QUARTER 2

Science G9
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PIVOT 4A Learner’s Material
Quarter 2
First Edition, 2020

Science
Grade 9
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Owen Agustin Peña

Content Creator & Writer

Jhonathan S. Cadavido
Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Crist John Pastor, Philippine Normal University

External Reviewer & Language Editor

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes
 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Science as prescribed by
the Department of Education.
Further, this learning resource hopes to engage the learners in guided
and independent learning activities at their own pace. Furthermore, this
also aims to help learners acquire the essential 21st century skills while
taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own answer sheet.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.
 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.
This module is a guide and a resource of information in understanding the
Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).
WEEK
The Quantum Mechanical Model
1 Lesson
I
At the beginning of the 20th century, a new field of study known as quantum
mechanics emerged. One of the founders of this field was a Danish physicist Niels
Bohr, who was interested in explaining the discrete line spectrum observed when
light was emitted by different elements. Bohr was also interested in the structure of
the atom, which was a topic of much debate at the time. Numerous models of the
atom had been postulated based on experimental results including the discovery of
the electron by J. J. Thomson and the discovery of the nucleus by Ernest
Rutherford. Bohr supported the planetary model, in which electrons revolved around
a positively charged nucleus like the rings around Saturn—or alternatively, the
planets around the sun.

Fig. 1 Solar System Model; planets revolving around the sun

In this lesson, you will learn how the Quantum Mechanical Model of the atom
describes the energies and positions of the electrons. In particular, we will develop a
picture of the electron arrangements in atoms – a picture that allows us to account for
the chemistry of the various elements. Let’s start by reviewing the Bohr’s model of the
atom.
The Bohr Model of the Atom
In 1911, at the age of twenty-five, Niels Bohr received his Ph.D. in Physics. He
was convinced that the atom could be pictured as a small positive nucleus with
electrons orbiting around it.
Over the next two years, Bohr constructed a model of the hydrogen atom with
quantized energy levels. Bohr pictured the electron moving in circular orbits
corresponding to the various allowed energy levels. He suggested that the electron
could jump to a different orbit by absorbing or emitting a photon of light with exactly
the correct energy content.

PIVOT 4A CALABARZON Science G9 6

 At first, Bohr’s model appeared very promising. It fit the hydrogen atom very
well. However, when this model was applied to atoms other than hydrogen, it did not
work. In fact, further experiments showed that the Bohr’s model is fundamentally
incorrect. Although the Bohr model paved the way for later theories, it is important to
realize that the current theory of atomic structure is not the same as the Bohr model.
Electrons do not move around the nucleus in circular orbits like planets orbiting the
sun. Surprisingly, as we shall see later in this lesson, we do not know exactly how
the electrons move in an atom.

The Wave Mechanical Model of the Atom

By the mid-1920s, it had become apparent that the Bohr’s model was incorrect.
Scientists needed to pursue a totally new approach. Two young physicists, Louis
Victor De Broglie from France and Erwin Schrödinger from Austria, suggested that
because light seems to have both wave and particle characteristics (it behaves
simultaneously as a wave and as a stream of particle), the electron might also exhibit
both of these characteristics. Although everyone had assumed that the electron was a
tiny particle, these scientists said it might be useful to find out whether it could be
described as a wave.
When Schrödinger carried out a mathematical analysis based on this idea, he
found out that it led to a new model for the hydrogen atom that seemed to apply
equally well to other atoms – something Bohr’s model failed to do. We will now
explore a general picture of this model, which is called the wave mechanical model
of the atom.
In the Bohr’s model, the electron was assumed to move in circular orbits. In the
wave mechanical model, on the other hand, introduced a mathematical description of
the electron’s motion called a wave function or atomic orbital. Orbitals are nothing
like orbits. Squaring the orbital gives the volume of space in which the probability of
finding the electron is high, the electron cloud (electron density). The model in
Figure 3, gives no information about when the electron occupies a certain point in
space or how it moves. In fact, we have good reasons to believe that we can never
know the details of electron motion. But one thing we feel confident about is that the
electron does not orbit the nucleus in circles as Bohr suggested.
Schrödinger’s equation required the use of quantum numbers to describe each
electron within an atom corresponding to the orbital size, shape, and orientation in
space. Later it was found that one needed a quantum number associated with the
electron spin.

Quantum Numbers and Orbitals

The first quantum number is the principle quantum

number (n) that describes the size and energy of the or-
bital and relative distance from the nucleus. The possible
values of n are positive integers (1, 2, 3, 4 and so on). The
smaller the value of n, the lower the energy, and the closer
to the orbital is to the nucleus. We sometimes refer to the
principle quantum number as designating the shell the
electron is occupying.

PIVOT 4A CALABARZON Science G9

7
 Each shell contains one or more subshells, each with one or more orbitals.
The second quantum number is the angular momentum quantum number (l) that
describe the shape of the orbitals. Its value is related to the principle quantum
number and has allowed value of 0 to (n-1). For example, if n = 4, then the possible
values of l would be 0, 1, 2, and 3 (= 4-1).
Things to remember:
 If l = 0, then the orbital is called an s-orbital and has a spherical shape with the
nucleus at the center of the sphere. The greater the value of n, the larger is the
sphere.
 If l = 1, then the orbital is called a p-orbital with two lobes of high electron density
on either side of the nucleus, for an hourglass or dumbbell shape.
 If l = 2, then the orbital is a d-orbital with a variety of shapes.
 If l = 3, then the orbital is an f-orbital with more complex shapes

Fig. 4 An s-orbital (sharp) has spherical shape; a p-orbital (principal) has two lobes;
a d-orbital (diffuse) has four lobes; and an f-orbital (fundamental) has eight lobes.

The third quantum number is the magnetic quantum number (ml). It describes
the orientation of the orbital sound around the nucleus. The possible values of m l
depend upon the value of the l quantum number. The allowed values for m l are -l
though 0 to +l. For example, for l = 3, the possible values of ml would be -3, -2, -1, 0,
+1, +2, +3. This is why, for example if l = 1 (a p-orbital), there are three p-orbitals
(sublevels) corresponding to ml values of -1, 0, +1.

The fourth quantum number is the spin quantum number (ms) and indicates
the direction the electron is spinning. There are only two possible values for m s: +1/2
and -1/2. When two electrons are to occupy the same orbital, then one must have an
ms = +1/2 and the other electron must have an ms = -1/2. These are spin paired
electrons.

ASSIGNING THE FOUR QUANTUM NUMBERS

To assign the four quantum numbers for an electron, let’s have an example:

Question 1: If n = 7, what are the possible values of l ?

Answer: Since l can be zero or a positive integer less than (n-1), it can
have a value of 0, 1, 2, 3, 4, 5, 6.

PIVOT 4A CALABARZON Science G9 8

 Question 2: If n = 3 and l = 2, then what are the possible values of ml?
Answer: Since ml must range from -l to +l , then ml can be: -2, -1, 0, 1, 2.

Question 3: List all the possible combinations of all four quantum numbers
when n = 2, l = 1, and ml = 0.
Answer: The fourth quantum number is independent of the first three, allowing
the allowing the first three quantum numbers of two electrons to be the same. Since
the spin can be +1/2 or =1/2, there are two combinations:
n = 2, l = 1, ml = 0, ms = +1/2 and
n = 2, l = 1, ml = 0 ms = -1/2

Electron Configuration
Quantum Mechanics may be used to determine the arrangement of the electrons
within an atom if two specific principles are applied: the Pauli exclusion principle
and the aufbau principle. The Pauli exclusion principle states that no two
electrons in an atom can have the same set of the four quantum numbers.
For example, if an electron has the following set of quantum numbers: n = 1,
l = 0, ml = 0 ms = +1/2, then no other electron in that atom may have the same set.
The Pauli exclusion principle limits all orbitals to only two electrons.
The second principle, the aufbau principle, describes the order in which the
electrons enter the different orbitals and sublevels. The arrangement of electrons
builds up from the lowest energy level. The most stable arrangement of electrons has
all the electrons with the lowest possible energy. This lowest energy arrangement is
the ground state. Less stable (higher energy) arrangements are the excited states. An
atom may have any number of excited arrangements, but there is only one ground
state.
There are several ways to of indicating the arrangement of the electrons in an
atom. The most common way is the electron configuration. The electron
configuration the use of the n and l quantum numbers along with the number of
electrons. The principle quantum number, n, is represented by an integer (1, 2, 3…),
and a letter represents the l quantum number (0 = s, 1 = p, 2 = d, and 3 = f). Any
s-subshell can hold a maximum of 2 electrons, any p-subshell can hold up to 6
electrons, any d-subshell can hold a maximum of 10 electrons, and f-subshell can
hold up to 14 electrons.

The electron configuration for fluorine (nine electrons) is:

1s22s22p5
The figure below shows the one way of remembering the pattern for filling the
atomic orbitals. The filling begins at the top of the pattern and follows the first arrow.
When you reach at the end of the first arrow, you go to the second arrow and follow it
to the end. The third arrow continues the pattern.

PIVOT 4A CALABARZON Science G9

9
 Fig. 5 Filling Atomic Orbitals
We can also represent the electron configuration by using a box diagram, in
which orbitals are represented by boxes grouped by sublevel with small arrows
indicating the electrons. The s-orbital is represented as 1 box with maximum of 2
electrons;
p-orbital having 3 boxes with maximum of 6 electrons; d-orbital having 5 boxes with
maximum of 10 electrons; and f-orbital having 7 boxes with maximum of 14
electrons. and so forth:

1s

2p

3d10

4f14
In applying electrons to the boxes using the arrows, you must first complete the
“upward arrows” for all boxes before applying the remaining “downward arrows”.
Let’s have an example:
For hydrogen, the electron configuration and box diagram are

H: 1s1

Configuration Box Diagram

The arrow represents an electron spinning in a particular direction. The next

element is helium, it has two protons in its nucleus and so has two electrons.
Because the 1s orbital is the most desirable, both electrons go there but with opposite
spins. For helium, the electron configuration and box diagram are

He: 1s2

For fluorine, the electron configurations and box diagram (nine electrons) are
1s 2s 2p

Fe: 1s22s22p5

PIVOT 4A CALABARZON Science G9 10

 D
Learning Task 1: Write TRUE if the statement is correct and write FALSE if the
statement is incorrect. Write your answer on a separate sheet of paper.
1. The smaller the value of n, the lower the energy, and the closer to the orbital is to
the nucleus.
2. If l = 1, then the orbital is called a d-orbital; looks like an hourglass or dumbbell
shape.
3. If n = 5, the possible values of l are 0, 1, 2, 3, 4, 5.
4. The Pauli exclusion principle states that no two electrons in an atom can have
the same set of the four quantum numbers.
5. Using box diagram, d-orbital can be represented by having 5 electrons with
maximum of 10 boxes.

E
Learning Task 3: Answer the following questions. Write your answer in a
separate sheet.
1. List all the four quantum numbers.
a.
b.
c.
d.
2. If n = 6, What are the values of l ?
3. If n = 7 and l = 5, then what are the possible values of m l?
4. If the values of l are 0, 1, 2, 3, 4, 5, 6, 7, 8 what is the value of n?

A
Learning Task 5: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. What is the electronic configuration of Lithium? (Lithium has 3 electrons)
A. 1s12s2 B. 1s3 C. 1s12s12p1 D. 1s22s1
2. Boron has 5 electrons. Which of the following below is Boron’s electronic
configuration?
A. 1s5 B. 1s22s22p1 C. 1s22s12p2 D. 1s12s22p2
3. Any s-subshell can hold up to maximum of how many electrons?
A. 10 B. 14 C. 2 D. 6
4. Any d-subshell can hold up to maximum of how many electrons?
A. 10 B. 14 C. 2 D. 6
5. The second quantum number is the ___________ that describe the shape of the
orbitals.
A. Principal quantum number C. Magnetic quantum number
B. Angular momentum quantum number D. Spin quantum number

PIVOT 4A CALABARZON Science G9

11
WEEK
Chemical Bonding
2
Lesson
I
The world around us is composed almost entirely of compounds and mixtures of
compounds. Rocks, coal, soil, petroleum, trees, and even us, human beings are all
complex mixtures of chemical compounds in which different kinds of atom are bound
together.
The manner in which atom are bound together has a profound effect on the
chemical and physical properties of substances. For example, both graphite and
diamond are composed solely of carbon atoms. However, graphite is a soft, slippery
material used in pencils, and diamond is one of the hardest materials known,
valuable both as a gemstone and in industrial cutting tools. The question is, why do
these materials, both composed of solely of carbon atoms, have such different
properties? The answer lies in different ways in which the carbon atoms are bound to
each other in these substances.

Fig. 1 Diamond, composed of carbon atoms bonded

together to produce one of the hardest materials
known, makes a beautiful gemstone.

Molecular bonding and structure play the central role in determining the course
of chemical reactions, many of which are vital to our survival. To understand the
behavior of natural materials, we must understand the nature of chemical bonding
and the factors that control the structures of compounds. In this lesson, we will
present various classes of compounds that illustrate the different types of bonds. We
will then develop models to describe the structure and bonding that characterize the
materials found in nature with its respective properties.

Types of Chemical Bonding

What is a chemical bond? Although there are several
possible ways to answer this question, we will define a
bond as a force that holds groups of two or more atoms
together and makes them function as a unit. For
example, in water, the fundamental unit is the H – O – H
molecule, which we describe as being held together by the
two O – H bonds. We can obtain information about the
strength of a bond by measuring the energy required to
Fig. 2 A water molecule.

Solid sodium chloride is dissolved in water, the resulting solution conducts

electricity, a fact that convinces chemists that sodium chloride is composed of
Na- and Cl- ions. Thus, when sodium and chlorine react to form sodium chloride,
electrons are transferred from the sodium atoms to the chlorine atoms to form
Na- and Cl- ions, which then aggregate to form solid sodium chloride. The resulting
solid sodium chloride is a very sturdy material; it has a melting point of
approximately 800˚C. The strong bonding forces present in sodium chloride result
from the attractions among the closely packed, oppositely charged ions. This is an
example of ionic bonding. Ionic substances are formed when an atom that loses
electrons relatively easily reacts with an atom that has a high affinity for electrons. In
other words, an ionic compound results when a metal reacts with a nonmetal.

PIVOT 4A CALABARZON Science G9 12

 Metal Nonmetal Ionic Compound

Table 1: SOME COMMON IONIC COMPOUNDS AND THEIR USES

Name and Formula
Sodium Chloride (NaCl)
Cobalt Chloride (CoCl2)
Potassium Iodide (KI)
Silver Nitrate (AgNO3)
Sodium Nitrite (NaNO2)
Aluminum Chloride (AlCl3)
Potassium Nitrate (KNO3)
Uses
Food preparation; manufacture of chlorine
and sodium hydroxide
Known as silica gel which absorbs water
Iodine supplement in iodized salt
Antiseptic and Germicide
Meat Preservation additive
Used in deodorants
Used in gunpowder, matches, and fireworks.

We have seen that a bonding force develops when two very different types of
atoms react to form oppositely charged ions. But how does a bonding force develop
between two identical atoms? Let us explore this situation by considering what
happens when two hydrogen atoms are brought close together, as shown in Figure
3a. When hydrogen atoms are close together, the two electrons are simultaneously
attracted to both nuclei. Note in Figure 3b how the electron probability increases
between the two nuclei indicating that the electrons are shared by the two nuclei.

(a) (b)

Fig. 3 The formation of a bond between two hydrogen atoms, (a) Two separate hydrogen atoms. (b) When two
hydrogen atoms come close together, the two electrons are attracted simultaneously by both nuclei. This produces the
bond.a Note the relatively large electron probability between the nuclei indicating sharing of the electrons.

The type of bonding we encounter in the hydrogen molecule and in many other
molecules where electrons are shared by nuclei is called covalent bonding. Note that
in the H2 molecule, the electrons reside primarily in the space between the two nuclei,
where they are attracted simultaneously by both protons. When we say that a bond is
formed between the hydrogen atoms, we mean that the H 2 molecule is more stable
than two separated hydrogen atoms by a certain quantity of bond energy. A bond like
this is called nonpolar covalent bond, or simply a covalent bond. In cases where the

PIVOT 4A CALABARZON Science G9

13
 two atoms involved in the covalent bond are not the same, then the attraction is not
equal. The bonding electrons are pulled more toward the atom with the greater
attraction (more electronegative atom). This bond is a polar covalent bond. The
atom that has the greater attraction takes on a partial negative charge and the other
atom a partial positive charge.

Some of the common examples of covalent bonding are:

1. Water. It consists of a covalent bond containing hydrogen and oxygen bonding
together to make H2O. In this atomic molecule, two hydrogen atoms share their single
electrons with the oxygen atom, which shares its own two electrons in return.
2. Diamond. A diamond is an example of giant covalent bond of carbon. A diamond
has a giant molecular structure. Each carbon atom is covalently bonded to four other
carbon atoms. Electrons are borrowed from these other carbon atoms. There is a
tremendous amount of energy needed to separate the atoms in a diamond. This is
because a covalent bond is strong and a diamond contains four covalent bonds. This
makes the melting and boiling point if the diamond very high.
3. Rubber. Rubber is sticky when warm and brittle when cold. In 1939, Charles
Goodyear accidently dropped a mixture of sulfur and natural rubber on a hot stove.
The mixture heated up and became tough and elastic, forming vulcanized rubber.
What happened? The covalent bonds transformed sulfur and natural rubber into the
vulcanized rubber when it was heated. It changed because the covalent bonds
between sulfur and rubber changed.

We see in the previous section that when a metal and a nonmetal react, one or
more electrons are transferred from the metal to the nonmetal to give ionic bonding.
On the other hand, two identical atoms react to form a covalent bond in which
electrons are shared equally. We can also distinguish a bond based on its properties.
But, how do you know if a compound is ionic or covalent just by looking at a sample?
This is where the properties of ionic and covalent compounds can be useful. Because
there are exceptions, you need to look at several properties to determine whether a
sample is ionic or covalent, but here are some characteristics to consider:

Table 2: COMPARISON CHART OF PROPERTIES

BASIS FOR COMPARISON IONIC BOND COVALENT BOND

Existence Exist in the solid state Exist as solids, liquids and
only. gasses.
Occurs between Non-metal and metal. Between two non-metals.

Conductivity - is the measure of Low conductivity. Very low conductivity.

the ease at which an electric charge
or heat can pass through a material.

Hardness - is the resistance of a These are hard, These are not very hard,
material to deformation of an in- because of the though exceptions are sili-
denter of specific size and shape crystalline nature. con, diamond and
under a known load carbon.

PIVOT 4A CALABARZON Science G9 14

 Melting and Boiling Points – The boiling High. Low.
point is the temperature at which a material
changes from a liquid to a gas (boils) while the
melting point is the temperature at which a
material changes from a solid to a liquid
(melts). Keep in mind that a material's melting
point is the same as its freezing point.
Malleability - These are These are
the state of being shaped, as by non-malleable. non-malleable.
hammering or pressing into thin sheets
Ductility - the capacity to undergo a change Non-ductile. Non-ductile.
of physical form without breaking
Volatility - tendency of a substance to evapo- Low. High.
rate at normal temperatures.
Solubility - is a property referring to the abil- Usually insoluble in Usually soluble in water
ity for a given substance, the solute, to dis- water but soluble in but insoluble in organic
solve in a solvent organic solvents such solvents such as ether,
as ether, alcohol, alcohol, benzene,
benzene, tetrachloromethane,
tetrachloromethane, propanone and other
propanone and other

The next table shows the melting and boiling points of some ionic compounds:
Table 3: Ionic Bonding Melting and Boiling Points
Ionic Compound Melting point (°C) Boiling point (°C)

Calcium Oxide, CaO 2580 2850

Magnesium Chloride, MgCl2 714 1412

Sodium Fluoride, NaF 993 1695

Aluminum Oxide, Al2O3 2030 2970

Sodium Chloride, NaCl 801 1420

A lot of heat energy is needed to break the strong ionic bonds during melting or
boiling. Hence, ionic compounds have high melting and boiling points with low
volatility.
Table 4: Covalent Bonding Melting and Boiling Points

Covalent compound Melting point (°C) Boiling point (°C)

Ethanol, C2H5OH -117 78
Tetrachloromethane, CCl4 -23 76.8

Ammonia, NH3 -78 -33

Methane, CH4 -182 -164

A small amount of heat energy is required to overcome the weak intermolecular

forces of attraction during melting or boiling. Hence, the covalent compound has low
melting and boiling points with high volatility.

PIVOT 4A CALABARZON Science G9

15
 D
Learning Task 1: Match the definition in column A with the correct terms in column
B. Write your answers in a separate sheet of paper.
A B
1. The capacity to undergo a change of physical form without A. Accuracy
breaking B. Conductivity
2. The resistance of a material to deformation of an indenter C. Ductility
of specific size and shape under a known load D. Solubility
3. Occurs between metals and nonmetals E. Boiling Point
4. The measure of the ease at which an electric charge or heat F. Ionic Bond
can pass through a material. G. Hardness
5. A property referring to the ability for a given substance, the
solute, to dissolve in a solvent.

E
Learning Task 3: Draw a Venn Diagram of “Ionic vs Covalent Bonding”. Write down
at least 5 words or phrases that will best describe the differences and similarities of
the two types of bonding based on its properties.

A
Learning Task 4: Choose the letter of the correct answer. Write your answer on a
separate sheet of paper.
1. The melting point of Sodium Fluoride (NaF) is 993˚C, while the Ammonia (NH 3) has
-78˚C. Which of the following is the correct statement in determining these
compounds?
A. NaF – covalent; NH3 – ionic C. both are ionic
B. NaF – ionic; NH3 – covalent D. both are covalent
2. The boiling point of Ethanol (C2H5OH) is 78˚C, while the Sodium Chloride (NaCl)
has 1420˚C. Which of the following is the correct statement in determining these
compounds?
A. C2H5OH – covalent; NaCl – ionic C. both are ionic
B. C2H5OH – ionic; NaCl – covalent D. both are covalent
3. A liquid substance “X” is poured and wet a piece of cloth in a room with a normal
temperature. After leaving the cloth for a little amount of time, the cloth is dry. The
substance may be determined as a/an___.
A. Ionic compound C. Cannot be determined
B. Covalent compound D. A type of salt

PIVOT 4A CALABARZON Science G9 16

 WEEK
Formation of Ions
Lesson 3
I
In this lesson, we will be able to understand how ions are formed from their
parent atoms, and learn to name them. Also, we will learn how the periodic table
can help predict which ion a given element forms. Before running through the main
topic, let’s have a trivia.

Fig. 1 Light bulb powered by salt dissolved in water

Did you know that you can use salt water to make a light bulb shine? It sounds
crazy, but it's true! This is because salt water is a good conductor of electricity
which makes ocean water a resource for renewable energy. Can you imagine how
many light bulbs will be lighted, most especially here in our country, as an
archipelago surrounded by oceans and seas having abundant saltwater?
Also, a Filipina inventor, Engr. Aisa Mijeno, founded SALt or Sustainable
Alternative Lighting as a way to generate energy and provide an alternative source
of light to remote communities in the Philippines. SALt lamp is a LED lamp powered
by the galvanic reaction of an anode with saline water. It can provide eight hours of
light, as well as power to a USB port for charging a
phone. The product concept was formed after living
with the Butbut tribe for days relying only on
kerosene lamps and moonlight to do evening chores.
The saltwater serves not as the power source but as
the electrolyte that facilitates the current flow within
the metal-air battery.

To understand why salt water conducts electricity, we have to first understand

what electricity is. Electricity is a steady flow of electrons or electrically charged
particles through a substance. In some conductors, such as copper, the electrons
themselves are able to flow through the substance, carrying the current.
In other conductors, such as salt water, the current is moved by molecules
called ions. Pure water is not very conductive, and only a tiny bit of current can move
through the water. When salt or sodium chloride (NaCl) is dissolved in it, however, the
salt molecules split into two pieces, a sodium ion and a chlorine ion. The sodium ion
is missing an electron, which gives it a positive charge. The chlorine ion has an extra
electron, giving it a negative charge.
Ions
Any atom or molecule with a net charge, either positive or negative, is known as
an ion. We can produce an ion, by taking a neutral atom and adding or removing one
or more electrons.

PIVOT 4A CALABARZON Science G9

17
 Ions are highly reactive species. They are generally found in a gaseous state and
do not occur in abundance on Earth. Ions in the liquid or solid state are produced
when salts interact with their solvents. They are repelled by like electric charges and
are attracted to opposite charges.
For example, in Figure 2, a sodium atom has 11 protons in its nucleus and
eleven electrons outside its nucleus.
11 electrons If one of the electrons is lost, there will be eleven
positive charges but only ten negative charges. This gives
and ion with a net positive one (1+) charge: (11+) + (10-) =
1+. We can represent the process as follows:

11+

Fig. 2 NeuAtral Sodium atom (Na)

Or in shorthand form, as
Na → Na+ + e-
A positive ion, called a cation (pronounces as cat’ eye on), is produced when one
or more electrons are lost from a neutral atom. We have seen that sodium loses one
electron to become a 1+ cation. A cation is named using the name if the parent atom
(which is the Sodium, Na). Thus, Na+ is called the sodium ion (or sodium cation).

When electrons are gained by a neutral atom, an ion with a negative charged is
formed. A negatively charged ion is called an anion (pronounced an’ ion). An atom
that gains one extra electron forms an anion with a 1- charge. An example of an atom
that forms a 1- anion is the chlorine atom which has seventeen protons and
seventeen electrons.

Now, we can represent it as,

Cl + e- → Cl-

Note that the anion formed by chlorine has eighteen electrons but only seventeen
protons so the net charge is (18-) + (17+) = 1-.

PIVOT 4A CALABARZON Science G9 18

ASSIGNING NAMES FOR ANION
Unlike a cation, which is named for the parent atom, an anion is named by
taking the root name of the atom and changing the ending. For example, the
Cl- anion produced from the Cl (chlorine) is obtained from the root of the atom name
(chlor-) plus the suffix -ide. Other atoms that add one electron to form 1- ions include:
fluorine F + e- → F - fluoride ion
bromine Br + e- → Br- bromide ion
iodine I + e- → I- iodide ion

Note that the name of each of these anions is obtained by adding -ide to the root
of the atom name. Some atoms can add two electrons to form 2- anions. Examples
include:
oxygen O + 2e- → O2- oxide ion
sulfur S+ 2e- → S2- sulfide ion
Ion Charges and the Periodic table
We find the periodic table very useful when we want to know what type of ion is
formed by a given atom. Figure 3 shows the types of ions formed by atoms in several
of the groups on the periodic table.

Fig. 3 The ions formed by selected members of Groups 1, 2, 3,

Note that the Group 1 metals all form 1+ ions (M+), the group 2 metals all form
2+ ions (M2+), and the group 3 metals form 3+ ions (M 3+). Thus, for Groups 1, 2, and
3, the charges of the cations formed are identical to the group numbers.
In contrast to the Group 1, 2, and 3 metals, most of the transition metals from
cations with various positive charges. For these elements, there is no easy way to pre-
dict the charge of the cation that will be formed.
Note that the metals always form positive ions. Nonmetals on the other hand,
form negative ions by gaining electrons. Note that the Group 7 atoms all gain one
electron to form 1- ions and that all the nonmetals in Group 6 gain two electrons for
form 2- ions.
Writing Chemical Formulas with Ions
Many substances contain ions. In fact, whenever a compound forms between
a metal and a nonmetal, it can be expected to contain ions. We call these substances
ionic compounds.

PIVOT 4A CALABARZON Science G9

19
 For example, note that the formula for sodium chloride is written NaCl,
indication one of each type of these elements. This makes sense because sodium
chloride contains Na+ ions and Cl- ions. Each sodium ion has a 1+ charge and each
chloride ion has a 1- charge, so they must occur in equal numbers to give a net
charge of zero.

For any ionic compound,

Total Charge + Total Charge = Zero net
of Cations of Anions charge

Consider and ionic compound that contains the ions Mg 2+ and Cl-. What
combination of these ions will give a net charge of zero? To balance the 2+ charge on
Mg2+, we will need two Cl- ions to give a net charge of zero.

Cation Charge: Anion Charge Net Charge:

2+ + 2 x (1-) =
0

This means that the formula of the compound must be MgCl2.

D
Learning Task 2: Read each statement or question below carefully and fill in the
blank(s) with the best answer by choosing the words inside the box. Write your
answers in a separate sheet of paper.
cation 1 -ide -ine nonmetals 0
ion ionic compound anion metals root name

1. Any atom or molecule with a net charge, either positive or negative, is known as
an ___________.
2. An atom that gains one extra electron forms an ___________with a 1- charge.
3. A positive ion, called a __________ is produced when one or more electrons are
lost from a neutral atom.
4. Unlike a cation, which is named for the parent atom, an anion is named by
taking the ____________ of the atom and changing the ending.
5. The name of each anions is obtained by adding the suffix ____ to the root of the
atom name.
6. The _________ always form positive ions.

PIVOT 4A CALABARZON Science G9 20

7. _______________on the other hand, form negative ions by gaining electrons.
8. It is very important to remember that a chemical compound must have a net
charge of ____________.

E
Learning Task 3: Answer the following questions below. Write your answer in a
separate sheet of paper.

Among the three pictures A, B, and C, which of the following will best represent:

1. An atom? Why?
2. A cation? Why?
3. An anion? Why?

A B C

A
Read the following sentences. Rewrite in a separate sheet of paper.

1. It is important to recognize that ions are always formed by removing electrons

from an atom (to form cations) or adding electrons (to form anions). Ions are never
formed by changing the number of protons in an atom’s nucleus.

2. It is very important to remember that a chemical compound must have a net

charge of zero. This means that if a compound contains ions, then

a. There must be both positive ions (cations) and negative ions (anions)
present.
b. The numbers of cations and anions must be such that the net charge is
zero.

PIVOT 4A CALABARZON Science G9

21
WEEKS
The Structural Characteristics of Carbon
4-5 Lesson
I
Carbon isn’t a difficult element to spot in your daily life. For instance, if you’ve
used a pencil, you’ve seen carbon in its graphite form. Similarly, the charcoal pieces
on your barbeque are made out of carbon, and even the diamonds in a ring or
necklace are a form of carbon (in this case, one that has been exposed to high
temperature and pressure). What you may not realize, though, is that about 18% of
your body (by weight) is also made of carbon. In fact, carbon atoms make up the
backbone of many important molecules in your body, including proteins, DNA, RNA,
sugars, and fats.
The atomic number of carbon is 6, which represents the number of
electrons. It is represented by the symbol C and is a non-metal. It has 6
protons, 6 neutrons and obviously 6 electrons. A carbon atom is
considered to be special and unique because it can bond with other
carbon atoms to an almost unlimited degree. It is because its atom is
very small in size and can conveniently fit in as a part of larger
molecules.
Organic chemistry is an exceptionally important area of chemistry. The majority of
chemicals occurring either naturally or synthetically are organic compounds.
Essentially, organic chemistry is the chemistry of the element carbon. As a Group lV
element, carbon has exceptional versatility when it comes to bonding, thus
contributing to the vast number of organic compounds that occur naturally or can be
produced synthetically. This lesson focuses on the bonding of carbon and some of the
compounds carbon can form.
History and Uses
Carbon, the sixth most abundant element in the universe, has been known since
ancient times. Carbon is most commonly obtained from coal deposits, although it
usually must be processed into a form suitable for commercial use. Three naturally
occurring allotropes of carbon are known to exist: amorphous, graphite and
diamond.
Amorphous carbon is formed when a material containing carbon is burned
without enough oxygen for it to burn completely. This black soot, also known as
lampblack, gas black, channel black or carbon black, is used to make inks, paints
and rubber products. It can also be pressed into shapes and is used to form the
cores of most dry cell batteries, among other things.
Graphite, one of the softest materials known, is a form of carbon that is primarily
used as a lubricant. Although it does occur naturally, most commercial graphite is
produced by treating petroleum coke, a black tar residue remaining after the
refinement of crude oil, in an oxygen-free oven. Naturally occurring graphite occurs in
two forms, alpha and beta. These two forms have identical physical properties but
different crystal structures. All artificially produced graphite is of the alpha type. In
addition to its use as a lubricant, graphite, in a form known as coke, is used in large
amounts in the production of steel. Coke is made by heating soft coal in an oven
without allowing oxygen to mix with it. Although commonly called lead, the black
material used in pencils is actually graphite.

PIVOT 4A CALABARZON Science G9 22

 Diamond, the third naturally occurring form of carbon, is one of the hardest
substances known. Although naturally occurring diamond is typically used for
jewelry, most commercial quality diamonds are artificially produced. These small
diamonds are made by squeezing graphite under high temperatures and pressures
for several days or weeks and are primarily used to make things like diamond tipped
saw blades. Although they possess very different physical properties, graphite and
diamond differ only in their crystal structure.
A fourth allotrope of carbon, known as white carbon, was produced in 1969. It is
a transparent material that can split a single beam of light into two beams, a
property known as birefringence. Very little is known about this form of carbon.
Large molecules consisting only of carbon, known as buckyballs, have recently
been discovered and are currently the subject of much scientific interest. A single
buckyball consists of 60 or 70 carbon atoms (C60 or C70) linked together in a
structure that looks like a soccer ball. They can trap other atoms within their
framework, appear to be capable of withstanding great pressures and have magnetic
and superconductive properties.
Carbon-14, a radioactive isotope of carbon with a half-life of 5,730 years, is used
to find the age of formerly living things through a process known as radiocarbon
dating. The theory behind carbon dating is fairly simple. Scientists know that a small
amount of naturally occurring carbon is carbon-14. Although carbon-14 decays into
nitrogen-14 through beta decay, the amount of carbon-14 in the environment
remains constant because new carbon-14 is always being created in the upper
atmosphere by cosmic rays. Living things tend to ingest materials that contain
carbon, so the percentage of carbon-14 within living things is the same as the
percentage of carbon-14 in the environment.
There are nearly ten million known carbon compounds and an entire branch of
chemistry, known as organic chemistry, is devoted to their study. Many carbon
compounds are essential for life as we know it. Some of the most common carbon
compounds are: carbon dioxide (CO2), carbon monoxide (CO), carbon disulfide (CS2),
chloroform (CHCl3), carbon tetrachloride (CCl4), methane (CH4), ethylene (C2H4),
acetylene (C2H2), benzene (C6H6), ethyl alcohol (C2H5OH) and acetic acid (CH3COOH).
Why Carbon is Cool
Carbon is so important because its atomic structure gives it bonding properties
that are unique among elements. Each carbonmolecule has four unpaired electrons
in its outer energy shell. Therefore, carbon atoms can form covalent bonds with up
to four other atoms, including other carbon atoms. Carbon-based molecules have
three fundamental structures—straight chains, branched chains, and rings.

PIVOT 4A CALABARZON Science G9

23
 Straight

Rings

Branched

Fig. 1 Three structures of carbon-based

Carbon has a few unique bonding properties - the most important of which is its
ability to form long chains of carbon. No other elements can do this. Silicon has the
ability to theoretically do this, but silicon-oxygen bonds are so strong that silicon
would much prefer to make Si - O - Si bonds than silicon-silicon bonds. The reason
carbon can do this is that carbon-carbon bonds are extremely strong. This allows
carbon to make up many of the basic building blocks of life (fats, sugars, etc). Also,
because carbon makes four bonds, it is able to exist in many different forms called
isomers. No other element naturally does this as much as carbon.

Fig. 2 Carbon chains can bond with carbon

rings to form four covalent bonds.

Bonding of Carbon with itself: Allotropy

Allotropy is a behavior exhibited by certain chemical elements: these

elements can exist in two or more different forms, known as allotropes of that
element. When an element exists in more than one crystalline form, those forms are
called allotropes. In each different allotrope, the element's atoms are bonded together
in a different manner. Allotropes are different structural modifications of an element.
Carbon is an element that exhibits allotropy. Some of its allotropes are shown below:

Fig. 3 Carbon allotropes; a) diamond;

b) graphite; c) lonsdaleite; d-f) buckballs
(C60, C540, C70); g) amorphous carbon;
h) carbon nanotube.

PIVOT 4A CALABARZON Science G9 24

 The physical properties of this element vary according to its allotropes. The two
major allotropes are diamond and graphite. These two have almost opposing physical
properties.
Diamond Graphite

 Whereas diamond is transparent and has no color, graphite is opaque and black.
 Diamond is the hardest substance known to man, graphite is soft and spongy in
texture.
 Now diamond cannot conduct electricity at all, graphite is a very good conductor
of electricity.
 Both allotropic elements are solid, non-gaseous.
 Also, both diamond and graphite are insoluble in water.
Lewis Dot Structure
The carbon atom has six electrons, of which four are available for
bonding. To reach electronic stability, carbon atoms must share four
electrons from other atoms. (The gaining or losing of four electrons
requires too much energy in such a small atom). Carbon, therefore,
forms four (two-electron) bonds to other atoms, which may be single
(one shared pair), double (two shared pairs) or triple (three shared
pairs).

Lew is Dot St ruc t ur e a nd

Molecular Models for Methane
(the simplest alkane):

Table 1: An illustration of how the

shape of the molecule changes as
additional –CH2 subunits are added
vs. losing a pair of H’s each time an
additional C-C bond is added to
form double or triple bonds.

PIVOT 4A CALABARZON Science G9

25
Carbon chains form the skeletons of most organic molecules.
Carbon chains also vary in length and shape. Below are the examples of carbon
chains in different orientations:

Straight Chain Alkanes

See below for the table that gives the names of the straight chain alkanes. The
general formula for an alkane is C nH2n+2 where n is the number of carbon atoms in
the molecule. There are two ways of writing a condensed structural formula. For
example, butane may be written as CH3CH2CH2CH3 or CH3(CH2)2CH3.

# Carbon Name Molecular Structural

Formula Formula
1 Methane CH4 CH4
2 Ethane C2H6 CH3CH3
3 Propane C3H8 CH3CH2CH3
4 Butane C4H10 CH3CH2CH2CH3
5 Pentane C5H12 CH3CH2CH2CH2CH3
6 Hexane C6H14 CH3(CH2)4CH3
7 Heptane C7H16 CH3(CH2)5CH3
8 Octane C8H18 CH3(CH2)6CH3
9 Nonane C9H20 CH3(CH2)7CH3
10 Decane C10H22 CH3(CH2)8CH3
n CnH2n+2

PIVOT 4A CALABARZON Science G9 26

 D
Learning Task 1: Determine what kind of carbon allotropes are the given pictures
below based on its different structural modifications. Write your answer in a
separate sheet of paper.

E
Learning Task No. 2: Draw the shape of the three fundamental structures of carbon-
based molecules (straight chains, rings, and branched chains). After that, draw one
thing that resembles the said structures that you commonly see in your daily lives.
Draw your answer in a separate sheet of neat paper.
Example:
Carbon-based molecule structure - Rings
Flower Crown

Note: The flowers and leaves represent the Carbon and

Hydrogen atoms while the branches are the chains

A
Learning Task 3: Given the value of n, write the names and molecular formulas of
straight chain alkanes.
General Formula: CnH2n+2
1. If n = 2,
Name? b. Molecular Formula?
2. If n = 4,
Name? b. Molecular Formula?
3. If n = 5,
Name? b. Molecular Formula?
4. If n = 7,
Name? b. Molecular Formula?
5. If n = 9,
Name? b. Molecular Formula?

PIVOT 4A CALABARZON Science G9

27
WEEK
Organic Compounds
6 Lesson
I
The chemical compounds of living things are known as organic compounds
because of their association with organisms and because they are carbon-containing
compounds. Organic compounds, which are the compounds associated with life
processes, are the subject matter of organic chemistry.
Let us take a look at the pictures below. Which are considered organic? Which
are not? Do you have a clue?

What is Organic?
All of the objects are considered organic except the rocks and the house. To a
chemist, the term organic describes chemical compounds that contain carbon and
other elements such as hydrogen, oxygen, nitrogen, sulfur, or phosphorus. For
example, sugar was identified as organic. Why is sugar organic? The chemical
formula for sugar is C6H12O6. The compound contains carbon, hydrogen, and oxygen.
Sugar is processed from sugar cane, a plant. All living organisms contain carbon-
based compounds, making them organic.
At the grocery store, the term organic describes foods raised under specific
conditions. For example, beef labeled organic is from cows that were not given
antibiotics, growth hormones, or fed animal by-products.
All of the organisms pictured are alive and composed of organic compounds.
What do you observe?
As shown below, two columns are divided – one is for organic compounds and
the other is for inorganic compounds. What did you notice about all the compounds
that are classified as examples of organic compounds?

PIVOT 4A CALABARZON Science G9 28

 Did you observe carbon is always present and that hydrogen and oxygen are
commonly found in organic compounds? Great! Most organic compounds contain
carbon, hydrogen, and sometimes other elements such as nitrogen, sulfur, oxygen,
or phosphorus. All living organisms contain carbon—even bacteria.
Our bodies are composed mostly of water, H2O, and it is necessary for us to
survive. However, water is an example of an inorganic compound because it does not
contain carbon and it was not formed by a living organism.
Carbon dioxide, CO2, is another example of an inorganic compound because it
does not contain both carbon and hydrogen. One molecule of CO 2 contains one atom
of carbon and two atoms of oxygen. There are a total of three atoms in one molecule of
carbon dioxide, CO2.
General Classes of Organic Compounds and Its Uses
A while ago, we knew that organic compounds are called "organic" because they
are associated with living organisms. These molecules form the basis for life and are
studied in great detail in the chemistry disciplines of organic chemistry and
biochemistry. Most of the foodstuffs that we consume every day such as sugar, fats,
starch, vinegar, etc. are basically organic compounds. Even though the organic
compounds have been known to man since prehistoric times, their study practically
began from the eighteenth century! The term “organic compound” was coined by Jöns
Jakob Berzelius in 1807.
There are four main types, or classes, of organic compounds found in all living
things: carbohydrates, lipids, proteins, and nucleic acids. In addition, there are
other organic compounds that may be found in or produced by some organisms. All
organic compounds contain carbon, usually bonded to hydrogen (other elements may
be present as well). Let's take a closer look at the key types of organic compounds and
see examples of these important molecules. Let’s explore more about these
compounds.
Carbohydrates
Carbohydrates are organic compounds made of the elements carbon, hydrogen,
and oxygen. The ratio of hydrogen atoms to oxygen atoms in carbohydrate molecules
is 2:1. Organisms use carbohydrates as energy sources, structural units, and for
other purposes. Carbohydrates are the largest class of organic compounds found in
organisms.
Carbohydrates are classified according to how many subunits they contain. Simple
carbohydrates are called sugars. A sugar made of one unit is a monosaccharide
(glucose, fructose, galactose). If two units are joined together, a disaccharide is
formed. A polysaccharide is a long chain of monosaccharides joined together (starch,
glycogen, cellulose). The functions of carbohydrates are:
1. It acts as a main source of energy.
2. Plants and animals use it for structural purposes.

Lipids
Lipids are made of carbon, hydrogen, and oxygen atoms. Lipids have higher
hydrogen to oxygen ratio than is found in carbohydrates. The three major groups of
lipids are triglycerides (fats, oils, waxes), steroids, and phospholipids.

PIVOT 4A CALABARZON Science G9

29
 Certain fatty acids have one or more double bonds in their molecules. Fats that
include these molecules are unsaturated fats. Other fatty acids have no double
bonds. Fats that include these fatty acids are saturated fats. In most human health
situations, the consumption of unsaturated fats is preferred to the consumption of
saturated fats. Saturated fats are solid at room temperature and bad for you, while
unsaturated fats are liquid at room temperature and are better for you.
Fats stored in cells usually form clear oil droplets called globules because fats do
not dissolve in water. Plants often store fats in their seeds, and animals store fats in
large, clear globules in the cells of adipose tissue.
Lipids are used for energy storage, to build structures, and as signal molecules to
help cells communicate with each other.
The functions of lipids are:
1. Store energy for long term
2. Waterproof covering
Proteins
Proteins consist of chains of amino acids called peptides. A protein may be made
from a single polypeptide chain or may have a more complex structure where
polypeptide subunits pack together to form a unit. Proteins consist of hydrogen,
oxygen, carbon, and nitrogen atoms. Some proteins contain other atoms, such as
sulfur, phosphorus, iron, copper, or magnesium.
Proteins serve many functions in cells. They are used to build structure, catalyze
biochemical reactions, for immune response, to package and transport materials, and
to help replicate genetic material.
The functions of proteins are:
1. Cellular structures
2. Controls substances in and out of cell
3. Fight diseases
Examples of Proteins are:
1. Hemoglobin in blood 4. Insulin 7. Myoglobin
2. Collagen 5. Keratin 8. Fibrin

Nucleic Acid
Nucleic acids are the molecules in our cells that direct and store information for
reproduction and cellular growth. There are two types of nucleic acids:
1. Ribonucleic Acid (RNA)
2. Deoxyribonucleic Acid (DNA)

Both nucleic acids are unbranched organic polymers composed of monomer

units called nucleotides. These nucleotides are composed of a sugar molecule, a
nitrogen base, and phosphoric acid. A single DNA molecule may contain several
million of these nucleotides, while the smaller RNA molecules may contain several
thousand.

PIVOT 4A CALABARZON Science G9 30

 The DNA carries the genetic information for the cells. Sections of a DNA molecule
called genes contain the information to make a protein. DNA serves two main
functions. Molecules of DNA can produce other DNA molecules and RNA molecules.
RNA molecules are directly responsible for the synthesis of proteins.

D
Learning Task 1: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
1. Organisms use ____________ as energy sources, structural units, and for other
purposes and are the largest class of organic compounds found in organisms.
A. carbohydrates B. lipids C. protein D. nucleic acid
2. _____________ are the molecules in our cells that direct and store information for
reproduction and cellular growth.
A. carbohydrates B. lipids C. protein D. nucleic acid
3. _____________ are used for energy storage, to build structures, and as signal
molecules to help cells communicate with each other.
A. carbohydrates B. lipids C. protein D. nucleic acid
4. They are used to build structure, catalyze biochemical reactions, for immune
response, to package and transport materials, and to help replicate genetic
material.

Learning Task 2: Write in the space provided if the given examples or statements
are classified as carbohydrate, lipid, protein or nucleic acid.
_________________ 1. Sugar cubes
_________________ 2. Wheat bread
_________________ 3. A melted butter.
_________________ 4. Ribonucleic Acid
_________________ 5. Virgin Coconut Oil
_________________ 6. Deoxyribonucleic Acid
_________________ 7. Hair and nails that contain keratin
_________________ 8. An insulin needed by a diabetic patient
_________________ 9. Sweet extracted juice from fresh pineapple
_________________ 10. Earwax that protects insides of human ears

A
Draw 3 examples of lipids found at home. Do this in a separate sheet of paper.

PIVOT 4A CALABARZON Science G9

31
WEEK
The Mole
7 Lesson
I
Medicines are chemicals or compounds used to cure, halt, or prevent disease;
ease symptoms; or help in the diagnosis of illnesses. Advances in medicines have
enabled doctors to cure many diseases and save lives.
These days, medicines come from a variety of sources. Many were developed
from substances found in nature, and even today many are extracted from plants.
Some medicines are made in labs by mixing together a number of chemicals.
Others, like penicillin, are byproducts of organisms such as fungus. And a few are
even biologically engineered by inserting genes into bacteria that make them
produce the desired substance. When we think about taking medicines, we often
think of pills. But medicines can be delivered in many ways, such as:

a. liquids that are swallowed

b. drops that are put into ears or eyes
c. creams, gels, or ointments that are rubbed onto the skin
d. inhalers (like nasal sprays or asthma inhalers)
e. patches that are stuck to skin (called transdermal patches)
f. tablets that are placed under the tongue (called sublingual medicines;
the medicine is absorbed into blood vessels and enters the bloodstream)
g. injections (shots) or intravenous (inserted into a vein) medicines

But, how do we form the rightful amount of medicine that we need? In order to
make the drug form its ingredients, someone has to figure out how much of each
ingredient is needed to react together to make the final drug. This will prevent us
from having drug overdose, or taking too much from a substance which can result to
abnormal breathing, loss of consciousness, and worse may lead to death.
This concept also applies in manufacturing of plastics. Since plastics are made
from other chemicals, someone has to figure out how much of each ingredient is
needed to use. Same goes while you light a bonfire, in which you can determine how
much air is needed, how much exhaust will be produced, as well as how much heat
is created. To medicines, plastics, and even burning pieces of wood require right
amount of substances that will produce one. But how do we measure those small
entities? All these examples have involved using the concept of moles.
In this lesson, we will be able to understand the mole concept and Avogadro’s
number. Also, we will be able to learn conversion among moles, mass and number of
atoms in a given sample.
The Mole
The identity of a substance is defined not only by the types of atoms or ions it
contains, but by the quantity of each type of atom or ion. For example, water, H2O,
and hydrogen peroxide, H2O2, are alike in that their respective molecules are
composed of hydrogen and oxygen atoms. However, because a hydrogen peroxide
molecule contains two oxygen atoms, as opposed to the water molecule, which has
only one, the two substances exhibit very different properties. These traits were
originally derived from the measurement of macroscopic properties (the masses and
volumes of bulk quantities of matter) using relatively simple tools (balances and

PIVOT 4A CALABARZON Science G9 32

volumetric glassware). This experimental approach required the introduction of a
new unit for amount of substances, the mole, which remains indispensable in
modern chemical science.
The mole (abbreviated mol) is a fundamental unit of measurement of substances
and can be defined as the number equal to the number of carbon atoms in 12.01
grams of carbon. A mole is also the atomic or formula mass of a substance expressed
in grams. Techniques for counting atoms very precisely have been used to determine
this number to be 6.022 x 1023. This number is called Avogadro’s number. One
mole of something consists of 6.022 x 1023 units of that substance. Just as a dozen
of eggs is 12 eggs, a mole of eggs is 6.022 x 10 23 eggs. Just like a mole of water
contains 6.022 x 1023 H2O molecules.
Example: How many molecules are there in 4.0 moles of CO 2?

To answer this question, remember that,

1 mole = 6.022 x 1023 particles
Thus, using the dimensional analysis approach, you will be able to convert number
of moles to its equivalent amount in the number of particles.

Calculating Moles and Number of Atoms

How do we use the mole in chemical calculations? Recall
that Avogadro’s number is defined such that a 12.01-g
sample of carbon contains 6.022 x 1023 atoms. Let’s take a
look at the step-by-step procedure below.

Fig. 2 A bicycle with an aluminum

Aluminum (Al), a metal with a high strength-to-weight ratio and a high

resistance to corrosion, is often used for structures such as high-quality bicycle
frames. Compute both the number of moles of atoms and the number of atoms in a
10.0-g sample of aluminum.
Solution
In this case we want to change from mass to moles of atoms:

? moles
10.0 g
of Al
Al
atoms

The mass of 1 mol (6.022 x 1023 atoms) of aluminum is 26.98 g (Note: You can get
the value 26.98 g by seeing the atomic mass of Aluminum in the Periodic Table of
Elements). The sample we are considering has a mass of 10.0 g. Its mass is less than
26.98 g, so this sample contains less than 1 mol of aluminum atoms. We calculate
the number of moles of aluminum atoms in 10.0g by using the equivalence statement
1 mol Al = 26.98 g Al

PIVOT 4A CALABARZON Science G9

33
 To construct the appropriate conversion factor:

10.0 g Al x = 0.371 mol Al

Next, we will convert from moles of atoms to the number of atoms, using the
equivalence statement
6.022 x 1023 Al atoms = 1 mol of Al atoms

0.371 mol Al x 6.022 x 1023 Al atoms = 2.23 x 1023 Al Atoms

1mol Al

We can summarize this calculation as follows:

10.0 g Al x 0.371 mol Al

0.371 mol 6.022 x 1023 Al atoms 2.23 x 1023

x =
Al atoms 1mol Al Al Atoms

Calculating Molar Mass of a Compound

In this part of our lesson, we will be able to understand the definition of molar
mass and also, we will be able to learn how to convert between moles and mass of a
given sample of a chemical compound.
A chemical compound is, fundamentally, a collection of atoms. For example,
methane (the major component of natural gas) consists of molecules each containing
one carbon atom and four hydrogen atoms (CH4). How can we calculate the mass of
1 mol of methane? Or, what is the mass of 6.022 x 10 23 CH4 molecules? Because
each CH4 molecules contains one carbon atom and four hydrogen atoms, 1 mol of
CH4 molecules consists of 1 mol of carbon atoms and 4 mol of hydrogen atoms, as
shown in Figure 3. The mass of 1 mol of methane can be found by summing the
masses of carbon and hydrogen present:

Solution
Methane = CH4 = 1 C atom + 4 H atoms
Atomic Mass of C = 1 x 12.01 g/mol = 12.01 g/mol
Atomic Mass of H = 4 x 1.008 g/mol = 4.032 g/mol (add)
Molar Mass of CH4 = 16.04 g/mol

PIVOT 4A CALABARZON Science G9 34

 1 mol C atoms
(6.022 x 10²³ C atoms)
1 mol CH₄ molecules
(6.022 x 10²³CH₄ molecules
4 mol H atoms
4 (6.022 x 10²³ H atoms)

Fig. 3 Various numbers of methane molecules showing their constituent atoms

The quantity 16.04 g/mol is called the molar mass for methane: the mass of
1 mol of CH4 molecules. The molar mass of any substance is the mass (in grams) of
1 mol of the substance. The molar mass is obtained by summing the masses of the
component atoms.
Example: Calculate the molar mass of sulfur dioxide, a gas produced when
sulfur containing fuels are burned. Unless “scrubbed” from the exhaust, sulfur
dioxide can react with moisture in the atmosphere to produce acid rain.

Solution
The chemical formula for sulfur dioxide is SO2. We need to compute the mass of
1 mol of SO2 molecules – the molar mass of sulfur dioxide. We know that 1 mol of
SO2 molecules contains 1 mol of sulfur atoms and 2 mol of oxygen atoms. (Note: You
can get the value 32.07 g and 16.00 g by seeing the atomic mass of Sulfur and
Oxygen in the Periodic Table of Elements).

1 mol
S atoms
1 mol of
SO2 mole-
cules 2 mol
O atoms

PIVOT 4A CALABARZON Science G9

35
 Atomic Mass of S = 1 x 32.07 g/mol = 32.07 g/mol
Atomic Mass of O = 2 x 16.00 g/mol = 32.00 g/mol (add
Molas mass of SO2 = 64.07 g/mol

Example: Calculate the molar mass, number of moles and the number of
particles present in 50.0 g of iron(III) oxide, Fe2O3 (rust).
Solution
The chemical formula is Fe2O3. We need to compute the mass of 1 mol of
Fe2O3 molecules – the molar mass of iron(III) oxide. We know that 1 mol of Fe 2O3
molecules contains 2 mol of Fe atoms and 3 mol of O atoms. (Note: You can get the
value 55.85 g and 16.00 g by seeing the atomic mass of Iron and Oxygen in the
Periodic Table of Elements).

2 mol
Fe atoms
1 mol of
Fe2O3
molecules 3 mol
O atoms

For molar mass:

Atomic Mass of Fe = 2 x 55.85 g/mol = 111.7 g/mol
Atomic Mass of O = 3 x 16.00 g/mol = 48.0 g/mol (add)
Molar Mass of Fe2O3 = 159.7 g/mol
For number of moles (of a 50.0 g Fe2O3):
1 mol of Fe2O3 = 159.7 g
To construct the appropriate conversion factor:

1 mol of Fe2O3
50.0 g Fe2O3 x = 0.313 mol of Fe2O3
159.7 g Fe2O3

For number of particles: (Note: Finding the number of “particles” means finding the
number of “atoms”.)

We will convert from moles of atoms to the number of atoms, using the equivalence
statement
6.022 x 1023 Fe2O3 atoms = 1 mol of Fe2O3 atoms

6.022 x 1023 Fe2O3 atoms

0.313 mol Fe2O3 x = 1.88 x 1023
1 mol Fe2O3
Fe2O3 atoms

PIVOT 4A CALABARZON Science G9 36

 D
Learning Task 1: For you to have a feel on how it is being done, you may answer
the following questions below.
1. How many mongo seeds are equal to 3.50 moles of mongo seeds?
2. How many bananas are equal to 7.50 moles of bananas?
3. How many moles of rice grains are equal to 1.807 x 10 24 grains of rice?

E
Learning Task 3: Solve the following problems below. Do this in a separate sheet of
paper.
1. Gold (Au) has been used to make ornamental objects and jewelry for thousands of
years. Gold nuggets found in a stream are very easy to work and were probably
one of the first metals used by humans. (1 mol of Gold (Au) = 196.97g). Calculate
the:
A. Number of moles in a 95.0 g sample of a gold nugget.

B. Number of atoms in a 95.0 g sample of a gold nugget.

2. During exercise, lactic acid (C3H6O3) forms in the muscles causing muscle cramp.
If 5.0 g of lactic acid (C3H6O3) concentrate in your leg muscles, how many
molecules of lactic acid is causing you pain? (C = 12.0 g/mol, H = 1.008 g/mol,
O = 16.0 g/mol)

A
Read the sentence. Add one sentence related to the content. Write this in a separate
sheet of paper.

Stoichiometry is calculation of the amount (mass, moles, particles) of

one substance in the chemical equation from another.
_____________________________________________________________________
___________________________________________________________________.

PIVOT 4A CALABARZON Science G9

37
WEEK
Percent Composition of Compounds
8
Lesson
I
Supposed that you had your 2nd periodical examination in Science. When you get a
score of 85% in the said test, what does it mean? It means that, if there are 100
items in your test, 85% means you answered 85 items correctly.
To have another example, let us talk about the Baker’s Percentage.
When writing a recipe (formula), Baker’s Percentage, Baker's Percent, Flour
Weight, or Baker’s Math is a way to express the ratio of ingredients to one another by
weight. Baker’s % is internationally used to express formulas for baked products
such as bread, cookies, cakes, scones, and most any product where flour is the
primary ingredient.
Each ingredient in a formula is expressed as a percentage of the largest ingredient,
usually the flour weight, always expressed as 100%.

BAKER’S %
Key IDEA: The MATH:

This is not percentage as you learned in In just two simple steps.

school. Forget about pie charts and think
bars instead. 1. Pick amount of flour:

500g Remember:
Flour —100%
This is the 100%
Water —70%
2. Use flour amount to calculate weights
Salt —2%
for other ingredients:
Yeast —1:%
500g x 70% = 350g
500g x 2% = 10g
500g x 1% = 5g

Fig. 1 Baker’s Percentage

The advantage of this system is that it allows for the baker to easily convert
their recipe into different weight indicators, such as pounds, ounces, kilograms, or
grams. And once all of the weights of the ingredients in the recipe are calculated, it is

By looking at percentages, it is easier to tell if one recipe is drier, sweeter,

saltier, etc. than another recipe. It also makes predicting what the final product will
look like easier. Baker’s % can be used to quickly and easily convert between batch
sizes as well.
We knew how dividing the right amount of ingredients can produce a bread
that has flavorful taste. Going further in this lesson, we will talk about Percentage.
Percent indicates parts per hundred. In chemistry, it is commonly used to find the
mass percent of an element in a given compound. Look at the example found on the
next page.

Part
Percent = x 100% Percent = x 100%
Whole

PIVOT 4A CALABARZON Science G9 38

 Example: There are 200 apples. 30 apples are considered bad and will be not
for sale. How many percent of apples are bad?

Percentage Composition of Compounds

In the laboratory, you may perform experiments that will require you to prepare
solutions or to verify the purity of some substances. If you are asked to prepare a
10% salt solution, you dissolve 10g of salt in a 90g of water to make a 100g salt
solution. Thus, you need to know how to calculate the percent compositions of
compounds.
Mass of element
% Mass percent = x 100%
Mass of compound
The mass fraction is converted to mass percent by multiplying 100%.
We will illustrate this concept using the compound ethanol, an alcohol obtained
by fermenting the sugar in grapes, corn, and other fruits and grains. Ethanol (C 2H6O
-) is often added to gasoline as an octane enhancer to form a fuel called gasohol. The
added ethanol has the effect of increasing the octane of the gasoline and also
lowering the carbon monoxide in automobile exhaust.
Note from its formula that each molecule of ethanol contains two carbon atoms,
six hydrogen atoms, and one oxygen atom. This means that each mole of ethanol
contains 2 mol of carbon atoms, 6 mol of hydrogen atoms, and 1 mol of oxygen
atoms. We calculate the mass of each element present and the molar mass for
ethanol as follows:

Atomic Mass of C = 2 x 12.01 g/mol = 24.02 g/mol

Atomic Mass of H = 6 x 1.008 g/mol = 6.048 g/mol
Atomic Mass of O = 1 x 16.00 g/mol = 16.00 g/mol (add)

Molar Mass of C2H6O = 46.07 g/mol

The mass percent (sometimes called the weight percent) of carbon in ethanol
can be computed by comparing the mass of carbon in 1 mol of ethanol with the total
mass of 1 mol of ethanol and multiplying the result by 100%.
mass of C in 1 mol C2H6O
Mass percent of C = x 100%
mass of 1 mol C2H6O
24.02 g
= x 100% = 52.14%
46.07 g
That is, ethanol contains 52.14% by mass of carbon. The mass of percent of
hydrogen and oxygen in ethanol are obtained in a similar manner.

mass of H in 1 mol C2H6O

Mass percent of H = x 100%
mass of 1 mol C2H6O

6.048 g
= x 100% = 13.13%
46.07 g

PIVOT 4A CALABARZON Science G9

39
 mass of O in 1 mol C2H6O
Mass percent of O = x 100%
mass of 1 mol C2H6O
16.00 g
= x 100% = 37.43%
46.07 g
The mass percents of all the elements in a compound add up to 100%, although
rounding-off effects may produce a small deviation. Adding up the percentages is a
good way to check the calculations. In this case, the sum of the mass percent's is
52.14% + 13.13% + 34.73% = 100.00%.

D
Learning Task 1: Calculate the mass percent of each element in a compound. Write
your solution in a separate sheet of paper.
Calculate the percent by mass of each element in the following compounds:
1. Methane, CH4 (C = 12.01 g/mol; H = 1.008 g/mol)
2. Sodium Nitrate, NaNO3 (Na = 23.0 g/mol; N = 14.0 g/mol; O = 16.0 g/mol)

E
Learning Task 3: Calculate the percent mass of each element of a compound
NaHSO3 (Na = 23.o g/mol; H = 1.008 g/mol; S = 32.0 g/mol; O = 16.0 g/mol). After
getting the percent mass, divide the circle to the computed percentage of each
corresponding element. (Note that the circle is equivalent to 100% as a whole; you
can use several colors to represent each percent mass of the elements.)

1. Based on your circle, which element has the biggest

mass percent?
2. Which has the smallest mass percent?

A
Describe or express your simpliest technique in solving problems found in D & E
part of the lesson. Write your answer in a separate sheet of paper.

PIVOT 4A CALABARZON Science G9 40

PIVOT 4A CALABARZON Science G9
41
Learning Task 3: 1(a.) Mass of C in 1 mol = 1 mol x 12.01 g/mol = 12.01g Learning Task 1:
Mass of H in 1 mol = 4 mol x 1.008 g/mol = 4.032 g 1. 2.107 x 1024 mongo seeds
(add) 2. 4.515 x 1024 bananas
3. 3 grains of rice
Molar Mass = 16.032 g
Mass Percent of C = (12.01g/16.032g) x 100% = 74.91% Learning Task 2:
Mass Percent of H = (4.032g/16.032g) x 100% = 25.15% 1. a. 0.482 mol Au
b. 2.9 x 1023 Au atoms
2. C = 3 x 12 = 36
H = 6 x 1.008 = 6.048
O = 3 x 16 = 48
WEEK 8 WEEK 7
Learning Learning Task 1: Learning Learning Task 2: Learning
Task 3: Task 3: Task 1:
1. B 3. A 5. B
1. Saturated 2. B 4. D a. Ethane b. C2H6 1. Buckballs
C70
2. Unsaturated a. Butane b. C4H10 2. Buckballs
Learning Task 2:
C60
3. Saturated 1.Carbohydrates 6. Nucleic Acid a. Pentane b. C5H12 3.Lonsdaleite
2. Carbohydrates 7. Protein 4. Graphite
4. Saturated a. Heptane b. C7H16
3. Lipid 8. Protein 5. Diamond
5. Unsaturated 4. Nucleic Acid 9.Carbohydrates 6.Amorphous
a. Nonane b. C9H20
5. Lipid 10. Lipid Carbon
WEEK 6 WEEKS 4-5
Learning Task 3 Learning Task 2: Learning Task 1:
A, anions have more electrons 1. Ion
than protons. 2. Anion
B. atoms have equal numbers 3. Cation
of protons and electrons. 4. Root name
C, cations have more protons 5. -ide
than electrons. 6. Metals
7. Nonmetals
8. 0
WEEK 3
Learning Task 2: Learning Task 1: Learning Task 1:
1. True
1. C 3. B 5. B 1. H 3. L 5. J 2. False; p-orbital
2. 2. A 4. B 2. M 4.C 3.False; 0, 1, 2, 3, and 4 only
4. True
Learning Task 4: Learning Task 3: 5.False; 5 boxes, 10 electrons
1. B, Learning Task 3:
2. A, 1. a. Principal quantum number
3. B b.Angular momentum quantum
number
c. Magnetic quantum number
d. Spin quantum number
2. 0, 1, 2, 3, 4, 5
3. -5, -4, -3, -2, -1, 0, 1, 2, 3, 4, 5
4. n = 9
WEEK 2 WEEK 1
Key to Correction
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task
helped me in understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still
helped me in understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need
additional enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3
Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5
Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6
Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7
Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your
personal evaluation indicated in the first Level of Performance in the second column up to
the succeeding columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal
evaluation indicated in the LP column for week 4, week 5 and week 6.

PIVOT 4A CALABARZON Science G9 42

 References

Decoste, Donald; Zumdahl, Steven S., Basic Chemistry; Sixth Edition, 2008
Langley, Richard; Moore, John T., High School Chemistry, 2019

PIVOT 4A CALABARZON Science G9

43
For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal
Landline: 02-8682-5773, locals 420/421
Email Address: lrmd.calabarzon@deped.gov.ph