxide?
3. What enzyme catalyst was produced by the substance?
4. How would you differentiate catalyst from temperature as a factor affecting
the rate of reaction?
5. What is the significance of putting flame on the solution in the experiment?
233
What I Have Learned
Complete the group of words to form relevant ideas about the lesson.
 A catalyst is…
 An enzyme…
 Activation energy is related to rate of reaction because…
 Without catalyst, life is…
What I Can Do
Just like catalysts explained in science, there are also some factors that may affect
us to grow or hinder our rate of success.
It may include your family, friends, opportunities, or your personality.

Will you share it with me? Who/What are the influencers in your life? Write it on
your journal.
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
My Journal ________________________________________________________
________________________________________________________
234
Assessment
Directions: Encircle the letter of the correct answer.
1. How does a catalyst work in speeding up a reaction?

a. It lowers the activation energy.
b. It provides more energy.
c. It creates more reactants.
d. It increases the temperature.
2. The minimum amount of energy needed for colliding particles to react is called
the
a. chemical energy c. kinetic energy
b. activation energy d. potential energy
3. A substance that increases the rate of a reaction without being used up during
the reaction is called a
a. catalyst c. product
b. reactant d. solute
4. Catalysts permit reactions to proceed along a ___________energy path.

a. higher c. restricted
b. lower d. stabler
5. What is an enzyme?
a. An inorganic substance added to food for better digestion.
b. An organic molecule that dissolves nutrients in the body.
c. A biomolecule that releases energy during chemical reactions.
d. A biomolecule that serves as catalyst in biological system.
6. Which of the following explains why product molecules are not formed despite
despite numerous collisions? Choose all that apply.
a. Number of collisions c. Orientation
b. Activation energy d. Energy released by reaction
7. How is catalyst different from a reactant?

a. Adding more catalyst speeds up the rate of reaction.
b. Adding more catalyst slows down the rate of reaction.
c. The catalyst is not used up in the reaction.
d. The catalyst increases the activation energy of the reaction.
8. Which of the following increases the speed of reaction? Choose all that apply.
a. Raising the temperature. c. Adding a catalyst.
b. Adding more reactants. d. Adding more products.
235
9. The rate of a chemical reaction is NOT affected by which of the following?
a. Temperature c. Concentration
b. Particle size d. None of these
10. Products will form faster if______________.

a. the particle size of the reactants are larger.
b. temperature is decreased.
c. the concentration of the reactants are increased.
d. the reaction is not stirred.
11. Choose two options that will INCREASE the rate of reaction.
a. Reducing heat c. Adding catalyst
b. Adding heat d. Removing catalyst
12. Which of the following will lower the rate of reaction?

a. Adding an enzyme to the reaction.
b. Decreasing the temperature from 40oC to 10oC.
c. Breaking a chunk of calcium up into smaller pieces.
d. Increasing the amount of solute dissolved in solution.
13. Smaller particle size results to a ______________ surface area to be exposed for
the reaction.
a. larger c. smaller
b. regular d. spherical
14. Which of the following is NOT a characteristic of a catalyst?

a. It participates in the reaction. c. It enhances the equilibrium rate.
b. It activates equilibrium. d. It initializes the reaction.
15. What must happen before a chemical reaction can begin?

a. The activation energy must be exceeded.
b. The activation energy must be reached.
c. The concentration of reactant molecules must be reduced.
d. The concentrations of products and reactants must be equal.
In your most creative way, how will you define catalyst

and describe how it affects reaction rate?
It can be through a song, a role play (experiment), poem, poster, or interpretative

dance. A 5-minute-performance will be evaluated using a common rubric to be
given by the teacher.
236
237
What's More What’s New
Link 1: 1. Apple D will go
brown the quickest.
1. It speeds up the reaction but not used up in the Since apple’s flesh
reaction. reacts to air, it
2. It provides an alternative pathway for the reaction to makes apple B,C,D
occur. This has a lower activation energy. to go brown slower
3. Used in the haber process, contact process and than A. And by
catalytic converters. applying the factors
Link 2: affecting the rate of
reaction, it will be
1. It is the yeast. the one with the
2. It produces bubbles as a result of the release of oxygen. smallest surface
3. Catalase area, hence letter D.
4. It is not consumed during the reaction. The process of the
5. To test if combustion is possible due to the presence of reaction that takes
oxygen. place here when an
enzyme reacts to air
is enzymatic
browning.
What’s In What I Know
Words Search 1. TRUE
2. TRUE
3. Lowering
4. Minimum
5. TRUE
6. Increasing
7. TRUE
8. TRUE
9. TRUE
10. Lower
11. TRUE
12. Surface area
13. TRUE
14. Increasing
Passage. 15. Collision theory
1. Temperature
2. Concentration
3. Particle size
4. Activation energy
5. Catalyst
6. enzymes
Answer Key
238
Assessment What I Have Learned
1. A 1. A catalyst is a substance that speeds up a
2. B chemical reaction, but is not consumed by
3. A the reaction; hence a catalyst can be
4. B recovered chemically unchanged at the end
5. D of the reaction it has been used to speed up,
6. C and D or catalyze.
7. C 2. Enzymes are biological molecules (typically
8. A,B, and C proteins) that significantly speed up the rate
9. D of virtually all of the chemical reactions that
10. C take place within cells.
11. B and C 3. The activation energy of a chemical reaction
12. B is closely related to its rate. Specifically, the
13. A higher the activation energy, the slower the
14. A chemical reaction will be. This is because
15. B molecules can only complete the reaction
once they have reached the top of the
activation energy barrier.
4. Answers may vary.
Answer Key
References
Boone, Silvester. “Slideplayer”. Rates of Reaction.
https://slideplayer.com/slide/8382648/ (accessed May 23, 2020)
“Chemistry Libretexts”. Factors that Affect Reaction Rates.

ry_Textbook_Maps/Supplemental_Modules_(Physical_and_Theoretical_Chem
istry)/Kinetics/Reaction_Rates/Factors_That_Affect_Reaction_Rates
(accessed May 23, 2020)
Clark, Jim. “Chemistry Libretexts”. The Effect of a Catalyst on Rate of Reaction.
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/Modules_an
d_Websites_(Inorganic_Chemistry)/Catalysis/The_Effect_of_a_Catalyst_on_R
ate_of_Reaction (accessed May 23, 2020)
“Khan Academy”. Types of Catalysts.

https://www.khanacademy.org/science/chemistry/chem-
kinetics/arrhenius-equation/a/types-of-catalysts (accessed May 23, 2020)
239

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Physical Science
Limiting Reactants and the Amount of Products Formed
First Edition 2020
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Writer: Francis Darril A. Albo
Angelica J. Macaraeg
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Limiting Reactants and the
Amount of Products Formed
243
on Limiting Reactants and the Amount of Products Formed!
the module:

You also need to keep track of the learners’ progress while allowing them to manage
244
For the learner:
on Limiting Reactants and the Amount of Products Formed!
module.

module.






245
competency.

learned concepts.

module.

this module.
not alone.
246
Week
6
What I Need to Know
This module was designed and written with you in mind. It is here to help you to use
the stoichiometric calculation to determine excess and limiting reactants in a
chemical reaction. Also, it helps you to understand on how to perform calculation in
product formation. The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary level of
students. The lessons are arranged to follow the standard sequence of the course.
But the order in which you read them can be changed to correspond with the
textbook you are now using.

1. Use stoichiometric calculation to determine excess and limiting reactants in a
chemical reaction and explain why.
2. Calculate theoretical yields of products formed in reactions that involve
limiting reagents.
247
What I Know
Directions: Analyze and answer the reaction and problem below.
1. Write the equation for the reaction of iron (III) phosphate with sodium sulfate
to make iron (III) sulfate and sodium sulfate.
2. If I perform this reaction with 25 grams of iron (III) phosphate and an excess
of sodium sulfate, how many grams of iron (III) phosphate can I make?
3. If 18.5 grams of iron (III) phosphate are actually made when I do this reaction,
what is my percent yield?
4. Is the answer from problem #3 reasonable? Explain.
5. If I do this reaction with 15 grams of sodium sulfate and get a 65.0% yield,
how many grams of sodium phosphate will I make?
6. In the equation Mg + O2(g)  MgO, how many molecules of Mg on the reactant
side do we need to make our equation balance?
a. 2 c. 3
b. b. 1 d. 4
7. Use the following BALANCED equation: 2C2H6 + 7O2 4CO2 + 6H2O

If 15 g of C2H6 react with 45 g of O2, how many grams of water will be
produced?
a. 27 g H2O c. 22 g H2O
b. 28 g H2O d. 23 g H2O
8. What is the limiting reactant?

a. O2 c. H2O
b. b. C2H6 d. CO2
9. What is the excess reactant?

a. O2 c. H2O
b. b. C2H6 d. CO2
10. Consider the following reaction: 2Al + 6HBr 2AlBr3 + 3H2

When 86.9 grams of Al reacts with 401 grams of HBr, how many H 2 are
formed?
a. 5.01 g c. 8.01 g
b. 7.01 g d. 10.01 g
248
11. What is the limiting reactant?
a. Al c. HBr
b. AlBr3 d. H2
12. For the excess reactants, how many grams are left over at the end of the
reaction?
a. 47.4 g c. 44.3 g
b. 42.3 g d. 48.4 g
13. The reactant which was not used up after the completion of the chemical
reaction.
a. Reactants b. Limiting Reagents
b. Solute d. Excess Reagents
14. It deals with the process that involves rearrangement of the molecular or
ionic structure of a substance to form a new substance or product.
a. Chemical Equilibrium c. Chemical Reaction
b. Chemical Kinetics d. Stoichiometry
15. Which of the following is the correct sequence of a chemical equation?

a. Reactant  Product c. Reactant + Product
b. Catalyst  Product d. Product + Reactant
249
Lesson Physical Sciences: Limiting
1 Reactants and the Amount
of Products Formed
Chemical equations give the ideal stoichiometric relationship of reactants and

products. However, sometimes the amount of reactants used are not mixed in exact
or proper ratio. Thus, some reactants will be in excess and others will be completely
used up. In a chemical reaction, reactants that are not used up when the reaction is
finished are called excess reagents. The reagent that is completely used up is called
the limiting reagent, because its quantity limits the amount of products formed.
Fig 1
Figure shows the parts of chemical reaction. We have two

elements in the reactant side that will undergo chemical
reaction to produce a product: A + B → AB. An example of a
synthesis reaction is the combination of two molecules of H
and two molecules of Oxygen gas to produce one molecule of
water.
250
What’s In
Chemical reaction deals with the process that involves rearrangement of the
molecular or ionic structure of a substance, as opposed to a change in physical form
or a nuclear reaction.
A chemical equation shows the starting compound(s)—the reactants—on the left and
the final compound(s)—the products—on the right, separated by an arrow. In a
balanced chemical equation, the numbers of atoms of each element and the total
charge are the same on both sides of the equation.
For example:
The figure shows the combustion of methane, CH4 (a hydrocarbon) that produces
carbon dioxide and water.

Let the student explore and learn the concept of stoichiometry
and apply it on how to identify the limiting and excess reactant.
Also let them how to apply their knowledge in basic mathematics
in order to find the value of product yields.
251
What’s New
Key Terms
 Stoichiometry is a branch of chemistry that establishes mole and mass
relationships between reactants and/or products in a chemical reaction to
determine desired quantitative data.
 Excess reagent is a reactant that is not used up when the reaction is finished.
 Limiting reagent is a reagent that is completely used up in a chemical
reaction.
In this activity, you will be introduced to simple stoichiometry.
Stoichiometry includes calculations that allow us to find the
amounts of chemicals involved in each reaction.
In stoichiometry, you must always start with a balanced equation.

We will use the following balanced recipe (equation):
2 Gc + 1 M 1 Sm
Where: Gc = graham cracker
M = marshmallow Sm = s’more
1. Notice that to make this recipe you have three pieces (reactant) to the left of the
arrow and one piece (product) to the right. This is supposed to represent a balanced
equation, so how can 3 = 1?
It’s because the pieces combine to form one whole. This would represent a synthesis
reaction.
2. If each student is to make one s’more, and I have 20 students, how much of each
ingredient will I need? Explain your logic – using a chemical equation.
2 Gc + 1 M  1 Sm (Use the ratio of the coefficients)
40 20 20
Let's look at a simplified view of the s'mores example. She starts out with six graham
crackers and four marshmallows.
How many marshmallows would be needed if

all six of the graham crackers were used?
Which of the two ingredients do you think will

be used up first?
12 Which ingredient will have excess?
3
9
252
Let’s ask Professor F:
Hi there, let me help you!

The correct answer is THREE. WHY?
The six graham crackers would require three marshmallows to
make three s'mores.
Which of the two ingredients run out first? Answer: Graham
Since she has four marshmallows (a greater supply than what is needed), the graham
crackers will limit the number of s'mores she can make.
Alternatively, you could look at the number of graham crackers that would be
needed.
Suppose wanted to make four s’mores using the available ingredients

earlier, how many graham crackers would I need if I have four
marshmallows?
4
8
1
Great, the four marshmallows would require eight graham

crackers to make four s'mores.
Since there are only six graham crackers (a supply less than
what is needed), the graham crackers will limit the number of
s'mores she can make.
You can see that the conclusion reached was the same
regardless of the ingredient (or reactant) chosen.
Let’s Try This!
We have five hot dogs and four hot dog buns. How many complete hot
dogs sandwiches can we make?
253
What is It
PROBLEM SOLVING TIP:
The first and most important step for any stoichiometric calculation is
to start with a balanced reaction. Since our calculations use ratios
based on the stoichiometric coefficients, our answers will be incorrect
if the stoichiometric coefficients are not right.
Here are the steps on how to balance a chemical equation:
1. Write down your given equation. For this example, you will use:
C3H8 + O2 --> H2O + CO2
This reaction occurs when propane (C 3H8) is burned in the presence of oxygen
to produce water and carbon dioxide.
2. Write down the number of atoms per element. Do this for each side of the
equation. Look at the subscripts next to each atom to find the number of
atoms in the equation. When writing it out, it's a good idea to connect it back
to the original equation, noting how each element appears.
Reactant Product
Carbon (C) 3 1
Oxygen (O) 2 3
Hydrogen (H) 8 2
3. Save hydrogen and oxygen for last, as they are often on both sides. Hydrogen
and oxygen are both common in molecules, so it's likely that you'll have them
on both sides of your equation. It's best to balance them last.
 You'll need to recount your atoms before balancing the hydrogen and
oxygen, as you'll likely need to use coefficients to balance the other
atoms in the equation.
4. Start with single elements. If you have

more than one element left to balance,
select the element that appears in only a
single molecule of reactants and in only a
single molecule of products. This means
that you will need to balance the carbon
atoms first.
5. Use a coefficient to balance the single carbon atom. Add a coefficient to the
single carbon atom on the right of the equation to balance it with the 3 carbon
atoms on the left of the equation.
C3H8 + O2 --> H2O + 3CO2
254
The coefficient 3 in front of carbon on the
right side indicates 3 carbon atoms just as
the subscript 3 on the left side indicates 3
carbon atoms.
In a chemical equation, you can change

coefficients, but you must never alter the
subscripts.
6. Balance the hydrogen atoms next. Since you

have balanced all atoms besides the
hydrogen and oxygen, you can address the
hydrogen atoms. You have eight on the left
side. So you'll need eight on the right side.
Use a coefficient to achieve this.
 C3H8 + O2 -->4H2O + 3CO2
 On the right side, you now added four as the coefficient because the
subscript showed that you already had two hydrogen atoms.
 When you multiply the coefficient four times by the subscript two, you
end up with eight.
 The other six atoms of oxygen come from 3CO 2.
(3x2=6 atoms of oxygen + the other 4=10)
7. Balance the oxygen atoms. Remember to

account for the coefficients that you've
used to balance out the other atoms.
Because you've added coefficients to the
molecules on the right side of the
equation, the number of oxygen atoms has
changed. You now have four oxygen atoms
in the water molecules and 6 oxygen
atoms in the carbon dioxide molecules.
That makes a total of ten oxygen atoms.
 Add a coefficient of five to the oxygen molecule on the left side of the
equation. You now have 10 oxygen atoms on each side.
 C3H8 + 5O2 -->4H2O + 3CO2
Example 1: Finding the limiting reagent
For the following reaction, what is the limiting reagent if we

start with 2.80g of Al (Aluminum) and 4.25g of Cl (Chlorine)?
2Al(s)+3Cl2(g)→2AlCl3(s)
255
First, let’s check if our reaction is balanced: we have two Al atoms and six Cl atoms
on both sides of the arrow, so we are good to go! In this problem, we know the mass
of both reactants, and we would like to know which one will get used up first. In the
first step, we will convert everything to moles, and then we will use the stoichiometric
ratio from the balanced reaction to find the limiting reagent.
Step 1: Convert amounts (grams) to moles.

We can convert the masses of Al and Cl2 to moles using molecular
weights:
(Convert g Al to mol Al)
(Convert g Cl2to mol Cl2)
Step 2: Find the limiting reagent using the stoichiometric ratio.
Now that our known quantities are in moles, there are multiple ways to
find the limiting reagent. We will show three methods here. They all give
the same answer, so you can choose your favorite. All three methods use the
stoichiometric ratio in slightly different ways.
METHOD 1: The first method is to calculate the actual molar ratio of the reactants,
and then compare the actual ratio to the stoichiometric ratio from the balanced
reaction.
The actual ratio tells us that we have 1.74 mol of Al for

every 1 mol of Cl2. In comparison, the stoichiometric
ratio from our balanced reaction is below:
This means we need at least 0.67 moles of Al for every mole of Cl 2. Since our actual
ratio is greater than our stoichiometric ratio, we have more Al than we need to react
with each mole of Cl2. Therefore, Cl2is our limiting reagent and Al is in excess.
METHOD 2: A more guess-and-check way you can figure out the limiting
reactant is by choosing one of the reactants—it doesn’t matter which
one—and pretending that it is the limiting reagent. We can then calculate
the moles of the other reagent needed based on the moles of our pretend
256
limiting reagent. For example, if we pretend that Al is the limiting reagent, we would
calculate the required amount of Cl2 as follows:
Based on this calculation, we would need 1.56x10-1 mol

of Cl2 if Al is actually the limiting reagent. Since we have
5.99 x10-2 mol Cl2which is less than 1.56x10-1 mol of Cl2
our calculation tells us that we would run out of Cl2
before we fully reacted all of the Al. Therefore, 1.56x10 -1
mol of Cl2is our limiting reagent.
METHOD 3: The third method uses the concept of a mole of reaction,

which is abbreviated as mol-rxn. One mole of reaction is defined as
occurring when the number of moles given by the coefficients in your
balanced equation react. That definition can sound rather confusing, but
the idea is hopefully more clear in the context of our example. In the current reaction,
we would say that one mole of reaction is when two moles of Al react with three moles
Cl2 to produce two moles AlCl3 which we can also write as:
1mol-rxn=2mol Al=3mol Cl2=2mol AlCl3

We can use the above relationship to set up ratios to convert the moles of each
reactant to moles of reaction:
The more moles of reaction you have, the more times the reaction can occur.
Therefore, the reactant with fewer moles of reaction is the limiting reagent since the
reaction can be carried out fewer times with that reactant. We see that this method
also Cl2 is our limiting reagent because it makes 2.00×10−2mol-rxn, which is less
than 5.20×10−2mol-rxn, from Al.
Example 2: Calculating theoretical yield

Now that we know the limiting reagent, we can use that information to
answer the following question:
What is the theoretical yield of AlCl3 that the reaction can produce when we
start with 4.25 g of Cl2, our limiting reagent?
We can use the moles of limiting reagent plus the stoichiometric ratios from our
balanced reaction to calculate the theoretical yield. The coefficients from the
257
balanced reaction tell us that for every three mol of Cl2we should make two mol of
AlCl3. Therefore, the theoretical yield, in moles, is:
The theoretical yield is usually expected to have units of mass, so we can convert
moles of AlCl3to grams using the molecular weight:
Percent Yield
The theoretical yield is the maximum amount of product you would
expect from a reaction based on the amount of limiting reagent. In
practice, however, chemists don’t always obtain the maximum yield for many
reasons. When running a reaction in the lab, loss of product often occurs during
purification or isolation steps. You might even decide it is worth losing 10% of your
product during an extra purification step because it is more important to have
extremely pure product—as opposed to having a larger amount of less pure product.
Oh no, a cat-burglar stole a hot dog

bun! That makes the actual yield
three complete hot dogs. If our
theoretical yield was four complete
hot dogs, what is our percent yield?
Source:
https://www.khanacademy.org/s
cience/chemistry/chemical-
reactions-stoichiome/limiting-
reagent-stoichiometry/a/limiting-
reagents-and-percent-yield
Despite how nice and tidy a balanced reaction appears, reactants can
also react in unexpected and undesirable ways such as doing an
entirely different reaction—sometimes called a side reaction—to give
products that we don't want. Your actual yield may change based on
factors such as the relative stability of reactants and products, the
purity of the chemicals used, or the humidity on a given day. In some
cases, you might be left with all starting materials and no products
after your reaction. The possibilities are endless!
258
Since chemists know that the actual yield might be less than the theoretical yield,
we report the actual yield using percent yield, which tells us what percentage of the
theoretical yield we obtained. This ratio can be very valuable to other people who
might try your reaction. The percent yield is determined using the following equation:
Since percent yield is a percentage, you would normally expect to have a percent
yield between zero and 100. If your percent yield is greater than 100, that probably
means you calculated or measured something incorrectly.
Example 3. Calculating theoretical and percent yield
For example, the decomposition of magnesium carbonate (MgCO3) forms 15 grams

of magnesium oxide (MgO) in an experiment. The theoretical yield is known to be 19
grams. What is the percent yield of magnesium oxide (MgO)?
MgCO3 MgO CO2

Mg =1x24.31 g/mol Mg =1x24.31 g/mol C = 1x12.01 g/mol
C = 1x12.01 g/mol O=1x16.00 g/mol O=2x16.00 g/mol
O=3x16.00 g/mol
MgCO3=84.32 g/mol MgO = 40.31 g/mol CO2=44.01 g/mol
MgCO3 → MgO + CO2
What is the percent yield of the reaction?
First, we check to see if the reaction is balanced. It looks like we have equal numbers
of all atoms on both sides, so now we can move on to calculating the theoretical yield.
The calculation is simple if you know the actual and theoretical yields. All you need
is substitute the values into the formula:
percent yield = 15 g / 19 g x 100%
percent yield = 79%
Usually, you have to calculate the theoretical yield based on the balanced equation.
In this equation, the reactant and the product have a 1:1 mole ratio, so if you know
the amount of reactant, you know the theoretical yield is the same value in moles
(not grams!). You take the number of grams of reactant you have, convert it to moles,
and then use this number of moles to find out how many grams of product to expect.
259
What’s More
Activity 1. Limiting Reactants Calculation
Directions: Answer the following questions below. Use three significant figures in
your computation and final answer.
1. Consider the following reaction: 2Al + 6HBr  2 AlBr3 -----------+3H2

a. When 3.22 moles of Al react with 4.96 moles of HBr, how many moles
of H2 are formed?
b. What is the limiting reactant?
2. Consider the following reaction: 3Si + 2N2 Si3N4

a. When 21.44 moles of Si react with 17.62 moles of N 2, how many moles
of Si3N4 are formed?
What I Have Learned
The limiting reagent is the reactant that gets used up first during
the reaction and also determines how much product can be made.
We can find the limiting reagent using the stoichiometric ratios
from the balanced chemical reaction along with one of the many
nifty methods in Example 1.
Once we know the limiting reagent, we can calculate the maximum

amount of product possible, which is called the theoretical yield.
Since the actual amount of product is often less than the
theoretical yield, chemists also calculate the percent yield using
the ratio between the experimental and theoretical yield.
260
What I Can Do
Lab: Limiting Reactants Activity—Datasheet

Do the activity below using your knowledge about limiting reactant.
One (Gu) Guava reacts with four (Je) Jelly to

form a (GuJe) Guava Jelly according to the
following BALANCED equation.
1 Gu + 4 Je 1 GuJe
Question No. 1
a. How many Guava Jelly (GuJe) can be formed using 5 Guava and 23 Jelly?
c. What is the excess reactant?
d. How much is left over?
e. Use the balanced equation to answer the following question. One Guava has
a mass of 2.0 grams and one Jelly has a mass of 1.5 g. How many Guava Jelly
can be made with 12.5 grams of Guava and 15.0 grams of Jelly?
Two PANSIT reacts with six SILING LABUYO to form

a HOT Pansit according to the following BALANCED
equation.
2P + 6 SB • 1 HP
a. How many Hot Pansit can be formed using 10 Pansit and 24 Siling Labuyo?
c. What is the excess reactant?
d. How much is left over?
e. Use the balanced equation to answer the following question. One Pansit has a
mass of 5.0 grams and one Siling Labuyo has a mass of 1.0 gram. How many
Hot Pansit can be made from 40.0 grams of Pansit and 26.0 grams of Siling
Labuyo?
261
Assessment
Directions: Answer the following questions below on a separate sheet of paper.

1. It is the reactant that produces a lesser amount of product.
a. Excess Reactant c. Limiting Reactant
b. Percent Yield d. Co-Factor
2. Which of the following describes relationship of of the number of moles and

mass or reactant and products in a chemical reaction?
a. Molality c. Balancing Equation
b. Stoichiometry d. Percent Yield
3. It is the maximum amount of product you would expect from a reaction based
on the amount of limiting reagent
a. Theoretical yield c. Excess Reactant
b. Limiting Reactant d. Product Difference
4. This refers to the reactants which were not used up after completion of the
chemical reaction..
a. Excess Reagents b. Limiting Reagents
b. Solute d. Solution
5. It is the process that involves rearrangement of the molecular or ionic

structure of a substance to form a new substance or product.
a. Chemical Equilibrium c. Chemical Symbols
b. Chemical Reaction d. Stoichiometry
6. What is the expected value for percent yield?

a. -1 b. 0-100 c. above 100 d. 95 to 100
7. Which of the following equation below is balanced?

a. Al+3O2→2Al2O3
b. 4Al+O2→2Al2O3
c. 4Al+3O2→Al2O3
d. 4Al+3O2→2Al2O3
8. In the equation Mg+HCl→MgCl2+H2, how many molecules of hydrogen do we

need to make hydrogen balanced?
a. 3 b. 6 c. 2 d. 7
9-12. Will 28.7 grams of SiO2 react completely with 22.6 grams of H2F2? If not,
identify the limiting reagent. The balnced chemical equation for this reaction
is: SiO2+2H2F2→SiF4+2H2O
262
Si=20.09 g/mole O= 16.00 g/mole
H= 1.01 g/mole F= 19.00 g/mole
13-15. a. How many moles of chlorine gas can be produced if 4 moles of FeCl 3
react with 4 moles of O2?
FeCl3 + O2Fe2O3 + Cl2
a. What is the limiting reactant?
b. What is the excess reactant?
Answer the following equation using your knowledge gain about limiting reactant.
1. The following quantities are placed in a container: 1.5 × 10 24 atoms of
hydrogen, 1.0 mol of sulfur, and 88.0 g of diatomic oxygen.
H= 1.01 g/mol S= 32.10 g/mol O= 16.00 g/mol
a. What is the total mass in grams for the collection of all three
elements?
b. What is the total number of moles of atoms for the three elements?
c. If the mixture of the three elements formed a compound with
molecules that contain two hydrogen atoms, one sulfur atom, and
four oxygen atoms, which substance is consumed first?
d. How many atoms of each remaining element would remain unreacted
in the change described in (c)?
2. What is the limiting reactant in a reaction that produces sodium chloride from
8 g of sodium and 8 g of diatomic chlorine?
3. Consider the following reaction:

2CuCl2 + 4KI  2 CuI + 4KCl + I2
Cu= 63.54 g/mol Cl= 35.45 g/mol
I= 126.90 g/mol K= 39.10 g/mol
a. When 0.56 grams of CuCl2reacts with 0.64 grams of KI, how many
grams of I2 are formed?
263
264
What I Know What I Can Do What's More
1. 2 FePO4 + 3Na2SO4 1 1 1
Fe2(SO4)3 + 2Na3PO4 a. 5 1. Al= 4.83 mol H2
2. 33 grams b. Guava HBr= 2.48 mol H2
c. Jelly 2. HBr
3. (18.5/33) x 100% = 56% d. 3
e. 2 Guava Jelly 2
4. Yes. Any yield under 100% 2 a. Si= 7.15 mol Si3N4
is reasonable under the law a. 4 N2= 8.81 mol Si3N4
of conservation of mass. b. SilingLabuyo b. Si
5. According to the c. Pansit
stoichiometry, the d. 2
theoretical yield is 11.5 e. 4 Hot Pansit
grams. Multiplying this by
0.650, you get 7.48 grams.
6. a
7. c
8. a
9. b
10. a
11. c
12. b
13. d
14. c
15. a
Assessment
Answer
1. c 2. b 3. a 4. a
5. b 6. b 7. d 8. c
9-12
There must be one mole of SiO2 for every two moles of H2F2 consumed. Because the ratio is
0.478 to 0.568, 28.7 grams of SiO2 do not react with the H2F2.
C. Assuming that all of the silicon dioxide is used up, 0.478×21 or 0.956 moles of H2F2 are
required. Because there are only 0.568 moles of H2F2, it is the limiting reagent.
13-15. a. six moles of Cl2
b. FeCl3 c. O2
Answer Key
References
Helmenstine, Anne Marie, Ph.D. "Percent Yield Definition and Formula." ThoughtCo.
https://www.thoughtco.com/definition-of-percent-yield-605899 (accessed
May 28, 2020).
Khan Academy. n.d. “Limiting Reagents and Percent Yield.” Khan Academy. Khan
Academy. Accessed May 23, 2020.
https://www.khanacademy.org/science/chemistry/chemical-reactions-
stoichiome/limiting-reagent-stoichiometry/a/limiting-reagents-and-percent-
yield.
Kotz, J. C., P. M. Treichel, J. R. Townsend, and D. A. Treichel. "Stoichiometry:
Quantitative Information about Chemical Reactions." In Chemistry and
Chemical Reactivity, Instructor's Edition, 139-49. 9th ed. Stamford, CT:
Cengage Learning, 2015
Lumen Learning. n.d. “Reaction Stoichiometry.” Lumen Learning Boundless
Chemistry. PressBooks Lumen Learning. Accessed May 23, 2020.
https://courses.lumenlearning.com/boundless-chemistry/chapter/reaction-
stoichiometry/.
Ruff MA, Bess. 2020. “How to Balance Chemical Equations.” WikiHOW, January.
https://www.wikihow.com/Balance-Chemical-Equations.
Staley, Dennis. Prentice Hall Chemistry. Boston: Pearson Prentice Hall, 2007.
UC Davis ChemWiki. "Stoichiometry and Balancing Reactions", CC-BY-NC-SA 3.0
Petrucci, Ralph H., William S. Harwood, Geoffery F. Herring, and Jeffry D. Madura.
General Chemistry. 9th ed. New Jersey: Pearsin Prentice Hall,
https://chem.libretexts.org/Bookshelves/Inorganic_Chemistry/Modules_an
d_Websites_(Inorganic_Chemistry)/Chemical_Reactions/Limiting_Reagents2
007
265

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Physical
Science
267
Physical Science
How Energy is Produced and Managed
First Edition 2020
over them.


Felipa A. Morada
Felipa A. Morada
Layout Artist: Mary Grace L. Asa,
Pamela A. Lalusin
Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
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Physical Science
How Energy is Produced and
Managed
269
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on How
Energy is Produced and Managed!
the module:

270
For the learner:
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on How
Energy is Produced and Managed!
module.

module.






271
competency.

learned concepts.

module.

this module.
not alone.
272
Week
7
What I Need to Know
how energy is harnessed from different sources: fossil fuels, biogas, geothermal,
hydrothermal, batteries, solar cells, and biomass. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
This module contains discussion about the different sources of energy, how they are
generated and managed.

1. describe the different sources of energy;
2. give a brief summary of how energy is produced from different sources;
3. differentiate between renewable and non-renewable sources of energy; and
4. outline the pros and cons of the different sources of energy.
273
What I Know
paper.
1. It can be converted in form, but not created nor destroyed.

a. atom
b. energy
c. force
d. matter
2. Energy that comes from sources that will run out or will not be replenished in
our lifetimes—or even in many, many lifetimes
a. kinetic
b. non-renewable
c. potential
d. renewable
3. Organic matter from plants and animals (microorganisms)

a. batteries
b. biomass
c. geothermal
d. wind power
4. It includes hydrocarbons such as coal, oil, and natural gas that comes from
organic remains of prehistoric organisms.
a. batteries
b. biogas
c. fossil fuels
d. solar power
5. The main source of energy in the Visayas region

a. geothermal
b. hydroelectric
c. natural gas
d. wind power
274
6. This is “The People’s Power” because of the easy deployment of solar panels
and where energy is shared among owners.
a. biofuel
b. geothermal
c. hydroelectric
d. solar energy
7. It is the world’s most abundant fossil fuel.

a. coal
b. natural gas
c. oil
d. petroleum
8. This is the kind of renewable energy that is used to create methane and alcohol
which are fuels useful in energy production and in powering automobiles.
a. biomass
b. geothermal
c. hydroelectric
d. solar wind
9. He is the Italian physicist who invented the first battery.

a. Alessandro Volta
b. Antoine Lavoisier
c. Dmitri Mendeleev
d. Joseph Gay-Lussac
10. These are installed in strategic locations to harness the mechanical energy
from wind.
a. dams
b. power plants
c. wind turbines
d. windmills
11. This renewable energy utilizes moving water to turn turbines.

a. biomass
b. geothermal
c. hydroelectric
d. solar wind
12. Around how many percent of electricity in Visayas is produced from

geothermal power?
a. 14%
b. 38%
c. 29%
d. 45%
275
13. This renewable source of energy is less of an environmental hazard compared
to fossil fuels.
a. batteries
b. biomass
c. fossil
d. geothermal
14. These are installed in strategic locations where there is a substantial drop in
elevation.
a. dams
b. power plants
c. wind turbines
d. windmills
15. The energy that comes from fossil fuels came from the sun through this
process when the prehistoric plants were still alive.
a. cytokinesis
b. meiosis
c. mitosis
d. photosynthesis
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Lesson
How is Energy Produced and
1 Managed
Energy is defined as the ability to do work. When work is done, energy is

transferred from one object to another. Energy exists in different forms such as
electrical and chemical energy. Most forms of energy can be classified as kinetic
energy and potential energy. Kinetic energy is the energy possessed by moving
matter. Things with kinetic energy can do work. Kinetic energy depends on the
object’s mass and velocity. Potential energy is the energy stored in an object because
of its position or shape.
What’s In
Activity 1.1 Word Pool

Direction: To get started, you have to choose the terms related to energy from the
WORD POOL below. List down these words on the table on and write what you know
about it on a separate sheet of paper.
potential nutrition stomach electricity geothermal

atom rock solar typhoon renewable
battery volcano biomass redshift respiration
Term What I know about it?
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Ask learners to name different sources of energy and list them on
the board. Add on the list sources that are not mentioned by the
learners.
What’s New
Activity 1.2
The diagram shows the different sources of energy in the Philippines and the
percentages of each source. Compare the main source of energy from the different
regions of the Philippines.
Figure1. Gross Power Generation by Fuel (2013), Retrieved July 17, 2020, http://
www.eia.gov/todayinenergy/images/2015.03.06/chart2.png).
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Guide Questions:
1. What are the different sources of electricity in the Philippines?
2. Refer to the diagram above to complete the table below.
Luzon Visayas Mindanao
Main source of
electricity
Percentage
Second Source of
Electricity
Percentage
Third Source of
Electricity
Percentage
3. Based on the diagram, what can you say about the sources of energy from the
different regions in the Philippines?
What is It
A power plant is an industrial facility that generates electricity from primary

energy. Most power plants use one or more generators that convert mechanical
energy into electrical energy in order to supply power to the electrical grid for
society's electrical needs. The exception is solar power plants, which
use photovoltaic cells (instead of a turbine) to generate this electricity.
The type of primary fuel or primary energy flow that provides a power plant its
primary energy varies. The most common fuels are coal, natural gas,
and uranium (nuclear power). A substantially used primary energy flow for
electricity generation is hydroelectricity (water). Other flows that are used to generate
electricity include wind, solar, geothermal and tidal.
Electrical sources can be broken down to two major groups: renewable and
non-renewable sources. Renewable source is produced from sources that do not
deplete or can be replenished within a human's life time. The most common examples
include wind, solar, geothermal, biomass, and hydropower. This is in contrast to
non-renewable source which is a natural resource that cannot be readily replaced by
natural means at a quick enough pace to keep up with consumption.
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I. Renewable Sources
1. Geothermal
Geothermal power utilizes the heat energy from the earth’s crust. This heat
energy heats up rocks which, in turn, heats up nearby groundwater. The Malitbog
Geothermal Power Station is a 232.5 MW geothermal power plant or an earth steam
turbined electric generator--the world's largest geothermal power plant under one
roof located in Malitbog, Kananga, Leyte, Philippines. The power plant is one of four
operating in the Leyte Geothermal Production Field.
Geothermal energy is produced by the heat of Earth's molten interior.
This energy is harnessed to generate electricity when water is injected deep
underground and returns as steam (or hot water, which is later converted to steam)
to drive a turbine on an electric power generator that produces electricity.
Geothermal energy is less of an environmental hazard compared to fossil fuels
though it still has some emissions of carbon dioxide, nitrous oxide, and sulfur
dioxide.
Some of the operational geothermal power plants in the Philippines are:
 Malibarara Geothermal Power Plant in Sto. Tomas, Batangas
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 Makban Geothermal Power Plant and Makban Binary Geothermal Power Plant
in Bay, Laguna
 Tiwi Geothermal Power Plant in Tiwi, Albay
 Bacon Manito Geothermal Power Plant in Sorosogon
 Unified Leyte Geothermal Power Plant Tongonan Geothermal Power Plant in
Leyte
 Southern Negros Geothermal Production Field – Nasulo Geothermal Power
Plant and Palinpinon Geothermal Power Plant in Valencia Negros Occidental
2. Hydroelectric
Hydroelectric power (hydropower) is derived from the energy of falling or

moving water to generate electricity. Among other purposes, water is widely used to
produce electricity. Hydropower is a proven, mature, predictable, and price
competitive technology. A number of on- and off-grid hydropower plants have been
built throughout the country, including impounding dams and run-of-river types.
Impounding dams are able to supply energy during peak and off-peak hours while
run-of-river types supply electricity whenever capable, depending on the volume of
water that is discharged from the watersheds.
A turbine converts the kinetic energy of falling water into mechanical energy.
Then a generator converts the mechanical energy from the turbine into
electrical energy. The generator power is stepped up to a higher voltage from the
substation, and then exported for transmission.
Some of the operational hydroelectric power plants in the Philippines are:
 Palakpakin Hydroelectric Power Plant in San Pablo, Laguna

 Balugbog Hydroelectric Power Plant in Narcarlan, Laguna
 Cantingas Hydroelectric Power Plant in San Fernando, Romblon
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3. Wind power
While an electric fan uses electricity to produce wind, a wind turbine uses
wind to produce electricity. A wind turbine can generate megawatts of power,
depending on the weather conditions. In fact, an indicator for a potential wind farm
site is the presence of flagging trees or trees that are bent like how a flag would look
like due to strong winds. Because of the vast land area a wind farm occupies, unused
areas can be co-located with agricultural crops or even a solar farm.
Wind has been used in centuries to move ships and pump water. Wind
turbines are installed in strategic locations to harness the mechanical energy from
wind. Some of the most recent developments are the Bangui Wind Farm,
Burgos Wind Farm, and Caparispisan Wind Farm in Ilocos Norte, the Wind Energy
Power System in Oriental Mindoro, San Lorenzo Wind Farm in Guimaras,
Nabas Wind Farm in Aklan and Pililla Wind Farm in Rizal.
4. Solar Cells
If plants photosynthesize using sunlight, electric-powered technologies can

also use sunlight for energy. Solar power is a variable energy source that is
dependent on the cycle of the sun. The Philippines, being situated near the equator,
has many potential sites where solar energy may be harnessed.
With recent technology, solar power systems can be both applied to on- and
off-grid areas. Aggressive economic growth for the country is not far behind. As long
as there is sunlight, solar power will always be available. Solar power technology may
not generate energy at night but it is capable of supplying electricity to the grid at
daytime.
A solar cell, or photovoltaic cell, is an electrical device that converts the energy
of light directly into electricity by the photovoltaic effect, which is
282
a physical and chemical phenomenon. It is a form of photoelectric cell, defined as a
device whose electrical characteristics, such as current, voltage, or resistance, vary
when exposed to light. Individual solar cell devices are often the electrical building
blocks of photovoltaic modules, known colloquially as solar panels.
Some of the operational solar power plants in the Philippines are:
 Lian Sola Power Project and Calatagan Solar Power Project in Calatagan,
Batangas
 Cavite Economic Zone Solar Power Project in Rosario and General Trias,
Cavite
 CW Home Depot Solar Power Project and Central Mall Binan Solar Power
Plant in Biñan City, Laguna
Solar energy is also known as “The People’s Power,” referring to the easy
deployment of solar panels and the introduction of “community solar gardens” where
energy is shared among owners.
 Solar energy is abundant, requires low maintenance, and is environmentally-
friendly.
 Emissions associated with the manufacture of solar panels are present but
very minimal compared to pollution caused by burning fossil fuels.
 Two of the harmful emissions from the manufacture of solar panels are
nitrogen trifluoride and sulfur hexafluoride.
 Both are potent greenhouse gases.
 Some disadvantages of solar energy are: it is expensive, requires rare metals,
and requires a good amount of space. Thankfully, the technology is
continuously improving.
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 5. Biomass
Biomass refers to organic matter from plants and animals (microorganisms).

Organic wastes such as crop remains, manure, and garbage usually left to rot, can
be used for electricity generation. Rice husks and/or bagasse are burned as fuel to
boil water. The steam from the boiling water is used to run steam turbines, which in
turn drive generators to produce electricity.
 Wood is also a biomass fuel.

 As long as we replenish the trees that we cut, biomass can be a sustainable
energy source.
 Biomass is used to create methane and alcohol which are fuels useful in
energy production and in powering automobiles.
 Production of biogas or biofuels involves the action of microorganisms that
break down organic matter in a multi-step process.
 Technologies utilizing biomass are continuously evolving in order to improve
efficiency.
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II. Non-renewable Sources
1. Fossil fuels
Coal, oil and gas are fossil fuels, which have been formed over the last 600 million
years. Coal is the fossilized remains of huge forests which covered many parts of the
world in prehistoric times and hence contains biomass. As the trees and plants died,
they were covered in layers of silt and sand and, under great pressure, gradually
became formed into coal deposits.
 Coal is the world’s most abundant fossil fuel. It is relatively inexpensive and
is readily available.
 The formation of fossil fuels is due to a series of geologic processes where the
remains of organic life are accumulated in the ocean bottom and are buried
to eventually become part of the geosphere.
 They are buried to depths having high temperature and pressure where they
are converted to oil, natural gas, or coal.
 In the Philippines, around 69% of our electricity is derived from fossil fuels
(coal, oil, natural gas, biomass).
 In the world, around 75% of our energy is generated by combustion of fossil
fuels.
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 Power plants burn fossil fuels and the heat generated during this process is
used to turn water into steam and this turns the turbines.
2. Electrochemical (batteries)
A battery is a device that stores chemical energy and converts it to electrical
energy. The chemical reactions in a battery involve the flow of electrons from one
material (electrode) to another, through an external circuit. The flow of electrons
provides an electric current that can be used to do work.
There are three main components of a battery: two terminals made of different
chemicals (typically metals), the anode and the cathode; and the electrolyte, which
separates these terminals. The electrolyte is a chemical medium that allows the flow
of electrical charge between the cathode and anode.
Batteries, compared to other sources, have low intensity but they are
commonly used since they are portable and efficient.
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What’s More
Activity 1.3 Table Summary
Summarize your understanding about the different sources of energy by filling out
the table below. Use a separate sheet of paper for your answer.
Description Sources Examples Advantages/Disadvantages
Fossil Fuel
Electrochemical
Cells
Geothermal
Hydroelectric
Wind
Solar Cells
Biomass
What I Have Learned
Activity 1.4 Construct a Venn Diagram
Point out the similarities and differences between renewable and non-renewable
sources of energy by using a Venn diagram on a separate sheet of paper.
Renewable Non-Renewable
Sources Sources
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What I Can Do
Activity 1.5 Create an Acrostic Poem

Direction: Now that you have the knowledge about the different sources of energy,
create an acrostic poem using the word ENERGY.
Rubrics
Criteria Excellent Merit Achieved Needs Score
(4pts) (3pts) (2pts) Improvement
(1pt)
Content Information are Information are Information is Information is

clearly presented clearly clear unclear and written
and ordered in presented and in random order
such a way that it ordered Order of
brings a full information
picture of the does not clearly
material show
Creativity It is visually Visually inviting Visually Readable

inviting and easy and easy to read pleasing and
to read readable
Spelling and All spelling and Some spelling Some spelling Notable spelling and
Grammar grammar are and grammar and grammar grammar error
correct error error
Punctuality Submitted on Submitted on Submitted on Submitted after the

time time time deadline
TOTAL
Highest possible score: (4x4)/4= 4 components
Sample Score Sheet
Adjectival Rating Rating Grade

Range Range
Excellent 3.4-4.0 95-100
Merit 2.6-3.3 88-94
Achieved 1.8-2.5 81.87
Needs 1-1.7 75-80
Improvement
Criteria Score
Content 3
Creativity 3
Spelling and Grammar 3
Punctuality 4
TOTAL 13
13pts/4categories= 3.25
Learner is within the Merit range and

the teacher may choose a grade within
this range.
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Assessment
Modified True or False. Read each statement carefully. Write True if the statement
is correct; if the statement is FALSE, change the italicized word to make it true. Write
your answer on a separate sheet of paper.
_______1. Biomass is used to create methane and alcohol which are fuels useful in
energy production and in powering automobiles.
_______2. Electrical sources can be broken down into three major groups.
_______3. Hydroelectric power utilizes the heat energy from the earth’s crust.
_______4. Solar energy is abundant, requires low maintenance, and is

environmentally-friendly.
_______5. Wind turbines are installed in strategic locations to harness the

mechanical energy from wind.
_______6. The cushion is a chemical medium that allows the flow of electrical charge
between the cathode and anode.
_______7. The world’s most abundant fossil fuel is natural gas.
_______8. The most common fuels are coal, natural gas, and uranium (nuclear
power).
_______9. A generator converts the kinetic energy of falling water into

mechanical energy.
_______10. Batteries have high intensity but they are commonly used since they are
portable and efficient.
_______11. Geothermal energy is less of an environmental hazard compared to fossil
fuels.
______12. Wastes such as crop remains, manure, and garbage are good sources of
biomass.
______13. Nonrenewable source is produced from sources that do not deplete or can
be replenished within a human's life time.
______14. An electric fan uses electricity to produce wind.
______15. Water is widely used to produce electricity.
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290
What’s More
Type of Electrical Example
Source
Fossil Fuel non-renewable coal
Electrochemical non-renewable batteries
Geothermal renewable Malitbog Geothermal Power Station
Hydroelectric renewable Pulangi IV Hydroelectric Power Plant
Wind renewable Bangui Wind Farm
Biomass renewable manure
What’s New
1. The different sources of energy in the Philippines are coal, natural gas, oil, geothermal, hydroelectric
and others.
2.
Luzon Visayas Mindanao
Main source of Coal Geothermal Hydroelectric
electricity
Percentage 47% 49% 52%
Second Source of Natural gas Coal Oil
Electricity
Third Source of Hydroelectric Oil Coal
Electricity
3. Answers may vary.
Answer Key
action, and precautions.
household, or personal care products) indicating its uses, properties, mode of
Direction: Make either a poster, a flyer, or a brochure on a product (such as fuels,
Activity 1.6
291
What I Know What’s In
1. B 1. potential
2. B 2. electricity
3. B 3. geothermal
4. C 4. solar
5. A 5. renewable
6. D 6. battery
7. A 7. biomass
8. A
9. A
10. C
11. C
12. B
13. D
14. A
15. D
What's More What I Have Learned What I Can Do
Answers may vary. Answers may vary. Answers may vary.
Assessment Additional Activities
1. True Answers may vary.
2. two
3. non-renewable
4. True
5. True
6. Geothermal
7. True
8. coal
9. True
10. True
11. low
12. True
13. Alessandro Volta
14. True
15. Mindanao
References
Website:
Empowered. “Renewable Energy Decade Report 2008-2018.”Accessed July 22,

2020,https://www.doe.gov.ph/sites/default/files/pdf/issuances/20081216-
ra-09513-gma.pdf
“Energy Education.” Accessed July 17, 2020, https://energyeducation.ca/

encyclopedia/Power_plant
Wikipedia. “Malitbog Geothermal Power Station”, Accessed July 20, 2020

https://en.wikipedia.org/wiki/Malitbog_Geothermal_Power_Station
“Gross Power Generation by Fuel (2013).” Accessed July 18, 2020, http://
www.eia.gov/todayinenergy/images/2015.03.06/chart2.png).
“Our Energy Sources, Geothermal – The National Academies”, Accessed July 19,
2020 http://needtoknow.nas.edu/energy/energy-sources/renewable-
sources/geothermal/#:~:text=Geothermal%20energy%20is%20produced%20
by,on%20an%20electric%20power%20generator.
Energy Matters. “How is Hydroelectricity Generated”, Accessed July 21, 2020

https://www.enbridge.com/energy-matters/energy-school/hydro-
generation#:~:text=Hydroelectric%20power%20is%20a%20renewable,moving
%20water%20to%20produce%20electricity.&text=As%20the%20water%20flo
ws%20down,turbine's%20mechanical%20energy%20into%20electricity.
Wikipedia. ”Wind Power in the Philippines”, Accessed July 22, 2020

https://en.wikipedia.org/wiki/Wind_power_in_the_Philippines
Wikipedia. “Solar Cell”, Accessed July 20, 2020 https://en.wikipedia.org/

wiki/Solar_cell
Mary Bates. School of Engineering: “How Does A Battery Work?”, Accessed July 17,
2020 https://engineering.mit.edu/engage/ask-an-engineer/how-does-a-
battery-work/
292

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
293
Physical
Science
294
Physical Science
Active Ingredient(s) of Cleaning Products Used at Home
First Edition 2020
over them.


Writers: Jennifer O. Tullao, Amy B. Villar
Felipa A. Morada
Felipa A. Morada
Pamela A. Lalusin

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
295
Physical Science
Active Ingredient(s) of Cleaning
Products Used at Home
296

Active Ingredient(s) of Cleaning Products Used at Home!
the module:

297
For the learner:

Active Ingredient(s) of Cleaning Products Used at Home!
module.

module.






298
competency.

learned concepts.

module.

this module.
not alone.
299
Week
8
What I Need to Know
the active ingredients of cleaning products used at home. The scope of this module
permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow
the standard sequence of the course. But the order in which you read them can be
changed to correspond with the textbook you are now using.
Knowledge of chemicals used on the different household cleaning products is very

important. On this module, it focuses on the identification of the active ingredient(s)
of cleaning products used at home.
After going through this module, you are expected to identify the active ingredient(s)
of cleaning products at home.
300
What I Know
paper.
1. The type of cleaning products which many of the ingredients can be

manufactured from plants.
a. astringent
b. bleaches
c. detergent products
d. dishwashing liquid
2. An active component of bleach can remove stains.

a. chlorine
b. magnesium
c. potassium
d. sulfur
3. This cleaning product provides the chemical energy to help clean and remove
food soil from different types of cooking and serving items.
a. astringent
b. bleaches
4. This helps to disinfect and sanitize the materials and furniture in our home.
a. astringent
b. bleaches
5. This can prevent the spread of infectious diseases and control allergens, such
as dust and mold.
a. cleaning product
b. cooking utensils
c. electrical appliances
d. vehicles
301
6. These are liquid cleansers for cleaning dishes, plastics, and many other
surfaces.
a. astringent
b. bleaches
7. Sodium hydroxide and ___________ are the most commonly used alkali in
soap and detergents.
a. calcium hydroxide
b. cesium hydroxide
c. magnesium hydroxide
d. potassium hydroxide
8. This is known as washing soap or washing-up liquid that is used for hand
washing of glasses, plate, cutlery, and cooking utensils in a sink or bowl.
a. dishwashing gel
b. dishwashing liquid
c. dishwashing powder
d. dishwashing tablet
9. Mixing chlorine bleach with ammonia or vinegar can release what kind of
poisonous gas?
a. carbon monoxide
b. chlorine
c. nitrous oxide
d. sulfur
10. This is a reducing bleach that works by changing the double bonds of a
chromosphere into single bonds.
a. increasing bleach
b. non-oxidizing bleach
c. oxidizing bleach
d. reducing bleach
11. Cleaning your home is very important. It includes scrubbing, removing of

dust, grease, and _________.
a. clothes
b. furniture
c. food waste
d. shoes
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12. Which of the following is the best practice to have clean and healthy living?
a. Eat at the right time
b. Exercise daily
c. Do handwashing
d. Wear safety gadgets
13. Which of the following must be properly cleaned?

a. bathroom
b. kitchen top
c. utensils
d. all of the above
14. What will you use to perform a good handwashing?

a. detergent
b. dishwashing liquid
c. soap
d. wax
15. In order to prevent any harm in using the cleaning products at home, one
must:
a. Buy one product only.
b. Read carefully the product information.
c. Patronize the most popular name of a product.
d. Check the cheapest product available in the market.
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Lesson Active Ingredient(s) of
1 Cleaning Materials Used at
Home
Home is our haven especially when we are so tired in our whole day work in school
or office. In this time of pandemic, the cleanliness of our home is very important.
Good housekeeping requires high standard of cleanliness or the absence of dirt and
its sanitation as well, or the absence of disease-causing organisms like bacteria. All
housekeeping tasks need the use of the right tool for the right job. No single product
can provide optimum performance on all surfaces and all soils. It is not surprising
that many different household cleaners are available in the market. They are
formulated to clean efficiently and conveniently in many different situations found
at home.
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What’s In
Activity 1.1
Chemical reaction occurs when there is enough energy between reactants and
creates products. The reaction can increase or decrease temperature which is one of
the reasons that cleaning household products can burn skin or cause irritation.
1. What are the things you already know about the following concepts?
2. In what way will the following concepts be useful in understanding how chemical
household cleaning products works effectively. Give a possible explanation.
a. Energy
b. Chemical reactions
Let us see how these concepts occur in our lesson.
Note: Be careful on handling household cleaning products.

Let the learner look for the cleaning products available in their
home that will be used in the activity. Instruct the learner to be
very careful in handling the household cleaning products.
305
What’s New
Activity 1.2 Fruity Agents

Direction: Aside from being our food, give the other use of these fruits/vegetables.
Explain why these fruits/vegetables could be useful as cleaning materials or agents.
“Fruits/ Vegetables as Cleaning Agents”
Fruits/vegetables Use
1. calamansi
2.lemons
3. papaya
4. tomatoes
5. potatoes
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What is It
Active Ingredients of Cleaning Products Used at Home
There are lots of cleaning products we use daily in our home, office, or school. These
cleaning products play an important vital role in order to make our home spick and
span. They also help in safely and effectively removing dirt, germs and other
contaminants. They can also prevent the spread of infectious diseases and control
allergens, such as dust and mold, in order to keep us healthy. Cleaning products
also enable us to care for our homes and possessions.
There are different kinds of cleaning products. These are laundry detergents,
bleaches, dishwashing products and other household cleaners. Active ingredients
are found in different household cleaning products. They may give different side
effects to human. They can give either positive or negative side effects to us. So before
using these cleaning materials be sure to read first the instructions. Don’t forget to
follow all precautionary and safety measures before using them. Here are some of
the active ingredients found in different cleaning materials we use at home.
1. Alcohol Ethoxylate (AE)

Alcohol ethoxylates are a class of compounds that are commonly used
throughout many industrial practices and commercial markets. These compounds
are synthesized via the reaction of a fatty alcohol
and ethylene oxide, resulting in a molecule that
consists of two main components, (1) the oleophilic,
carbon-rich, fatty alcohol and (2) the hydrophilic,
polyoxymethylene chain.
Alcohol ethoxylate surfactants enhance the

mixing and solubilization of oil and water by having
these contrasting sections within the same
compound. With this unique structure, a single
molecule can inhabit the interface of two immiscible
phases (i.e. oil and water), effectively bringing them
closer together and lowering the interfacial energy
associated between them.
Because these compounds are surfactants,

they can be used whenever oily substances encounter water or a surface. It can be
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used as detergents, wetting agents, emulsifiers, degreasers and emollients in many
lines of commercially available products and industrial practices.
2. Sodium Alkyl Sulfates

Sodium alkyl sulfate are members of alkyl sulfates. They are water-soluble
and can form soap bubbles. The chemical formula is C nH2n+1OSO2ONa.
It can be used in detergents, dish washing liquids, shower gels, shampoos,

hair conditioners and fabric softeners. It can also be used as fire extinguishing agent,
because it is not flammable. In the cosmetic industry it is used as an emulsifier to
mix oily and water-soluble compounds for toothpaste or moisturizing products.
It can produce irritating vapors when heated, consisting of carbon dioxide, carbon
monoxide, sulfur dioxide and others. As all detergents it can irritate skin and eyes.
If swallowed, it will cause nausea or vomiting.
3. Amine Oxide
An amine oxide, also known as amine-N-oxide and N-oxide, is a chemical
compound that contains the functional group R3N+–O−, an N–O bond with three
additional hydrogen and/or hydrocarbon side chains attached to Long-chain alkyl
amine oxides are used as nonionic surfactants and foam stabilizers.
Amine oxides are highly polar molecules and have a polarity close to that of
quaternary ammonium salts. Small amine oxides are very hydrophilic and have an
excellent water solubility and a very poor solubility in most organic solvents.
4. Ammonia
Ammonia is a colorless, soluble alkali gas that occurs naturally in the
environment. It is a chemical containing one nitrogen and three hydrogen atoms
bonded together. It was traditionally used in many household cleaners, though today
it's still found in glass cleaner, all-purpose cleaners, and smelling salts. When used
in cleaning compounds, it’s called “household ammonia.”
Ammonia fumes are powerful irritant, potentially harming your skin, eyes,
nose, lungs and throat. When found in oven cleaners and window cleaning
formulations, it is an irritant to the mucous membranes. When working with
ammonia, wearing heavy-duty gloves, goggles, and a face mask are smart
precautions to protect your health.
5. Sodium hypochlorite
Sodium hypochlorite also known as bleach is another alkali disinfectant.
Bleach works by oxidizing or breaking down the molecular bonds of stains and
germs.
Another useful but dangerous cleaner it also has strong corrosive properties
that may do serious damage to the human body. Ammonia and bleach are a
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particularly dangerous combination, creating potentially deadly gases when mixed.
Never store these two chemicals in the same place.
Bleach in the bottle is generally a five percent solution. Toxic chlorine gas can
be formed if bleach is mixed with acids, such as bowl cleaners.
6. Ethanol
Ethanol is a natural byproduct of plant fermentation and can be produced
through the hydration of ethylene. It mixes easily with water and many organic
compounds, and makes an effective solvent for use in paints, lacquers and varnish,
as well as personal care and household cleaning products.
Ethanol is highly flammable and should not be used near open flames.
Ethanol inhalation can cause coughing or headaches.
7. Phenol
Phenol, any of a family of organic compounds characterized by a hydroxyl
(―OH) group attached to a carbon atom that is part of an aromatic ring. Besides
serving as the generic name for the entire family, the term phenol is also the specific
name for its simplest member, monohydroxybenzene (C 6H5OH), also known as
benzenol, or carbolic acid.
Phenols are similar to alcohols but form stronger hydrogen bonds. They are
more soluble in water than are alcohols and have higher boiling points. Phenols
occur either as colorless liquids or white solids at room temperature and may be
highly toxic and caustic.
Phenols are widely used in household products and as intermediates for

industrial synthesis. For example, phenol itself is used (in low concentrations) as a
disinfectant in household cleaners and in mouthwash. Phenol may have been the
first surgical antiseptic. In 1865 the British surgeon Joseph Lister used phenol as an
antiseptic to sterilize his operating field.
8. Quaternary ammonium
The quaternary ammonium compounds (or quats) are a family of low-level
disinfectants (according to Spaulding) with most quats being derived from
benzalkonium. Quats are reacted to provide a variety of chain lengths and molecular
structures so that the mix of quats used in the disinfectant provide a wider range of
efficacy than a single chain.
Quats are generally used to disinfect countertops, toilets and other high touch
environmental surfaces and floors. Quaternary ammonium compounds are cationic
disinfectants. This means the quats chain carries a positive (plus) charge on one end
of the molecule; many soils and soaps/detergents carry an anionic or negative
(minus) charge.
309
Quats can also bind with, or be absorbed by, materials and fibers including
cotton (e.g., cleaning rags and mops). Quats generally take 3-10 minutes to disinfect
and should be used with cleaning tools that are tested to be compatible.
9. Sodium percarbonate.
Sodium percarbonate is a powder that releases hydrogen peroxide, and
very concentrated. It is a granulated powder which can be nice for scrubbing stains
and stuck-on-gunk off dishes. Scouring powder is made from hydrogen peroxide. It
can be made into a paste, too, and used on tile grout and tough stains.
In using this product, follow and read the instructions carefully. Be very
careful in handling all household cleaning products.
310
What’s More
Activity 1.3 Product Exploration
Direction:
With your cleaning products available at hand, read the product information on the
packaging. Fill out what is ask on the table below using the product information.
During the activity, observe the products with caution, particularly in smelling and
touching as they may have harmful effects upon contact. Write your answer on a
separate sheet.
Active/Major
in using the
in using the
Precautions
Description
Guidelines
Ingredient
Product
product
product
Product
Bleach
(DO NOT
TOUCH with
BARE
HANDS)
Detergent
soap
Dishwashing
liquid
Toilet bowl
cleaner
(DO NOT
TEACH with
BARE
HANDS)
After filling up the table, check the common active ingredients present in all
cleaning products.
311
What I Have Learned
Activity 1.4 Product Discovery

Direction:
1.With the following ingredients, specify their use as household cleaning materials.
a. garlic
b. onion
c. salt
d. vinegar
2. What properties they possessed to be considered as cleaning products.
“Ingredients as Household Cleaning Products”

Ingredients Uses Properties
garlic
onion
salt
vinegar
3. Explain why these are useful not only as ingredients but also as household
cleaning products.
4. Take all the necessary care in doing the activity.
5. Wear necessary gears in performing the activity.
6. Write your output in a separate sheet of paper.
312
What I Can Do
Activity 1.5
Direction:
1.What are the alternative natural materials can be used in cleaning the following:
a. food stain on clothes
b. kitchen sink
c. bad smell/odor inside refrigerator
2. Give your opinion why these alternative materials can be used as household
cleaning material.
3. Write your answer on a separate sheet of paper.
313
Assessment
Direction: Write T if statement is true and F if the statement is false and choose the
word or set of words that make it incorrect. Write your answers on a separate sheet
of paper.
1.Sodium percarbonate is a granulated powder that can be used in scrubbing stains.
2. Alcohol Ethoxylate are being synthesized through the reaction of a fatty alcohol
and ethylene oxide.
3. Quaternary ammonium are compounds that belong to the family of high-level

disinfectants.
4. Sodium alkyl sulfate are water-soluble sulfates that can form soap bubbles.
5. Phenols form stronger hydrogen bonds and more soluble in water than alcohols.
6. Small amine oxides are very hydrophilic and have an excellent water solubility.
7. Bleach is the other name for sodium hypochlorite.
8. Alcohol ethoxylate is an alkyl sulfate that enhances the mixing and solubilization
of oil and water.
9. Quat is a powder that releases hydrogen peroxide which can be used for scrubbing
stains.
10. Ethanol is a byproduct of plant fermentation and produced through the hydration
of ethylene.
11. All cleaning agents can irritate skin and eyes and can cause nausea or vomiting
if swallowed.
12. Ethanol is non-flammable, but inhalation can cause coughing or headaches.
13. Ammonia is a soluble alkali gas which contains one nitrogen and three hydrogen
atoms bonded together.
14. Ethoxylate surfactants enhance the mixing and solubilization of oil and water.
15. Ammonia fumes are powerful irritants that can cause harm to your skin, eyes,
nose, lungs and throat.
314
Activity 1.6
Direction:
Compose a jingle related to the topic active ingredients of cleaning agents. Write your
output in a separate sheet of paper.
Rubrics
(1pt)
Content Information Information Information Information is
are clearly are clearly is clear unclear and
presented and presented written in
Order of
ordered in and ordered random order
information
such a way
does not
that it brings
clearly show
a full picture
of the material
Creativity It is visually Visually Visually Readable
inviting and inviting and pleasing and
easy to read easy to read readable
Spelling and All spelling Some Some Notable spelling
Grammar and grammar spelling and spelling and and grammar
are correct grammar grammar error
error error
Punctuality Submitted on Submitted Submitted Submitted after
time on time on time the deadline
TOTAL
315
316
What I Know What's In What’s New
1. C Use: Answers may vary
2. A Calamansi- bleach, depending on the
3. D removes stain and available fruits and
4. C odor vegetables.
5. A Lemon- antiseptic;
6. D natural bleach;
7. D removes odor
8. B Papaya- stain
9. B remover
10. D Tomatoes- clean
11. C metal
12. C Potato- removes rust
13. D Answers may vary.
14. C
15. D
What’s More What I have What I Can Do
Answers may vary Learned Answers may vary
depending on the Use: depending on the insight
available cleaning Garlic- disinfectant, of the learner.
products cleaning tops
Onion- removes rust
Salt- scouring agent
Vinegar-
disinfectant,
removes dirt and
grease
Properties:
Garlic- allicin
Onion- Sulphasillic
acid
Salt- ionic in nature
Vinegar- acetic acid
Answer Key
317
Assessment Additional
1. T Activities
2. T
3. F- low Answer may vary
4. T depending on the
5. T available cleaning
6. T products
7. T
8. F-alkyl
sulfate
9. F- Quat
10.T
11.T
12.F- non-
flammable
13.T
14.T
15. T
Answer Key
References
Website:
“Amine oxide”, Accessed July 17, 2020, https://www.clinisciences.com/

en/buy/cat-amine-oxides-1830.html
“Chem 101: What you need to know about active ingredients?”, Accessed May 20,
2020, cleanlink.com. https://www.cleanlink.com/hs/article/Chem-101-
What-you-need-to-know-about-active-ingredients--372
“Chemicals Found in Household Products Chapter 6, Lesson 1”, Accessed May 20,
2020, study.com. https://study.com/academy/lesson/chemicals-found-in-
household-products.html
‘Ethanol”, Accessed July 17, 2020, https://www.chemicalsafetyfacts.org/ethanol/
“Phenol”, Accessed July 17, 2020, https://www.britannica.com/science/phenol
“Sodium alkyl sulfate”, Accessed July 17, 22020, https://en.wikipedia.org/wiki/

Sodium_alkyl_sulfate
“What is Alcohol Ethoxylate?”, Accessed July 17,2020,https://www.oxiteno.us/

what-is-alcohol-ethoxylate-uses/#:~:text=Alcohol%20ethoxylates%20are% 20
a%20class,industrial%20practices%20and%20commercial%20markets.&text
=Alcohol%20ethoxylate%20surfactants%20enhance%20the,sections%20with
in%20the%20same%20compound.
Science. Book. https://drive.google.com/file/d/0B869YF0KEHr7SHFG
VG5mVFFhcXc/view. Creative Commons Attribution-NonCommercial-
ShareAlike 4.0
318

Telefax: (632) 8634-1072; 8634-1054; 8631-4985
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Physical
Science
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Physical Science
Use of the Other Ingredients in Cleaning Agents
First Edition 2020
over them.


Felipa A. Morada
Felipa A. Morada
Pamela A. Lalusin

Cainta, Rizal 1800
Telefax: 02-8682-5773/8684-4914/8647-7487
321
Physical Science
Use of the Other Ingredients
in Cleaning Agents
322
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on Use
of the Other Ingredients in Cleaning Agents!
the module:

323
For the learner:
Welcome to the Physical Science 11 Alternative Delivery Mode (ADM) Module on Use
of the Other Ingredients in Cleaning Agents!
module.

module.






324
competency.

learned concepts.

module.

this module.
not alone.
325
Week
8
What I Need to Know
the use of the other ingredients in cleaning agents. The scope of this module permits
it to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
The module focuses on the use of the other ingredients in cleaning agents.
After going through this module, you are expected to give the use of the other
ingredients in cleaning agents.
326
What I Know
Direction: Write the chosen letter on a separate sheet of paper.
1. Aside from the active ingredient, there are also other ingredients included in
cleaning agents. This ingredient helps in keeping the minerals out of the way of the
surfactants.
a. builders
b. fragrance
c. pH adjusters
d. solvents
2. Depending on the chosen ingredient used in a product, what is the ingredient that
helps to be more effective on certain microbes?
a. antibacterial
b. enzymes
c. foam enhancer
d. preservatives
3. Adding of this ingredient in a certain liquid cleaning agent will decrease the
viscosity of the liquid. What is this ingredient?
a. dye
b. enzymes
c. solvents
d. thickener
4.Many people feel bubbles show that a product is working. What is the ingredient
that creates suds in a cleaning agent?
a. dye
b. foam enhancer
c. pH adjuster
d. preservatives
5. What is the group of ingredients that came in a natural or synthetic compound

which gives pleasant smell to the product?
a. antibacterial
b. foam enhancer
c. fragrance
d. thickener
327
6. What ingredient has the power to break down stains like in digestive system which
helps break down the food we eat?
a. enzymes
b. fragrance
c. solvents
d. thickener
7. This ingredient balanced the acidity or base of a certain product. What is this
ingredient?
a. dye
b. fragrance
c. pH adjuster
d. solvents
8. What substance when added to a cleaning product makes it stable and safe for a
longer period?
a. enzymes
b. foam enhancer
c. pH adjuster
d. preservative
9. What kind of ingredient is used in cleaning products that help in creating a unique
experience?
a. dye
b. enzymes
c. fragrance
d. preservative
10. What is the pH of a certain product to be considered as basic?
a. pH greater than 7
b. pH less than 7
c. average pH is 7
d. none of the above
11. What substance provides most of the cleaning power in cleaning products?
a. antibacterial
b. enzymes
c. solvents
d. surfactants
12. What are these ingredients included in a hand hygiene product which provides
reduction in germs?
a. antibacterial
b. enzymes
c. fragrance
d. solvents
328
13. This substance can be extracted in natural compounds. Which of the following
is a natural compound?
a. flowers
b. fruits
c. nuts
d. all of the above
14. What substance helps the surfactant more powerful through the reaction of
certain stuff which is found in tap water?
a. antibacterial
b. builders
c. enzymes
d. fragrance
15. Which of the following ingredients is considered as the active substance in a

cleaning product?
a. enzymes
b. solvents
c. surfactants
d. thickener
329
Lesson
Use of the Other Ingredients
1 in Cleaning Agents
In cooking, there are many interpretations of some dishes. But when one or two
ingredients are lacking, the food that you will eat will not be as delicious as what you
expect. The same with the cleaning products. It is not only the active ingredient that
plays an important role in cleaning agent but also the other ingredients.
What’s In
Cleaning products or agents are

very helpful in maintaining our
home a conducive place for
relaxation. They can remove dirt,
dust, bad odor, and other
contaminants present in every
corner of our home. They have
different ingredients that suit to
different cleaning products. Some
can kill virus and bacteria while
being able to clean an area. Others
contain ingredients that can
remove grease or oil on the
surface. Most of the cleaning
agents remove the foul odor in the
surroundings.
330
Keep on reminding the learners to take extra careful in handling
different cleaning products. They must choose wisely the products
they will buy. They should purchase those eco-friendly products.
What’s New
Activity 1.1 “What’s that Word?”

Cleaning products play an essential role in daily life. They can remove dirt and stains
from our clothes, dried on food from our dishes and even germs from our hands!
Let’s learn more about the chemistry that makes this happen. But before that let’s
solve these jumbled words below to see what our next lesson will be.
Direction:
Arrange the following jumbled letters to form the words related to cleaning
agents/ingredients/products.
1. S N D H A
2. E A G S R E
3. I T D R
4. S V U R I
5. M U P F E RE
6. T A B E I A C R
7. E C N A L
8. U E H S O
9. L H T E H A
10. L A O H L C O
11. D I C A
12. G R D A E N
13. E G S A T R N M
14. O F R O L
15. T E T R E U X
331
What is It
Uses of the Other Ingredients in Cleaning Products
With the different household cleaning products that we have in the market today, we
don’t know which the best is to use in our household We assume that these cleaning
products are safe to use. In fact, many popular household cleaners are dangerously
toxic. They contain different ingredients that are harmful to our health Together with
the active ingredient there are other ingredients found in cleaning agents. Let’s look
at their uses.
1.Builders
Builders are one of the important group of ingredients that help make cleaning
products better. Builders give the surfactants a helping hand. They are found in
several different kinds of products, but you need less of them than you do
surfactants.
Builders help make the surfactant more powerful by reacting with stuff found in tap
water. Water in your home may contain minerals (such as calcium and magnesium).
The more minerals in your water, the “harder” the water is. It is not bad to have
minerals in water, but it can leave white marks on surfaces (like dishes). When
calcium and magnesium are present in water, they will stop surfactants from being
able to do their job of removing soil.
Builders help prevent this by keeping the minerals out of the way of the surfactants.
This leaves the surfactants alone to focus on the soil.
2. Solvents
Solvents are chemicals that help ingredients stay mixed and gives cleaning products
the right thickness, so they are easy to use. In addition, solvents can help to prevent
liquid products from freezing in cold climates.
Without solvents, a product will be very thick. But for other products, we want the
liquid to pour out of the bottle. When we add solvents, we decrease the viscosity,
meaning the liquid will move faster when poured out of the bottle. The solvent also
helps to makes sure we do not end up with a separated solution like when you have
pulp at the bottom of your glass of orange juice.
332
3. Enzymes
Enzymes are powerful stain removing ingredients. Their power is to break down
stains just like the enzymes in our digestive system help break down the food we eat.
Enzymes are not living organisms but are created by naturally occurring
microorganisms, like bacteria and fungi. In the laboratory, we use carefully selected
microorganisms and allow them to grow in a very controlled environment. As they
grow, they produce the desired enzymes.
4. Fragrances
Fragrances are a group of ingredients that provide the cleaning product with a
pleasant smell. They are not found in every product, and typically a very small
amount can make a large difference in smell. In many cases, the fragrance is the
driving factor for why someone decided to buy a specific product.
A fragrance is a mix of many different substances. These ingredients may be natural

compounds (that come from materials like flowers, fruit, trees, plants, or nuts),
essential oils, or synthetic compounds.
5.Preservatives
Just like it is important to prevent food from spoiling, cleaning products need to be
preserved as well. Adding a small amount of a preservative protects the product from
microorganisms.
A preservative is a substance that is added to a cleaning product in order to make it

stable and safe for a longer period. Without a preservative, it is possible for bacteria
or fungi to grow in the product. This can cause the ingredients in the product (like
surfactants and enzymes) to break down and not work as well. Adding a preservative
allows a cleaning product to stay on the shelf longer both in the store and in your
home.
6. pH Adjusters
Every cleaning product needs to be “balanced” to work well and to be safe for your
skin. In order to do this, chemists use pH adjusters to make sure the product is
balanced and safe for you to use. The amount used depends on the other ingredients
in the formula.
pH is a measure of how acidic (like lemon juice) or basic (like baking soda) a solution
is. One way to measure this is by using the pH scale. The pH scale is read from 0 to
14 and tells us if a solution is acidic or basic. Pure water has a pH of 7, which means
it’s neutral.
333
pH adjusters are used in cleaning products to raise or lower the pH of a solution,
making it either more basic or acidic.
Chemists make sure that the product is effective while balancing safety, in part, by
making sure the pH will not be harmful if it touches your skin.
If the pH is less than 7, then the solution is acidic. Lemon juice has a pH around 2.
Our skin is slightly acidic, with a pH on average near 5. If our skin comes into contact
with a chemical that is too acidic it can cause itching or discomfort.
Adjusting the pH helps to keep the product working well as it gets old. It also affects
how the product cleans. For example, each surfactant has a different pH level in
which they are the most powerful. Therefore, a chemist may want to adjust the pH
to that level.
If the pH is greater than 7, then the solution is basic. For example, baking soda has
a pH of around 9. If a solution is too alkaline (basic), it can also irritate your skin.
7.Dye
There are several other ingredients used in cleaning products that help create a
unique experience. For example, dye can be used to give a product color.
8. Thickener
Thickeners give soap the proper viscosity (thickness), making sure it can still flow
out of a bottle. Can you imagine trying to wash your hands with a soap that feels like
water? It would run right off your skin!
9. Foam Enhancer
Foam Enhancers help create suds or bubbles. While not necessary for effective
cleaning, many people feel bubbles show that a product is working.
10. Antibacterial or Disinfecting Ingredients

Cleaning washes away germs with any dirt and soil that is removed, but a further
reduction of germs can be achieved by using additional ingredients that will kill
germs.
334
Antibacterial or disinfecting ingredients can be included in a cleaning or hand
hygiene product or used separately after cleaning. Their use provides a further
reduction in germs on our hands or surfaces in our homes. This reduction of germs
helps to prevent people from getting sick when commonly used surfaces, such as
door handles, or our hands are cleansed using these products. In environments with
sick individuals or where food is prepared, this is especially important.
There are many different types of antibacterial or disinfecting ingredients. Depending

on the chosen ingredient used in a product, it may be more effective on certain
microbes that make us sick like bacteria, viruses or mold.
335
What’s More
Activity 1.2 “A Powerful Tool”

Direction:
Make a short poem about the use of other ingredients found in household cleaning
products incorporating your answers in Activity 1.1.
Rubrics
(1pt)
presented presented written in
Order of
and ordered and ordered random order
information
in such a
does not
way that it
clearly
brings a full
show
picture of
the material
inviting and inviting and pleasing
easy to read easy to read and
readable
Spelling and All spelling Some Some Notable
Grammar and spelling and spelling and spelling and
grammar are grammar grammar grammar error
correct error error
Punctuality Submitted Submitted Submitted Submitted
on time on time on time after the
deadline
TOTAL
336
Sample Score Sheet

Adjectival Rating
Criteria Score
Learner is within the Merit range and
Content 3 the teacher may choose a grade within
Creativity 3 this range
Spelling and Grammar 3
Punctuality 4
TOTAL 13
13 pts/4 categories= 3.25
337
What I Have Learned
Activity 1.3 “Puzzled Ingredient”

Direction: Find in the puzzle the given words below.
Adjuster Builders Enhancer Dye

Enzyme Fragrance Disinfectant pH
Preservative Solvents
E N H A N C E R T B S F
S E A R B C N Y A U E R
M O F I G H Z B X I J A
O C L C L M Y Z C L O G
N P T V A S M D U D R R
J S B D E R E V E E T A
U P E S W N S F T R Z N
I H Y A I O T S G S B C
C A D J U S T E R E J E
D I S I N F E C T A N T
P R E S E R V A T I V E
338
What I Can Do
Activity 1.4 “A Safe Environment”

Direction: With your knowledge on the different ingredients of cleaning products,
make a poster on safe storage and use of the different cleaning agents. Write a
short description of your work.
Rubrics
(1pt)
Order of
information
in such a
does not
way that it
clearly
brings a full
show
picture of the
material
readable
Grammar and spelling spelling spelling and
grammar are and and grammar error
correct grammar grammar
error error
deadline
TOTAL
Sample Score Sheet

Adjectival Rating
Criteria Score
Content 3 13 pts/4 categories= 3.25
Creativity 3 Learner is within the Merit range and
Spelling and Grammar 3 the teacher may choose a grade within
Punctuality 4 this range.
TOTAL 13
339
Assessment
Direction: Write the letter that match the different ingredients of cleaning agents with
their uses.
“Use of Different Ingredients”
Use Ingredients
1. Washes away germs with any dirt A. Antibacterial
2. Give surfactants a helping hand B. Builders
3. Create suds or bubbles C. Dye
4.Give cleaning agents the right D. Enzymes
thickness
5.Making the product balanced E. Foam enhancer
6.Powerful stain removing ingredient F. Fragrance
7.Protects products from G. pH
microorganism
8. Provide product with a pleasant H. pH adjuster
smell
9.Helps keep minerals out of way I. Preservatives
10.Prevents products from freezing J. Solvents
11.Mix of many different substances
12.Allows cleaning product to stay
longer
13.Measures how a solution is acid
or base
14.Helps create a new experience
15. Prevent people from getting sick
340
Activity 1.5 “Healthy Atmosphere”

Direction:
Read an article about the effectiveness of a cleaning agent in reducing the occurrence
of diseases. Write your short opinion on a separate sheet of paper.
Rubrics
(1pt)
Order of
information
in such a
does not
way that it
clearly
brings a full
show
picture of
the material
readable
Grammar and spelling and spelling and spelling and
grammar are grammar grammar grammar error
correct error error
deadline
TOTAL
Adjectival Rating Sample Score Sheet
Criteria Score
Content 3 13 pts/4 categories= 3.25
Creativity 3
Spelling and 3 Learner is within the Merit range and
Grammar
the teacher may choose a grade within
Punctuality 4
TOTAL 13 this range.s
341
342
What I Know What’s New What's More
1. A 1. HANDS Answers may vary.
2. A 2. GREASE Refer to rubrics for
3. C 3. DIRT scoring.
4. B 4. VIRUS
5. C 5. PERFUME
6. A 6. BACTERIA
7. C 7. CLEAN
8. D 8. HOUSE
9. A 9. HEALTH
10. A 10. ALCOHOL
11. D 11. ACID
12. A 12. DANGER
13. D 13. GARMENTS
14. B 14. FLOOR
15. C 15. TEXTURE
.
What I Can Do Assessment
Answers may vary. 1. A
Refer to rubrics for 2. B
scoring. 3. E
4. J
5. H
6. D
7. I
8. F
9. B
10. J
11. F
12. I
13. G
14. C
15. A
Answer may vary.
Refer to rubrics for scoring.
Answer Key
343
E N H A N C E R T B S F
S E A R B C N Y A U E R
M O F I G H Z B X I J A
O C L C L M Y Z C L O G
N P T V A S M D U D R R
J S B D E R E V E E T A
U P E S W N S F T R Z N
I H Y A I O T S G S B C
C A D J U S T E R E J E
D I S I N F E C T A N T
P R E S E R V A T I V E
What I Have Learned
References
Website:
“Baking Soda”, Accessed July 21, 2020, https://oconto.extension.wisc.edu/files

/2011/02/Baking-Soda.pdf#:~:text=Cleaning%3A%20Baking%20Soda%20
acts%20a%20cleaning%20agent%20because,for%20easy%20removal%20as
%20a%20gentle%20scouring%20powder.
“Ingredients”, Accessed July 22, 2020, https://explorationclean.org/ingredients
Science.Book.https://drive.google.com/file/d/0B869YF0KEHr7SHFGVG5m
VFFhcXc/view. Creative Commons Attribution-NonCommercial-ShareAlike
4.0
344

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Published by the Department of Education

Development Team of the Module

Management Team: Wilfredo E. Cabral, Regional Director

Department of Education – RegionIV-A CALABARZON

Office Address: Gate 2 Karangalan Village,Barangay San Isidro

Welcome to the Physical Science Alternative Delivery Mode (ADM) Module on

Formation of Heavier Elements!

Notes to the Teacher

What I Know This part includes an activity that aims to

What’s In This is a brief drill or review to help you link

What’s New In this portion, the new lesson will be

What is It This section provides a brief discussion of the

What’s More This comprises activities for independent

What I Have Learned This includes questions or blank

What I Can Do This section provides an activity which will

Additional Activities In this portion, another activity will be given

Answer Key This contains answers to all activities in the

At the end of this module you will also find:

References This is a list of all sources used in developing

The following are some reminders in using this module:

What I Need to Know

The module consists of:

After going through this module, you are expected to:

2. The following are light elements EXCEPT;

6. A reaction in which two or more nuclei combine to form heavier nuclei.

8. Which of the following elements DOES NOT belong to the group?

10. Elements heavier than Iron are formed through_______.

13. Our sun is in what phase of its life cycle?

14. Which of the following contains only heavy elements?

Star Life Cycle

Average Star Massive Star

Notes to the Teacher

To understand further, answer the following questions below.

The diagram shows the

The case is different for

Neutron capture can be slow or rapid;

a. S-process or slow process happens when there is a

b. R-process or rapid process means that there is faster

The explosion of star or supernova is believed to

Match the terms in column A with its description in Column B

Criteria Excellent Fair Poor

Work shows time,

The student's The project

The student does The student The student

Student includes Student includes Information

1. Which of the following is NOT an evidence of star formation?

2. Star’s energy is produced by which process?

4. A category which includes the largest stars in the universe.

5. Which of the following elements are major components of star?

6. Which of the following statements is FALSE?

7. Which is the first stage of a star’s life cycle?

11. Who stated that we are made of star stuff?

13. When does a star become unstable?

14. Which elements fuse together to form Iron?

Dhaliwal, J and Moore,J. (n.d).Stellar Nucleosynthesis and The Periodic Table.

The Elements: Forged in Stars.(n.d). Retrieved from

Toogood, O (n.d).Hubbles Law and the Big Bang. Retrieved from

Quipper. (n.d). Nucleosynthesis: The beginning of Elements. Retrieved from

Cantor, K. (n.d). Asrtonomy Portfolio. Retrived from

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