General Chemistry 2 Worksheet

Prayer to the Most Sacred Heart of Jesus
O most holy Heart of Jesus, fountain of every blessing,
I adore you, I love you and will a lively sorrow for my

sins. I offer you this poor heart of mine. Make me
humble, patient, pure, and wholly obedient to your will.
Grant, good Jesus, that I may live in you and for you.
Protect me in the midst of danger; comfort me in my
afflictions; give me health of body, assistance in my
temporal needs, your blessings on all that I do, and the
grace of a holy death. Within your heart I place my
every care. In every need let me come to you with
humble trust saying, Heart of Jesus, help me AMEN.
Name of Student:_________________________________________
Learner’s Reference Number (LRN): ___________________
Grade & Section:_________________________________________
Subject : GENERAL CHEMISTRY 2
Subject Teacher: ______________________________
Worksheet # 1
Date Received:_____________Date Returned:_______________
ELECTROCHEMISTRY AND ITS APPLICATIONS
Good day! I hope your day is always fine as you embrace
the beauty of life through God’s grace and mercy. Be silent for
a while and say a little prayer.
Now, as we go all the way to our exploration and discovery
journey, I want you to read and understand these standards that
we are going to meet within this quarter.
Learning Standards: You will understand the Prepare a poster on

a specific application of one of the following: A. Acid-base
equilibrium B. Electrochemistry Include in the poster the concepts,
principles, and chemical reactions involved, and diagrams of
processes and other relevant materials.
Compassion Formation: Responsible citizen in preserving the
uniqueness of things and act with a sense of awareness in using
substances.
Now read the learning target. This will tell you what specific
knowledge and skills you need to master for the entire week.
Targets:
1. Calculate equilibrium constant and the pressure or
concentration of reactants or products in an equilibrium mixture
2. State the Le Chatelier’s principle and apply it qualitatively to
describe the effect of changes in pressure, concentration and
temperature on a system at equilibrium
3. Define Bronsted acids and bases
4. Discuss the acid-base property of water
5. Calculate pH from the concentration of hydrogen ion or
hydroxide ions in aqueous solutions
6. Describe how a buffer solution maintains its pH
7. Calculate the ph of a buffer solution using the Henderson
Hasselbalch equation
8. Define oxidation and reduction reactions
Copyright © 2020 APO Jose Catholic Educational System Foundation, Inc.

GENCHEM 2 Worksheet 1
(ACES). All Rights Reserved. No part or portion of this module may be
reproduced, copied, or transmitted in any form or by any means, electronic
or mechanical, without written permission of the copyright holder.
9. Balance redox reactions using the change in oxidation number
method
I am expecting that you will be able to:`
1. answer all questions and activities provided inside the boxes;
2. listen/watch/read articles related to the different processes that
occur along the plate boundaries;
3. list down important points that you get from those materials;
4. use this information in your everyday conversation and
exchanges of ideas with your family members; and
5. use specific textual aids on the understanding of a text.
I am also expecting that your parent/guardian/ or whoever is
assisting you at home will;
1. guide you in listening/watching/reading articles related to the
different processes that occur along the plate boundaries; and
2. involve themselves in the conversations or activities that you
are going to do.
THE EQUILIBRIUM CONSTANT

The equilibrium constant, K, expresses the relationship between
products and reactants of a reaction at equilibrium with respect to a
specific unit. On this journey it explains how to write equilibrium
constant expressions, and introduces the calculations involved with
both the concentration and the partial pressure equilibrium constant.
Homogeneous Reactions
A homogeneous reaction is one where the states of matter of the
products and reactions are all the same (the word "homo" means
"same"). In most cases, the solvent determines the state of matter for
the overall reaction. For example, the synthesis of methanol from a
carbon monoxide-hydrogen mixture is

a gaseous homogeneous mixture, which contains two or more
substances:
CO(g)+2H2(g)⇌CH3OH(g)
At equilibrium, the rate of the forward and reverse reaction are
equal, which is demonstrated by the arrows. The equilibrium
constant, however, gives the ratio of the units (pressure or
concentration) of the products to the reactants when the reaction is
at equilibrium.
The synthesis of ammonia is another example of
a gaseous homogeneous mixture:
N2(g)+3H2(g)⇌2NH3(g)
Heterogeneous Reactions
A heterogeneous reaction is one in which one or more states within
the reaction differ (the Greek word "heteros" means "different"). For
example, the formation of an aqueous solution of lead(II) iodide
creates a heterogeneous mixture dealing with particles in both
the solid and aqueous states:
PbI2(s)⇌Pb+2(aq)+2I−(aq)
The decomposition of sodium hydrogen carbonate (baking soda) at
high elevations is another example of a heterogeneous mixture, this
reaction deals with molecules in both the solid and gaseous states:
2NaHCO3(s)⇌Na2CO3(s)+H2O(g)+CO2(g)
C(s)+O2(g)⇌CO2(g)
This difference between homogeneous and heterogeneous reactions
is emphasized so that students remember that solids, pure liquids,
and solvents are treated differently than gases and solutes when
approximating the activities of the substances in equilibrium
constant expressions.
Writing Equilibrium Constant Expressions
The numerical value of an equilibrium constant is obtained by
letting a single reaction proceed to equilibrium and then measuring
the concentrations of each substance involved in that reaction. The
ratio of the product concentrations to reactant concentrations is
calculated. Because the concentrations are measured at equilibrium,
the equilibrium constant remains the same for a given reaction
independent of initial concentrations. This knowledge allowed
scientists to derive a model expression that can serve as a "template"
for any reaction. This basic "template" form of an equilibrium
constant expression is examined here.
Equilibrium Constant of Activities
The thermodynamically correct equilibrium constant expression
relates the activities of all of the species present in the reaction.
Although the concept of activity is too advanced for a typical
General Chemistry course, it is essential that the explanation of the
derivation of the equilibrium constant expression starts with
activities so that no misconceptions occur. For the hypothetical
reaction:
bB+cC⇌dD+eE
the equilibrium constant expression is written as
𝑎𝑑𝐷.𝑎𝑒𝐸
K= 𝑎𝑏𝐵.𝑎𝑐𝐶
*The lower case letters in the balanced equation represent the
number of moles of each substance, the upper case letters represent
the substance itself.
If K>1K>1 then equilibrium favors products
If K<1K<1 then equilibrium favors the reactants
Equilibrium Constant of Concentration
To avoid the use of activities, and to simplify experimental
measurements, the equilibrium constant of concentration
approximates the activities of solutes and gases in dilute solutions
with their respective molarities. However, the activities of solids,
pure liquids, and solvents are not approximated with their
molarities. Instead these activities are defined to have a value equal
to 1 (one). The equilibrium constant expression is written as KcKc.
Equilibrium Constant of Pressure
Gaseous reaction equilibria are often expressed in terms of partial
pressures. The equilibrium constant of pressure gives the ratio of
pressure of products over reactants for a reaction that is at
equilibrium (again, the pressures of all species are raised to the
powers of their respective coefficients). The equilibrium constant is
written as KpKp, as shown for the reaction:
aA(g)+bB(g)⇌gG(g)+hH(g)
Kp=pgGphHpaApbB
Where pp can have units of pressure (e.g., atm or bar).
Conversion of Kc to Kp
To convert Kc to Kp, the following equation is used:
Kp=Kc(RT)Δngas(12)(12)Kp=Kc(RT)Δngas
where:
R=0.0820575 L atm mol-1 K-1 or 8.31447 J mol-1 K-1
T= Temperature in Kelvin
Δngas= Moles of gas (product) - Moles of Gas (Reactant)

Le Chatelier’s Principle
Le Chatelier’s principle is an observation about chemical equilibria
of reactions. It states that changes in the temperature, pressure,
volume, or concentration of a system will
result in predictable and opposing changes
in the system in order to achieve a new
equilibrium state. Le Chatelier’s principle
can be used in practice to understand
reaction conditions that will favor increased
product formation. This idea was
discovered and formulated independently
by Henri Louis Le Chatelier and Karl
Ferdinand Braun. A photograph of Henry Le Chatelier.
Changes in Concentration
According to Le Chatelier’s principle, adding additional reactant to
a system will shift the equilibrium to the right, towards the side of
the products. By the same logic, reducing the concentration of any
product will also shift equilibrium to the right.
The converse is also true. If we add additional product to a system,
the equilibrium will shift to the left, in order to produce more
reactants. Or, if we remove reactants from the system, equilibrium
will also be shifted to the left.
Thus, according to Le Chatelier’s principle, reversible reactions
are self-correcting; when they are thrown out of balance by a change
in concentration, temperature, or pressure, the system will naturally
shift in such a way as to “re-balance” itself after the change.
This can be illustrated by the equilibrium of this reaction, where
carbon monoxide and hydrogen gas react to form methanol.

Suppose we were to increase the concentration of CO in the system.
By Le Chatelier’s principle, we can predict that the amount of
methanol will increase, thereby decreasing the total change in CO.
If we add a species to the overall reaction, the reaction will favor the
side opposing the addition of the species. Likewise, the subtraction
of a species would cause the reaction to fill the “gap” and favor the
side where the species was reduced.
This observation is supported by the collision theory. As the
concentration of CO is increased, the frequency of successful
collisions of that reactant would increase as well, allowing for an
increase in the forward reaction, and thus the generation of the
product. Even if a desired product is not thermodynamically
favored, the end-product can be obtained if it is continuously
removed from the solution.
Changes in Pressure
A change in pressure or volume will result in an attempt to restore
equilibrium by creating more or less moles of gas. For example, if
the pressure in a system increases, or the volume decreases, the
equilibrium will shift to favor the side of the reaction that involves
fewer moles of gas. Similarly, if the volume of a system increases,
or the pressure decreases, the production of additional moles of gas
will be favored.
Consider the reaction of nitrogen gas with hydrogen gas to form
ammonia:
Note the number of moles of gas on the left-hand side and the
number of moles of gas on the right-hand side. When the volume of
the system is changed, the partial pressures of the gases change. If
we were to decrease pressure by increasing volume, the equilibrium
of the above reaction would shift to the left, because the reactant
side has greater number of moles than the product side. The system
tries to counteract the decrease in partial pressure of gas molecules
by shifting to the side that exerts greater pressure.
Similarly, if we were to increase pressure by decreasing volume, the
equilibrium would shift to the right, counteracting the pressure
increase by shifting to the side with fewer moles of gas that exert
less pressure.
Lastly, for a gas-phase reaction in which the number of moles of gas
on both sides of the equation are equal, the system will be unaffected
by changes in pressure, since [latex]\Delta n =0[/latex].
Addition of an Inert Gas

What would happen to the equilibrium position of the reaction if an
inert gas, such as krypton or argon, were added to the reaction
vessel? Answer: nothing at all. Remember that the system will
always shift so that the ratio of products and reactants remains equal
to Kp or Kc. An inert gas will not react with either the reactants or
the products, so it will have no effect on the product/reactant ratio,
and therefore, it will have no effect on equilibrium.
Changes in Temperature
The effect of temperature on equilibrium has to do with the heat of
reaction. Recall that for an endothermic reaction, heat is absorbed in
the reaction, and the value of [latex]\Delta H[/latex] is positive.
Thus, for an endothermic reaction, we can picture heat as being a
reactant.
For an exothermic reaction, the situation is just the opposite. Heat is
released in the reaction, so heat is a product, and the value.
If we picture heat as a reactant or a product, we can apply Le
Chatelier’s principle just like we did in our discussion on raising or
lowering concentrations. For instance, if we raise the temperature
on an endothermic reaction, it is essentially like adding more
reactant to the system, and therefore, by Le Chatelier’s principle, the
equilibrium will shift the right. Conversely, lowering the
temperature on an endothermic reaction will shift the equilibrium to

the left, since lowering the temperature in this case is equivalent to
removing a reactant.
For an exothermic reaction, heat is a product. Therefore, increasing
the temperature will shift the equilibrium to the left, while
decreasing the temperature will shift the equilibrium to the right.
Example
In which direction will the equilibrium shift if the temperature is
raised on the following reaction?
Our heat of reaction is positive, so this reaction is endothermic.
Since this reaction is endothermic, heat is a reactant. By Le
Chatelier’s principle, increasing the temperature will shift the
equilibrium to the right, producing more NO2.
Le Chatelier’s principleThis lesson shows how Le Chatelier’s
principle predicts changes in an equilibrium. It also demonstrates an
easy and convenient method for making predictions about the
effects of temperature, concentration, and pressure.
The Brønsted-Lowry Theory of Acids and Bases

In 1923, chemists Johannes Nicolaus
Brønsted and Thomas Martin Lowry
independently developed definitions of
acids and bases based on the compounds'
abilities to either donate or accept protons
(H+H+ ions). In this theory, acids are
defined as proton donors; whereas bases
are defined as proton acceptors. A compound that acts as both a
Brønsted-Lowry acid and base together is called amphoteric.
Brønsted-Lowry theory of acid and bases took the Arrhenius
definition one step further, as a substance no longer needed to be
composed of hydrogen (H+) or hydroxide (OH-) ions in order to be

classified as an acid or base. For example , consider the following
chemical equation:
HCl(aq)+NH3(aq)→NH+4(aq)+Cl−(aq)
Here, hydrochloric acid (HCl) "donates" a proton (H+) to ammonia
(NH3) which "accepts" it , forming a positively charged ammonium
ion (NH4+) and a negatively charged chloride ion (Cl-). Therefore,
HCl is a Brønsted-Lowry acid (donates a proton) while the ammonia
is a Brønsted-Lowry base (accepts a proton). Also, Cl- is called
the conjugate base of the acid HCl and NH4+ is called
the conjugate acid of the base NH3.
• A Brønsted-Lowry acid is a proton (hydrogen ion) donor.
• A Brønsted-Lowry base is a proton (hydrogen ion) acceptor.
In this theory, an acid is a substance that can release a
proton (like in the Arrhenius theory) and a base is a substance that
can accept a proton. A basic salt, such as Na+F-, generates OH- ions
in water by taking protons from water itself (to make HF):
F−(aq)+H2O(l)⇌HF(aq)+OH−
When a Brønsted acid dissociates, it increases the concentration of
hydrogen ions in the solution, [H+][H+]; conversely, Brønsted
bases dissociate by taking a proton from the solvent (water) to
generate [OH−][OH−].
Acid dissociation
•
HA(aq)⇌A−(aq)+H+(aq)
Acid Ionization Constant:
•
Ka=[A−][H+][HA]
• Base dissociation:
B(aq)+H2O(l)⇌HB+(aq)+OH−(aq)

The Acid-Base Properties of Water
What do the contents of your stomach, the battery of your car, and a
glass of orange juice all have in common? These seemingly different
liquids are all examples of acids. On the opposite end of the
spectrum we have bases, which include examples that vary from
household bleach to the baking soda you use when baking. These
examples and even the concepts of acids and bases are most likely
already familiar to you. But in science, what makes something an
acid or a base?
There are a few definitions, but here we'll stick with the Bronsted
Lowry definition. This definition says that acids are molecules that
can donate a hydrogen ion, also called a proton. While bases are
molecules that can accept a hydrogen ion. The hydrochloric acid in
your stomach donates a proton to other molecules, helping to break
up their structure, making it an acid. The sodium hydroxide in bleach
can accept a hydrogen ion, making it a base.
Water
Water is a special molecule and has many unique properties that
make it essential for all life on Earth. In fact, when scientists look
for life on other planets, they first look for signs of water! Water is
made of two hydrogen atoms bonded to an oxygen atom. They form
these bonds by sharing electrons.
However, oxygen is not very good at sharing. Oxygen is
extremely electronegative, meaning it likes electrons. So it pulls the
electrons in the bond closer to itself, causing oxygen to get a partial
negative charge and the hydrogen atoms to get partial positive
charges. This allows water to form bonds between different
molecules based on the charges, called hydrogen bonds. This gives
water many of its unique properties that allow it to support life.
Water also has the important property of acting as both an acid or a
base depending on the conditions. Water goes
through autoionization, where one water molecule can donate a
hydrogen atom to another. This forms hydroxide ions (OH-) and
hydronium ions (H3O+). In this example, water acts both as the acid,
donating hydrogen ions, and as the base, accepting hydrogen ions.
During autoionization, water acts as

both an acid and a base
Water as an Acid
When water acts as an acid, it donates a hydrogen ion to other
molecules and becomes a hydroxide (OH-) molecule itself. Let's
look at an example. Let's say you want to dilute a cleaning product
made mostly of ammonia, NH3, with water. Ammonia is a base that
accepts a hydrogen atom to become ammonium, or NH4+. When
ammonia is mixed with water, ammonia is a stronger base, so water
donates a hydrogen ion forming ammonium and hydroxide ions.
Determining and Calculating pH
The pH of an aqueous solution is the measure of how acidic or basic
it is. The pH of an aqueous solution can be determined and
calculated by using the concentration of hydronium
ion concentration in the solution.
The pH of an aqueous solution is based on the pH scale which
typically ranges from 0 to 14 in water (although as discussed below
this is not a formal rule). A pH of 7 is considered to be neutral. A
pH of less than 7 is considered acidic. A pH of greater than 7 is then
considered basic. Acidic solutions have high hydronium
concentrations and lower hydroxide concentrations. Basic solutions
have high hydroxide concentrations and lower hydronium
concentrations.

Self-Ionization of Water
In the self-ionization of water, the amphiprotic ability of water to act
as a proton donor and acceptor allows the formation of hydronium
(H3O+H3O+) and hydroxide ions (OH−OH−). In pure water, the
concentration of hydronium ions equals that of hydroxide ions. At
25 oC, the concentrations of both hydronium and hydroxide ions
equal 1.0×10−7The ion product of water, KwKw, is the equilibrium
condition for the self-ionization of water and is express as follows:
Kw=[H3O+][OH−]=1.0×10−14
• pH: The term pH refers to the "potential of hydrogen ion." It
was proposed by Danish biochemist Soren Sorensen in 1909 so
that there could be a more convenient way to describe
hydronium and hydroxide ion concentrations in aqueous
solutions since both concentrations tend to be extremely small.
Sorensen defined pH as the negative of the \logarithm of the
concentration of hydrogen ions. In terms of hydronium ion
concentration, the equation to determine the pH of an aqueous
solution is:
pH=−log[H3O+]
• pOH: The pOH of an aqueous solution, which is related to the
pH, can be determined by the following equation:

pOH=−log[OH−]
This equation uses the hydroxide concentration of an aqueous
solution instead of the hydronium concentration.
Relating pH and pOH
Another equation can be used that relates the concentrations of
hydronium and hydroxide concentrations. This equation is derived
from the equilibrium condition for the self-ionization of water,
\K_w\). It brings the three equations for pH, pOH, and \K_w\)
together to show that they are all related to each other and either one
can be found if the other two are known. The following equation is

expressed by taking the negative \logarithm of the \K_w\)
expression for the self-ionization of water at room temperature:
Kw=[H3O+][OH−]=1.0×10-14
pKw=pH+pOH=14
Strong Acids and Strong Bases
The ionization of strong acids and strong bases in dilute aqueous
solutions essentially go to completion. In aqueous solutions of
strong acids and strong bases, the self-ionization of water only
occurs to a small extent. Since it only occurs to a small extent, the
self-ionization of water is an insignificant source of hydronium and
hydroxide ions. Knowing this, we can say in calculating hydronium
concentration in an aqueous solution of a strong acid that the strong
acid is the main source of hydronium ions. We can also say that in
calculating hydroxide concentration in an aqueous solution of a
strong base that the strong base is the main source of hydroxide ions.
This is usually true unless the solutions of strong acids and strong
bases are extremely dilute.
Weak Acids and Weak Bases
Weak acids only partially dissociate in aqueous solutions and reach
a condition of equilibrium, therefore how much they dissociate is
given by the equilibrium equation for that acid in solution:
Ka=[H3O+][A−]/[HA]
with
• [H3O+][H3O+] is the Hydronium Concentration
• [A−][A−] is conjugate base concentration
• [HA][HA] is the Weak Acid concentration
Weak bases also only partially dissociate in aqueous solutions and
reach a condition of equilibrium. The equation for the partial

dissociation of a base is then the equilibrium equation for that base
in solution:
Kb=[OH−][B+]/[B]
[OH−]=Hydroxide Concentration
[B+]=Ion(6)
[B]=Weak Base
Now, try doing this set of problems below.
1. A solution is 0.055 M HBr. What is the pH of this solution?

2. A solution is 0.00025 M HCl. What is the pH AND pOH of
this solution?
3. A solution is 0.0035 M LiOH. What is the pOH of this
solution? pH?
4. A solution contains 0.0045 M hydrofluoric acid. What is the
pH of this solution? For hydrofluoric acid, Ka=6.6×10−4
5. A solution contains 0.0085 M ammonia. What is the pH of
this solution? For ammonia: Kb=1.8×10−5.
Well done.

Oxidation-Reduction Reactions
An oxidation-reduction (redox) reaction is a type of chemical
reaction that involves a transfer of electrons between two species.
An oxidation-reduction reaction is any chemical reaction in which
the oxidation number of a molecule, atom, or ion changes by gaining
or losing an electron. Redox reactions are common and vital to some
of the basic functions of life, including photosynthesis, respiration,
combustion, and corrosion or rusting.
Rules for assigning oxidation states
The oxidation state (OS) of an element corresponds to the number
of electrons, e-, that an atom loses, gains, or appears to use when
joining with other atoms in compounds. In determining the
oxidation state of an atom, there are seven guidelines to follow:
The oxidation state of an individual atom is 0.
The total oxidation state of all atoms in: a neutral species is 0 and in
an ion is equal to the ion charge.
Group 1 metals have an oxidation state of +1 and Group 2 an
oxidation state of +2
The oxidation state of fluorine is -1 in compounds
Hydrogen generally has an oxidation state of +1 in compounds
Oxygen generally has an oxidation state of -2 in compounds
In binary metal compounds, Group 17 elements have an oxidation
state of -1, Group 16 elements of -2, and Group 15 elements of -3.
The sum of the oxidation states is equal to zero for neutral
compounds and equal to the charge for polyatomic ion species.
Example: Assigning Oxidation States

Determine the Oxidation States of each element in the following
reactions:
Fe(s)+O2(g)⟶Fe2O3(g)Fe(s)+O2(g)⟶Fe2O3(g)
Fe2+(aq)Fe2+(aq)
Ag(s)+H2S⟶Ag2S(g)+H2(g)Ag(s)+H2S⟶Ag2S(g)+H2(g)

Solutions
Fe and O2 are free elements; therefore, they each have an oxidation
state of 0 according to Rule #1. The product has a total oxidation
state equal to 0, and following Rule #6, O has an oxidation state of
-2, which means Fe has an oxidation state of +3.
The oxidation state of Fe ions just corresponds to its charge since it
is a single element species; therefore, the oxidation state is +2.
Ag has an oxidation state of 0, H has an oxidation state of +1
according to Rule #5, H2 has an oxidation state of 0, S has an
oxidation state of -2 according to Rule #7, and
hence Ag in Ag2S has an oxidation state of +1.
Sulfuric acid – useful but hazardous
Sulfuric acid is produced in extremely large quantities in the United

States (about 40 million tons/year). This material is manufactured
by oxidizing sulfur to form sulfur trioxide. The SO3 is then dissolved
in water to form the sulfuric acid. Most of the sulfuric acid produced
is used in fertilizers. This acid is also found in lead-acid
car batteries.

Balancing Redox Reactions: Oxidation-Number-Change
Method
One way to balance redox reactions is by keeping track of
the electron transfer using the oxidation numbers of each of the
atoms. For the oxidation-number-change method, start with the
unbalanced skeleton equation. The example below is for the reaction
of iron(III) oxide with carbon monoxide. This reaction is one that
takes place in a blast furnace during the processing of iron ore into
metallic iron (see Figure below):
Fe2O3(s)+CO(g)→Fe(s)+CO2(g)
Step 1: Assign oxidation numbers to each of the atoms in the
equation and write the numbers above the atom.
Fe2+3O3−2(s)+C+2O−2(g)→Fe0(s)+C+4O2−2(g)
Step 2: Identify the atoms that are oxidized and those that are
reduced. In the above equation, the carbon atom is being oxidized
since its oxidation increases from +2 to +4. The iron atom is being
reduced since its oxidation number decreases from +3 to 0.
Step 3: Use a line to connect the atoms that are undergoing a
change in oxidation number. On the line, write the oxidation-
number change.
The carbon atom’s oxidation number increases by 2, while the iron

atom’s oxidation number decreases by 3. As written, the number of
electrons lost does not equal the number of electrons gained. In a
balanced redox equation, these must be equal. So, the increase in
oxidation number of one atom must be made equal to the decrease
in oxidation number of the other.

Step 4: Use coefficients to make the total increase in oxidation
number equal to the total decrease in oxidation number. In this case,
the least common multiple of 2 and 3 is 6. So the oxidation-number
increase should be multiplied by 3, while the oxidation-number
decrease should be multiplied by 2. The coefficient is also applied
to the formulas in the equation. So a 3 is placed in front of the CO
and in front of the CO2. A 2 is placed in front of the Fe on the right
side of the equation. The Fe2O3 does not require a coefficient
because the subscript of 2 after the Fe indicates that there are already
two iron atoms.
[Figure 3]
Step 5: Check the balancing for both atoms and
charge. Occasionally, a coefficient may need to be placed in front
of a molecular formula that was not involved in the redox process.
In the current example, the equation is now balanced.
Fe2O3(s)+3CO(g)→2Fe(s)+3CO2(g)
A blast furnace is where iron ore is processed and turned into iron
metal. First, air is blown through a mixture of iron ore and coke
(carbon). The carbon monoxide produced reduces the Fe3+ ions in
the iron ore to metallic iron.

Great job and congratulations! You are now at the end of this
module. I hope you and your parents or whoever guiding you
learned a lot. I also want you to continue all your good practices
become stewards of God’s creation. Now, let’s end this with a prayer
to thank God for helping us with every task that we have done.
In the name of the Father, and of the Son, and of the Holy Spirit.
Amen.
Glory be to the Father, and to the Son, and to the Holy Spirit. As it
was in the beginning, is now, and ever shall be, world without end.
Amen.
In the name of the Father, and of the Son, and of the Holy Spirit.
Amen.

LEARNING SYNTHESIS:
In this GRIT module, I learned ____________________________
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I have a question/s or clarification/s Teachers!
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responsibility to
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In this GRIT module, the concept that I did not fully understand is
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This part is for the parent or the attending adult:
(This part is optional)
Observation:___________________________________________
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Question (if there’s any): _________________________________

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Cellphone number:_____________________

Teacher’s Remarks
Dear student, kindly consider my recommendations for your
improvement in this module. I have checked particular points that
you need to address. Thank you.
Item
(/) Required Compliance
no.
1 Complete all required information in the front page.
Do not forget to pray before and after accomplishing this
2
module.
Kindly ask your parent/guardian to read the expectations
3
of this module from them.
Take more engaged time to read the content of the entire
4 module with a learning disposition that is discipline-
sensitive and success oriented
Complete all your activity/formative assessment boxes.
5 Redo activity/formative assessment box/es on page/s
_____________________________________________.
6 Some parts are copied. Avoid doing this next time.
Write all your entries legibly. As much as possible avoid
7
too much erasures/alterations. Keep your module neat.
Use your own handwriting all throughout the module. I do
8
not expect your parents to accomplish this module.
9 Be careful with your spelling.
Optimize the use of your reference books/suggested
10 materials. This surely contributes to your success in this
module.
Your teacher has a plagiarism checker. Please make your
11 work original. Cite your references whenever applicable or
necessary.
Engage your parents in some conversation points found in
12
this module.
On learning synthesis: Rewrite your learning summary
13 taking into consideration the attainment of stated learning
competencies.
On learning synthesis: Rewrite your Christian reflection as
an empowered ACES student whose values are anchored
14
to Stewardship, Empowerment, Empathy, Discipleship,
and Solidarity.
Participate promptly in your monitoring classes through
15
your assigned group chat.
This module will be part of your portfolio which you will
16
submit towards the end of the quarter. Keep it responsibly.
17 Over-all Rating:
Beginning-Demonstrate an initial understanding of the
concepts and competencies relevant to the expected
learning.
Developing- Demonstrate a partial understanding of the
learning.
Proficient- Demonstrate a complete understanding of the
learning.
Advance- Demonstrate a sophisticated understanding of
the concepts and competencies relevant to the expected
learning.
_____________________________________
Teacher’s Signature Over Printed Name
REFERENCES:
Petrucci, Ralph H., Herring, Goeffrey F., Madura, Jeffrey D., and Bissonnette, Carey. General
Chemistry: Principles and Modern Applications. 10th ed. New Jersey
General Chemistry 2 Phoenix Textbook


General Chemistry 2 Worksheet

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Prayer to the Most Sacred Heart of Jesus

O most holy Heart of Jesus, fountain of every blessing,

I adore you, I love you and will a lively sorrow for my

Learning Standards: You will understand the Prepare a poster on

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THE EQUILIBRIUM CONSTANT

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Addition of an Inert Gas

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The Brønsted-Lowry Theory of Acids and Bases

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During autoionization, water acts as

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pH, can be determined by the following equation:

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1. A solution is 0.055 M HBr. What is the pH of this solution?

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Sulfuric acid – useful but hazardous

Sulfuric acid is produced in extremely large quantities in the United

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The carbon atom’s oxidation number increases by 2, while the iron

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Copyright © 2020 APO Jose Catholic Educational System Foundation, Inc.

Copyright © 2020 APO Jose Catholic Educational System Foundation, Inc.

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Question (if there’s any): _________________________________

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Copyright © 2020 APO Jose Catholic Educational System Foundation, Inc.

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