Lesson-Guide-G9 - Q2 M3 Chemistry On Template

Lesson Guide in Science Grade 9
Module 3
Quarter 2 Module 3 Matter 66

Lesson 15
Competency:
 Recognize the general classes and uses of organic compounds
S9MT-IIh-18
I. Objectives:
1. Identify organic compounds
2. Recognize the uses of common organic compounds
II. Topic: The Carbon Compounds

a. Sub-topic: Uses of Organic Compounds
III. Materials/ Resources Needed:

Paper and Pen
Permanent Marker
Manila paper
Pictures and Labels of Gasoline, acetone, kerosene,
acetic acid, LPG, ethanol
IV. References:
a. Teacher’s guide: pp. 30 - 32
b. Learner’s guide: pp. 42- 43
c. Internet references:
d. Other references: Science Link Grade 9 pp. 145-148
Chemistry in the New Millennium pp. 343-345
V. Preliminary Activity/Priming:
Brainstorming
- Use the Frayer model below to elicit ideas about carbon
compounds. Fill out the four boxes with the needed information.
Definition Information
Carbon Compounds
Examples Non-example
- In the previous lessons, you have learned about how

non-metals make chemical bonds by sharing electrons from
their outer shells to attain a stable electronic configuration. This
is also the same process by which every carbon compounds

also called as organic compounds is formed. Organic

compounds are group of compounds containing element
CARBON. It includes those compounds with Carbon and
Hydrogen combined with other elements namely Oxygen,
Nitrogen, Phosphorous, Sulfur and Halogens (Flourine,
Chlorine, Bromine and Iodine).
- Ethyl alcohol, acetone, gasoline, naphthalene, acetic
acid, vanillin, acetylene and esters are just a few examples of
many Organic compounds. These kind of compounds are
produced are produced by plants and animals.
- There are also organic compounds that are produced
from petroleum, LPG, gasoline, lubricating oil and kerosene.
- In our next activity, we are going to recognize uses of
some common organic compounds.
VI. Activity:
Title: Organic Compounds: Are they Useful?
Reference: Teacher’s guide: pg 30-32; Learner’s guide: pg 42-43
Procedure:
1. Before giving the lesson to the class, show some
pictures of the following products: gasoline, isopropyl
alcohol, ethyl alcohol, LPG, vinegar, acetone,
kerosene. These are all composed of organic
compounds.
2. In the class, let the students work in groups. Tell them
to do brainstorming about the uses of the organic
compounds posted on the board. Using the format of
the table, instruct the students to write their outputs on
a piece of Manila paper. Give 10 minutes for the
students to finish their work.
Organic Compounds
Uses Gasoline Ethanol Acetone LPG Kerosene Acetic
Acid
Beverage
Food
Antiseptic
Fuel
Cleaner
3. After the given working time, select some group of

students to present their output in front of the class.
Make sure to start the discussion by asking questions
based on their outputs. This will allow the students to
assess and see the value of their work and at the
same time reinforce learned concepts.
4. When all the selected groups are done with their
presentations, show the class other examples of
organic compounds and facilitate a brief discussion

about them and let the students tell something about
their uses.
VII. Analysis:
Ask the following questions to the student.
1. What are the given example of organic
compounds in the activity?
(Gasoline, Ethanol, Acetone, LPG, Kerosene and
Acetic acid)
2. What are the common uses of organic
compounds as given in the activity?
(Beverage, Food, Antiseptic, Fuel, Cleanser)
3. What do you think are the characteristics of the
given examples of organic compounds which give
their uses?
(students’ answer may vary)
4. How important are organic compounds?
(students’ answer may vary)
VIII. Abstraction:
- Organic compounds are group of compounds containing

element CARBON. It includes those compounds with
Carbon and Hydrogen combined with other elements
namely Oxygen, Nitrogen, Phosphorous, Sulfur and
Halogens (Fluorine, Chlorine, Bromine and Iodine.
- Ethyl alcohol, acetone, gasoline, naphthalene, acetic
acid, vanillin, acetylene and esters are just a few
examples of many Organic compounds. These kind of
compounds are produced are produced by plants and
animals.
- There are also organic compounds that are produced
from petroleum, LPG, gasoline, lubricating oil and
kerosene.
- Uses of common compounds are for ingredients for
beverage, food, antiseptic, fuel and cleaner.
IX. Application:
Give the uses of the organic compounds present in the
following products.
1. Candle
2. Plastic

X. Assessment:
Performance Based Assessment
- Make an open letter to the public discussing the uses and
importance of common organic compounds to you. The letter
should be composed of a minimum of 150 words.
XI. Agreement:
Bring the following materials for tomorrow’s activity.

1. Kerosene
2. Lubricating oil
3. Alcohol
4. Diesel oil
5. 4 Medicine droppers
6. Stop watch
7. Paper and pen
8. Calculator
9. Matches
10. 4 pieces of half inch-plastic beads
11. 4 pieces of ¼ sheet of long bond papers
12. Bottle crowns

Lesson 16
Competency:
 Recognize the general classes and uses of organic compounds
S9MT-IIh-18
I. Objective:
Recognize the properties of common organic compounds

Sub-topic: Properties of Organic Compounds

Kerosene Lubricating oil Alcohol Diesel oil
4 Medicine droppers Stop watch Paper and pen
Calculator Matches
4 pieces of half inch-plastic beads
4 pieces of ¼ sheet of long bond papers
Bottle crowns
IV. References:
Chemistry in the New Millennium pp. 343-345
Unlocking of Difficulties:
Students should have their prior knowledge about the following
terms:
a. Phase
b. Viscosity
c. Volatility
d. Flammability
Do this activity to unlock difficulties among students.
Direction: Unscramble the letters to form a word being describe below.
1. haPes - physical state of the material. This

describes the physical property of matter
whether it is solid, liquid or gas
2. ysitosVic - measure of fluid’s resistance to flow. If the
viscosity is high, the flow of the fluid is slow.
3. iailtltoyV - measure of the tendency of substance to
evaporate or to turn into its gaseous state.
4. tamyiFbillam - measure of how easily a material burns.
The words revealed by the jumbled letters are all properties

of organic compounds. Let us now relate these properties to

uses of organic compounds what we studied in our previous

lesson.
VI. Activity:
Title: Properties of Common Organic Compounds
Reference: Teacher’s guide: pp. 33-34 ; Learner’s guide: pp. 44-47
Procedure:
1. Before letting the students do the experiments, discuss first
the safety precautions that the students should take on the
conduct of the experiments and make sure that each group
of students has complete materials. This is to guarantee
students’ safety and task completion.
2. During the activity, constantly supervise the students to
ensure that they are doing things according to the given
procedure. This will save time and the students will be
properly guided in their tasks.
3. After their experiments, choose one group to present its
output. Once the group
is done with their presentation, discuss the answers to the
questions so that valid generalizations will be made clear to
the students.
4. This lesson is good for three (3) sessions.
Laboratory Procedures:
1. With your group, use the table below to record your data from this
activity.
Properties of Common Organic Compounds

Materials Odor Viscosity Volatility Flammability
Kerosene
Lubricating
Oil
Diesel Oil
Ethyl
Alcohol
Acetone
Part I. Observing the Phases of the Materials

1. Place 15 mL of each liquid in the four (4) identical test tubes
and label each test tube according to the liquid it contains.
2. Observe the materials and write the phase and odor of the
materials in the table above.
Part II. Testing the Viscosity of the Materials

1. Fill a test tube with the first liquid, drop one plastic bead, and
then cover it tightly with a cork or rubber stopper.
2. Invert the test tube so that the bead falls and touches the
cork.
3. Quickly turn the test tube in an upright position. Determine
the time it takes the bead to fall or reach the bottom of the
test tube.
4. Follow the same procedures with the remaining liquids.
Part III. Testing the Volatility of the Materials

1. Using a medicine dropper, put two drops of each liquid
material on the separate pieces of bond papers. You and
your groupmates should do this at the same time and place it
on the armrest.
2. Record the time it takes the papers to get dry. This is
equivalent to the time it takes the liquid to completely
evaporate.
Part IV. Testing for Flammability of the Materials

1. Prepare four bottle crowns (tansan) and then place a cotton
bud in each crown.
2. Wet the cotton buds with 10 drops of the liquid materials.
3. Ignite each wet cotton bud using a lighted match stick.
4. Record the time it takes each cotton bud to burn completely.
5. Repeat steps 1-4 four more times so that you will have five
trials per liquid material.
6. Compute for the average time it takes each cotton bud to
burn completely.
VII. Analysis:

1. Which material is most viscous? What are the common uses
of viscous materials?
2. Which material/s is/are flammable? In what ways are these
materials used?
3. Which liquid material have strong odor?
4. Why is it important to know the properties of these kind of
organic compounds?
VIII. Abstraction:
1. The most viscous material is the lubricating oil. Common

uses of viscous materials are for lubrication of parts of
machines, instruments, appliances and protect materials
from rusting.
2. Kerosene and ethyl alcohol are organic compounds which
are flammable. Flammable liquids such as the two is used as
fuel for lamps and portable stove. Although ethyl alcohol is
flammable, it is not used as fuel for lamps and stove but can

be used as a component of biofuels for vehicles, ingredient

for liquors and as a disinfectant.
3. Kerosene and ethyl alcohol has strong odors.
IX. Application:
Give the properties of the organic compounds.
1. Methanol
2. Formaldehyde (Formalin)
X. Assessment:
Directions: Read each question/statement carefully. Choose the letter
of the correct answer.
1. Which of the following describes the physical property of matter
whether it is solid, liquid or gas?
a. viscosity b. volatility c. phase d. flammability
2. Which of the following organic compounds is NOT volatile?
a. oil b. acetone c. kerosene d. all of the above
3. This term refers to the measure of fluid’s resistance to flow.
a. viscosity b. volatility c. phase d. flammability
4. The following are the common uses of viscous organic
compounds EXCEPT
a. lubrication of appliances
b. protection of materials from rusting
c. ingredient in food making and preservation
d. None of the above
5. What is the most common use of flammable organic
compounds?
a. fuel b. liquor production c. lubrication d. food preparation
XI. Agreement:
Search for the uses of the Hydrocarbons; alkanes, alkenes and

alkynes.

Lesson 17
Competency:
 Recognize the general classes and uses of organic compounds.
S9MT-IIh-18
I. Objective(s):
Recognize hydrocarbons and its types
ii. Identify the type of bonds formed by alkanes, alkenes and
alkynes

a. Sub-topic: Hydrocarbons: Alkanes, Alkenes and Alkynes
IV. References:
a. Teacher’s guide:
b. Learner’s guide:
Chemistry for the New Millennium pp. 336-341
Examine the Lewis electron dot structure of the element

Carbon.
- How many valence electrons does a Carbon atom has?

( Carbon atom has 4 valence electrons)
- You have learned in your previous discussions that
valence electrons are the ones which participate in
chemical bonding of elements to form compounds. What
can you say about the four valence elec trons of Carbon?
( There are 4 lone valence electrons around Carbon
atom)
- Each of lone valence electrons of the Carbon atom are
needed to be paired with in order for it to become stable.
That is the reason why carbon atom is capable of forming
a lot of bonds to other atoms. As a result, there are a
numerous number of carbon containing compounds
called as Organic compounds around us. It is difficult for
us to learn more about them one by one so what scientist
did is they classify each organic compound into families.

- This time, we are going to learn more about the first

family of Organic compound which is HYDROCARBONS!
- From the word Hydrocarbons, what do you think are the
elements involved in this organic compounds?
(Hydrogen (Hydro) and Carbon (Carbon)
- Perform our activity for today to know more about
HYRDOCARBONS.
VI. Activity:
Title: Hydrocarbons: Alkanes, Alkenes and Alkynes
Reference: (Suggested Activity)
Procedure
Table Analysis
Let the students analyze the table below. Tell them
that the lines connecting Carbon to Hydrogen represent
bond
Types of Name Chemical No. of No. of Structure

Hydrocarbon Formula Carbon Hydrogen
A. Alkane Methane CH4 1 4
Ethane C2H6 2 6
Propane C3H8 3 8
B. Alkene Ethene C2H4 2 4
Propene C3H6 2 6

Butene C4H8 4 8
C. Alkyne Ethyne C2H2 2 2
Propyne C3H4 3 4
Butyne C4H6 4 6
VII. Analysis:
1. What are the 3 types of Hydrocarbons?
(the 3 types of Hydrocarbons are alkanes, alkenes
and alkynes)
2. Give 3 examples of alkanes.
(Methane, Ethane, Propane)
3. Look at the structures of alkanes, what did you
notice?
(Single bond exists among alkanes)
4. Give 3 examples of alkenes.
(Ethene, Propene, Butene)
5. Look at the structures of alkenes, what type of
bond is present?
(There is double bond)
6. List down 3 examples of Alkyne.
(Ethyne, Propyne, Butyne)
7. What type of bond is present among alkynes?
(There is a triple bond)
8. Examine the structures of alkanes, alkenes and
alkynes. What did you notice?
(Alkanes have more numbers of hydrogen
attached to carbon atom as compared to alkenes
and alkynes)
9. Look at the names of each examples of alkanes,
alkenes and alkynes. What have you noticed?
(The names of alkanes end in -ane, alkenes end in
-ene and alkynes end in -yne)

VIII. Abstraction:
- Hydrocarbon is an organic compound consisting entirely

of Hydrogen (H) and Carbon (C). Each hydrocarbon
molecule is consisting of a carbon backbone with
hydrogen atoms attached to it. Hydrocarbons are
classified into 3 types. These are Alkanes, Alkenes and
Alkynes. Alkanes have single bond, Alkenes have double
bonds and Alkynes have triple bonds. Alkanes have more
hydrogen atoms attached to its carbon backbone as
compared to alkenes and alkynes. This is the reason why
it is a saturated hydrocarbon. Alkenes and alkynes
belong to unsaturated hydrocarbons. Names of alkanes
end in -ane, alkenes end in -ene and alkynes end in -yne.
IX. Application:
Hydrocarbons are all around you. They fill up your

cabinet in the form of aspirin, cosmetics, throat lozenges,
hair spray and cologne.
- Make a 3 stanza song about Hydrocarbons.
X. Assessment:
A. Identify which type of Hydrocarbon is given below.

B. What types of bond/s is/are found on the following?
1. Heptane
2. Octene
3. Nonane
4. Hexyne
5. Pentene
XI. Agreement:
Search for the uses of the following compounds: methane,

ethane, butane, octane, ethyne (acetylene), propene and
propyne.

Lesson 18
Competency:
 Explain how the structure of the carbon atom affects the type of bonds
it forms. S9MT-IIg-17
I. Objective(s):
1. Describe the structure of alkanes, alkenes and alkynes.
2. Relate the structures of alkanes, alkenes and alkynes to their
properties.

a. Sub-topic: Properties and Structure of Alkanes, Alkenes and
Alkynes
Bond paper
Pen
IV. References:
Review of the Previous Lesson
You have learned about Hydrocarbon and its types alkanes,

alkenes and alkynes in your previous activity. Let me see if you
remember something about them.
Identify which is Alkane, alkene and alkyne.
The compounds in each group have certain structures that make

their properties different from the other.
Perform the next activity to learn more about it and how these
structures related to their properties.
VI. Activity:
Title: Structure and Properties of Alkanes, Alkenes and Alkynes

Procedure
Word Drill
Unscramble the jumbled letters below to form a word important for
our activity about Hydrocarbon.
1. r t S c t u r u l a r o f l a m u
2. n C o n e e s d d ro f la m u
3. o i l i n B g o np i t
Identify which among the words formed on our first activity is

described by the statements below.
1. Formula for a molecular compound that indicates the atoms
present and the bonding sequence of the atoms. The covalent bonds
between atoms are conveyed as lines connecting the symbols of the
bonded atoms.
2. Is a formula for a molecular compound that indicates the bonding
sequence without showing all the bonds.
3. The temperature at which a liquid evaporates or becomes vapor.
Table Analysis
- Use the data in Table 1, 2 and 3 to answer the
questions in this activity.
TABLE 1

TABLE 2
TABLE 3

VII. Analysis:
Answer the following questions regarding the activity.
1. Using Tables 1 to 3, what pattern do you observe in terms of the
phase, number of carbon atoms, structure and boiling point of the alkanes,
alkenes, and alkynes? Explain the patterns you observe.
(The physical state of the alkanes from methane to butane is
gas, and from pentane to octane: liquid. The reason for this is related
to the structure of the compounds. If the molecule of the compound is
small, it interacts less with each other. Just like methane, it is likely to
be a gaseous compound. When the molecules become bigger in size
or structure, they can closely interact with each other and they will
become more likely to be liquid just like in the case of octane. Octane
molecule has a very long chained structure that makes it too heavy to
be a gaseous compound. The trend in the phase of the compounds is
also the same with the alkenes and the alkynes. The phase of the
alkenes and alkynes is a gas when the molecules is small and
becomes liquid as the molecules become bigger. The trend in the
structures of the compounds in alkanes, alkenes, and alkynes is the
same. The size of the structures of the compounds is increasing
because the compounds become bigger or longer.)
2. What do you think will be the boiling point of the next alkane, alkene,
and alkyne? Will the boiling point of each hydrocarbon be higher or lower?
Explain your answer.
(The trend in the boiling point of the compounds in alkanes,
alkenes, and alkynes is also in an increasing pattern. This is because of their
structures. As the structures of the compounds become bigger, they also
interact more with each other. Bigger molecules that interact with each other
more strongly require higher temperature to evaporate. That is why they have
a higher boiling point.)
3. Why do you think some hydrocarbons are gases and others are
liquids?
(The reason why there are hydrocarbons that are gases and
liquids is because of the structure or the size of the molecules of the
compounds. When the molecules are small, they tend to interact less among
each other. Smaller molecules are usually gases. And when molecules have
bigger structures, they interact more with each other. Thus, bigger molecules
then tend to settle in liquid state.)
4. What hydrocarbon compounds are gases and liquids? What are the
uses of gaseous hydrocarbon compounds and liquid hydrocarbon
compounds?
(Common examples of gaseous hydrocarbon compounds are
methane, butane, propene, and ethyne (acetylene). Methane gas is the
most common hydrocarbon. It is used as fuel for cigarette lighters and
LPG. It is also mixed with other fuel for vehic les. Butane gas is used as
fuel, blended with other hydrocarbons to produce liquefied petroleum

gas (LPG), and is also used as fuel cigarette lighter. The color of the
flame when butane is used in cigarette lighter is blue. Ethyne
gas or commonly known as acetylene is used commonly in flame torch
that is used in welding of iron, and it is also used for hastening the
ripening of fruits. Examples of common liquid hydrocarbons are octane
and pentene. Octane and pentene are used as components of
gasoline.)
VIII. Abstraction:
- Structures of Hydrocarbons are responsible for the properties

that it shows. The physical state of the alkanes from methane to
butane is gas, and from pentane to octane is liquid. The reason
for this is related to the structure of the compounds. If the
molecule of the compound is small, it interacts less with each
other. Just like methane, it is likely to be a gaseous compound.
When the molecules become bigger in size or structure, they
can closely interact with each other and they will become more
likely to be liquid just like in the case of octane. Octane molecule
has a very long chained structure that makes it too heavy to be
a gaseous compound. The trend in the phase of the compounds
is also the same with the alkenes and the alkynes. The phase of
the alkenes and alkynes is a gas when the molecules is small
and becomes liquid as the molecules become bigger. The trend
in the structures of the compounds in alkanes, alkenes, and
alkynes is the same. The size of the structures of the
compounds is increasing because the compounds become
bigger or longer.
- The trend in the boiling point of the compounds in alkanes,
alkenes, and alkynes is also in an increasing pattern. This is
because of their structures. As the structures of the compounds
become bigger, they also interact more with each other. Bigger
molecules that interact with each other more strongly require
higher temperature to evaporate. That is why they have a higher
boiling point.
- The reason why there are hydrocarbons that are gases and
liquids is because of the structure or the size of the molecules of
the compounds. When the molecules are small, they tend to
interact less among each other. Smaller molecules are usually
gases. And when molecules have bigger structures, they
interact more with each other. Thus, bigger molecules then tend
to settle in liquid state.
- Common examples of gaseous hydrocarbon compounds are
methane, butane, propene, and ethyne (acetylene). Methane
gas is the most common hydrocarbon. It is used as fuel for
cigarette lighters and LPG. It is also mixed with other fuel for
vehicles. Butane gas is used as fuel, blended with other
hydrocarbons to produce liquefied petroleum gas (LPG), and is
also used as fuel cigarette lighter. The color of the flame when
butane is used in cigarette lighter is blue. Ethyne gas or

commonly known as acetylene is used commonly in flame torch

that is used in welding of iron, and it is also used for hastening
the ripening of fruits. Examples of common liquid hydrocarbons
are octane and pentene. Octane and pentene are used as
components of gasoline
IX. Application:
Given the following products, identify what type of
hydrocarbon is present and draw its structures.
Product Hydrocarbon Type of Structure

Present Hydrocarbon
Octane
Ethylene
Acetylene
X. Assessment:
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Which among the following is the most common alkane?

a. Pentane b. methane c. ethane d. octane
2. An alkane used for hastening the ripening of fruits.

a. Ethyne b. ethane c. ethane d. methane
3. An alkane used as a fuel cigarette lighter.

a. Butane b. octane c. methane d. ethane
4. Why do hydrocarbons with bigger structures are liquid in
form?
a. Molecules of hydrocarbons interact with each other
b. Hydrocarbons have short chains that will make then
liquid in form
c. Hydrocarbons have a very long chained structure that
makes it too heavy to be a gaseous compound
d. None of the above.
5. What makes Hydrocarbons with bigger structures have
higher boiling point?
a. Hydrocarbons with bigger structures have strong
molecular interactions and requires higher temperature
to break these interactions.
b. Hydrocarbons with bigger structures have weak
molecular interactions and requires higher temperature
to break these interactions.
c. Both a and b are correct
d. None of the above
XI. Agreement:

Calcium carbide (Kalburo)
Newspapers
Unripe green bananas
Empty shoe boxes
Hand gloves
Face masks
Small plastic/paper cups
Packaging tape

Lesson 19
Competency:
S9MT-IIh-18
I. Objective(s):
1. Investigate how a common organic compound namely ethyne
can ripen fruits faster than the natural way.

a. Sub-topic: Example of Alkyne

Calcium carbide (Kalburo)
Newspapers
Unripe mango (Bananas can be a substitute)
Empty shoe boxes
Hand gloves
Face masks
Small plastic/paper cups
Packaging tape
IV. References:
d. Other references:
Prepare a jigsaw puzzle pieces and let the students

arrange it to come up with a picture of a “Mango”.
“The king of the fruits," mango fruit is one of the most

popular, nutritionally rich fruits with unique flavor, fragrance, taste,
and heath promoting qualities, making it numero-uno among new

functional foods, often labeled as “super fruits. In our activity for

today, Mango will still be a star? Why?
In your previous activity, you have learned about the uses
of common hydrocarbons particularly Ethyne or acetylene. In this
activity, you will investigate the actual use of Ethyne (acetylene), a
hydrocarbon. With the use of an experiment using Mango and
“Kalburo”, you will find out if acetylene gas can really ripen
bananas in just a short period of time compared to the natural
process of ripening.
VI. Activity:
Title: Which Mango will ripen faster?
Procedure
1. In the class, before letting the students prepare their
experiments, let them answer Q1, Q2, Q3 and Q4. Answering
these questions will give the students an idea about what to do
and expect to happen in the experiment and will also set their
mood for the new learning activity.
2. Let the students prepare the materials. Emphasize to them
the need to follow all the instructions and the safety precautions
they are given. Enjoin them to act like real scientists. This will
help them to understand that they really have to be careful in
doing their experiments. Make sure that the students who
handle the wrapped calcium carbide are using their hand gloves
and face mask because the odor of the material is unpleasant.
3. When all the groups are done preparing the set-ups of their
experiment, tell them that the result will take at least 2 to 3 days,
depending on the maturity of unripe mango. Instruct them to
make their observations after 2 to 3 days.
4. Study the following information. It will help you guide the
students in this kind of activity.
a) Using a sheet of newspaper, wrap ¼ kilo (250g) of
crushed calcium carbide (kalburo). Make sure that the wrapped
calcium carbide will just be enough to fit the area of the bottom
of one shoe box.
b) Put the wrapped calcium carbide at the bottom of the
shoe box and cover it with another piece of newspaper.
c) Place 3 unripe (nearing maturity) mango of the same
kind inside the first box with calcium carbide. This will be Group
A.
d) Do not put wrapped calcium carbide in the other shoe
box.
e) Place another set of 3 green, unripe mango of the same
kind in the second box. This will be Group B.
f) After putting all the mangos in each box A and box B,
cover both boxes.
g) Leave the shoe boxes for 48 hours.

VII. Analysis:
Answer the following questions regarding the activity.
1. What are you going to find out or investigate in the experiment?
(“The effect of acetylene gas on the rate of ripening of mango”
or “The effect of using calcium carbide (kalburo) on the rate of
ripening of bananas)
2. What is the independent variable?
(Acetylene or calcium carbide)
3. What is the dependent variable in the experiment?
(Number of fruits that ripened)
4. Write your hypothesis or prediction about what might happen in
the experiment.
(The mangoes in the shoe boxes with calcium carbide will ripen
faster than the mangoes in the shoe boxes without calcium
carbide or Group B mangoes will ripen slower tha n Group A
mangoes.)
5. After 2 to 3 days, put on your face masks and observe what
happened to the mangoes. Write your observation in the table
below.
Group Observations
(Number of ripe mangoes
and their appearances)
A
(with Calcium carbide)
B
(without Calcium
carbide)
6. Which group has fully ripened mangoes?

(Group A has many ripened mangoes than group B.)
7. What conclusion can you make in your experiment?
(Using calcium carbide (kalburo) makes the ripening of mangoes
faster than without using calcium carbide. This is because when
calcium carbide (kalburo) reacts with the moisture in the air,
acetylene gas is produced. Acetylene gas is the compound that
makes the ripening of the fruits becomes faster. Acetylene
imitates the action of the natural ripening agent called ethene or
ethylene (C 2 H4 ).
8. Look for the properties of Ethyne and explain how it can
introduce ripening of fruits.
(Ethene or ethylene is a plant hormone that regulates activity of
the genes that are responsible for the ripening of fruits.)

VIII. Abstraction:
Using calcium carbide (kalburo) makes the ripening of mangoes

faster than without using calcium carbide. This is because when
calcium carbide (kalburo) reacts with the moisture in the air,
acetylene gas is produced. Acetylene gas is the compound that
makes the ripening of the fruits becomes faster. Acetylene
imitates the action of the natural ripening agent called ethene or
ethylene (C 2 H4 ). Ethene or ethylene is a plant hormone that
regulates activity of the genes that are responsible for the
ripening of fruits.
IX. Application:
In what way will the result of your activity benefit farmers?
Explain your answer.
X. Assessment:
(PERFORMANCE BASED: The assessment of

learning of the students will be through the conduct of
their laboratory work and its report)
XI. Agreement:

- labels or pictures of commonly used alcohol
- art materials
- manila paper

Lesson 20
Competency:
S9MT-IIh-18
I. Objective(s):
1. Determine through an activity the uses of common alcohols;
2. Identify similarities in the structures of different kinds of alcohols;
3. Relate these similarities to the common properties they have.

a. Sub-topic: Alcohols and their uses

Laptop
DLP
Speaker
Manila paper
Permanent Marker
Art materials
IV. References:
c. Internet references: http://study.com/academy/lesson/hydroxyl-
group-definition-structure-quiz.html
d. Other references: Science Links Grade 9 pg 158-159
Examine the pictures of organic compounds structure below.
Which among the pictures do not belong to the group? Why do

you say so?
(The fourth picture differs because of the “OH” attached to the
structure)
Today, we are going to study another class of organic
compounds which is “Alcohol” with hydroxyl group “OH” attached to
their structure”.
VI. Activity:
Title: Alcohols and their Uses

Procedure:
1. Provide each group of students with LABELS or PICTURES
of the following products: one antiseptic or disinfectant that
contains ethyl alcohol, one antiseptic that contain isopropyl
alcohol, one beverage that contain ethyl alcohol, and one
denatured alcohol.
2. Let the groups of students read the information written on the

labels and tell them to fill out the table of data with
information from the labels. After this, give them the
instructions to answer all the questions in the activity.
Name of Name of Percent (%) Uses

Product alcohol or amount of
Present in the alcohol in the
product product
3. After the activity, select students from a group to present

their answers in front of the class. This may be done to begin
your discussions about the uses of the alcohols and the
relationship between their structures and properties.
4. Use the following concepts to explain the relationship

between the structures and
the properties of the different alcohols.
a. Functional group. Functional group is a group of atoms that are bonded

to the molecule. This group is responsible for the characteristics or
property of that compound. Alcohols have hydroxyl group (-OH). If you
are going to observe the structures of ethyl, isopropyl, and methyl
alcohol, you will notice the hydroxyl group (-OH) in their structure.

VII. Analysis:
Let the students answer the following questions.
1. What are the common products that contain alcohol?
(Rubbing alcohol and denatured alcohol)
2. Why are these alcohols important?
(Alcohols can be used as disinfectant, antiseptic and fuels for
lamps and portable stoves)
3. What types of bonds are present in ethyl alcohol, methyl
alcohol and in isopropyl alcohol?
(The structures of the alcohols in this activity only have
single bonds.)
4. What accounts for the similar physical properties of alcohols?
(Alcohols have the same hydroxyl group as their functional
group that is why they have some similar properties or
characteristics.)
VIII. Abstraction:
Alcohol is an organic compound commonly used as reagents,

solvents and fuels. It is colorless and also transparent. It has an OH
group attached to a single bond alkyl group, alkane.
The four most common alcohols are Methyl alcohol, Ethyl
alcohol, Propyl alcohol and Isopropyl alcohol. Ethanol is the most
commonly used alcohol. It is produced through fermentation and is
consumed by humans’ trough alcoholic beverage.
IX. Application:
“Ethanol is an alcohol in alcoholic beverages. Ethanol is toxic,

and consuming it in excess causes depression and confusion and
can lead to death.”
Create a poster warning consumers about the toxic effects of
ethanol. Also make your poster a campaign to encourage
consumers to limit their alcoholic consumption.
X. Assessment:
Problem: Emmanuel Juan cut his finger accidentally when he

was cutting his nails. He has to apply something on his wound so that it
will not get infected. Which organic compound should he use?

XI. Agreement:
1. Bring the following materials for tomorrow’s activity.

- acetone
- formalin
- manila paper
- marking pen
2. Have some research about the compounds which are present in
acetone and formalin.

Lesson 21
Competency:
S9MT-IIh-18
I. Objective(s):
1. Determine through an activity the common uses of acetone and
formalin
2. Relate the structures of acetone and formalin to the carbonyl
compounds where they belong

a. Sub-topic: Aldehydes and Ketones

acetone
formalin
manila paper
pentel pen
IV. References:
d. Other references: Science Links Grade 9 pp. 163-164
Let the students analyze the pictures below.
1 2
Ask the following questions:
1. What common liquid will you use to erase the cuticle in the nails
that you see in picture no. 1?
(acetone)
2. What is the name of the liquid inside the bottle that is used to
preserve specimens as you see in picture no. 2?
(formalin)
These two liquids: acetone and formalin are examples of
organic compounds. They belong to another class of organic
compounds that differ from alcohols and hydrocarbons.
Let us name these group of compound and study more

on its structure and uses.
VI. Activity:
Title: Aldehydes and Ketones
Procedure:
1. Before letting the students answer the activity, make sure to
explain all the instructions from the learning module. Have
the learners work in groups, so that they will be able to share
their ideas with one another. Also discuss first that the
carbonyl (C=O) group is the functional group of aldehydes
and ketones just like hydroxyl group (-OH) of alcohols.
Let the students determine on themselves how ketones
and aldehydes differ from alcohols and hydrocarbons
through picture analysis.
Hydrocarbon Alcohol Aldehyde Ketone
Ask the following questions to the students:

a. What differentiates Hydrocarbon, Alcohol, Aldehydes and
Ketones to one another?
(the presence of C-C, OH, C=O in their structure)
Explain to the students this C-C, OH and C=O
attached to their structure are all functional
group that helps scientist classify which group
does an organic compound belongs to.
b. What similarity did you observe in the structure of
Aldehyde and Ketone?
(Aldehyde and Ketone has both C=O attached to their
structures)
Explain to the students that C=O stands for
carbonyl group.
2. In the post-activity discussion, let at least two students from
two different groups give their answers in class. After the
students’ presentation of their answers, start facilitating a
discussion by showing the students the compounds,
acetone, and formalin. For example, show a bottle of
formaldehyde (formalin) with a preserved animal or insect in
it. For acetone, demonstrate how to remove nail polish using
the compound. Acetone and formaldehyde both have
different ending suggesting that they are different
compounds, therefore, they are not known as carbonyl
compounds, but rather carbonyl group containing
compounds.

3. Instruct the students to use the illustration of the structures of

acetone and formalin below to answer the following
questions.
a. What types of bonds do the common compounds have
in their structures?
b. Formalin and acetone are common carbonyl containing
compounds. Why do you
think they both belong in the group of carbonyl containing
compounds?
VII. Analysis:
Let the students answer the following questions.
1. What are the common uses of formalin and acetone?
(Acetone is commonly used as solvent and nail
polish remover. Formaldehyde is used as a
preserving agent and disinfectant.)
2. What types of bonds do the common compounds
have in their structures?
(The structures of acetone, and formaldehyde all
have single and double
bonds.)
3. Formalin and acetone are common carbonyl
containing compounds. Why do you think they both
belong in the group of carbonyl containing
compounds?
(The structures of acetone, and formaldehyde both
have carbonyl functional
group. These make them carbonyl containing
compounds.
VIII. Abstraction:
a. Acetone is also one of the compounds that are commonly
used. It is used in removing nail polish. It is also used as solvent
in some industrial preparations, such as production of plastic
materials.
b. Formaldehyde is a compound that is commonly known as
formalin. Its common use is to preserve organic materials
because of its ability to crosslink proteins including enzymes.
This is also the reason why this kind of organic compound is
used in the embalming process.
IX. Application:
Aldehydes and ketones are both carbonyl
containing organic compounds. What do you think is the
reason why they are in separate classes? Explain your
answer.

X. Assessment:
Directions: Read each question/statement carefully. Choose the
letter of the correct answer.
1. Veronica wants to change her nail polish because it does not
look good with her new dress. What must she use to remove her
fingers’ old nail polish?
A. acetic acid C. acetone
B. lubricating oil D. formaldehyde
2. Which of the following compounds is a carbonyl compound?
A. C.
B. D. all of the above
3. Maria Paula wants to preserve a fish for her project in Biology

class. What kind of compound should she use to preserve the
animal?
A. acetic acid C. methyl alcohol
B. formaldehyde D. acetone
XI. Agreement:
Do some additional researches about other examples of

ketones and aldehydes.

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Lesson Guide in Science Grade 9

Quarter 2 Module 3 Matter 66

II. Topic: The Carbon Compounds

III. Materials/ Resources Needed:

- In the previous lessons, you have learned about how

Quarter 2 Module 3 Matter 67

also called as organic compounds is formed. Organic

3. After the given working time, select some group of

organic compounds and facilitate a brief discussion

- Organic compounds are group of compounds containing

Quarter 2 Module 3 Matter 69

Bring the following materials for tomorrow’s activity.

Quarter 2 Module 3 Matter 70

II. Topic: The Carbon Compounds

III. Materials/ Resources Needed:

1. haPes - physical state of the material. This

4. tamyiFbillam - measure of how easily a material burns.

The words revealed by the jumbled letters are all properties

Quarter 2 Module 3 Matter 71

uses of organic compounds what we studied in our previous

Properties of Common Organic Compounds

Part I. Observing the Phases of the Materials

Part II. Testing the Viscosity of the Materials

Part III. Testing the Volatility of the Materials

Part IV. Testing for Flammability of the Materials

Ask the following questions to the student.

1. The most viscous material is the lubricating oil. Common

Quarter 2 Module 3 Matter 73

be used as a component of biofuels for vehicles, ingredient

Search for the uses of the Hydrocarbons; alkanes, alkenes and

Quarter 2 Module 3 Matter 74

II. Topic: The Carbon Compounds

III. Materials/ Resources Needed:

Examine the Lewis electron dot structure of the element

- How many valence electrons does a Carbon atom has?

Quarter 2 Module 3 Matter 75

- This time, we are going to learn more about the first

Types of Name Chemical No. of No. of Structure

B. Alkene Ethene C2H4 2 4

Quarter 2 Module 3 Matter 76

C. Alkyne Ethyne C2H2 2 2

Quarter 2 Module 3 Matter 77

- Hydrocarbon is an organic compound consisting entirely

Hydrocarbons are all around you. They fill up your

A. Identify which type of Hydrocarbon is given below.

Search for the uses of the following compounds: methane,

Quarter 2 Module 3 Matter 78

II. Topic: The Carbon Compounds

III. Materials/ Resources Needed:

Review of the Previous Lesson

You have learned about Hydrocarbon and its types alkanes,

The compounds in each group have certain structures that make

Quarter 2 Module 3 Matter 79

Identify which among the words formed on our first activity is

Quarter 2 Module 3 Matter 80

Quarter 2 Module 3 Matter 81

Quarter 2 Module 3 Matter 82

- Structures of Hydrocarbons are responsible for the properties

Quarter 2 Module 3 Matter 83

commonly known as acetylene is used commonly in flame torch

Product Hydrocarbon Type of Structure

1. Which among the following is the most common alkane?

2. An alkane used for hastening the ripening of fruits.