9

Science Elective – Grade 9

Alternative Delivery Mode
First Quarter – Module 2: Organic Chemistry
First Edition, 2020

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 SSC
9

Special Science Program

Consumer Chemistry
Quarter 1 – Module 2_Week 2
Organic Chemistry
Introductory Message
For the facilitator:

Welcome to the (Consumer Chemistry 9) Module on ( Organic Chemistry) !

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help learners
acquire the needed 21st century skills while taking into consideration their needs and
circumstances.

In addition to the material in the main text, you will also see this box in the body of the
module:

Notes to the Teacher

This module is self-explanatory. You are expected to encourage,
assist and keep track of the learners as they do the tasks included in
the module.

Notes to the Learners

This module is self-explanatory. You are expected to follow the
module sequentially and independently. Answer the activities and
assessment with outmost honesty.

Notes to the Facilitator/Parent

This module is self-explanatory. Provide ample time for the learner to
finish the task given and a space conducive for learning. The role of
the facilitator/parent is to explain a topic for clarification.

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Standard Symbols/Icons used to represent some parts of the module:

Introduction. It contains learning objectives to be developed in

a material. It introduces the topic/content of the module briefly.

What I Know. This is given to check what the learner knows about the
lesson to take. This contains instruction in whether to proceed or skip the
module.

What’s In. Connects the current lesson with the previous lesson by going
over concepts that were learned previously.

What’s New. Introduces the new lesson through a story, a poem, song,
situation, or an activity.

Discussion. Provides questions that will help the learner discover and
understand the concept.

What is It. This section provides a brief discussion of the lesson. The
aims to help you discover and understand new concepts and
skills.

What’s More. This comprises activities for independent practice to

solidity your understanding and skills of the topic. You may check the
answers to the exercises using the Answer Key at the end of the module.

What I Have Learned. This includes questions or blank

sentence/paragraph to be filled into process what you learned from the
lesson.

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 What I Can Do. This section provides an activity which will help you
transfer your new knowledge or skill into real life situations or concerns.

Assessment. This evaluates the learner’s level of mastery in achieving the

learning objectives. The task given shall validate the concepts and provide
more opportunities to deepen the learning.

Additional Activities. In this portion, another activity will be given to you to

enrich your knowledge or skill of the lesson learned. This also tends retention
of learned concepts.

Answer Key. This contains answers to all activities in the module.

At the end of this module you will also find:

References This is a list of all sources used in developing

this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain
deep understanding of the relevant competencies. You can do it!

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 Introduction

You now are starting the study of organic chemistry, which is the
chemistry of compounds of carbon. In this introductory chapter, we will
tell you something of the background and history of organic chemistry.
At one time in history, it was thought that only living things could
synthesize the carbon-containing compounds present in cells. For that
reason, the term organic was applied to those compounds. Eventually it
was proved that carbon-containing compounds could be synthesized
from inorganic substances, but the term organic has remained.
Currently, organic compounds are defined as covalently bonded
compounds containing carbon, excluding carbonates and oxides. By
this definition, compounds such as carbon dioxide (CO2) and sodium
carbonate (Na2CO3) are inorganic. Organic chemistry is the study of all
organic compounds.

Organic chemistry is a very vast and complex subject. There are

millions of known organic compounds, which is far more than the number
of inorganic compounds. The reason lies within the uniqueness of
carbon’s structure and bonding capabilities. Carbon has four valence
electrons and therefore makes four separate covalent bonds in
compounds. Carbon can bond to itself repeatedly, making long chains
of carbon atoms as well as ringed structures. These bonds can be single,
double, or triple covalent bonds. Carbon readily makes covalent bonds
with other elements, primarily hydrogen, oxygen, nitrogen, halogens, and
several other nonmetals.
(https://www.ck12.org/book/cbse-chemistry-book-class11/section/13.1/)
Thus, organic chemistry is the area of chemistry that involves the
study of carbon and its compounds, and the uses of organic compounds
impact our lives daily in medicine, agriculture, and general life.

This module focuses on the history of organic chemistry, how it was

developed, how it has changed from when it was first developed, and
how it became an important field of study today.

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 What I know?

1. Which of the following is related with the chemistry?

A. Composition of matter
B. Changes in matter
C. Principles governing the changes
D. All of the above

2. A substance that contains carbon is .

A. Organic C. biogenesis
B. Inorganic D. abiogenesis

3. Carbon has valence electrons.

A. 2 B. 4 C. 6 D. 8

4. Which of the following organic compounds is the main fuel supply for
cellular work?
A. Sugars C. nucleic acids
B. Lipids D. proteins

5. Which of the following is NOT an organic molecule?

A. cellulose C. Water
B. Insulin D. Sucrose

6. What are compounds called that contain only carbon and hydrogen?
A. Hydrocarbons C. carcinogens
B. organic elements D. halides

7. Refer to the chemistry of life

A. Organic Chemistry C. Inorganic Chemistry
B. Biochemistry D. Environmental Chemistry

8. Which of the following is NOT TRUE about Carbon atoms?

A. carbon atom has four valence electrons and can form four
covalent bonds.
B. Carbon atoms are not found in organic molecules
C. Carbon atoms can form bonds with other carbon atoms to make
many different structures.
D. Carbon atoms can form double and triple bonds.

9. Which type of bond will carbon commonly form?

A. Covalent C. Metallic
B. Ionic D. None of these

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10. The branch of chemistry which deals with the study of carbon
compounds is?
A. Biochemistry C. Inorganic Chemistry
B. Organic Chemistry D. Polymer Chemistry

11. Study of all the elements & their compounds except organic compound is?
A. Organic Chemistry C. Analytical Chemistry
B. Physical Chemistry D. Inorganic Chemistry

12. How did Friedrich Wohler proved that the ‘vital force ‘theory was
wrong?
A. By the discovery of Aspirin
B. By synthetically produce penicillin
C. By synthetically produce urea compound
D. None from the list.

13. A Two-dimensional representation of molecules that shows which atoms

are bonded together and which are not.
A. Branched structures C. molecular geometry
B. structural formulas D. electron geometry

14. Which is the correct order for the landmarks in the history of chemistry?
A. Muslim, Roman, Modern & Greek Periods
B. Greek, Romans, Muslim & Modern Periods
C. Romans, Greeks, Muslims & Modern Periods
D. Greeks, Muslim, Romans & Modern Periods

15. Refer to the mystical force possessed by living organisms that was
believed to allow them to overcome physical law and synthesize organic
compounds
A. Gravitational force
B. External Force
C. Inner force
D. Vital force

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 Sources of Organic Compounds

What’s in

Historically, organic compounds were those that came from living

things. Currently organic chemistry is the area of chemistry that involves
the study of carbon and its compounds. Carbon is now known to form
several numbers of compounds. The uses of organic compounds impact
our lives daily in medicine, agriculture, and general life.
Organic chemistry in theory (Oparin, 1923) may have started with
the big bang when the components of ammonia, nitrogen, carbon
dioxide and methane combined to form amino acids, an experiment that
has been verified in the laboratory (Miller, 1950). Organic chemicals were
used in ancient times by Romans and Egyptians as dyes, medicines and
poisons from natural sources, but the chemical composition of the
substances was unknown.
Scientists believed (Berzelius, 1807) that organic chemicals found
in nature contained a special "vital force" that directed their natural
synthesis, and therefore, it would be impossible to accomplish a
laboratory synthesis of the chemicals. Fortunately, later in the century
Friedrich Wöhler (1828) discovered that urea, a natural component in
urine, could be synthesized in the laboratory by heating ammonium
cyanate. His discovery meant that the natural "vital force" was not
required to synthesize organic compounds and paved the way for
many chemists to synthesize organic compounds in laboratory.
By the middle of the nineteenth century many advances had
been made into the discovery, analysis and synthesis of many new
organic compounds. Understanding about the structures of organic
chemistry began with a theory of bonding called valence theory (Kekule,
Couper, 1858).

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 Organic chemistry developed into a productive and exciting science
in the nineteenth century. Many new synthetic methods, reaction
mechanisms, analytical techniques and structural theories have been
developed. Toward the end of the century much of the knowledge of
organic chemistry has been expanded to the study of biological systems
such as proteins and DNA. Volumes of information are published monthly in
journals, books and electronic media about organic and biological
chemistry. The vast information available today means that for new students
of organic chemistry a great deal of study is required which includes learning
about organic reactions, mechanism, synthesis, analysis, and biological
function. The study of organic chemistry, although complex, is also very
interesting.
(https://www.siue.edu/~tpatric/Ch%2001%20Intro%20H%20T%20I.pdf)

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 What’s New

MATCHING TYPE: Directions: Match column A with the correct description on column B,
write only the letter of your answer on the blank provided before each number.
COLUMN COLUMN B
A
the nineteenth-century belief that living organisms
contain a vital force allowing them to overcome ordinary
1 aromatic ring A physical laws and produce organic compounds.
Condensed only shows carbon to hydrogen ratio, will show number of
2 structural formula D bonds between.
molecules having the same molecular formula but
3 double bond E different structures.
German chemist who contributed greatly to the
development of organic chemistry and was the first to
4 hydrocarbons F synthesize an organic compound in the laboratory.
first organic compound ever synthesized in the laboratory
5 inorganic G by Wohler, German chemist
6 isomers H compounds that contain only carbon and hydrogen
7 organic I compounds that contain metal.
saturated
8 hydrocarbons J compounds that contain carbon
compounds containing only carbon and hydrogen that
contain at least one double or triple bond between
9 structural formulas K carbon atoms.
compounds containing only carbon and hydrogen and
having no double or triple bonds between the carbon
10 triple bond L atoms.
a two-dimensional representation of molecules that
unsaturated shows which atoms are bonded together and which are
11 hydrocarbons M not.
a particularly stable organic compound with six carbon
atoms and alternating single and double bonds in a ring
12 urea N structure.
a mystical force possessed by living organisms that was
believed to allow them to overcome physical law and
13 vital force O synthesize organic compounds.
a bond between two atoms in which two electron pairs
14 vitalism P are shared.
a bond between two atoms in which three electrons pairs
15 Wohler Q are shared.
R. the ability to attract electrons in a covalent bond

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 Organic chemistry is one of the major branches of chemistry
that deals with the study of compounds containing carbon.
The history of organic chemistry can be traced back to
ancient times when medical practitioner in charge of a
tribes extracted chemicals from plants and animals to treat
members of their tribes. They didn't label their work as "organic
chemistry", they simply kept records of the useful properties and
uses of things like willow bark which was used as a pain killer. (It is now known that
willow bark contains acetylsalicylic acid, the ingredient in aspirin - chewing on the
bark extracted the aspirin.) Their knowledge formed the basis of modern
pharmacology which has a strong dependence on knowledge of organic
chemistry.

In the early 1800's by Jon Jacob Berzelius, organic chemistry was first
defined as a branch of modern science. He classified chemical
compounds into two main groups: organic if they originated in living or
once-living matter and inorganic if they came from "mineral" or non-living
matter. Like most chemists of his era, Berzelius believed in Vitalism - the idea
that organic compounds could only originate from living organisms
through the action of some vital force. It was a student of Berzelius' who
made the discovery that would result in the abandonment of Vitalism as a
scientific theory. In 1828, Friedrich Wöhler discovered that urea - an organic
compound - could be made by heating ammonium cyanate (an
inorganic compound).

Wöhler mixed silver cyanate and ammonium chloride to produce solid

silver chloride and aqueous ammonium cyanate:

He then separated the mixture by filtration and tried to purify the

aqueous ammonium cyanate by evaporating the water.

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To his surprise, the solid left over after the evaporation of the water was
not ammonium cyanate, it was a substance with the properties of urea!
Wohler’s observation marked the first time an organic compound had

been synthesized from an inorganic source.

inorganic organ

A Turning Point in Science History

Wohler’s discovery was a turning point in science history for two
reasons. First, it undermined the idea of Vitalism because an organic
compound was produced from an inorganic one. However, it also
represented the discovery of isomerism - the possibility of two or more
different structures (ammonium cyanate crystals and urea crystals) based
on the same chemical formula (N2H4CO).
Chemists started searching for reasons to explain isomerism. That in
turn led to theories about the structure of chemical compounds. By the
1860's, chemists like Kékulé were proposing theories on the relationship
between a compound's chemical formula and the physical distribution of
its atoms. By the 1900's chemists were trying to determine the nature of
chemical bonding by developing models for electron distribution. During
all this time the number of known organic compounds was increasing
rapidly year by year.
During the 20th century, organic chemistry branched into sub-
disciplines such as polymer chemistry, pharmacology, bioengineering,
Petro-chemistry, and numerous others. During that century, millions of new
substances were discovered or synthesized. Today over 98% of all known
compounds are organic.
(http://greenmedicine.ie/school/images/Library/A%20Brief%20History%20of%2
0Organic%20Chemistry.pdf)

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 What is It

What makes you different from a rock? What makes life? What
differentiates organic chemistry from inorganic chemistry? In the 18th and early
19th centuries, it was believed that organic compounds could only be obtained
from living organisms. And it was due to a vital force that all living organisms had
that led to the formation of organic compounds. So, there was a distinction made
between organic compounds and inorganic compounds. Organic, meaning
'coming from an organism,' while inorganic was everything else. Today we know
this distinction is not true, yet we continue to differentiate organic chemistry from
inorganic chemistry due to the importance of organic compounds in the world.
Let's examine some hallmark moments that have been influential in the
development of the organic chemistry discipline.
In the early 1800s scientists had already learned how to isolate many
compounds from plants. Yet they thought that the vital force in plants was the
only way to produce these compounds. In 1828, Friedrich Wohler was the first
scientist to synthetically produce one of these compounds: urea. This discovery
made scientists realize that these organic compounds could indeed be
synthesized and that there was no vital force.
An important breakthrough was discovering the organic structure of the
benzene ring. Typically, double bonds are shorter than single bonds, yet due to
benzene's unique circular shape with double bonds placed at every other bond,
all the bonds are of equal length. This unique structure of benzene was difficult for
scientists to figure out.
Then in 1865 Friedrich August Kekule von Stradonitz, often simply referred to
as Kekule, figured it out. Kekule explains he discovered this structure after days of
studying benzene and trying to determine how and why it reacts in the way that
it does. One night he had a dream of snakes twisting together until they formed
a circle. He woke up from this dream and realized that benzene was circular. From
there he was able to figure out the structure of benzene, which led to further
discoveries about how organic compounds react.
In year 1874 several more advances happened in the event of organic
chemistry. Scientists had started to realize that sometimes compounds would
react in different ways even though they had the same chemical formula. They
realized that the differences were due to the direction, typically explained as up
or down, that the atoms were coming off from the carbon atom.

13
 Jacobus van 't Hoff and Joseph-Achille Le Bel developed a system to
indicate what way these atoms were coming off of the carbon, called a 3D
stereochemical representation. A solid line indicates the atom coming up from
the carbon, while a dashed line indicates that it is going backwards. They also
discovered that carbon is a tetrahedral. In other words, carbon can have four
atoms coming off of it.
Willow was first used 5000 years ago as an anti-inflammatory. The organic
compounds in willow that causes anti-inflammatory response was first isolated in
1828 by Joseph Buchner. Later this compound was synthesized in the lab. In 1899,
acetylsalicyclic acid is named Aspirin by Bayer. The letter ‘A’ stands for acetyl,
“spir” is derived from the plant known as Spiraea ulmaria (meadowsweet), which
yields salicin, and “in” was a common suffix used for drugs at the time of the first
stable synthesis of acetylsalicylic acid. Aspirin was officially produced as an anti-
inflammatory using the organic compounds that were originally used thousands
of years ago in medicines.
(https://study.com/academy/lesson/the-history-of-organic-chemistry.html#transcriptHeader)

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 What’s More

Direction: Select the letter of the best/correct answer. Write it on a separate

sheet.
1. The first organic chemical to be synthesized in a lab from inorganic
chemicals was
A. ethanol C. methane
B. sugar D. urea
2. The first person to synthesis an organic chemical from inorganic chemicals
was
A. August Kekulé C. Friedrich Wöhler
B. John Dalton D. Raymond LeMieux

3. The vitalism theory in organic chemistry held that

A. organic chemicals can only be obtained from living organisms
B. organic chemicals can only be obtained from dead organisms
C. organic chemicals can only be obtained from living or dead
organisms
C. organic chemicals can be obtained from any source of chemicals,
organic or inorganic.

4. Which process involves the conversion of once living organic matter to fossil fuels?
A. carbonization C. combustion
B. nuclear fusion D. photosynthesis

5. Throughout history there have been many definitions of organic chemistry.

The modern definition of organic chemistry refers to the study of
A. ionic compounds of carbon
B. molecular compounds of carbon
C. non-living substances only
D. substances derived from living things.

6. Which statement is true?

A. Carbon can bond in chains with branches, but cannot form rings
B. Carbon can form single bonds, but not double and triple bonds.
C. Carbon can bond in chains with branches, in rings, and with single,
double and triple bonds
D. Carbon cannot form rings with double bonds or branches on them

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7. Which statement is true?
A. Over 98% of all known compounds are organic
B. Over 98% of all known compounds are inorganic
C. There are about 2 times as many inorganic compounds as organic
compounds
D. There are about 2 times as many organic compounds as organic
compounds

8. There are thousands of times more organic than inorganic compounds. The
enormous number of carbon compounds is believed to be due, in large part,
to the
A. high bonding capacity of a carbon atom.
B. ability of carbon atoms to form covalent bonds with hydrogen.
C. high number of lone pairs of electrons of a carbon atom.
D. large variety of chemical reactions of elemental carbon

9. Structural isomers have .

A. the same molecular formula
B. different physical and chemical properties
C. the same elemental composition
D. all of the above

10. Which biological process produces glucose from carbon dioxide and water?
A. carbonization
B. photosynthesis
C. fusion
D. respiration

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 What I have Learned

1. Explain why Wohler’s synthesis of urea by heating ammonium

cyanate crystals was a landmark event or turning point in the study of
organic compounds?

2.What was the reason why in 18th and early 19th centuries, they
believe that organic compounds can be obtained from living
organisms only?

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 What can I do.

1. How are organic compounds put great impact in the lives of

ancient people? (cite two examples)

2. What was the impact of the abandonment of vitalism as a

scientific theory in the lives of the new generation today?

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 Assessment

1. Which of the following describes the theory of Oparin about the

beginning organic chemistry?
A. In ancient times people believed only in water, fire, air and soil.
B. Organic chemistry was used only by Romans and Egyptians in ancient
times
C. Organic chemistry was synthesized in ancient time as food preservatives
especially in Egypt and Rome.
D. Organic chemistry may had begun with big bang when the components
of ammonia, nitrogen, carbon dioxide and methane combined to form
amino acids.
2. Who meant that the natural "vital force" was not required to synthesis organic
compounds and paved the way for many chemists to synthesize organic
compounds?
A. Aleksandr Oparin C. Frederich Wöhler
B. Antoine Lavoisier D. Jon Jacob Berzelius
3. How are organic chemicals used in ancient times by Romans and Egyptians?
A. as dyes, medicines and poisons from natural sources,
B. as preservatives and food ingredients
c. as fertilizer and pesticides
D. as cleansing agent

4. Which of the following explains why there are many carbon compounds?
A. Carbon atoms form covalent bonds with other elements
B. Carbon atoms form single or double bons
c. Carbon atoms bond with other carbon atoms in different molecular
pattern
E. Carbon atoms are not easily affected by water and oxygen

5. Who believed that organic chemicals found in nature contained a special

"vital force" that directed their natural synthesis?
A. Aleksandr Oparin C. Frederich Wöhler
B. Antoine Lavoisier D. Jon Jacob Berzelius

6. What is Vitalism?
A. the idea that organic compounds come from nonliving things
B. the idea that organic compounds could only originate from living
organisms through the action of some vital force.
c. belief that synthesizing organic substance from inorganic substance is
possible in the laboratory through the action of some vital force.
D. belief that organic compounds may had begun with big bang when the
components of ammonia, nitrogen, carbon dioxide and methane
combined to form amino acids

19
7. Refer to the mystical force possessed by living organisms that was believed to
allow them to overcome physical law and synthesize organic compounds
A. Gravitational force C. Inner force
B. External Force D. Vital force

8. Who is the German chemist who contributed greatly to the development of

organic chemistry and was the first to synthesize an organic compound in the
laboratory?
A. Frederich Wöhler C. Aleksandr Oparin
B. Jon Jacob Berzelius D. Antoine Lavoisier

9. What was the theory of a ‘vital force’?

A. The idea that organic matter is vital to our lives.
B. The idea that organic matter could only be formed by living organisms.
C. The idea that carbon is vital in many reactions.
D. The idea that there is a force that directs all reactions.
10. Organic chemistry was first defined as a branch of modern science in the
early 1800's by
A. Frederich Wöhler C. Aleksandr Oparin
B. Jon Jacob Berzelius D. Antoine Lavoisier

11. Plastics are excellent examples of substances that are the product of
invention - they are not found anywhere in nature.
A. True B. False C. Partly true D. Partly false
12.Which statement is correct about willow bark?
A. It is a food ingredient
B. It is a substance used as pain killer
C. It is a substance used as fertilizer
D. It is a poisonous substance used in hunting animals

13. Organic chemicals were used in ancient times by Romans and Egyptians as
dyes, medicines and poisons from natural sources
A. True B. False C. Partly true D. Partly false

14. Which is the correct order for the landmarks in the history of chemistry?
A. Muslim, Roman, Modern & Greek Periods
B. Greek, Romans, Muslim & Modern Periods
C. Romans, Greeks, Muslims & Modern Periods
D. Greeks, Muslim, Romans & Modern Periods

15. Which of the following is TRUE about Carbon atoms?

A. carbon atom has four valence electrons but can form six
covalent bonds.
B. Carbon atoms are not found in organic molecules
C. Carbon atoms can form bonds with other carbon atoms
D. Carbon atoms can form double but not triple bonds.

20
 Additional Activities

Organic Chemistry Timeline

Identify the events below by writing the corresponding date it

happened according to study, on the blank provided before
its number. Select your answer from the box.

Corresponding dates:

1800 1828 1865 1874 1899

1. Bayer produced aspirin commercially.

2. Friedrich August Kekule von Stradonitz discovered the
benzene ring structure.
3. Friedrich Wohler proved the ‘vital force’ theory wrong
by synthetically producing Urea.
4. Jacobus van’t Hoff and Joseph-Achille Le Bel
develop an organic molecule modeling system.

21
22
References

Books:
Miller, S. L. (1953). A production of amino acids under possible primitive earth
conditions. Science, 117(3046), 528-529.

Raubenheimer, O. (1927). Pharmaceutical events about 1776. Journal of

Pharmaceutical Sciences, 16(6), 541-547.

Wöhler, F. (1844). Untersuchungen über das Chinon. European Journal of

Organic Chemistry, 51(2), 145- 163.

Internet Resources:
https://www.ck12.org/book/cbse-chemistry-book-class11/section/13.1/
https://www.siue.edu/~tpatric/Ch%2001%20Intro%20H%20T%20I.pdf

http://greenmedicine.ie/school/images/Library/A%20Brief%20History%20of%2
0Organic%20Chemistry.pdf
https://study.com/academy/lesson/the-history-of-organic-
chemistry.html#transcriptHeader

https://acikders.ankara.edu.tr/pluginfile.php/6812/mod_resource/content/1/Hist
ory%20of%20Organic%20Chemistry1.pdf

http://web.chem.ucsb.edu/~neuman/orgchembyneuman
https://opentextbc.ca/chemistry/chapter/20-1-hydrocarbons/
https://en.wikipedia.org/wiki/Organic_chemistry
https://www3.wayne.kyschools.us/userfiles/71/Classes/9741/32InorganicVsOrgan
icAWorksheet.pdf
https://www.coursehero.com/file/29164448/organic-chemistry-basics-
worksheetdoc/

https://www.chem.tamu.edu/class/fyp/mcquest/ch27.html
https://www.depedcarifugao.com/DRRR-Q1-MODULE-8-08082020.pdf
https://www.depedcarifugao.com/english8_q1_mod1_NotingContextClues_FIN
AL07282020.pdf

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https://www.depedcarifugao.com/ENG4_Q1_MOD7_ENRICHING%20YOUR%20V
OCABULARY_FINAL08032020.pdf
https://www.researchgate.net/publication/281722296_Secondary-
school_chemistry_textbooks_in_the_19th_century

https://www.slideshare.net/lhoralight/k-to-12-grade-4-learners-material-in-
science-q1q4

https://www.coursehero.com/file/67121541/Arts-9-Q1-MELC-2pdf/

https://archive.org/stream/ananalyticaldic00bootgoog/ananalyticaldic00boot
goog_djvu.txt

https://www.slideshare.net/clarealcober/pre-calculus-grade-11-learners-
module-senior-high-school

https://www.officialgazette.gov.ph/1967/10/23/executive-order-no-92-s-1967/
https://www.depedcarifugao.com/DRRR-Q1-MODULE-8-08082020.pdf
https://www.depedcarifugao.com/EDITED_21st-Century-
Lit11_q1_mod1_geographic_v2-1-08082020.pdf
https://www.depedcarifugao.com/DRRR-Q1-MODULE-8-08082020.pdf
https://inba.info/biology_58b2357db6d87fb5658b461d.html

https://www.coursehero.com/file/p5ojir7i/In-addition-to-the-material-in-the-
main-text-you-will-also-see-this-box-in-the/

https://linguistics.byu.edu/faculty/henrichsenl/LessonPlanning/lp_11.html
https://www.chegg.com/homework-help/questions-and-answers/match-
structure-column-correct-description-column-b-q30378962

https://www.chegg.com/homework-help/questions-and-answers/questions-4-9-
match-term-column-correct-description-column-b-4-agglutinins-5-diapedesis-6--
q24773268

https://courses.lumenlearning.com/cheminter/chapter/organic-chemistry/
https://pediaa.com/difference-between-single-double-and-triple-bonds/

https://courses.lumenlearning.com/introchem/chapter/double-and-triple-
covalent-bonds/
http://www.menihek.ca/Teacher%20Pages/Teacher%20Pages/Ruth%20Simmons
_files/organic1.pdf
https://www.researchgate.net/publication/281722296_Secondary-
school_chemistry_textbooks_in_the_19th_century

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https://www.intechopen.com/books/silver-nanoparticles-fabrication-
characterization-and-applications/silver-nanoparticles-synthesis-
characterization-and-applications
https://www.ausetute.com.au/namishalk.html

https://archive.org/stream/ananalyticaldic00bootgoog/ananalyticaldic00boot
goog_djvu.txt

https://digilander.libero.it/carlogabbi/pc%20dictionary.html

http://www.dankalia.com/tutor/01001/0100101019.htm

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